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Entrepreneurship.

The case can be used to teach behavioural perspective of the entrepreneurship theory for the students of Master of Business Administration (MBA) level. The case may be equally important to teach the marketing and operational context to discuss the perspectives of small- and medium-sized enterprises (SMEs).

A young Indian professional had left his lucrative job in the pharma industry to start his own business of a small training centre that trained and placed young graduates with various pharmaceutical companies as medical sales representatives (MSRs). Without borrowing anything from the financial institutions, he plunged into the business in a rented room of a school in Kolkata, India. With every sincerity and path-breaking strategy, his vocational centre, named Carreograph Institute of Management Studies (CIMS) became number one in eastern India in training and placing MSRs and managers. With a number of hand-picked professionals from the industry, this young entrepreneur changed the concept of training by introducing short-term courses like Diploma in Pharmaceutical Management to technically prepare pharmacy undergraduates with professional skills and industry overview, Post Graduate Diploma in Pharmaceutical Management to cater to the contemporary management needs of the pharma industry. For the first time in India, Carreograph launched MBA in Pharmaceutical Management in the distance learning mode, and this strategy revolutionised the concept of management teaching in India. With a huge success in MBA, Carreograph was on the verge of launching another path-breaking course, i.e. Bachelor of Business Administration (BBA) in pharma in the distance learning mode.

To analyse Tamal Chatterjee's entrepreneurial characteristics, motivations and expertise in the field and how these parameters support his proposed new venture, to consider the effectiveness of his entrepreneurial methods for finding out more about the proposed business area in which he is interested and to evaluate his idea of newly developed MBA and BBA programmes in terms of its expected acceptance among the student communities and consider if and when he should go ahead with expanding his current venture.

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Gloria Chen, an American educated Chinese management consultant, was asked by China Mobile, a leading telecommunication company, to deliver training on career management. Following her own training in the USA, the consultant developed a three-day training program that focussed on deep reflection of who you are and what legacy you want to leave. Much to her surprise, participants reacted strongly to the training with emotional reactions and expressed desires for career change. The consultant, therefore, had to reflect upon the design of the training program and the disconnect between the approach and the context across international borders. This case, written on the basis of first-hand experience, presents a dilemma in training and development where western concepts meet an eastern audience and cultural incongruence brings up new challenges. It is intended for undergraduate and graduate students who are taking training and development courses or international business courses with regard to cultural differences.

This case was based on the author's first-hand experience of delivering training and development programs to China Mobile, with supplemental information including company background and executive quotations provided directly by the client. Video recording of the training program as the author experienced it is available for review and clips from the video may be used to assist teaching this case.

This case is a Training and Development Case written for use by undergraduate students in Human Resources (HR) Management classes. It can be used more broadly in international HR, International Management, or International Business where cultural differences might be a sizable component. For the topic of training and development, the students are expected to have learned about identifying training needs, theories of learning, different training approaches, and started to explore transferring the learning into international context. For the broader topic of cultural differences and international business, the students are expected to have learned about the different manifest of culture, especially social norms related to expression of emotions, as well as inter-cultural experiences for business people working overseas.

Learning styles and training approaches. Learning styles refer to the various ways of learning particular to an individual, that are presumed to allow that individual to learn best. Most people prefer an identifiable method of interacting with, taking in, and processing stimuli or information (Ackerman et al., 1989; Pashler et al., 2009). Based on this idea, successful delivery of training needs to take into consideration the learning styles of participants involved.

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.

Human Resource Management and Public Sector Management.

The target audiences for the case study are BSc, MSc and MBA students and management trainees and executives who are interested in learning the human resource (HR) practices, policies and strategies adopted by the world’s largest commercial employer to ensure complete satisfaction and contentment of their employees and their employee’s family which, in turn, motivates them to contribute more efficiently and effectively for the organisation. Even senior management teams could be targeted in executive education programmes as this case discusses time-tested HR practices, policies and strategies which have been sparsely discussed so far and hence can be expected to provide insights to senior corporate managers.

India has and is undergoing sweeping economic changes lately. There are several organisations that have supported this positive change. Of these, one such organisation, which shouldered the infrastructural burden of the transportation sector in India’s growth story, was the 160-year-old Indian Railways (IR), the world’s largest commercial employer. IR’s profit over the past few years was a far cry from its loss-making days, which tempted the government of India to consider privatisation in 2001. The transformational turnaround would not have been possible but for IR’s employees. After celebrating IR’s 160th anniversary in 2013, the case organisation wished to revisit its HR practices to understand its recent economic transformations and to strategise how they can improve and sustain maximum efficiency in future. The objective of this case study is to understand the “people side” of IR by explaining its current HR practices and to investigate and identify changes over the years so that changes then can be implemented in the context of HR practices for the future. Hence, the case attempts to explain the role of HR management in IR’s turnaround strategies. Resistance exhibited by IR staff towards its recent initiative of enterprise resource planning (ERP) implementation across India due to fear of job losses and insecurity is also discussed in the case. Teaching note for this case study explains existing people management frameworks published in the research literature to class participants by applying it to the case company. In addition, the teaching note also discusses how chief personnel officers (CPOs) of IR can pursue the change initiatives among the employees with least resistance. Changes/initiatives that can be imbibed by the CPOs in the existing HR practices to overcome the resistance exerted by the employees and to improve the existing system are also discussed.

This case study’s primary objective is to provide a comprehensive understanding of the HR practices being followed in IR, the world’s largest commercial employer. The case also attempts to assess the ERP system initiative by IR and analyse how it can be imbibed into the existing IR’s HR system. In short, the case study attempts to answer the following assignment questions which form the learning objectives of this case study: What are the HR practices that are being followed in the world’s largest commercial employer? How are the HR practices followed helpful in the retention of employees? How can IR pursue the change initiatives, especially ERP implementation, among the employees without any resistance? What are the changes/initiatives that can be imbibed in the HR practices to improve the existing system?

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 6: Human Resource Management.

This case explores how driver training school create experience value for their trainees. It describes the development of driver training industry, the foundation and new training mode of Rongan Driving School, changes and challenges of environment for Rongan facing and so on, which will guide readers to discuss six influence factors of customer experience, six dimensions of customer-experience value, the relationship between them, and the influence of social environment. Rongan's innovative training mode of “pay after learning, time-based billing, one car for one person”, provides a good training experience for driving trainees. It has become the benchmark of the national driving training industry within six years.

Human Resource Management & Social Entrepreneurship.

The target audiences for the case study are undergraduate and postgraduate (e.g. BSc, MSc as well as MBA) students and also management trainees and executives who are interested in understanding the social capital enhancing practices, policies and strategies adopted by the world’s largest commercial employer to ensure complete satisfaction and contentment of 1.7 million employees and their family. Even senior management teams could be targeted in executive education programs, as this case discusses time tested practices, policies and strategies which have been sparsely discussed so far and hence can be expected to provide insights to senior corporate managers. The case also demonstrates the application of different frameworks on social capital and corporate social responsibility which can be used by the participants in their firms to assess the social capital.

Indian Railways (IR) remains the world’s largest commercial employer, with approximately 1.7 million employees, which conveys the huge magnitude of social capital inventory accrued. This social capital, especially people side of IR, played a very crucial role in running the organization successfully for more than a century. As an organization, IR has guaranteed heavy importance for its employees while making decisions on strategic level. But recently, IR was moving towards automation and was cutting on cost incurred for its employees. IR was already exhibiting decreasing trend in the number of employees employed in the organization. These initiatives were resisted by IR employees due to fear of job losses and insecurity. In 2013, Chief Personnel Officer’s (CPO) of different zones have to rethink about their HR practices to assure confidence for employees on the security of their jobs and sustain the social capital accrued by IR over years. The objective of this case study is to describe the social capital accrued by IR over the years by offering livelihoods for nearly 1.7 million families across the country. Teaching note applies the frameworks on social capital in literature in the context of IR. Teaching note also discusses how CPOs of IR can pursue the change initiatives among the employees without affecting the social capital accrued so far.

Case study’s primary objective is to apply frameworks available in literature on social capital and corporate social responsibility to understand the social capital accrued by IR over decades. The case study attempts to answer the following assignment questions which forms the learning objectives of this case study: How do the existing frameworks on social capital measurement explain the social capital accrued by IR over decades? How can a firm assess its accrued social capital? How can one demonstrate the same using the case of IR? How can IR pursue change initiatives when it comes to its employees without affecting the social capital accrued over time?

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CSS:10 Public sector management.

Human resource management, Training and development, Competency development and team spirit.

The case is intended for MBA/PGDM level students as part of a human resource management curriculum. The case is more diagnostic in nature and should be discussed in the same spirit. The case is suitable for developing conceptual thinking and community orientation of professionals aspiring or pursuing a career in the area of human resource management.

The case examines the imperatives behind Sterling Tools Limited (STL), a leading fasteners manufacturing Indian company's decision and strategy adopted to inculcate team spirit through outdoor experiential training (OET). The case explores in detail the process undertaken to execute the OET at STL. The case also briefly mentions the tangible benefits of OEL. The case is structured to enable readers to: understand the basic objectives of OET; understand the innovative approach adopted by STL; and understand how an organization responds to changes and challenges in the external environment.

This case is structured to enable students to: understand the meaning and significance of outdoor experiential training (OET); analyze the challenges faced by HR managers in modern day organizations; learn the conceptual framework and understand the principles of OET; examine the measures that can be taken by management to ensure a smooth induction and socialization process of employees; and understand the need of inculcating team spirit among employees.

Teaching notes are available.

1. Analyze the concept of disruptive change and its impact on organizational learning and development; 2. Develop the ability to identify and implement effective behavioral training interventions; 3. Understand the learning and development process; 4. Evaluate the challenges associated with online learning and explore strategies to overcome them; and 5. Recognize the significance of online learning in the current era and acquire knowledge and skills using online tools and applications for different job roles.

This case focuses on the new challenges that Shazia Zaheer, who is Head of the Learning and Development Department, is experiencing as a consequences of COVID-19 in her department. As her learning and development department has been focused primarily on traditional learning modes since the inception of Pakistan Telecommunication Limited (PTCL), she is facing additional challenges in adopting online learning because PTCL has undergone significant structural change. Since 1947, PTCL has been a state-owned enterprise. In 2005, the Pakistan Government privatized PTCL. This privatization resulted in numerous structural changes in management, hierarchy, chain of command, pay structure, product lines, technology and other factors. Employees were reduced from 90,000 to 23,000 as part of a volunteer separation plan, and a new scheme was introduced to streamline the process and improve efficiency. However, the employees at PTCL reacted to this transformation with union strikes and behavioral changes. Hence, this became a daunting challenge for Shazia Zaheer to change employees’ mindsets and instill corporate culture values. Nonetheless, she successfully won the half battle by changing the mindset of employees, and then she faced another challenge, COVID-19. This new normal brought new challenges for Shazia to implement online learning as her department relies solely on traditional modes of learning (classroom-based learning).

This case will be a good teaching aid if included in any courses on “Training and Development,” “Human Resource Management,” “Change Management” and “Online Learning” It would be better at the undergraduate (specialization courses) or graduate level.

Teaching notes are available for educators only.

CSS 6: Human Resource Management.

This case will help students to understand the following: Develop a basic understanding of competency building processes. Learn about the mentoring process and its application in leadership development. Develop awareness about the methodology for assessment of the effectiveness of training.

Dr A. R. K. Pillai founded the Indian Leprosy Foundation in 1970 in response to the national call by late Mrs Indira Gandhi, prime minister of India, to the public-spirited people to take up leprosy eradication. It collaborated with international agencies to reduce leprosy drastically in India from four million, in 1982 to around a hundred thousand cases in 2006. In 2006, the Indian Leprosy Foundation was renamed as Indian Development Foundation (IDF) as the trustees decided to expand the work of IDF in the areas of health, children’s education and women’s empowerment. Dr Narayan Iyer, Chief Executive Officer (CEO) of IDF initiated a leadership development intervention called the Students’ leadership programme (SLP) for children in the age group of 12 to 14, from the urban poor households in 2014. It was a structured mentoring programme spanning over three months in collaboration with the schools. It aimed at incubating skills in the areas of leadership, teamwork, personality, behavioural traits and provided career guidance. It had a humble beginning in 2014 with a coverage of 50 students. Initially, IDF welcomed executives from the corporate sector as mentors. As there was a need to rapidly expand the scope of SLP to the other cities of India, IDF tied up with the graduate colleges and invited the students to be the mentors. The other objective behind this move was to create social awareness among the students from more affluent strata of society. IDF was able to dramatically increase the participation of the students through SLP by approximately up to 100,000 by 2020. However, rapid progress threw up multiple challenges. The teachers complained about the non-availability of the students for regular classes to teach the syllabus as the students were busy with SLP. The schools forced IDF to shorten the duration of SLP to two months. Also, many undergraduate mentors were unable to coach the participants due to lack of maturity and found wanting to strike a rapport with them. There was a shortage of corporate executives who volunteered for the mentoring, due to work pressures. Dr Narayan, CEO & National Coordinator and Ms Mallika Ramchandran, the project head of SLP at IDF, were worried about the desired impact of SLP on the participants and its sustainability due to these challenges. So, with the support of Dr Narayan, she initiated a detailed survey to assess the ground-level impact of SLP. The objective was to get clarity about what was working for SLP and what aspects needed to improve, to make the programme more effective. Overall feedback from the survey was very positive. The mothers had seen very positive changes in the participants’ behaviour post-SLP. The teachers had specific concerns about the effectiveness of undergraduate mentors. The need for a refresher course to inculcate ethical behaviour and the inadequacy of the two-month duration of the SLP to reinforce values were highlighted. Respondents also voiced the requirement to build responsible citizenship behaviours among the participants. Mallika was all for preparing a model to further enhance the effectiveness of SLP. Dr Narayan and Mallika embraced the challenge and they were raring to go to develop SLP as a cutting-edge leadership programme and to take it to new heights.

This case can be used in courses on human resource management in postgraduate and graduate management programmes. It can also be used in the general and development management courses and during executive education programmes to teach methodologies for evaluating the effectiveness of the training interventions, with emphasis on the voluntary sector.

Teaching notes are available for educators only.

CSS 6: Human Resource Management.

Looks at the merger of two Chicago-based nonprofits that share similar missions and clientele, but have different strategies and capital structures. They also operate in the highly competitive job training/temporary work field, where organizational survival is at stake. Suburban Job Link is a fee-driven, largely commercial nonprofit, and STRIVE/CES is a philanthropic-based nonprofit dependent on grants and government for revenue. Explores alternatives to a merger and proceeds from merger discussions to post-merger outcomes.

To discuss strategic collaboration and alliances; how to get “more mission” through resource combinations; and how nonprofits compete in highly competitive industries.