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Indian Business Case Studies
Indian Business
Case Studies
Volume IV
P R I T I PAC H PA N D E
SHA M BAC H HAV
Indian Case Studies in Business Management

Great Clarendon Street, Oxford, ox2 6dp,
United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries
© ASM Group of Institutes, Pune, India 2022
The moral rights of the authors‌have been asserted
First Edition published in 2022
Impression: 1
DISCLAIMER: ASM Group of Institutes and the Series Editors including the Individual Volume
Authors of the Title Indian Business Studies Volumes hereby declare that the business Case Studies
in the title are developed and as included in this Case Volume are based on Information, event details
and the names of protagonists, issues, the tables and graphic representations are from published
data available in public domain as appearing in daily national and/or regional news media. There
are no sensitive issues included in the contents of the Titles and there are no Intensions to hurt any
Professional/Business/Religious/Social sentiments of individuals, society or organizations and any
regulative machinery.
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by licence or under terms agreed with the appropriate reprographics
rights organization. Enquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above
You must not circulate this work in any other form
and you must impose this same condition on any acquirer
Published in the United States of America by Oxford University Press
198 Madison Avenue, New York, NY 10016, United States of America
British Library Cataloguing in Publication Data
Data available
Library of Congress Control Number: 2022938091
ISBN 978–0–19–286940–1
DOI: 10.1093/oso/9780192869401.001.0001
Printed in India by
Rakmo Press Pvt. Ltd.
Links to third party websites are provided by Oxford in good faith and
for information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work.
Dr R.R. Pachpande
[1947–2009]
‘Education is the Soul of our society’
The series editors and the volume authors of the case volumes titled as
‘Indian Business Case Studies’ published by Oxford University Press have
a deep sense of gratefulness while dedicating these case volumes to the
memory of Dr Raghunath R. Pachpande, the Founder of ASM Group of
Institutes Pune, India.
It was with the untiring efforts and strategic vision of Dr R.R. (as he was
known to his close friends and colleagues) which has been Instrumental
in ASM group adopting case methodology as a unique element in its pedagogy
which motivated the faculty and students of ASM group of institutes to
develop business Case Studies on Indian Businesses and use them to teach
management subjects in all branches of Business Management studies.
Dr R.R. Pachpande was a leader beyond parlance and ahead of time in

establishing educational institutes more so in higher studies in business
Management specifically in the Industrial belts in the state of Maharashtra
with a view to providing the best of experiential learning to its students
through closer interactions with business Units around.
Today ASM Group continues the great legacy of Dr R.R. Pachpande under
the leadership of his successors and who have succeeded in taking ASM
Group to global recognition as a unique group of institutes offering world-
class education in all branches of Business Management.
This case volume is dedicated to the memories of late Dr R.R. Pachpande.

Contents
Preface xiii
Acknowledgements xvii
About the Series Editors xix
About the Volume Authors xxi
The How and Why of Case Methodology xxiii
SE C T IO N I C A SE ST U D I E S I N
H UM A N R E S OU R C E S
1. A Case on Contract Labour: M/s. Vanita Chemicals Limited 3
Learning Objectives 3
Synopsis 3
The Case Details 4
Notice 6
Conclusions 7
Case Questions 8
2. Maruti’s ‘Sanjeevani’: A Case Study in Long-term IR Issues
at Maruti Suzuki Ltd—Manesar Plant 9
Learning Objective 9
Synopsis 9
The Case 10
Insignificant Burden 12
Social Undercurrents 13
Conclusions 14
Case Questions 14
3. Bridging the Skill Gap in the Generation and Technology:
A Case Study on Cross-generational and Technological
Change Management Issues 15
Synopsis 15
Let’s Understand the Generation-Based Conflicts 16
How This Generation Conflicts Co-existed? 16
Outcome 18
Future Scenario 19
viii Contents
Conclusions 20
Case Questions 20
4. Motivating through ‘Uncertainty’: A Case Study in Survival
Strategy 21
Synopsis 21
Case Questions 25
SE C T IO N I I C A SE ST U D I E S I N
F I NA N C E M A NAG E M E N T
5. An Elephantine Exercise: A Case Study on the Mergers of
Major Banks in SBI 29
Synopsis 29
Is SBI Biting off More Than It Can Chew? 30
Size Is the Only Driving Force 31
Employee Anxieties 32
A Laggard 33
The Bad Bank 33
Weak Core Performance 35
Conclusions 36
Case Questions 36
6. Wrong Signals for FDI Climate: A Case Study on
Retrospective Taxation 37
Synopsis 37
Operations Strategies 38
Hutchison Whampoa 39
Essar 39
Hutchison Max Telecom Ltd (HMTL) 40
Case Details 40
The Supreme Court Verdict 41
The Underlying Issues Involved 43
Amendment which Created the Issue 43
Current Position 44
Case Questions 45
7. One Nation One Tax: A Case Study on Goods and Services
Tax (GST) India 47
The Impact and Relevance of the GST Bill 48
Current Issues 49
Contents ix
Challenges Currently Faced by the Logistic Industry in India 50
Limitations 50
GST: A New Road for Transportation and Logistics Industry
in India 51
Case Questions 52
8. Economics, Markets, Public Life, and Regulators: A Case
Study on Global Economics 53
Synopsis 53
Case Question 56
SE C T IO N I I I C A SE ST U D I E S I N
M U LT I D I S C I P L I NA RY A R E A S M A R K E T I N G ,
ST R AT E G Y, O P E R AT IO N S
9. The Candy Lounge: A Live Case Study on a Mexican
Industry on Entrepreneurship 59
Synopsis 59
The Case Details 60
Organizational Objectives (5–10 Years Plan) 61
The Chosen Business Strategy 61
Market Scenario: Major Competitors 61
Operational Details over Previous Year 2011–2012 61
New Projects Needing Fresh Investments 62
General Information on Batilongo Candy Stores 62
Major Vendor Base (Supply Chain) 63
Manufacturing Strategy 63
Process Choice 63
Modernization Plans and Projects 63
Organizational Capability (Strategic Advantage) Profile 64
Likely Threats in Future for Batilongo Candy Lounge 65
From the Horse’s Mouth 65
Conclusions 66
Case Questions 67
10. From Rags to Riches: A Case Study Mexion Wheels
Private Limited India 69
Synopsis 69
Background of the Company 69
Growth Story 70
x Contents
Organization Structure: During the Start-up Phase
There Were Hierarchies of Managerial Levels 70
Production Process 71
Conclusions 74
Case Questions 74
11. Racing to Deliver: A Case Study on E-commerce and
Logistics 75
Synopsis 75
The Brick and Click Retail 76
Same Consumers Online and Offline 76
Be Present, on Tap 78
E-commerce an On-Off Affair 78
Touch and Feel Barriers 79
Cash on Delivery 80
In-store Technology 80
Conclusions 82
Case Questions 83
12. The Wings on Fire: A Case Study on Tata’s Acquisition
of Air India 85
Synopsis 86
Case Details: Major Terms of the Deal 87
The Legacy and Settlement of Outstanding Debts 89
Air India 89
The Possible Synergy 90
Air India to Give Wings to Tata’s Aviation Ambitions 90
On the Table 92
Major Challenges for the Turnaround 93
The Tata-Air India 95
Integration Process Has Already Begun at Tatas 95
Conclusions 95
Case Questions 96
13. A Good Strategy for Growth?: A Case Study on Merger of
Sun Pharma and Ranbaxy 99
Synopsis 99
Historical Background 100
Ranbaxy’s Legacy 100
About Sun Pharma 100
The Synergies 101
Global Market for Sun-Ranbaxy 101
Contents xi
Detailed Turnaround Plan 102
The Challenges 102
Merger Strategy: An Expert Advice 102
Man Power Planning 103
Operational Strategy 103
Regulatory Strategy 103
Markets after Merger and Acquisition 104
Regulatory Challenges for Being a Monopoly 104
Case Questions 105
14. Transformative Turnaround Strategy: A Case Study on
Mahindra & Mahindra’s Successful BPR Exercise 107
Synopsis 107
The Case Details 107
Conclusions 111
Case Questions 112
15. ‘One’ versus ‘Many’: A Case Study on Product Branding 113
Synopsis 113
The Case Study 114
Choosing My Style 115
Conclusions 118
Case Questions 119
16. E-mobility—From the Current to the Future:
A Case Study in E-automobility 121
Synopsis 121
The Policy Front 122
Radical Ideas Required 123
The Real Challenges and Barriers to Going Electric 123
Incentives 124
Cost of the Battery 124
Price Multiple 125
Challenges from the Grid Side 125
What Next? 126
Conclusions 127
Case Questions 127
17. What Really Went Wrong with Snapdeal?: A Case Study
on Failure of a Promising E-commerce Start-up 129
Synopsis 129
xii Contents
Snapdeal Founders Admit Their Mistakes—What Went Wrong? 130
Execution Errors 130
An Imitator in Business 130
Late Entry into Mobile Payments 131
Departure of Senior-level Executives 131
Drop in Its Valuation 132
Struggle in Raising Funds 132
Snapdeal Mass Lay-Offs (Cost-cutting Measures) 133
Snapchat—Confusion Costs against Snapchat 134
Conclusions 134
Case Questions 135
18. The BSNL Saga: A Case Study on the Collapse of BSNL—
The Telecom Company in Public Sector 137
Synopsis 137
Revival of the Sick? 138
Bridging the Income-Expenditure Gap 140
Conclusions 141
Case Questions 142
19. Future of the ‘Future Group’: A Case Study on an E-
commerce Retail—The Giant ‘Future Group’ 143
Synopsis 143
The Case Study 143
Debt Financing and Restructuring 145
Inconsistent Approach 146
What Next? 147
The Covid-19 Effect 147
How Loan Moratorium and IBC Saved Kishore Biyani from
Debt Crisis 147
Conclusions 148
Case Questions 149
20. ITC at Cross Roads 151
Hotels, Branded Foods 152
Stubbing It Out 153
The Challenges before the New COO 154
Lessons from BAT 155
Case Questions 157
Preface
Many universities and management institutes across the globe have

adopted the case study methodology for teaching almost all branches
of management studies for several decades. This trend has been seen in
India also, wherein the Indian Institutes of Management (IIMs) and pro-
gressive management institutes in private sector have implemented case
methodology as an important pedagogical tool in business management
education.
However, there is a severe shortage in Indian Business Case Studies
faced by the B-schools in India and those global institutes associated
with Indian academia. Majority of the case studies studied at IIMs and
other A-grade B-schools in India are from situations in industries in
foreign countries and have very little or no relevance to Indian busi-
ness situations. This acts as a major gap for faculty and students engage-
ment in business management studies both at UG and at masters level
(PG) studies, wherein for clarification of theoretical concepts is possible
mainly through use of case methodology which enables insight into busi-
ness real-life business situations.
Besides, the objectives and purposes for which case studies are de-
veloped abroad are much different from course of studies in Indian B-
schools. Therefore, the dependence on foreign case studies for Indian
students does not provide any real situational insight on Indian business.
Although the curriculum requires taking the students through case study
methodology, there are not many Indian case studies for this purpose.
The main objectives of using case-based teaching as a major peda-
gogical tool in B-schools are as follows:
1. To facilitate students’ concept development capabilities through ex-

posure to real-life problems in industries.
2. To enable students to correlate theoretical topics with the tech-
niques used in analyzing complex issues in business situations.
xiv Preface
3. To develop skills using which students can develop application ma-

trix for the theoretical topics for real-life problem analysis and reso-
lution techniques.
4. Help the students of B-schools to develop orientation towards the
important attributes and attitudinal requirements for effective
handling of complex situations at the workplace.
5. To develop a clear understanding of the techniques used for
problem analysis, situation analysis and decision analysis and ap-
propriate understanding of the difference between problems and
situations in management.
6. To develop the group-based approaches to solving problems and
challenges at the workplace by appropriate coordination of and col-
laboration with all related aspects of a situation.
7. To develop a reference manual for recording the problems tackled
and the essential lessons learnt from past incidences for use in fu-
ture eventualities of recurrence of issues.
8. To develop the preventive steps that must be initiated to ensure the
problems resolved once do not recur in the immediate future.
Business case studies are basically oriented towards developing the

evaluative and analytical skills of students towards industry situations.
Such case studies draw the attention of participants of the case resolution
methodology on the in-depth correlative evaluation of the issues in the
case study with the various related topics that the students have to study
about in their classrooms. These case studies could be on issues related
to human resources, industrial relations, product and process, marketing
and finance management areas in business management.
The academic environment across the world too is facing a major dis-
ruption on account of the global pandemic Covid-19 forcing the offline
education system to switch over to online/blended versions of teaching
and learning process. And use of case methodology and simulation exer-
cises are the main in gradients for sustaining effective ways of delivering
experiential learning through use of case and case lets in an online mode
of teaching ensuring student engagements and online interactive ways of
knowledge dissemination.
Oxford University Press in association with ASM Group of Institutes
Pune, India is publishing for the first time comprehensive case volumes
Preface xv
as series of eight volumes with case studies on Indian businesses selected

from all aspects of business functions like HR, Finance Marketing, and
Operations+providing an exciting and long waited opportunity to fac-
ulty and students across the globe to access Indian Business Case Studies
through these case volumes.
We are very confident that the case volumes will receive very good re-
sponse and will be of utmost use to the readers.
Acknowledgements
The series editors and the volume authors wish to acknowledge with
thanks the contribution of data for the case studies from ASM’s Academic
Associates the CETYS University Mexico-Dr Scott Venezia, Dr Francisco
Velez, Dean of Colleges Case studies on Candy Lounge, as also several se-
nior faculty from ASM Group of Institutes for their help in proofreading
and editing of the case studies.
We also acknowledge the numerous reporters and of daily newspapers
in business and economics scenarios in India which have been rich and
authentic secondary data sources for design and development of case
studies for the case volumes.
About the Series Editors
Dr Sandeep Pachpande, Chairman,

ASM Group of Institutes, Pune, India
Prof J.A. Kulkarni
Professor, ASM Group of Institutes, Pune, India
Both the series editors have decades of experience in business case design and
development as also implementation of case methodology of teaching for the
faculty and students of business schools in India and abroad.
The series editors have to their credit of authoring three major
books on business case studies published by globally known publishers
and in conducting workshops for Case design and development.
The series editors have a very good network with leaders and stalwarts in
business management studies across the globe and popular as keynote
speakers in many national and international conferences. They have a very
rich experience in organizing national and international conferences and case
competitions.
Currently the series editors are busy completing a unique case
analysis and resolution methodology program which is under copyright
considerations.

Dr Sandeep Pachpande Prof J.A. Kulkarni
About the Volume Authors
Dr Preeti Pachpande, MBA, Phd
Dr Priti Pachpande is currently one of the ASM Groups’ Board of Trustees.

Dr Priti Pachpande has 17 years of rich educational and administrative
experience and specializes in teaching marketing management subjects
for the MBA students.
She has contributed many papers and business case studies in the na-
tional and international research conferences and is an expert in case
study based teaching methodology.
Dr Sham Bachhav, BE (Elect.), MBA, PhD(Mktg.)
Academic Experience
Dr Sham Bachhav is a university-approved professor in Systems and
Marketing and has 21 years of rich experience as a faculty in Operations
and Systems Management topics. He is currently engaged as a professor
xxii About the Volume Authors
in ASM group of Institutes for the MBA students and also actively in-
volved in various accreditation activities for the institute.
Dr Sham Bacchav has authored and published two text and reference
books on operations and supply chain management and has to his credit
more than ten research papers presented in National and International
Conferences.
Dr Bacchav has authored Case Studies in Operations and Supply
chain Management and has adjudicated many case Competitions for
Corporates and PG students and faculty.
The How and Why of Case Methodology
An insight into the use of case methodology in B-school pedagogy.
Case Methodology in Business

Management Studies
The main objectives of using case-based teaching as a major pedagogical

tool in B-schools are as follows:
1. To facilitate students’ concept development capabilities through ex-

posure to real-life problems in industries.
2. To enable students to correlate theoretical topics with the tech-
niques used in analysing complex issues in business situations.
3. To develop skills using which students can develop application ma-
trix for the theoretical topics for real-life problem analysis and reso-
lution techniques.
4. Help the students of B-schools to develop orientation towards the
important attributes and attitudinal requirements for effective
handling of complex situations at the workplace.
5. To develop a clear understanding of the techniques used for
problem analysis situation.
6. To analyse decision analysis and appropriate understanding of the
difference between problems and situations in management.
7. To develop the group-based approaches to solving problems and
challenges at the workplace by appropriate coordination of and col-
laboration with all related aspects of a situation.
8. To develop a reference manual for recording the problems tackled
and the essential lessons learnt from past incidences for use in fu-
ture eventualities of recurrence of issues.
9. To develop the preventive steps that must be initiated to ensure the
problems resolved once do not recur in the immediate future.
xxiv The how and why of case methodology
Major Types of Case Studies
The entire gamut of business case studies can be classified as follows:
1. Evaluative case studies (teaching case studies)

2. Task-or action-oriented case studies (including project-based case
studies)
3. Research-oriented case studies
Evaluative or teaching case studies are basically oriented towards devel-

oping the evaluative and analytical skills of students towards industry
situations. Such case studies draw the attention of participants of the case
resolution methodology on the in-depth correlative evaluation of the is-
sues in the case study with the various related topics that the students
have to study about in their classrooms.
These case studies could be on issues related to human resources, in-
dustrial relations, product and process, marketing and finance manage-
ment areas in business management. Such case studies help the students
mainly to examine their understanding of evaluative steps such as evalu-
ation of the financial situation of a company or the quality aspects of its
products and services, etc.
The task-or action-oriented case studies dwell on business issues
that call for appropriate decision-making capabilities of executives. By
involving students of management studies in the resolution activity of
such case studies, the skills learnt by them through the theoretical studies
can be experimented in the resolution exercises. The students can be mo-
tivated to apply their decision-making skills along with their risk man-
agement ability to make business decisions.
Developing a plan of actions oriented towards the resolution of the
case issues calls for effective role-play techniques as also presentation
skills from the part of students; they are normally required to defend their
plan of approach and decisions in front of other students and the fac-
ulty, which helps them improve their capabilities to sustain questions and
criticisms, normal features in business management.
Research-based case studies, as the name suggests, involve stu-
dents in research initiatives to establish a hypothesis or to disprove
a common belief, which influences the progress and sustenance of
The how and why of case methodology xxv
business ideologies or even scientific or technical aspects of business

dynamics.
These case studies normally call for prerequisites such as thorough
business knowledge and enough exposure to both the theoretical and
practical aspects of the issues presented in the case studies. Issues of cor-
porate governance and social welfare functions, which have both obliga-
tory and voluntary elements attached to them, are pursued in research
studies to establish the utility purposes of such aspects, which range from
free will to a compelled activity.
Market-survey case studies help students to differentiate between
facts and fantasies of customer behaviour and understand the competi-
tive forces at play in the marketplace. Business environmental analysis
and the study of business options and strategic choices are recommended
areas for case studies calling for research.
However, the real problem today for B-schools is the non-availability
of good case studies on Indian business. Since the usage of imported case
studies from foreign businesses is fast losing its relevance to the Indian
business scenario, which in itself has unique features among the global
economies. India, which is rated as the world’s fourth-largest economy,
definitely needs specific and separate approaches to the case study meth-
odology as a pedagogical tool for B-school studies.
This also calls for intensifying the industry-institute interactions at
least at the B-school level of education. Both sides need to shed their shy
or protective nature to facilitate effective and purposeful interactions.
Even the government, and specifically the department of higher edu-
cation, needs to emphasize the absolute need for closer contacts between
the higher educational institutes and the business houses in all segments
of the economy. Only then can the studies at higher level be compatible
with the needs of businesses and the educational degrees or qualifications
be worthy of any application in the real economic progress of India, based
on domestic skills as relevant to business needs.
Case studies in business management are characterized by their rele-
vance to the theories and practices of businesses across the world. While
there could be cultural differentiation, the need is to align with the basic
purpose of business ventures. Men, machines, and materials form the
basic resources of a business, and customers at the relevant marketplace
create the necessary turnover of these resources.
xxvi The how and why of case methodology
Every business or entrepreneurial venture is preceded by the ne-

cessity of there being means for survival and creation of wealth by the
stakeholders. It is in a way a mixture of needs, actions, and results in a
perpetual series and cycle of events, which consume and recreate them-
selves for the continuity of life on this planet perhaps.
Case Study: Design and

Development Methodology
Case studies in business management are characterized by their relevance

to the theories and practices of businesses across the world. While there
could be cultural differentiation, the need is to align with the basic pur-
pose of business ventures. Men, machines, and materials form the basic
resources of a business, and customers at the relevant marketplace create
the necessary turnover of these resources.
Every business or entrepreneurial venture is preceded by the neces-
sity of there being means for survival and creation of wealth by the stake-
holders. It is in a way a mixture of needs, actions and results in a perpetual
series and cycle of events, which consume and recreate themselves for the
continuity of life on this planet perhaps.
The case studies in business management depend very much on the
‘virtual’ nature of their contents, and the actual and real-life demonstra-
tion of business situations that they bring to the classroom in business
schools help in letting the students correlate the theoretical and practical
aspects of business management.
Case studies should generate interest in the minds of students and
awake in them a curiosity to understand the contents of a case study and
an urge to involve oneself in the case analysis and resolution process.
Then only can case studies be called effective tools that translate real-life
business scenarios to classroom discussion topics.
The case studies in business management are characterized by features
as follows:
1. Fact-based contents and narrations rather than fantasies and

fiction.
The how and why of case methodology xxvii
2. Necessity of an appropriate ‘hook effect’ in case contents and the

chronological presentation of a case.
3. Presence of just enough ambiguity and vagueness in the deliber-
ations of the case.
4. Providing clues and not exact solutions to case issues.
5. Providing specificity in the comparison and correlation of case con-
tents to topics of studies in business management.
Case Study Based on Facts
In order to make a case study present a real-life situation, it should neces-

sarily be based on the facts of a business situation, either a past situation or
a concurrent happening in the domestic or international business envir-
onment. However, in order to protect an individual’s or an organization’s
business interests, one may, to the maximum extent possible, camouflage
the names of individuals, organizations or the exact product and process
nomenclatures, besides duly respecting the copyrights of the owners of
the references made, if any, in the case contents.
The students of business management definitely desire to feel involved
when they have to study, analyze and resolve business case studies; hence,
any distortion in the facts, details not confirming to regular business
transactions or issues not commonly visualized during the course of their
studies tend to deflect their focus and create a sense of artificiality or dis-
interest in their approach to the case study methodology.
In fact, this is one of the most important reasons why case studies
based on industrial situations abroad are of lesser interest to the students
of Indian B-schools, since they do not depict real business scenarios in
the Indian business environment and are deprived of the cultural rele-
vance so essential to Indian students.
It is also observed that in many case studies, an attempt is made by the
authors of the case study to dramatize the narration to such an extent that
the seriousness of the topic in relation to business management studies
is completely disregarded. And such case studies are remembered by the
students for their fun content rather than facts of business life. This has
an implied risk in that students may totally miss the objective of the case
xxviii The how and why of case methodology
study methodology of business management studies and consider case

studies as irrelevant to business studies’ requirements.
A good case study, therefore, should necessarily draw the attention of
students to the events and facts normally reported in the business maga-
zines or based on reports appearing in the newspapers, journals, such
that the students’ natural interests are aroused to know more about the
issues involved through case analysis and discussions. Students who are
aware of the happenings in the business world around them will be happy
to clarify their understanding of the theoretical aspects of their course of
management studies by making the best use of case study methodology.
Necessity of ‘Hook Effect’ in Business Case Studies
For a film to be entertaining and interesting till the last scene, it must cap-
ture the imagination of the audience and make them feel as though they
are a part of the environment created by the film; similarly, it is necessary
that business case studies create a feeling in the students that they are a
part of the case study from the beginning to the final resolution. This is
the essential hook effect that every case study in business management
should strive to achieve.
Mind well that this does not mean the authors should resort to fanta-
sizing about the narration of case contents; the purpose of films is pure
entertainment, whereas the purpose of business case studies is to develop
a strong sense of attachment of the student towards case contents, as is
relevant to their course of studies; it is in their own interests to under-
stand the analysis and resolution process of a particular case study that
looks so similar to real-life business situations about which they have
some knowledge.
Case studies in business management should provide enough oppor-
tunities for conflicts and disagreements, lively discussions and com-
petitive team spirit among the students. The case studies should also
generate an interest in the students to look out for additional data from
sources such as the Internet and business magazines, balance sheets of
companies, etc., to gather further information to help them understand
management concepts and prepare them to provide effective analysis and
resolutions to the questions raised by the case writer.
The how and why of case methodology xxix
Every business executive necessarily suffers much anxiety and related

stressful situations in the resolution of day-to-day problems at the workplace.
The purpose of business case studies is to simulate an environment that is as
real as possible using the case content and analysis and resolution process.
‘Ambiguity and Vagueness’ in Business Cases
A professional manager often comes across ambiguous and vague situ-

ations including discontinuous changes in their day-to-day activities.
In fact, these situations incite creative and innovative responses from
the managers, leading to ensuring sustainability amidst volatile market
forces. If every step is based on logic and must be preplanned or doctored,
then perhaps life will not be worth living it.
In the parlance of strategic management, we often talk of change man-
agement and of ‘discontinuous changes’, which defy logic and sense of
sequencing of events. The real capability factors for effective business
management are the ones that can manage business uncertainties like
never before in globalized competitive environments. It is these uncer-
tainties, which are the real ambiguities and vagueness in business man-
agement, that the case studies are supposed to imbibe while the students
are on the lookout for logical steps in analysis and issue resolution.
Case studies should induce the students to think outside the box for the
resolution of issues for a given situation. A case study should not be a drab
story from cradle to grave or a reincarnation of business practices, which kills
the creative capabilities of students and oversimplifies the challenges faced in
effective business management. The case studies should deflect logic-based
thinking to change management areas wherein the students are required to
play different roles in providing long-term solutions to the issues mentioned
in the case studies. Questions such as why, when, how, how much, who, etc.,
should naturally surface while analysing and resolving case issues.
‘Clues’ for Case Analysis and Resolution
Providing clues and soft hints along the sequence of events in case study
analysis and resolution will enable students to direct their analyses
xxx The how and why of case methodology
towards the objectives of the case study. It is often the experience that
students lose their focus on important aspects of the case study and start
drifting towards issues on less critical points.
This is also quite often the case in real-life industry situations wherein
the major focus in important discussions gets deflected to trivial issues,
resulting in wastage of valuable time, conflicts of interests and escal-
ation of the problem rather than arriving at any resolution. Business case
studies should make special attempts to keep the focus of the analysis and
resolution methodology oriented on major issues.
This can be done by proper sequencing of events in the case study such
that the readers of the case are provided with links to the theme of the
case as frequently as required by providing clues to the root causes for the
issues and hints to the likely solution or answers to the questions asked by
the case writer.
For example, if the case writer wants the students to compare the case
issues with ‘competitive strategy’ situations, then the mention of ‘com-
petitive environment’ as an often-repeated data or issue in the case study
would keep the students focused in their analysis and discussions on, say,
the ‘competitive advantage matrix’, as enumerated by Michel Porter on
strategic business management topics.
Similarly, case studies in human resources (HR) should provide clues
on HR-related issues, rather than constantly talking about competition
and product-related issues. Of course, in the case of case studies in overall
operations management including mergers and acquisitions, it would
be prudent to provide related clues on each functional area and the re-
spective topics in classroom studies.
Nevertheless, should the clues attempt to mislead the participants, the
very belief and credibility of the case study methodology of studies would
be destroyed. It is also equally important to note that the clues should
only be indicative and not directive in their purpose.
Case Teaching Notes
Case study teaching notes are primarily for the case instructor or the fac-
ulty who use the case study methodology for teaching business manage-
ment topics to students. Following are some of the important aspects of
The how and why of case methodology xxxi
case teaching notes (these are not exclusive in their coverage; the con-
cerned faculty could add, delete or modify the same to make their case
teaching process as effective as possible):
Every case presenter should provide students with a brief summary of
the case in order to generate initial awareness and prepare the students to
study the case as a cursory note or a preamble of their expectations from
the analysis and resolution efforts required for the case study.
A list of the main topic and sub-topics intended to be taught through
the particular case study needs to be prepared and discussed beforehand
by the faculty with the students, in order to ensure there is enough clarity
of understanding and expectations from a particular case study.
Reference to important theories such as Maslow’s theory, Herz Berg’s
theory, Michel Porter’s model on business competitive and market
forces, GE 9 cell model for investment decisions, etc., in any other spe-
cialization area of business management studies should be made in a
separate ‘Focus of Studies’ part of the teaching notes and should be
shared with the students in advance of case study discussions to enable
the students to consolidate their understanding and applicability of a
particular theory during the analysis and resolution process of case
study discussions.
The teaching notes should also contain corollary topics and references
to other aspects of the course of studies, which may not have been cov-
ered in the main case content. Additional information about a product,
process, or business unit or comparisons with similar real-life situations
and relevant market situations, if available with the faculty, is shared
with the concerned students; this will help the students to correlate their
knowledge with this additional information, which refers to an actual
situation.
Every faculty should necessarily collect feedback from the groups or
individuals who have studied the case and their comments on the utility
of the case study towards their course of business management studies
must be noted. This feedback will help the faculty to make necessary im-
provements in leading the case study by answering certain observations
made by the participants.
Every faculty should prepare an assignment case study to be com-
pleted by the students, to encourage students to experience the work life
through exercises in case study resolutions.
xxxii The how and why of case methodology
Prevalent Methods for Case Analysis and Resolution
Case study methods used for providing clarity on management concepts

mostly focus on either imaginary situations or events based on records
of failures or successes in the organizational setup. Besides, the approach
for case-studies resolution has often focused merely on ‘SWOT’ analysis
(SWOT stands for strengths, weaknesses, opportunities, and threats in-
volved in a project) of an organization with a lesser degree of focus on
failures in areas such as strategic decision making, strategic planning, and
compatibility in organizations to strategic approach and implementation.
The issues in strategically managed companies basically emanate from
weaknesses in strategic thinking and a systematic approach to problem
resolution.
As Dr Peter Drucker, the management guru, says: ‘Management of
many business units are busy resolving yesterday’s problems today. And
there is hardly any clarity between problems and opportunity.’ He con-
tinues: ‘Business investments for competitive advantage need to focus
on investments in opportunities rather than in problems.’ It is observed
that many business organizations take comfort in handing over to the
consultants the real problems of the organization. In the first instance,
there is no reason for problems to exist if one is to ensure strategic cor-
rection during the implementation of strategies in ongoing or new busi-
ness ventures.
The consultants, in many cases, help expedite the early death of such
businesses with their third-party approach (lack of involvement and
commitment) to the issues referred and their practice of extracting hefty
charges for their consultancy reports, most of which are vague prescrip-
tions (glorified ‘sounds good’—type recommendations) that help board-
rooms feel happy that their future is secured.
However, in today’s globalized competitive business environment, the
top management needs to lay special emphasis on attending present is-
sues, focusing on the resolution of present issues, burying past problems
with appropriate strategy implementation, and preparing for the future,
which calls for competitive advantage capabilities.
Further, many companies like business process outsourcing (BPO)
companies, knowledge process outsourcing (KPO) companies, and
multinational companies (MNCs) are under the clutches of the
The how and why of case methodology xxxiii
managerial autocratic (‘do as we say’) approach. This reduces the

creativity of their employees, and converts them to mere ‘robots’
in their attitudes and presentations. Today, from middle school to
management studies logic-based computer-aided business planning
processes are being emphasized rather than creativity-enhancing in-
volvements that call for human endeavour in attaining success and
satisfaction.
Understanding the major working details of any organization entails
the collection of relevant data from sources such as present status and
past record of organizational health. In majority of cases, we need to ana-
lyse the past performance data. As in the case of biological issues, in an
organizational life history there are events and episodes that occur as
major factors inhibiting the progress or causing the decline of the organ-
ization; in such cases, often the management had no clue or controlling
authority over the organization to understand the issues or prevent the
decline in advance.
Diagnosing these maladies affecting an organization is comparable to
a doctor conducting diagnostic investigation into the serious ailments of
his or her patient. For serious ailments (excepting epidemics and conta-
gious diseases), all factors and issues that influence the malady are per-
sonal habits, malnutrition, hygiene factors, and also immunity factors
developed during the past period that are either protective or provocative
to health or sickness, respectively.
Case History Details
1. Symptoms: Present and past, as recorded.

2. Historical data: Business past history, including all important fac-
tors such as details of promoters, financing, products, prices and
marketing.
3. Factors influencing performance:
a. Congenital factors: Family background (erstwhile business
promoters, vision, mission and objectives); any effects of ‘suc-
cess sclerosis’ (arrogance due to affluence from past success), or
‘points of inflection’ as is called in business terms, could be fac-
tors that go unrecognized in the present malady.
xxxiv The how and why of case methodology
b. Professionalization and management thoughts on fresh ap-

proach, skill building and competence factors: These lead to the
restless urge to change over from complacence to competence
(in a competitive market situation) or from intolerance to infect-
ivity of people and processes (as compared to the ‘we too ran’
attitude of the organization in the past).
As in the case of diversification or acquisition and mergers, the issues

could result from correct or defective selection of businesses (products
and processes) or partners, the necessity to change, consequent changes
in management capability, improvement anxiety syndrome, etc.
c. Hurdles in succession planning: The ‘Generation Next’ may have

different value systems (sometimes non-compatible with those
of its predecessors) and not have a balanced or matured ap-
proach as seen by business observers.
d. Fresh approach to business philosophy, a new vision or mission
in light of the changing global economy: Both vertical and hori-
zontal integrations (forward and backward integrations) aid
typical expectations of the customers of the emancipated market
environment.
f. Inability to tolerate the impact of coexistence of new and old
cultures.
The following logical, sequential and important steps help to under-

stand, in a comprehensive manner, analysis and resolutions for a case
study of any type of business or industry at both corporate and functional
levels:
1. Data collection and segmentation (case details)

2. Discuss issues/dilemmas/problems involved in the case
3. Diagnosis (case analysis): Correlating issues of the case with rele-
vant styles of narration in terms of management terminology, in
practical business life and conducting a SWOT analysis if required
4. Case Resolution (issue resolution—resolutions and
recommendations)
a. Short term (intermediate steps): Damage control steps
The how and why of case methodology xxxv
b. Long term (back to life): Regaining normal health

c. Preventive steps (impact of implementing the recommendations)
(i) Consequent prevention-oriented recommendations
(ii) Building strategic capabilities in subjects (organization) to
develop the capability to succeed and develop adequate im-
munity in case the challenge or malady repeats or has side
effects in an altogether new dimension
5. Record of lessons learnt
(a). Appropriate record of cause-and-effect analysis of issues (b). Record

of probability analysis
Treatment
Disease (Investigative
(Prepared for Conse-

Diagnosis (Relevance
Preventive Measures
Lesson Learnt (Case

Observation) Issues
(Major) of the Case
Record for Future

to Management
quences If Any)
(Major Details)
Serial Number
Terminology)
Case History
Ref- erence)
short long
term term
Stages/Areas of Activity Tools Recommended
Strategy formulation Vision, mission, objective orientation driver/busi-
ness drivers/critical success factors
Strategic analysis Environmental appraisal methods:
Direct–indirect
Macro–micro
External–Internal stake Holders
Organizational appraisal methods:
SWOT analysis
Risk analysis
Boston Consultancy Group matrix
GE 9 cell model
For investment decisions
Strategic options Acceptability
Feasibility
Flexibility
Strategic choice Best choice matrix
xxxvi The how and why of case methodology
Must/wish drill
Strategic decisions Decision matrix
Decision tree
Short-and long-term impact analyses
Strategy implementation Operational control method
Strategic control method
Strategy evaluation Gap analysis
Root cause analysis
Probability factor analysis of present and potential
effects
Corrective steps
Review progress
Reconfirm strategic alignment
The case studies included in this Case Volume IV are selected diligently
to provide a very variety of businesses and issues involved in each of the
cases being much different than the other. The chapters cover almost all
types and segments of industry and markets providing a very good op-
portunity for the readers to refer to the aspects explained in this brief note
on case methodology and its utility in concept clarification and exposure
to experiential learning for the students of B-schools as also to younger
business executives up the career ladder.
SECTION I
CASE ST U DIE S IN H UM A N
R E SOU RC E S
HR, Entrepreneurship, CSR, CG, and Sustainability

1. A Case on Contract Labour
2. Maruti’s ‘Sanjeevani’
3. Bridging the Skill Gap in the Generation and Technology
4. Motivating through ‘Uncertainty’
1
A Case on Contract Labour
M/s. Vanita Chemicals Limited
Learning Objectives
To understand what pitfalls may happen in a labour contract and how to

envisage issues before they go out of control. To be able to manage crisis
in real life by sensitizing participants towards the sensitive handling of
labours and their problems keeping in mind the interest of management
and jurisdiction.
Synopsis
This case is about Ms Vanita Chemical Ltd., which is located at Thane—

Belapur Road, Maharashtra. The Company is engaged in manufacturing
of various chemicals since 1991. The total manpower of the Company is
450. It had provided canteen for the employees and it was running on
contract basis. Mr Rama Shetty was a canteen contractor. The canteen
contract was registered by the company under The Contract Labour
(Regulation and Abolition, 1970). An agreement was also signed by
Rama Shetty as a canteen contractor and on behalf of company a factory
manager, Mr Kulkarni.
The case focuses on the issues related to making contract labours
‘permanent’ in the Canteen of Vanita Chemicals Limited. The canteen
employees who were on contract, with the pressure of internal union,
demanded the management to make them permanent employee of the
company. Retaliating, management issued a letter of termination of can-
teen contract which was delivered to the canteen contractor immediately.
The issue was raised to the Labour Commissioner’s Office by the canteen
Indian Business Case Studies. Priti Pachpande and Sham Bachhav, Oxford University Press. © ASM Group of
Institutes, Pune, India 2022. DOI: 10.1093/oso/9780192869401.003.0001
4 Indian Business Case Studies
employees. The canteen employees started giving slogans against the
company. Further they used abusive language against the management.
They were doing the same activity every day.
The Case Details
Ms Vanita Chemical Ltd. Company is located on Thane Belapur Road,

Navi Mumbai. The company is engaged in manufacturing of various
chemicals since 1991. In the company labour force is 450, it has provided
canteen for the employees and it is running on contract basis. Mr Rama
Shetty is a canteen contractor. The canteen contract was registered by the
company under Contract Labour (Regulation and Abolition, 1970). An
agreement was also signed by Rama Shetty as a canteen contractor and on
behalf of company's factory manager Mr Kulkarni.
The said contract was renewed every year and rates of the contract also
were renewed every year with the consent of both the parties. In the can-
teen Mr Shetty had employed about 10 workers and they were provided
with uniforms, attractive wages, and accommodation also.
Mr Shetty was having another canteen contract in the neighbouring
company and there he had employed about 15 canteen boys. In both the
companies, the canteen was running smoothly. After every three months,
Mr Shetty was transferring his canteen boys on rotation in both the com-
panies, so that it was not continuity of job in both the companies for the
canteen boys. This practice continued for a long time.
In Vanita Chemicals there was internal union headed by one of the
local employees Mr Ramesh Bhoir who was also a member of the can-
teen committee. In the company, the regular timing of the canteen, i.e.,
opening and closing hours were displayed by the Personnel Manager, Mr
Mohite out the canteen and on the notice board of the company. Mr Bhoir
being canteen committee member used to visit the canteen very often
and was also friendly with the canteen boys. Majority of the employees
were with the canteen food and there were very rare complaints about the
canteen which were attended by personnel manager Mr Mohite.
In the month of October 1995, Mr Mohite was on his regular round in
the company, and he observed that outside the canteen Mr Ramesh Bhoir
along with canteen boys was discussing something when they all saw Mr
A Case on Contract Labour 5
Mohite coming towards the canteen; immediately they disbursed from
canteen area and Mr Ramesh Bhoir alone remained outside the canteen.
Mr Mohite ignored him and went back to his office. Mr Ramesh followed
him and went to the office of Mr Mohite. He told him that he wanted to
discuss with Mr Mohite on a serious problem which was to come in the
very near future. Mr Mohite allowed him to come inside the office and
asked him about the problem.
Mr Ramesh told Mr Mohite that canteen boys were after him for the
last two months asking him to make the entire canteen boys union mem-
bers, of which he is the president. Further they were demanding that all
the canteen boys should be made permanent in the company and for this
work they had offered a lump sum amount of Rs 50,000/-. In turn, Mr
Mohite asked him what you have decided.
Mr Ramesh told Mr Mohite that being a local worker, he could not
do such favour to the canteen boys because the canteen boys were
from Karnataka, and management would also not agree to this so he
thought to inform Mr Mohite because an indirect hint was given by
canteen boys to Mr Ramesh, that if he could not do this favour for them,
they may join outside the union and put pressure on management for
making them permanent. Mr Mohite asked Mr Ramesh what have you
promised them?
Mr Ramesh said that he has asked them to wait for 2–3 days so that he
could discuss the matter with his other committee members. Up till now
I have not talked to the committee and first time I have come to inform
you that it is serious matter and management should do something im-
mediately so that our relation should be maintained harmonious like past
years. Further, he added that he is not going to accept any money from
canteen boys and decided to cooperate with the management.
Immediately after the departure of Mr Ramesh, the personnel man-
ager went to the works manager’s cabin and narrated the problem which
is likely to be faced by the management. Both of them agreed that it is
never be possible to make contract workers permanent in the company;
because excess workers in helper’s category are employed through union
and local politicians. It is going to be a big problem for the company. Both
of them called the canteen contractor Mr Shetty immediately and he was
asked about whether he was aware of the above fact. He said no. But he
would try to convince his workers and asked for one day’s time only.
The next day Mr Shetty was busy with his personal work and did not
come to the factory. Mr Mohite along with works manager and other de-
partmental heads called a meeting about the issue of canteen boys and fi-
nally it was decided to terminate the canteen contract with immediate
effect and to ask Mr Shetty to take away his men and material along with
compensation whatever is due to him. Mr Mohite again called Mr Ramesh
Bhoir and union committee members and appreciated the committee
members and work done by Mr Ramesh. Being a union president and dis-
closed the decision of the management and read out the draft of the notice
which was to be displayed on the notice board which was as under:
Notice
‘All employees are hereby informed that due to unavoidable circum-

stances the canteen will not be running from tomorrow from the First
Shift till further arrangement will be made. Meanwhile, all employees will
be supplied with snacks and tea from outside. All are requested to bear
with the management for further few days.’
Mr Ramesh told all the committee members about the problem of
canteen boys and decided to cooperate with the management and not to
interfere in the matter of canteen issue. After all agreed, finally the notice
was displayed on the notice board of the company by the Management.
A letter of termination of canteen contract was delivered to Mr Rama
Shetty who was present in the neighbouring company where he was
having the contract, through the security. An acknowledgement of the
said letter was received back by the personnel manager, Mr Mohite.
Accordingly, in the same night, security men were instructed by the per-
sonnel manager to remove all the canteen boys and not to allow them to
come inside the factory premises with immediate effect. The action was
taken by Security Department immediately.
Here, the matter was not closed. Keeping one day gap, canteen boys ap-
proached to another union leader of that local area. The union was called
‘Maharashtra Sramik Sena’ of which Mr Ashok Mahatre from Turbhe
area was vice president of the union having office at Turbhe village. The
canteen boys become the members of that union and went to Labour
Commissioner Office, Thane along with Mr Mahatre. They complained
A Case on Contract Labour 7
and demanded that the temporary workers who were working for more
than three years in the canteen as helpers were removed by Ms Vanita
Chemical Ltd. Hence, they should be given justice by Government with
reinstatement with full wages and continuity of service and Labour
Commissioner Office should take immediate action against the manage-
ment of Ms Vanita Chemical Ltd.
Because of pressure from local leaders Mr Mahatre, the Labour
Commissioner Office accepted their letter of complaint and orally told
them that action will be taken against company within few days, till that
time, the removed workers and union should maintain discipline.
Thereafter, the next day, Mr Mahatre along with canteen boys and
other local people approached the company’s gate along with the copy of
the letter which was submitted in the Labour Commissioner’s Office. The
mob was about 35–40 and they handed over the said letter to the security
personnel which was sent to the personnel manager, Mr Mohite.
Mr Mohite came at the gate, he narrated the fact to the union leader,
Mr Mahatre and for further discussion as and when he will be called by
Labour Commissioner’s Office then only matter will be discussed and
meanwhile not to create any problem at the gate of the company and he
went back to his office.
Mr Mahatre and others at the same time started giving slogans against
the company and further they used abusive language against the manage-
ment. Every day in the morning, they used to gather at the gate and were
giving slogans. They were doing the same activity every day. It continued
for further eight days.
Thereafter, management received a letter from the Labour
Commissioner Office, Thane and called for Conciliation by Assistant
Labour Commissioner, Mr Pawar who was to handle this matter. Hence,
the conciliation started endlessly. Further, the matter went to Labour
Court. Meanwhile, all the canteen boys without getting any justice left the
union and the matter was remained unsolved in Labour Court.
Conclusions
This case is to shed light on issues related to making contract labours ‘per-
manent’ in organizations. The Government of India enacted the Contract
Labour (Regulation and Abolition) Act 1970 in order to regulate estab-
lishments wherein contract labour has been employed by the contractors.
The Act regulates that the contractors or principal employer have to pro-
vide and maintain the health, safety, and welfare of contract labours.
A Central and State Advisory Board has also been formed in order
to implement the provisions of the Act. Through the experience of the
canteen of Vanita Chemicals Limited, post the enactment of the Act, the
case tries to elucidate the roles and jurisdictions of the union, the man-
agement and the canteen contractor and how unorganized unionism can
lead to fruitless wastage of time and productivity.
Case Questions
1. The issue of engaging contract labour has given rise to many IR is-
sues over the previous years including the one at Maruti Udyog.
The validity and legality of employing contract labour is questioned
by experts in Labour Law and the Ministry of Industry and labour
is hoodwinking this issue perhaps because the Government it-
self is the largest employer of contract labour in India. Under cir-
cumstances how would go about finding a long-term solution to
this issue?
2. I n the referred case the issue of contract labour has been taken fur-
ther beyond the scope of definition of principle employer, and the
employees of the canteen contractor are trying to disturb the IR cli-
mate inside the premises of an organization other than the principle
employer—How could one get over such tricky situation?
Another random document with
no related content on Scribd:
CHAPTER XV
DIET FOR OLDER CHILDREN
MILK FOR GROWING CHILDREN—EGGS, MEAT AND FISH—BREADSTUFFS
AND CEREALS—RECIPES FOR NOURISHING DISHES
T HE emphasis laid on correct diet for babies throughout this book

has doubtless impressed its readers with the realization that on
good digestion the health and happiness of a child are built. The
vigilance which guarded the bottle feedings and the diet of the child
under three years of age should become a guard against
indiscretions in feeding between his third year and his adolescence.
By the time the boy passes into his teens he should be thoroughly
grounded in good habits of eating—the careful mastication of food,
the avoidance of extremes and excesses, regularity in meals; and let
us hope that he has learned the folly of eating between meals,
especially sweets. He should have a normal taste for normal,
wholesome food; and he should still be eating lightly before he goes
to bed. Even in the big cities, where dinner is eaten at night so that
father may enjoy one good meal a day with his family, the young
child should have his heaviest meal at noon, and a light supper.
From the fourth to the tenth year milk should still play a
considerable part in the child’s diet. It should be served once
between breakfast and dinner, or dinner and supper. A glass of milk
with the meal is much better than water. Tea and coffee should never
be given to the growing child. He may have, all told, from one pint to
one quart of milk daily; and to this may be added thin cream on his
cereal and with certain simple desserts, such as baked apples.
Eggs are a dependable food for the growing child. They may be
soft-boiled, poached, coddled, or shirred, the latter being eggs baked
in a dish that has been lightly buttered. Children should never be
given fried eggs or omelets. If eggs agree with a child—and they
agree with nearly all human beings—they may be given twice a day,
one for breakfast and one for supper.
The best meats for children are beefsteak, roast beef, roast lamb,
broiled mutton chop, broiled chicken, roast young turkey. Shad,
bass, and other delicate white fish may be given to the child between
four and twelve years of age. Meats must be cut up fine, and fish
must be freed from all bones before it is given to the child. Either
meat or fish should be served with the noon meal.
Plate gravy, especially from beef, is nourishing; but thickened
gravy made from flour and grease or drippings, with milk or stock
added, is too rich for the average juvenile stomach.
Ham, bacon, pork, sausage, liver, kidneys, dried and salt meat are
to be avoided, and such fish as cod, halibut, and mackerel are
altogether too strong for a child until he enters his teens.
White potatoes are a standby for growing children; they may be
boiled, baked, or mashed; but no child should be allowed to eat fried
potatoes of any sort.
The best vegetables for very young children are peas, asparagus
tips, string beans, carrots, squash, spinach, and very young beets.
All these vegetables must be well cooked to be easily digested.
Baked sweet potatoes, which children like very much, cauliflower,
onions, and turnips may be permitted at rare intervals; but, even with
a child in good health, they should not be served until he is six or
seven years old.
A very good combination for children is carrots and peas. The
carrots are first boiled in salted water until tender; then canned or
fresh peas are added; and, finally, milk which may be thickened
slightly with flour and butter rubbed smooth.
Salads, which are considered so important in the diet of grown-
ups, should not be given to children until they have passed the tenth
year.
Well-made soup is important in the child’s diet. Mutton and chicken
broths should be the foundation for most of these soups. After the
meat has been strained out, the broth may be thickened with rice,
barley, or a little cornstarch or flour. Tomato soup should not be given
to very young children; but purées made of peas, spinach, celery, or
asparagus, rubbed through a sieve, may be given to children seven
years old or more.
In preparing cereals for children, bear in mind that the coarser
cereals are the more nourishing. The ready-to-serve cereals do not
give out the strength which the old-fashioned food-stuffs do.
Oatmeal, cracked wheat, rice, or hominy should be cooked in a
double-boiler for hours; and even those cereals which are advertised
as “prepared” or partly cooked should be recooked thoroughly, and
well salted, and be served with top milk, or cream and milk, or a little
butter.
No child should be given hot breads of any kind, griddlecakes,
shortcake, nor even newly made bread. Homemade zwieback is the
best possible bread-stuff to offer children; next to that stale bread cut
thin and dried in the oven until it is crisp. Cornbread, split and
toasted or dried until crisp, is very desirable as a luncheon and
supper dish. Oatmeal, graham, or gluten crackers are better than
plain white wheat crackers.
Desserts form a very important item in the dietary of the child,
because they contain starch and sugar, important to the up-building
of the system. Custards, junket, rice pudding without raisins, and an
occasional dish of pure ice-cream should be the desserts up to six or
seven years. These can be varied by stewed fruit, or ripe fruit in
season, making sure that all the seeds and stems are removed.
No young child should be given pies or pastry of any description,
rich preserves, nuts, or candy. The child who has not been given
candy in his babyhood grows up with very little taste for it. Food, like
fresh air and sleeping, is very much a habit.
Fruits form a considerable and important part of the diet. Up to the
time a child is five years old he should have fruit juices; then solid
fruit. Sweet oranges yield up the best juice; but grape-fruit rubbed
through a sieve, fresh pears, strawberries, and raspberries, crushed
through a coarse sieve, may also be used.
Orange or prune juice can be given after seven or eight months of
age. Before the second bottle in the morning two teaspoonfuls may
be given, gradually increasing to one or two ounces at one year.
Apples, baked or stewed, are extremely healthful. Prunes well
prepared and rubbed through a sieve, pears stewed or baked until
tender, peaches and apricots pealed or stewed, are all worth places
in the diet of a child. Pulp in either fresh or cooked fruits should be
avoided.
Children should never be given green fruit of any kind; and, in hot
weather, if they cause a tendency to diarrhea, fresh fruits must not
be permitted in the child’s diet, but all sorts of stewed fruits can be
substituted for them.
A word of warning about cocoa. This is an excellent beverage for a
young child, but it is a mistake to think that it must be made rich with
cream. A good quality of whole milk and just as much cocoa as the
recipe on the box demands should be used for young children.
Whipped cream on the cocoa is not necessary. If your children want
ice-cream, cold drinks, treats of any sort, make these at home. Know
what your children eat.
A few recipes for preparing food that children can easily digest
follow:
Albumen Water—Divide the white of one fresh egg in several
directions with a sharp steel knife; to this add one pint of cold boiled
water, and a little salt. Shake well and give cold from bottle or with
spoon.
Rice Water—Take one tablespoonful of rice; wash well; soak over
night. Add one pint of water and a little salt. Boil until grains are soft
—three to four hours. Add water from time to time to keep quantity to
one pint. Strain through muslin.
Baked Milk—In a jar put two quarts of fresh milk; cover this with
white paper, tied down tightly. Bake ten hours in a moderate oven.
Egg Lemonade—Beat the yolks of two eggs light; add the juice of
two lemons, and sugar to taste. Thin slightly with water, and turn all
into one cup of snow or pounded ice. Whip the whites of the eggs to
a stiff froth, and beat all together as quickly as possible. Serve
immediately.
Egg-nog—Separate one egg, and beat the yolk and white lightly.
To one glass of cold milk add the yolk, one tablespoonful of sugar,
and vanilla or nutmeg to taste. Lastly, add the beaten white of the
egg and stir lightly.
Beef Juice—One pound of round steak cut thick. Broil slightly,
press out juice with meat-press or lemon-squeezer; add a little salt.
Beef Juice No. 2—Chop finely one pound of steak; place it in a jar;
pour in sufficient cold water to cover the meat; add a pinch of salt.
Cover the jar and place on the ice for six hours; shake from time to
time. Strain through a piece of muslin. This is very nourishing.
Mutton or Chicken Broth—Cover one pound of meat, free from fat,
with one pint of cold water; add a little salt; let it simmer for three or
four hours. Add water from time to time, and cook down to one-half
pint. Strain, and remove fat when cold. Serve hot or cold in jelly form,
as desired.
Chicken Broth No. 2—Cut fowl in small pieces; lay in salted water
for one hour; then place in cold water, bringing it slowly to a boil. Boil
gently until liquor has diminished one-third. Remove chicken.
Season liquor; bring to boil; and strain. Stir cup of hot milk slowly into
two beaten eggs; add mixture to broth, stirring slowly.
Clam Broth—For this use two separate pots, one for clams and
one for milk. Twelve clams to one pint of milk. Bring to a boil the
clams and liquor, removing the scum; bring the milk to a boil,
seasoning with pepper and butter. Strain the liquor from the clams
and turn into the milk. Serve hot at once.
Split-pea Soup—Take one cup of split-peas; wash well; and soak
in two quarts of water over night. In the morning put into kettle, with
one quart of soup stock and small piece of salt pork. Allow the whole
to boil slowly or simmer for about five hours. Strain; and return to
fire, with small lump of butter, salt and pepper.
Potato Soup—Take one cup of mashed potatoes well seasoned
with salt and pepper. Heat one quart of milk; thicken with flour. Stir in
the potatoes, with two tablespoonfuls of butter. Strain; and then beat
in one egg. Serve hot.
Gruels: Rice, Barley, Wheat, Oats—If made from flour use two to
four tablespoonfuls to one pint of water.
If made from the grains soak over night two tablespoonfuls, and
then cook four hours. Strain, and if milk is added stir in immediately
after removing the gruel from the fire.
Farina—Stir slowly four heaping tablespoons of farina into one pint
of boiling water or milk. Boil ten or fifteen minutes; salt to taste. This
can be served cold or hot, with syrup, sugar and cream or butter and
sugar.
Chicken Jellied—Cover a small chicken with water; boil until meat
comes off the bones, and the water is reduced to about a pint. Take
off the meat in good-sized pieces, removing fat and bones. Skim fat
from liquor; add salt and pepper to taste, together with half an ounce
of gelatine. When dissolved pour over meat. Liquor can be seasoned
highly, as meat absorbs much of the flavor. Place mixture in deep
bowls to form, and keep cool.
Scraped Beef—Slightly broil a small piece of sirloin steak. With a
dull knife scrape or shred this, taking the pulp only for use. A
tablespoonful may be given with salt.
Milk Toast—Remove the crusts from the toast; slash the edges
with a knife, and dip the edges in hot salted water. Make a cream of
milk thickened with cornstarch; season with salt and butter. Pour
over toast. Serve hot.
Poached Eggs—Break an egg into a cup, taking care not to break
the yolk. Turn into pan of boiling, salted water, and with spoon pour
water over egg, until there is a film over the top and the white is firm.
Serve on buttered toast.
Boiled Rice—Wash the rice. Cook in double-boiler with five times
its measure of cold, salted water for about one hour and a half, or
until tender.
Creamed Potatoes—Cut freshly boiled potatoes into squares.
Cover with milk, and boil up once or twice. Season with butter, salt,
and pepper. Thicken with a little flour and water.
Creamed Macaroni—Boil in one quart of salted water twenty
minutes ten or twelve sticks of macaroni broken into one-inch
lengths. Strain through colander and drain. Add one tablespoon of
butter and flour rubbed smooth to one and one-half cups of hot milk.
When thickened season and return the macaroni to heat. Add a little
grated cheese before serving.
Desserts
Escalloped Apples—Butter a deep dish. Sprinkle with cinnamon,

sugar, and small bits of butter, and cover with layer of peeled, sliced
apples. Another layer of the cinnamon, sugar, and butter; adding a
little flour sprinkled over. Continue this process until dish is full;
cover, and bake one hour. Serve hot or cold.
Apple Tapioca—Take one-half cup pearl tapioca, three apples,
pared and cored, one-fourth cup of sugar, one pint water, one-half
teaspoon salt, cinnamon and grated nutmeg.
Cover tapioca with one and one-half cups warm water, and soak
five or six hours. Pack apples in deep dish, filling cores with sugar,
and pour over them the tapioca, water, cinnamon, and nutmeg. Bake
one hour, or until apples are soft. Serve hot, with cream or hard
sauce.
Apple Snow—One large apple, peeled and grated; sprinkle over it
one cup of powdered sugar. Into this break the whites of two eggs
and beat in large bowl constantly for half an hour. Heap in glass dish
and pour over it a fine, smooth custard.
Baked Custard—Beat four eggs light and mix well with one quart
of milk. Add sugar and salt to taste, one teaspoon vanilla, and grate
nutmeg on top. Bake in moderate oven until a rich brown.
Chocolate Blanc Mange—Heat one quart of milk in a double-boiler
with one ounce of gelatine, dissolved first in cold water; add four
tablespoons grated chocolate and three-fourths cup of sugar; mix all
until smooth. Cook until dissolved; then boil five minutes and strain
into mold, adding one teaspoon vanilla. Serve with whipped cream.
Individual molds are very pleasing for children.
Floating Island—Heat one quart of milk in a double-boiler; stir in
two tablespoons of cornstarch dissolved in a little cold milk. Add
sugar and vanilla to taste, together with one whole egg and the yolks
of three eggs; when the custard is thick like cream turn into dish to
cool. When ready to serve beat the whites of three eggs into stiff
froth and drop spoonfuls on the top of the custard.
Bread and Butter Pudding—Take six thin slices of buttered bread
and place in a dish; pour over the bread three gills of milk and three
eggs beaten together with sugar and nutmeg added to taste—a few
raisins or currants may be added if desired. Bake in slow oven one
hour. Serve with or without sauce.
Prune Pudding—One pound of prunes cooked until tender.
Remove stones and pick into small pieces. Dissolve two tablespoons
of gelatine and two-thirds cup of powdered sugar in one cup of cold
water, and stir into prunes. Add the whites of four eggs beaten to a
froth. Bake twenty minutes. Serve with cream.
Prune Pulp—Cook one pound of prunes slowly in a little water until
they are quite soft. Strain and rub through a coarse sieve.
Junket—One quart of fresh hot milk, sweetened to taste, and
allowed to cool slightly; add two tablespoons liquid rennet. Place on
the ice in wet molds. Do not stir or strain it. Serve cold with
sweetened cream.
Whey—One pint of fresh milk warmed, but not above 100° F. Add
two teaspoons liquid rennet or essence of pepsin; stir slightly, then
allow it to stand until jellied; break up the curd with a fork and strain
off the whey through muslin. Place on ice.
Bran Biscuits—One pint of flour, one quart of bran, one teaspoon
baking soda, twelve tablespoons molasses, one teaspoon salt, one
pint of milk. Mix and bake in muffin rings.
Good Luncheon Dish—Butter a small baking dish lightly; spread
over bottom of dish finely broken crackers (not cracker dust) and
moisten slightly with rich milk; break an egg carefully on this, and
then cover with more broken crackers moistened with the milk, and
salted. Bake a couple of minutes in oven so that the egg is about as
firm as a well poached egg. This is a most nourishing dish.
The mother who guards her child’s diet not only during that danger
period of teething and weaning but during those years when he
seems to sprout like a young human weed, demanding the very
highest form of nourishment, may feel assured that she is laying the
foundation for his future health and happiness. You cannot make
good citizens out of dyspeptics. You cannot rear a generation of
sturdy mothers from girls who drink soda-water instead of milk, who
eat candy instead of custards, rich fried potatoes instead of
nourishing baked ones, fancy dishes of meat, gravy, and pastry
instead of wholesome beefsteak and mutton chops. It is a mistake to
think because a child who is growing will eat almost anything, that
almost anything will nourish a growing body.
Better babies mean better children in the public schools; but
neglect in the matter of diet will soon turn those better children into
sickly citizens.
The vigilance of the mother in the matters of diet, hours of sleep,
bathing, and fresh air should not relax until after her children have
passed successfully through the period of adolescence and have
been launched into strong, sturdy men and women, with their habits
so firmly fixed that the maternal influence in food as in morals goes
out into the world with them.
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Indian Business Case Studies, Volume

Indian Business Case Studies Volume I Sandeep Pachpande

Indian Business Case Studies Volume III Lalit Kanore

Indian Business Case Studies Volume II V. P. Pawar

Business Ethics: Case Studies and Selected Readings

Strategic Leadership for Business Value Creation:

Business Ethics: Case Studies and Selected Readings,

Business Ethics: Case Studies and Selected Readings

Business Organizations: Cases, Problems, and Case

Indian Case Studies in Business Management

‘Education is the Soul of our society’

Dr R.R. Pachpande was a leader beyond parlance and ahead of time in

This case volume is dedicated to the memories of late Dr R.R. Pachpande.

Many universities and management institutes across the globe have

1. To facilitate students’ concept development capabilities through ex-

3. To develop skills using which students can develop application ma-

Business case studies are basically oriented towards developing the

as series of eight volumes with case studies on Indian businesses selected

Dr Sandeep Pachpande, Chairman,

Dr Preeti Pachpande, MBA, Phd

Dr Priti Pachpande is currently one of the ASM Groups’ Board of Trustees.

Dr Sham Bachhav, BE (Elect.), MBA, PhD(Mktg.)

An insight into the use of case methodology in B-​school pedagogy.

Case Methodology in Business

The main objectives of using case-​based teaching as a major pedagogical

1. To facilitate students’ concept development capabilities through ex-

Major Types of Case Studies

The entire gamut of business case studies can be classified as follows:

1. Evaluative case studies (teaching case studies)

Evaluative or teaching case studies are basically oriented towards devel-

business ideologies or even scientific or technical aspects of business

Every business or entrepreneurial venture is preceded by the ne-

Case Study: Design and

Case studies in business management are characterized by their relevance

1. Fact-​based contents and narrations rather than fantasies and

2. Necessity of an appropriate ‘hook effect’ in case contents and the

Case Study Based on Facts

In order to make a case study present a real-​life situation, it should neces-

study methodology of business management studies and consider case

Necessity of ‘Hook Effect’ in Business Case Studies

Every business executive necessarily suffers much anxiety and related

‘Ambiguity and Vagueness’ in Business Cases

A professional manager often comes across ambiguous and vague situ-

‘Clues’ for Case Analysis and Resolution

Case Teaching Notes

Prevalent Methods for Case Analysis and Resolution

Case study methods used for providing clarity on management concepts

managerial autocratic (‘do as we say’) approach. This reduces the

Case History Details

1. Symptoms: Present and past, as recorded.

b. Professionalization and management thoughts on fresh ap-

As in the case of diversification or acquisition and mergers, the issues

c. Hurdles in succession planning: The ‘Generation Next’ may have

The following logical, sequential and important steps help to under-

1. Data collection and segmentation (case details)

b. Long term (back to life): Regaining normal health

(a). Appropriate record of cause-​and-​effect analysis of issues (b). Record

(Prepared for Conse-​

Lesson Learnt (Case

An insight into the use of case methodology in B-school pedagogy.

The main objectives of using case-based teaching as a major pedagogical

1. Fact-based contents and narrations rather than fantasies and

In order to make a case study present a real-life situation, it should neces-

(a). Appropriate record of cause-and-effect analysis of issues (b). Record

(Prepared for Conse-

This case is about Ms Vanita Chemical Ltd., which is located at Thane—