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The case was created via an interview of the protagonist.

The case describes the dilemma a young leader, Captain Bryson, faces after a few months in his new organization. Amid a routine meeting, two of CPT Bryson’s direct reports get into a verbal (and nearly physical) altercation over a relatively benign issue. CPT Bryson must decide how to handle the conflict at that moment. Further, the organization is resource constrained, so the personnel will be working in the same organization for at least the next six months. Therefore, CPT Bryson must try to diagnose the types and sources of conflict so that he can decide on how to manage the conflict in both the short and long terms.

This case is designed for use in undergraduate and graduate level courses on leadership and management. The case is useful for teaching lessons (or electives) on conflict management, developmental communication (counseling), emotional intelligence and power and influence.

The primary focus of this case is on group dynamics, including group development, interpersonal conflicts, and team effectiveness. Appropriate theories and frameworks are drawn upon from the literature on group dynamics and conflict management to discuss and address these issues.

This case is completely based on real-life events and the information was attained from interviews with the case characters. Name of the organization and all characters in the case have been disguised.

This case deals with a student work group facing intragroup conflicts while pursuing Master of Business Administration (MBA) at a prominent Indian B school. Three members of the group approached Hemant Patel, Organizational Behavior Faculty, and Suhas Shah, Program Chair, for seeking help to resolve the conflict. Patel and Shah conducted interviews with group members and organized a workshop on group dynamics at the larger, class level. However, a few members informed them that dynamics were still poor. Patel and Shah are contemplating what to do next.

This case can be used in courses on organizational behavior, human resource management (with a focus on group and team performance) or general management (with a focus on group and team effectiveness). The primary focus of this case is on group dynamics and conflict management. This case was written keeping in mind graduate course/MBA students but it should do well with undergraduate students and executive education participants as well.

This case study aims to expect the following learning outcomes. A better understanding of the nature of a psychological contract being developed by employees in non-profit organizations, especially working in the areas of social development and the impact of this contract on employee commitment. Enhanced understanding of conflict of interest (personal versus public) in social development organizations and its implications. Identification of issues of task conflict versus interpersonal conflict and its impact on organizational functions. Identification of dynamics of exclusion of internal stakeholders from organizational strategic decision-making process along with its impact on organizational performance and sustainability. Devising a mechanism to avoid such conflicts in social development organizations, in particular, and organizations in general.

This case highlights five issues as follows: it identifies and discusses conflict of interest between privileged class possessing decision-making positions in the board of directors and implementers working at the grassroots level at ANMOL (a non-governmental organization working for poor girls education in Baluchistan-hub of China–Pakistan Economic Corridor); it discusses the basis for formulation of psychological contracts and impact of its violation on stakeholder’s commitment and motivation; it discusses the implications of difference of opinion of both stakeholders regarding organizational vision and possible drawbacks of converting task conflict into interpersonal conflict on individuals, organization and end-users; it explores implications of exclusion of key stakeholders from organizational decision-making and its impact on organizational smooth working and sustainability; and it suggests a mechanism to avoid conversion of task conflict into interpersonal conflict and smooth functioning of an organization. Hence, this case discusses theories of conflict of interest between top-leadership and workforce, psychological contract and implications of its breach on employee motivation and organizational sustainability in the context of social development organizations.

This case provides sufficient material to be discussed at master level courses (management sciences – master of business administration (MBA) level) such as human resource management (dynamics of psychological contract and conflict resolution), leadership and change management in social development organizations (social enterprises).

Teaching Notes are available for educators only.

CSS 7: Management Science.

The learning outcomes of this case will help the participants to assess values, motivations and interpersonal relations that exist and evolve in a family firm; analyze individual-level strategies in absence of business growth strategy and succession plan; expose trade-offs associated with natural inheritance or merit-based succession; reveal alternate strategies of coping with conflicts in multi-generation multi-family firms.

This case focuses on leadership, succession and conflicts at Dalal Group, a 50 years old textile yarn trading family-run business. The trading business has 10 members across three generations working in it. The business is making profits but the growth of the business is not synchronous to the number of family members working in it. As revenues are stable and buyers’ network is not growing, an internal tussle has begun among the members to preserve business resources available to them. The founder, who is also the Managing Director of the Group, is about to retire in a couple of years but there is no clear successor to his position. In the absence of a business growth plan and uncertainty about the next leader, members are clueless about their own future and that is affecting their interpersonal relations at work. This has triggered the need for decision and action by the founder, failing which the business might disintegrate. The case author has used personal interview methods and secondary sources like annual reports and manuals of the company to collect data and information.

Senior Undergraduates, MBA (Entrepreneurship and Family Business), MBA.

Teaching notes are available for educators only.

CSS 6: Human resource management.

The case explores Ayesha’s reasoning, who is also a financial expert, regarding how she approaches the question of Riba (interest) so that she can maximize her financial returns and remain true to her religious identity. The discussion in the case revolves around alternate rationalizations as to why Riba (interest) continues to remain important for many Islamic investors.

Historically, the prohibition of Riba (interest) prevented the exploitation of the poor borrower who was charged exorbitant interest rates by wealthy lenders. In the modern day, a banking system which operates in a regulated setup and charges market-based interest rates, the rationale regarding the exploitation of the poor seems less compelling. Furthermore, other economic realities such as inflation and currency fluctuations further lend support to protecting one’s investments through prudent financial decisions. In this case the authors approach this decision regarding the prohibition of Riba (interest) in Islam from the point of view of the protagonist, Ayesha Bhatti, who is religiously conscious and is faced with certain personal investment choices.

The case focuses on one of the core issues of Islamic finance (IF), that of the prohibition of charging Riba (interest) on debt and the reasons behind this ruling. The relevance of this prohibition to modern day financial markets is essential to understand IF.

Teaching notes are available for educators only.

CSS 1: Accounting and Finance.

In September 2014 Leyth Jamal, a transgender woman, filed suit against her employer, luxury retailer Saks Fifth Avenue. Jamal alleged that she experienced harassment from managers and other employees because of her gender identity while employed by Saks, including verbal abuse and threats of violence. At the time she filed suit, no federal, state, or local laws protected transgender employees from discrimination. However, some federal district courts had recently begun to allow such suits on the premise that discrimination based on gender identity was a form of sex discrimination. Other suits and amicus briefs brought by the Equal Employment Opportunity Commission (EEOC) furthered this trend. The EEOC is the federal agency charged with investigating and supporting claims of discrimination under Title VII of the Civil Rights Act of 1964, so district and appellate courts watched the EEOC's position on the application of Title VII. Socio-culturally, many Americans supported transgender rights, even as they voiced anxiety about transgender men in women's bathrooms.

This case has students assume the role of a trusted member of the executive team of Hudson's Bay Company, which owns Saks Fifth Avenue. One Friday afternoon in late December 2014, the Hudson's Bay CEO sends an email to his executive team notifying them that he has approved corporate counsel's motion to dismiss Jamal's case based on the argument that transgender people are not a protected class according to Title VII. The motion will be filed in federal court on Monday. The CEO shares that he personally believes it is preposterous for anyone to think that Saks Fifth Avenue is anything but a strong advocate for LGBT rights, but he invites executive team members to call him if they have any concerns. Members of the executive team have a responsibility to consider the broader strategic implications for the company, so students must decide if and how to respond to the CEO.

The Congregation of the Blessed Virgin Mary (CBVM), a Catholic order founded in the early 1800s, was faced with a series of strategic concerns, including an aging clerical population, a changing laity, reduced finances, very limited vocations, and an evolving mission. Some of these concerns faced the Catholic Church in America as a whole (including sexual abuse, not discussed in this case) and several of these issues were also facing the Catholic Church worldwide. The serious matters facing them were threatening the continued viability of the order in America, and the guidance they were receiving from Rome - instruction to decide which of three suggested models for restructuring they would adopt - seemed to back them into a corner, requiring selection from among several strategies not devised by their membership and commitment to the selected strategy going forward. Change was necessary, but one of the major concerns of the order was that it remain consistent with its stated mission while adapting to a new environment and “operating system.” Their decisions were driven by Rome, but the decisions were not made by Rome; the CBVM was as autonomous in its decision-making as any decentralized international organization.

When do you throw it all away? The first senior female in a male-dominated business school decides it all comes down to a question of principle – and maybe a few others. What is the best balance between her responsibilities to students, family, and the next generation of female leaders? Can she both be true to herself and compromise? What factors should influence this decision? This case brings together questions about power and influence, rational decision-making, leadership, and the intra and inter-personal responsibilities of organizational “firsts.” Further, issues related to a university's effort to better compete within the global higher education marketplace, provide a valuable opportunity to explore institutional approaches to promoting diversity, inclusion, and cultural competency.

This case, which was developed from primary sources, highlights the array of competing objectives and personal and political tensions involved in university administration.

This case was designed for graduate students in Masters of Public Administration, Masters of Business Administration, Masters of Education in Organizational Leadership, or similar graduate degrees that include significant management and leadership content. Students working with this case should have already completed foundational courses in topics such as organizational management, public policy, leadership, strategic human resources management, or their equivalents within their respective programs of study. Virtually all of the issues raised by this case address core themes, concepts, theses, and theories associated with an accredited graduate program in educational management, business or public administration.

On the evening of December 29, 1972, Eastern Air 401 (EA401) was on a routine flight from New York to Miami. Despite EA401 flying one of the most advanced aircraft at the time (the Lockheed L-1011), it crashed in the Florida Everglades killing 101 of its 176 passengers. Drawing from various first-hand accounts (cockpit voice recorder) and secondary evidence (news reports and online sources) of the tragedy, this teaching case provides a detailed account of the key events that took place leading up to the accident. The case describes how the pilots on EA401 were confronted with a simple scenario, a landing gear bulb not working in the cockpit, and through the distraction that ensued made a series of errors. Through many of the quotes in the text, readers gain an understanding of the impressions and perceptions of the pilots, including how they felt about many of the critical decisions and incidents during the last minutes of the flight. The case concludes by highlighting the main findings of the NTSB report.

Depending on individual course objectives, this case can take two or one day to debrief. Specifically, if this case is used in an organizational behavior course, most of the case questions could be discussed in one day. However, if this case is used in a capstone HRM or group dynamics type course on teams and team training and performance, a second day could be used to develop documentation outlining training design or performance evaluation designs.

This case will help students to improve their understanding of several important aspects of an organization’s culture and the importance of ethics in developing an organization’s culture. Students will be able to demonstrate their understanding of the concept of values and their importance in business and learn what organizations should do to make their culture more value-driven. Students will be able to identify the impact an organization’s blurred culture causes and understand the concept of “value congruence” and its need to get higher employee performance. Students will be able to understand the importance of Holland’s person-job fit theory, in an organizational context, along with the impact of Hofstede’s national culture on the organizations’ culture of a country. Students will realize how a result-driven performance management system impacts an employee’s morale negatively, and discover why an organization should balance on giving equal importance to both result and behavior-based performance appraisal system. Students will develop sensitivity to the application of the “triple bottom line” and deontological approach in ethics, and determine how to formulate policies for sustainable and ethical process-driven organizations.

There are two aspects to this case. On the one hand, it talks about the ethical dilemma faced by the protagonist Mr. Vijay Shekhar while working with Smartschool.com, with its head office in Bangalore, India. On the other hand, the case focuses on the performance management system at Smartschool.com, its existing framework and the impact it has on employees and other stakeholders. It also emphasizes the importance of establishing a value-driven culture in an organization for its long term sustenance.

Graduate and under-graduate business students/MBA level.

Teaching Notes are available for educators only.

CSS 6: Human resource management.