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Aster Retail (AR) is the retail pharmacy division of the Aster Dr Moopen's Healthcare (ADMH) Group. The group delivers healthcare services across the Middle East, India and the Far East, with a portfolio of hospitals, clinics, diagnostic centres and retail pharmacies. AR, under the leadership of Chief Executive Officer (CEO) Jobilal Vavachan, is well known for its people-centric approach, unique culture and innovative human resource (HR) practices. AR has won multiple awards for HR practices, service quality and business performance. In a recent corporate restructuring (2018), “Aster Primary Care” was carved out by combining the group's Clinics and Retail businesses. This case discusses the evolution of AR's HR journey and the challenges associated with integrating culturally diverse businesses without compromising the values of ADMH and its promise, “We'll Treat You Well.”

This case presents turnaround alternatives for a UK-based company, Carpets International (CI), a manufacturer focused on woven carpets and suffering from the ageing equipment and resulting product quality issues during the late 1990s. The case profiles CI’s position in the UK marketplace as well as highlights the growing international competition from Europe and Mexico. Comparisons between customer’s preferences for carpeting in the USA vs the UK are included. Additionally, the case introduces first-mover advantages in the application of innovational ideas applied to a mature industry in another country.

This case study was written by the CEO of the company as the lead author. The case is not disguised.

This case is appropriate for undergraduate strategic management/business policy classes.

This case aims to enhance students’ scholarship and understanding of performance management systems with respect to the formulation of key performance indicators (KPIs). Specifically, working through this case and the assignment questions, students will be able to:▪ critically analyse process-based and outcome-based performance indicators;▪ recommend the right mix of process- and the outcome-based KPIs;▪ apply the specific, measurable, aligned, realistic and time-bound (SMART) framework to the KPIs;▪ create SMART KPIs; and▪ propose when to involve team members in decision-making.

The Director of the Centre for Learning and Innovative Pedagogies (CLIP), Dr Tanushree Sharma, was in for a surprise when the Dean and the Advisor to the school expressed their dissatisfaction with her approach to framing performance indicators for the management of the Centre.

They categorically advised her to change her process-based orientation to an outcome-based one and create tangible ground-level outcomes. Their feedback made her realize why, in spite of having rolled out several initiatives, the Centre was struggling to demonstrate its impact on student learning and faculty development. It dawned on her that the Centre’s inability to showcase a tangible impact on the school could mar the collective hard toil of the team.

Accepting the feedback and recognizing the merit of designing outcome-based SMART performance indicators, she started working towards them. Although she was able to conceptualize a broad framework, she was uncertain about whether to include only outcome-based KPIs. She was also unsure whether to unilaterally create and assign the key responsibility areas (KRAs) and KPIs or co-create them with her team members. A confluence of factors weighed heavily on her mind – the pressure of limited time, remote working because of the pandemic, moderately experienced team members, voluntary team membership, lack of positional power and her limited organizational influence. With less than a month to the proposal submission, she had no time to waste.

The case is suitable for courses on performance management systems, human resources and leadership; however, it is particularly relevant to framing KRAs and KPIs, developing outcome-based KPIs and applying the SMART framework to developing KPIs. It can be used in both postgraduate and undergraduate programmes at business schools.

Teaching notes are available for educators only.

CSS 6: Human Resource Management.

Leadership, change management, knowledge transfer, quality, car manufacture, organisational culture, staff training and development.

This case study is intended for undergraduate courses on principles of management, cross-cultural management and organisational behaviour; postgraduate and MBA courses as above in addition to leadership studies and change management courses.

Globalisation inevitably led to attempts to transfer know-how and expertise to markets in different locations and cultures, where the particular organisation is willing to begin to operate. Hence, the need for understanding the conditions for successful knowledge transfer is especially important. The globalisation process in the Eastern bloc, which began in 1990, is a good example of knowledge transfer where the mutual meaning creation played a crucial role. This case study illustrates the process of international knowledge transfer between Western Europe and an emerging economy using the example of DAK Corporation and quality transfer to Poland. The case is especially useful for undergraduate and postgraduate students, including MBA students, studying general management as well as more specialised courses stemming from international management, for example, cross-cultural management and organisational behaviour. Since the material focuses on people management and development as well as organisational culture creation, current and future practitioners from the human resources department will find it particularly useful. Students considering a career in a multinational company can also use this case in their preparation for the challenges of operating in a global business environment.

These include: understanding of the process of international and cross-cultural knowledge transfer; identification of key cultural and organisational factors contributing to the success of international knowledge transfer; understanding of the organisational culture creation process; and exploration of the process of new staff development and training.

Teaching notes are available.

Change in culture brought about by effective leadership is at the core of this case. Therefore, two broad topics can be discussed using this case: organizational culture change and Change Leadership OR Role of leaders in organzational change.

The case was prepared using primary data collected through a series of interviews conducted with participants of the change process. The participants included R. Sivanesan, Senior Vice President (Quality, Sourcing and Supply Chain) of Ashok Leyland, many members of the quality team, production department, HR executives and members of the marketing team. Secondary data in the form of an interview of Mr Vinod Dasari published in a popular magazine Autocar Professionals and organizational documents/presentations used during the change process were also used to build the case.

In 2011, when Vinod Dasari took over as the Managing Director and CEO of Ashok Leyland (AL), he hired R. Sivanesan. The quality standards of the vehicles produced in the AL plants in 2011 was far from satisfactory. He decided to change this. Part A of the case discusses the challenges faced by Sivanesan and Vinod Dasari in bringing about a change in the quality management practices at AL. Part B discusses the steps they actually took and the change that resulted from it.

At the end of the case discussion, the participants will be able to develop an understanding of the various aspects of organizational culture and how it manifests itself; become aware of the underlying causes of resistance to change; critically evaluate and apply various theories of change management; create an action plan for changing the culture of any organization; and appreciate the role of leaders as change agents.

The central theme in this case is managing culture change within organizations through effective leadership. Instructors teaching courses in organizational theory, organization structure/culture and leadership will find this case relevant. It is primarily intended for use in MBA and Executive Education programs in Management.

Quality management among multiple business units of a large organization is often difficult if each unit is run independently in terms on their quality standards. In this case, participants will discuss how Bukhari Group of Companies should establish a common brand image through standardized quality. Participants should also understand that common brand image for diverse products does not mean identical level of rejection or customer complaints. It should be understood that different markets have different tolerance for product failures. The participants can chalk out the measures the protagonist of the case should be able to take to effectively steer the Bhukari Group to achieve profits and excellence.

In this case we describe the gradual transformation of India's largest private sector steel manufacturer Tata Steel that enabled it to win the coveted Deming Prize for quality. The case discusses how the company is able to maintain a relentless focus on meeting the customers' needs, sustain a culture for excellence in quality, build processes that empower the workers in taking decisions related to their area of work freely, instill leadership skills at all levels, and embed continuous improvement as part of their organizational culture.

To appreciate the importance of carefully carving out a unique target group of customers and differentiating the offerings by establishing a brand born on the internet. To appreciate the criticality of balance between growth and quality. To appreciate the entrepreneurial dilemma of growth vs control while making difficult business growth choices. To analyse the alternative growth options in the context of the Su and Ta’s concerns and offer decision choices to go with the organizational ethos and business goals.

Three years back in Mumbai, India, Sujata and Taniya took a decision to quit their well-paying jobs and launch Suta, their small yet dynamic entrepreneurial venture of smart office wear for women. Sales had grown rapidly from INR 1.5 crore in 2016 to INR 5 crore in 2018. In March 2019, they found themselves at a crossroads: Should they bring in investors to accelerate their plans for growth and risk losing control or depend on organic growth? That would mean depending on operational cash flows to scale their business at a pace that would ensure that they did not compromise the quality of their operations, products and hence customer experience. The sisters had nurtured Suta’s brand image in the minds of their customers, through distinctive designs, quality processes, exemplary customer service and experience. All this through a strong yet responsible supply chain that nurtured weavers in rural India. They wanted both the brand and the many weavers who were dependent on them for work and livelihood, to grow. They had seen enough examples where the pursuit of growth had resulted in the quality of product and customer service suffering, along with employee attrition and process failures. They were very apprehensive of adopting the greedy for growth model through investor funding that many start-ups had followed and which eventually compromised their customer experience. The question clearly was not if they should grow, but how should they grow.

This case is designed for use at the postgraduate level in courses on entrepreneurship, business strategy, strategic management and strategic marketing, as well as in executive management programs. It can be used at the beginning of a course or toward the middle, to set the context for the course. The case will help instructors focus on the unique situation of a company “born on the internet,” which has to manage the current growing business while making a choice for growth in an emerging market where e-commerce channel is rapidly becoming popular.

Teaching Notes are available for educators only.

CSS 3: Entrepreneurship.

The case deals with project management principles that are required for implementing a social project in India.

The study has been carried out at primary schools in an underdeveloped state, namely, Odisha, in India.

The case illustrates a project management approach for improving primary education in a government set up. The bureaucracy set up in education in a state like Odisha, India, needs to undergo radical changes. To be effective, an education system requires an optimal integration of the three main components, namely, people, infrastructure (this includes technology) and pedagogical processes. Using a public–private partnership model, American India Foundation (AIF) through its Digital Equalizer (DE) Program has been able to make a positive impact in an underdeveloped tribal dominated district like Keonjhar. The case study also illustrates the detailed execution plan predicated on total system planning, required to achieve this amount of success. The case study also explains how to measure success through different metrics where intervention has to be at multiple levels. The learning from the case study can also be adopted for designing an implementation strategy in other states.

Expected learning outcomes are as follows: how to approach implementation of technology-based intervention with involvement of all stakeholders; learn project management techniques related to digital learning model implementation; understand the DE methodology; and understand the challenges faced while implementing the DE Program.

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

CSS 7: Management Science.

In 2011, Sherry Hunt was a vice president and chief underwriter at CitiMortgage headquarters in the United States. For years she had been witnessing fraud, as the company bought billions of dollars in mortgage loans from external lenders that did not meet Citi credit policy and sold them to government-sponsored enterprises (GSEs). This resulted in Citi selling to GSEs such as Fannie Mae and Freddie Mac pools of loans that were considerably defective and thus likely to default. Citi had also approved hundreds of millions of dollars' worth of defective mortgage files for U.S. Federal Housing Administration insurance. After reporting the mortgage defects in regular reports, notifying and working closely with her direct supervisor (who was subsequently asked to leave Citi after alerting the chairman of the board to these issues) to stop the purchase of defective loans, leaving anonymous tips on the FBI's and the Department of Housing and Urban Development's websites, and receiving threats from two of her superiors who demanded that she change the results of her quality control unit's reports, the shy and conflict-avoidant Hunt had to decide who she should tell about the fraud, and how.

The case gives students the opportunity to recommend how Hunt should proceed based on their analysis of the stakeholders involved. To aid instructors, the case includes Kellogg-produced videos of Hunt—the only on-camera interviews she has ever given—explaining what happened after she reported the fraud to Citi HR and, later, the U.S. Department of Justice. Within the case, students are also briefly exposed to legislation and bodies pertinent to whistle-blowing in the United States, including the Dodd-Frank Act, the Sarbanes-Oxley Act, and the SEC Office of the Whistleblower.

This case won the 2014 competition for Outstanding Case on Anti-Corruption, supported by the Principles for Responsible Management Education (PRME), an initiative of the UN Global Compact.

• Analyze stakeholders' motivations to prepare counter-arguments to the resistance one might encounter when reporting unethical behavior

• Write a script for who to tell, how, and why

• Discuss how incentive structures, management, and culture play roles in promoting or hindering ethical behavior in organizations

• Identify behaviors that help a whistle-blower be effective

• Gain experience resolving ethical dilemmas in which two values may conflict, such as professional duty and personal ethics

Analyze stakeholders' motivations to prepare counter-arguments to the resistance one might encounter when reporting unethical behavior

Write a script for who to tell, how, and why

Discuss how incentive structures, management, and culture play roles in promoting or hindering ethical behavior in organizations

Identify behaviors that help a whistle-blower be effective

Gain experience resolving ethical dilemmas in which two values may conflict, such as professional duty and personal ethics