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After studying the case, the students will be able to: 1. understand the business and existing HR practices at Precision Engineering; 2. evaluate the factors affecting business that may require the company to formalise its HR practices; 3. create recruitment and selection-related solutions for HR 2.0 using appropriate models and theory to aid the company meet its business goals; 4. create training needs identification and evaluation practices for HR 2.0 using appropriate models and theory to aid the company meet its business goals; and 5. create performance planning and review-related solutions for HR 2.0 using appropriate models and theory to aid the company meet its business goals. The case helps students objectively assess HR practices related to three core verticals – recruitment and selection; training; and performance management systems. It also enables them to reassess these practices with the help of specific metrics and models.

Precision Engineering was a manufacturer of machined metal components in the Indian automotive components industry. It had been a family-run business since its inception in 1995. Precision was awarded the prestigious Automotive Component Manufacturers of India award in 2020 for excellence in HR. Ms Sakshi Kapoor, General Manager of Innovation, was ecstatic at the receipt of this award. She, however, was thoughtful about the informal human resource (HR) practices at the company. The top management had announced an aggressive growth plan and advised Ms Kapoor to leverage HR practices to facilitate these plans. Recruitment and selection, employee training and performance management systems needed to be formalised on a priority basis to strategically aid the future business agenda at Precision. Ms Kapoor faced the challenge of preparing the roadmap of HR 2.0 while preserving the employee-centric beliefs at Precision. The case initiates a discussion to achieve this goal by adopting suitable HR metrics and models.

It should be taught in the core course on Human Resource Management for first-year Masters in Business Administration (MBA) students. Alternatively, it could be used in elective courses such as Strategic Human Resource Management, Training and Development and Performance Management Systems for second-year MBA students.

Teaching notes are available for educators only.

CSS 6: Human Resource Management.

Teaching objective 1: Students are able to identify and apply characteristics of a social entrepreneur, and social enterprise, as defined by Dees (2001). Teaching objective 2: Students are able to identify and apply the four tensions identified by Smith, Gonin and Besharov (2013) that manifest in social enterprises. Teaching objective 3: Students are able to apply Institutional Theory to social entrepreneurship. Students are able to explain legitimacy and the influence of context on the social enterprise. Teaching objective 4: Students through using the Change Canvas, are able to distinguish between profit and purpose characteristics of the organisation; and are able to make recommendations based on the process they have followed.

Kovin Naidoo is the CEO Of a multi-national social enterprise, Australia-based The Brien Holden Institute. The case explores Naidoo's journey as a social entrepreneur, and the partnership forged with Brien Holden as they built their multinational social enterprise. Naidoo is catapulted to the position of CEO after the sudden death of his friend, and is trying to balance the competing pressures of profit and purpose. The case introduces the foundational characteristics of social entrepreneurship, before exploring Institutional Theory and the Change Canvas as a tool for managing tensions between profit and purpose.

This case study is aimed at students of entrepreneurship, social entrepreneurship, corporate social investment, development studies, innovative health-care systems, sustainable livelihoods and asset-based development. It is written at an Honours / Masters level and is therefore also appropriate for use in customised or short programmes.

Videos (including a TedX by Naidoo), Web materials and a book chapter are included in the supplementary materials list.

CSS 3: Entrepreneurship.

In May 2013, Jack Russo, a Chicago-based tech entrepreneur, had to choose one of four possible product concepts to use as the starting point for his new K–8 educational learning company, TabletTeach LLC. At the time, the K–12 education market in the United States was experiencing major disruption due to print-to-digital transformation, new Common Core State Standards (CCSS), new standardized tests aligned to the Common Core (rolling out in most states in the 2014–2015 school year), and increasing pressure from parents for schools to incorporate technology in their children's learning. Based on his first-hand experience and research, Russo knew there was a significant opportunity for a company that brought to market a tablet-enabled learning solution focusing on grades K–8, which made learning Common Core math and/or language arts fun for every student and engagingly simple for all teachers.

This case provides an interesting example of something typically hard to teach: transitioning from the fuzzy front end of a market opportunity analysis to a specific product opportunity. The case bounds the problem by outlining four potential product concepts, which students will then evaluate and rank using their own sets of criteria.

Define evaluation criteria for an opportunity analysis of a tech startup in a dynamic market; use these criteria to evaluate a set of product concepts and their business opportunities; refine a set of product concepts to develop and present a recommendation; understand the importance of the problem-persona-product fit and “jobs to be done” data in identifying high-value opportunities; present findings in an opportunity brief and a market opportunity hypothesis statement

The case discussion will help the participants figure out ways the entrepreneur could handle problems such as labour shortage, demonetisation and customer retention and find possible strategies to overcome them.

MVR Leathers is a small-scale leather-processing unit located in Chennai. MVR was the brainchild of Venkat Raj, who started his career in 1982 as a casual labourer in an unrelated domain. His unwavering persistence helped him to become an independent entrepreneur by 2008. In achieving his dream to become an entrepreneur, Raj encountered many challenges and an equal number of new opportunities. Each time he faced a challenge, he met a new set of people who helped him. However, at times, the same people who had helped him once might throw him out of the scene. In brief, his struggle is never-ending. He keeps fighting to come back and find new avenues to success. A different set of challenges surfaced as he took charge of his firm as a sole owner. Once again, he countered those challenges with courage and grit. In doing so, he made full use of his experience.

The case can be used for discussions at the executive, postgraduate and undergraduate levels. Academic courses that address topics such as entrepreneurship, entrepreneurs, small-firm strategies, business environments, leather industry, leadership, human resource management and entrepreneurial journeys can use the case for classroom learning.

Teaching Notes are available for educators only.

CSS 3: Entrepreneurship.

Human resource management.

Undergraduate and graduate level Human Resource Management programmes; Leadership modules.

This case accounts the experience of a Malaysian company, Telekom Malaysia Berhad, in implementing talent management practices in its organization. There were several developments that prompted Telekom Malaysia Berhad to initiate a talent management program. The emergence of competitors had forced the company to introduce initiatives to sustain the business. One of the key initiatives involved the need to better manage its talent. The talent management process at Telekom Malaysia Bhd is divided into four key stages. These are first, talent spotting; second, talent assessment and endorsement; third, formulation of individual development plan; and the fourth, readiness level assessment. Each of these stages is implemented using a well-defined set of standards and activities.

This case examines how commitment and support from line management is crucial in the successful implementation of a talent management program and HR-related initiatives generally. Line managers are identified as the missing linchpin between HRM and organizational performance. The case will also identify how the role of line managers is now shifting to support the HR in a strategic sense. Thus, we find a shift in the HR profession from personnel management to strategic human resource management. The case examines the importance of a positive leader-member relationship, creating a culture which is receptive to change. This can be achieved by transformational leader who fosters closer relationships with subordinates. Finally, the case pinpoints how development can occurs in three main ways – on the job experiences, relationships, networking and feedback and formal training opportunities.

Teaching note.

Kiera, a young, enthusiastic sales rep, was recently promoted to manager of a sales team of five. In her first year on the job, she tackled a major revamp of the company's outdated training materials and organized a regional conference for her area, but neither her boss nor corporate seemed to appreciate the work she had been doing. Without support or guidance from her boss, Kiera was confused. What was she supposed to do? Parts A and B of the case present two different perspectives on coaching. Part A contains a narrative from the point of view of the “coachee,” Kiera, who was learning how to work with her boss, ultimately with the assistance of an executive coach. This case focuses on coaching as a tool to enhance self-management and relationship management and to improve personal performance. Part B describes how Kiera started to learn the “coach approach” to managing her team with the continued guidance of her executive coach. She learned to apply the same skills that her coach used with her in Part A to diagnose her team, share feedback, and communicate expectations. She was learning how to listen and ask thoughtful questions, but she also needed to expand her awareness to “other-management” and build her own coaching skills to enhance her team's performance.

Kiera, a young, enthusiastic sales rep, was recently promoted to manager of a sales team of five. In her first year on the job, she tackled a major revamp of the company's outdated training materials and organized a regional conference for her area, but neither her boss nor corporate seemed to appreciate the work she had been doing. Without support or guidance from her boss, Kiera was confused. What was she supposed to do? Parts A and B of the case present two different perspectives on coaching. Part A contains a narrative from the point of view of the “coachee,” Kiera, who was learning how to work with her boss, ultimately with the assistance of an executive coach. This case focuses on coaching as a tool to enhance self-management and relationship management and to improve personal performance. Part B describes how Kiera started to learn the “coach approach” to managing her team with the continued guidance of her executive coach. She learned to apply the same skills that her coach used with her in Part A to diagnose her team, share feedback, and communicate expectations. She was learning how to listen and ask thoughtful questions, but she also needed to expand her awareness to “other-management” and build her own coaching skills to enhance her team's performance.

Addresses the issue of Gender Equality – UN Sustainable Development Goal No.5. Discusses the topic of diversity, equity and inclusion. Presents the challenges faced by women of color in workplace and shows the capabilities needed to overcome these challenges.

Analyze the capabilities that women of color need to become successful leaders. Explore the importance of Diversity, Equity and Inclusion (DEI) in organizations and the role played by leaders in promoting DEI. Understand what inclusive leadership is. Examine the strategic leadership skills that leaders need to possess.

In March 2021, one of the largest drugstore chains in the USA, Walgreens Boots Alliance, a US$140bn company, announced that Rosalind Brewer (Brewer) (she) would be its new CEO. With the announcement, Brewer became the third black woman in history to lead a Fortune 500 company. After graduating in organic chemistry, Brewer joined Kimberly Clark and went on to lead the Nonwovens business. She then joined Walmart as Vice President. Brewer then moved to Starbucks as Head of Operations. Being an inclusive leader, Brewer brought in several changes to smoothen the operations and make the organizations employee-friendly. At the same time, as a black woman in a leadership position, she faced several challenges, which she overcame. As an advocate of DEI, Brewer strove to take diversity beyond just numbers. After becoming the CEO Boots Walgreens, Brewer was looking at taking medicines to masses and making healthcare affordable and available.

MBA/MS/Executive Education.

Teaching Notes are available for educators only.

CCS 6: Human Resources.

Aramex PJSC: carving a competitive advantage in the global logistics and express transportation service industry.

Entrepreneurship, International Business, Strategy.

Post-graduates, Practitioners.

This case chronicles the Aramex PJSC story of entrepreneur Fadi Gandhour. The case looks at the new start-up, its growth and financing plans for expansion and how it got a competitive advantage in an industry dominated by big players. Aramex, as of 2012, was the only Arab company to have successfully listed on the NASDAQ Stock Exchange. After 30 years at the helm of the company, Fadi Ghandour, the Chief Executive Officer (CEO), was stepping down and was being succeeded by regional head, Hussein Hachem, the CEO of Middle East and Africa. Aramex had a competitive edge in emerging markets, and Fadi and Hussein knew that the route to sustainable growth was to capitalize on this opportunity using organic growth, acquisitions and strategic alliances.

Strategy included looking at gaining a competitive advantage in the Middle East, North Africa, South Asia and other emerging markets. Lessons are provided on capitalization of opportunity, funding and creating an organization culture that is sustainable and reflects the Founder's ideal.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

After attempting the case, users are able to: analyse issues and problems faced by a call centre in Malaysia. Determine the root causes of the problems faced by call centre employees and generate alternative solutions to solve the problems faced by the company and to ensure the sustainability of the business.

This case was about the challenges faced by Daniel, the General Manager of an integrated security protection system company, Secure First (SF). Despite investing in the latest security technologies, conducting a major overhaul of the procedures, introducing an enhanced digital system at the call centre and providing training to the call agents, it was on the verge of losing its important long-term client due to its substandard performance. The client experienced major losses due to break-ins. After a thorough investigation, the problem surfaced in their call centre. Most of the staff were not familiar with the newly adopted system. The circumstances worsened when many of the call centre’s senior employees were tendering their resignations. The case discusses the aspect of employee satisfaction, staff performance that led to the turnover issue amongst employees in a call centre. The case explores what short-term and long-term strategies could Daniel suggest to change the call centre’s course to retain SF’s key account in times of desperation.

This case has a moderate level of difficulty and may be used in undergraduate students.

Teaching notes are available for educators only.

CSS 6: Human resource management.