Case-study based questions
a) Raman agreed to be an employee of a company on the condition that he will be given a project offering
competitive salary, career advancement opportunity, promotion and recognition. Mr. John, (general manager)
puts Raman in a project in which promotion is not possible. Raman gets disheartened and feels frustrated all the
time. Such frustration also reflected in his work and he could not bring desired results.
a) Which objective of management Raman could not achieve? Explain.
b) Identify the other two objectives.
c) What should Mr. John do to avoid such problem?
b) Vineet joined a company after completing graduation in management from a reputed business school. During
his induction training, he was informed that he would be working in production department. The company
wanted to achieve 30% increase in output in the next quarter. His general manager, a man with decades of
experience, also said that management is a complex activity. He expected Vineet to make production plans,
identify incentive schemes for workers to make their strengths effective and ensure that there is no disruption
due to technical glitch. Vineet realised very quickly that his job is a series of continuous tasks. After one month,
he was informed by the general manager that due to increase in international demand, production targets have
been raised.
He called an urgent meeting of his supervisors and senior workers. He offered them an opportunity to realise
their potential and earn more by working overtime and in multiple shifts. He was delighted that at the end of the
quarter, he was able to meet the targets, workers were happy and there was no chaos.
Identify and explain any four characteristics of management referred in above case.
Answers
Answer:
The relationships between education and employment are determined not only by the function of education to prepare learning for subsequent work tasks and other life spheres, but also by the fact that education selects: in an educational meritocracy, the monetary resources and the social recognitions are largely determined by the individuals' level of educational attainment and their competencies fostered during the course of learning. The levels and the types of education, however, never are closely ‘matched’ to professional positions and job requirements. Imperfections are unavoidable, because individuals have to be trained to cope with imperfections and to be able to change employment and work themselves proactively. National traditions of education and training persist to a certain extent according to which education might vary from being understood as the general foundation for professional learning on the job toward being understood as specific training for respective jobs. The dramatically rapid expansion of education is interpreted as serving the needs of the knowledge society as an oversupply which might be absorbed and as stimulating changes of the system of employment and work.