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The computerisation of a government department is a very challenging process as it involves multiple stakeholders and power centers. Stakeholder identification as well as designing a system specific to the needs of a particular department can be a complex process. The computerisation of a police department in ASWI was initiated in the mid 90s but had not been a success. The case illustrates the challenges of the computerisation process in a bureaucratic environment. With multiple touch points and interdependent processes, designing and successfully implementing a technology solution for such an environment could be a major challenge. The case provides an opportunity to understand the reasons for IT project failures. The managerial strategies that can make an IT project successful and the situations in which these strategies can also be discussed.

The case was written from secondary materials.

This case is designed to support learning objectives in a Human Relations class of a university management course. The case explores how the UK Metropolitan police, working with the Girls’ Network, piloted a reverse mentoring programme for six months in 2021. Three senior officers were mentored by a trio of teenage girls from disadvantaged London boroughs. The aim of the programme was to address falling trust in the police by creating more understanding and empathy in the mentees for the issues facing the communities where the mentors lived, and to give the mentors more confidence from the experience of representing their communities. Each mentor–mentee pair focused on a specific policing issue that was relevant to the mentor’s neighbourhood: knife crime, domestic abuse or social inequality. Through the process, the senior Met police officers gained a deeper understanding of the challenges in the communities they served. Now that the pilot had been completed, the Met faced a decision point. Should the programme be spread further through the Met?Through reading and discussing the case, students are expected to explore the importance of empathy in the workplace and how reverse mentoring, when having the right support and overall intent, could be used in organisations.

This case is appropriate for university management courses. This case has a difficulty level appropriate for undergraduate and postgraduate courses. This case could be incorporated into a unit on human behaviour, leadership or coaching.

This case describes the events following an incident of a rape in a taxi associated with Uber, by its driver. Uber was an application based taxi operator. The events raised several issues for government systems and processes, such as need for regulation of new formats of business like application based taxi services, integrated databases, checks against forgery and holistic approach towards women safety. The case also brings out how an e-commerce business raises regulatory concerns.

Social media.

Under graduate/Easy.

The case study presents a discussion on how the Delhi Traffic Police has used social media, Facebook in particular, to collaborate with the commuters on Delhi road to improve its traffic management. This case study can be as an example to illustrate the use of social media by a government department, to address operational and resources limitations. The case traces the start and evolution of the Delhi Traffic Police’s journey on the social media as the department responds to the inputs from the commuters on its Facebook page.

The case study is an illustration of a non-traditional application of a new technology by a non-business organization, the challenges it faces in its adoption and the solutions it provides.

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 8: Marketing

The case is written for MBA or senior undergraduate courses on communication global strategy, leadership or strategy implementation.

The case is written for MBA or senior undergraduate courses on communication global strategy, leadership or strategy implementation. The case can be taught towards the end of a communications course to learn about crisis communications and the importance of understanding the local institutional and socio-political contexts, including the media during a crisis. For a strategy implementation class, this case can be used in the segment focusing on action and leadership.

An extremely difficult situation arose for Uber Cab, a US-based company operating in India, on December 8, 2014, when its taxi services were banned by the Delhi government due to growing anger over the suspected rape of a 27-year-old female executive by one of its drivers. Uber Cab claims that it offers the “safest rides on the road”, but this episode proved otherwise, as the accused was identified as a repeat offender. Initial interrogation by the police highlighted the negligence of the company regarding background checks and police verification while recruiting driver partners. The police further revealed that the driver did not have a Delhi Transport Authority-issued license. Furthermore, the company was not able to provide a call log to police, as such information was said to be gathered at the company’s headquarters in New York. To handle this situation, Uber Cab suspended its operations until the company could apply for a fresh registration and trade license. What was the significance of this incident to a brand like Uber Cab? Could its effect on the regulation of taxi services have been anticipated? How and when should the brand have reacted? Looking forward, what contingency planning would be appropriate? Should brand management, customer service management or the human resources department have been held accountable, or did the responsibility lie elsewhere in the organization?

The expected learning outcomes are as follows: to understand how institutional differences can create unintended consequences for an multinational enterprise working in an emerging market (early-stage institutions); to understand the critical role of a country manager in mobilizing the local organization and the headquarters to respond to a crisis; also, the role of the headquarters to provide flexibility and support to the local executive; and to understand the inevitable role of the local press in an organizational crisis, and the need for business leaders to deal with the press effectively.

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 offers the students to see the impact business ethics concepts, including corporate social responsibility, ethical obligation, ethical strategy, alienation, corporate activism, sociopolitical activism, symbolism, transparency, integrity, decoupled organization, opportunism, moral muteness or moral exclusion, etc. Through the student’s own ethical sensitivity, they can then make an informed decision grounded in fundamental ethical theories such as Utilitarianism, Kantianism, Ethics of Care, Virtue Theory, Confucianism, etc.

Data for this case has been gathered entirely from publicly available secondary sources, including online resources, mainstream media reports, biased (opinion-based) media outlets, social media statements from all stakeholder groups (students, business, university) and meeting minutes from campus organizations. None of the named individuals nor entities, in this case, have ever been contacted by the authors.

In Fall 2020, Boise State University contracted a locally owned and operated coffee shop to open a location on-campus. The shop owner was engaged to a police officer who had been permanently injured in an altercation with a dangerous fugitive. For his sacrifice, this police officer was awarded the Medal of Honor from the City of Boise. To support her fiancé, the coffee shop owner displayed a Thin Blue Line flag on the front door of her off-campus location. Students heard of this display and began to voice their objections through administrative and social media channels. The business countered back at claims that they supported racism and ultimately asked to be released from their contract with the university. They closed their on-campus business, having operated the location for less than two months. Media representation of this case created a vocal response both from those who support the business’ use of this imagery and those who support the student’s decision to boycott this business on ethical grounds.

Business ethics: 300–400 level; Business strategy: 300–400 level.

TASER International, Inc. is one of the world's leading less-lethal weapons manufacturers and distributors. The case begins with a dramatic moment as the President and CEO of TASER International become aware of a highly critical article in Barron's. The article questions the legitimacy of their high stock price and casts doubt on their continued ability to grow. The case presents the company's counterarguments to the critical Barron's article, and asks for alternatives for TASER's next move into the relatively untapped consumer market with a new consumer-oriented product, the TASER X26^C. The case resulted from lengthy in-person, email, and phone interviews with TASER's President, Tom Smith. In addition, the company and its products have been well publicized in the national business press and in the local newspapers. Further, product details and other information on TASERs and other less-lethal weapons has been published in numerous police and military sources. Finally, TASER International's website has been a rich source of supplemental information to support the writing of the case.

This case uses concepts from Korten’s strategies of development-oriented four generations of non-government organizations (NGOs) and social psychology such as stereotypes, prejudices and actions to explain the social phenomenon. In furtherance, the case presents Aristotle’s approach to creating a message for masses that include use of ethos, pathos and logos. Stood’s (2017) narrative, engagement and technology (NET) model of social leadership was used to analyse the characteristics of social leaders.

Prima facie the case was developed from primary sources i.e. interviewing with Ashish Thakur. Literature from secondary sources was obtained to make teaching notes. List of references is presented towards the end that depicts the use of textbooks, research papers, websites and blogs. This case was tested in the classroom with MBA students learning business communication.

The case dealt with the challenges of an NGO that included conducting respectful last rites of unclaimed dead bodies. As the NGO grew, Ashish Thakur, the initiator of Moksh started facing resource management challenges, namely, volunteer induction, fundraising and managing non-human resources. These issues are deeply embedded in several social stereotypes about dead bodies. Learning covers strategies of four generations of NGO development, a NET model of social leadership, breaking social stereotypes related to dead bodies and last rites (necrophobia), designing social communication and opportunity to assess faulty rationalizations and do critical thinking around the socio-religious practices.

This case is intended to be used for the students of the social leadership or social entrepreneurship, social psychology, business communication or communication skills, organizational behaviour, advertising and social media.

Several theories emerge in a reading of this case; however, the primary or overarching focus of the case is the role of communication and how ineffective or non-existent communication during training, coordination and follow-up of a critical incident can impact officers, departments and communities. Furthermore, this case provides valuable insights for civilian businesses on the importance of formal and informal communication.

The case was based upon extensive interviews with a police officer involved in a shooting. In addition to extensive semi-structured interviews, research for the case also included review of psychological evaluations of the officer involved, journalism pieces and blogs written about the shooting under study, and reports from the Attorney General’s investigation of this shooting.

Detective Keith Casey, an undercover Narcotics Officer for 12 years, had trained and served as a member and point person for the Emergency Response Team (i.e. Special Weapons and Tactics (SWAT) team) for seven years. On April 25, 2010, Casey was working on an electronic surveillance (i.e. a wiretap) out of the FBI office when he received the call about a barricaded suspect in Hammonton, New Jersey. The barricaded suspect had pulled a gun on an EMT in Deptford New Jersey and threatened to kill himself and others. At approximately, 4:10 a.m. because he was perceived to be a danger to himself and others, the SWAT team was sent into the home where the suspect was barricaded. After ignoring repeated commands to drop his weapon, the barricaded suspect was struck down by cases moments after the SWAT team entered the home. Preparation and training on intervention and team management has become increasingly more important for police departments around the world. In recent years, a great deal of attention has been placed on officer bias; however, little attention has been placed on officers who pull the trigger and the events that follow. This case offers a first-hand account of how communication, between all players, before, during and after an officer involved shooting impacts all phases of the critical incident.

This case is targeted to undergraduate and graduate students in organizational communication, but may include public relations, introduction to management, strategic management and organizational behavior, especially if the course includes a discussion of communication and crisis management.

The learning outcomes are as follows: understanding issues involved in the employee motivation, particularly those engaged in social change and development in emerging economies; develop insights into how to motivate team members by drawing on relevant theories of motivation; and orient students towards the application of these theories in the organization.

Resource cell for juvenile justice (RCJJ) was initiated as a field action project at the centre for criminology and justice, Tata Institute of Social Sciences with the objective of working on issues of children with a special focus on juveniles in conflict with law (JCL). RCJJ aimed at highlighting the socio-legal issues of juvenile children who were in conflict of law providing aid to these children and their families, and working towards their eventual social reintegration. RCJJ also trained stakeholders in the juvenile justice system and facilitated rehabilitation and social integration of JCLs as directed by the juvenile justice boards (JJBs). RCJJ had teams at six places within India. These teams worked with various government institutions, parents and JCLs to eventually effect change in the conditions of JCLs. The social workers engaged by RCJJ had a challenging task of facilitating social integration of the children, in coordination with the police, JJBs, families and lawyers. They had to actively manage help desks at the judicial observation homes where JCLs were housed. The social workers were under great stress because of antagonism from lawyers and police. The JJBs were prejudiced against them for being “outside watchdogs”. This resulted in high demotivation and attrition among employees. Jyoti Mhatre, project manager, interviewed past and present field workers to gauge the extent and reasons for demotivation. This intervention highlighted the positive and negative aspects of the organizational culture and the stress points that were causing demotivation. The situation was alarming and Jyoti had to develop an action plan to improve the motivation of the social workers to bring down the attrition.

Courses in human resource management, organizational behaviour and general management as part of masters-level programmes in business administration and management, and executive development programmes on employee motivation for middle/senior management.

Teaching Notes are available for educators only.

CSS 6: Human resource management.