Road to hell I. Summary This case describes the intricate situation inside of Bauxite Company of Barracam’a (an Indian firm), which has appeared between John Baker (Chief Engineer) and Matthew Rennalls (his supposed future successor). John Baker supposed to leave the Company to the advantage of his promotion to Canadian firm. Everything had been tied up except for the last interview with his future successor, the able young Barracanian, Matthew Rennalls, who was one of brightest Barracanian prospects on the staff of Caribbean Bauxite, and pluralistically, was the son of the minister of finance and economic planning.
During this last interview their relationship got worse, in a greater or lesser degree about nationality (Europeans vs. Barracanians ethnic conflict). The result of this conflict – Rennalls’ letter of complaint and his request for resignation. II. The Problem The problem of this case is in finding of possible ways in order to work out with the conflict between Baker and Rennalls. III. The Cast of Characters * John Baker, Chief Engineer of the Caribbean Bauxite of Barracania in the West Indies, 45 years old, served 23 years with Continental Ore in the Far East, several African countries, European and, for the 2 years, the West Indies.
Matthew Rennalls, assistant engineer, John Baker’s successor, the able young Barracanian, one of brightest Barracanian prospects on the staff of Caribbean Bauxite, the son of the minister of finance and economic planning, had no small political pull. * Hutchins, the production manager. * Jackson and Godson – the senior draft persons, worked with Rennalls. IV. The Chronology * Promotion of John Baker; * Interview with Matthew Rennalls; * The conflict, – inappropriate behavior of Baker, who made a couple of really slighting comments during the conversation in relation to Indian people (e. . – people of your caliber) and following overreaction of Rennalls, staunch patriot of his country and his people; * The letter of complaint and request for resignation. V. The Issues.
* Ethnic conflict between European and Barracanian; * Possibility to lose the valuable employee (experience, political pull); * Perspectives to get a bad reputation for the Company. VI. The Options. | +| -| Baker’s written apologies. | This option allows to save both of the employees. | Can influence badly on Baker’s future career in Canada. | Look for another Europen candidate for this position. Allows to save current situation of developing company without any serious problem in management. | Can provide some difficulties with government and local staff. | Look for another Barracanian candidate for this position. | Allows to save current situation of developing company without any serious problem in management. | Can provide some difficulties with government and local staff. | VII. Recommendation It’s recommended for Baker to apologize to Rennalls and ask him to withdraw his resignation rather than try to find another candidate nor cancel John’s promotion since it’s time-consuming and might lead to damage company’s image.
The fact that Rennalls works for company had given to Caribbean Bauxite a good lead in respect all over other international concerns operating in Barracania. VIII. The Plan of Actions * Make a written reprimand to Bakerin order to avoid such situations in future. * Require from Baker to apologize to Rannals. * Oversee the results. IX. Conclusion. The main idea of this case is an ethnic conflict of two people with different mentality. During the work (or just being) in a foreign country, everybody must be culturally sensitive to its’ mentality issues and treat them with respect.
Any person, regardless of his job position, social status, or national origin should talk to his/her peer as an equal. We must remember this fact in order to avoid similar situations in our own lives. Case 2. “A Case of Cheating? ” I. Summary This case describes a complex situation appeared in a classroom during the physics quiz. One of the best and most mature students of the class – Paula – moved to a corner of the room in order to escape from her classmates and to complete her quiz alone. She explained her behavior to the teacher (Professor Margaret Blake) by the fact that she could not work with those who are cheating.
She meant the two Asian students, one of whom «gave» the right answers to the friend. After looking through the evaluation forms which students fill for each other at the end of every class, she ensured that not only Paula was complained to these guys. Another curios factor was about one of the good students. Someone told that his work also does not deserve a high mark. II. The Problem The problem here is in finding of possible ways in order to work out with those students who was cheating during the quiz.
Margaret needs to take some measures to fairly evaluate all the students. III. The Cast of Characters * Professor Margaret Blake – the teacher, introduced the new, more effective (in her opinion) type of classes – Team Leading courses – without lections, where every student could feel their own role in the tasks. * Paula – one of the best and most mature students, the one who left her group mates in order to end the task by her own. * Charle – the first Asian student who was accused in cheating. He was showed his answers to his friend from another group. Bill – the second Asian student, the one who was cheating with the help of Charle. * Mary, John, Thomas – the students whose evaluation papers were analyzed by Margaret after the quiz. IV. The Chronology * The beginning of the class, – detailed discussion of different issues. * The start of the quiz. * Leaving the students for some time by their teacher, as usual during their brain storming. * Paola’s complaint when the teacher is back. * The thoughts of Margaret about the performance of two guys who was cheating. * The end of the quiz. The preparation of evaluation forms by the students. * The analysis of these forms by Margaret
* The thoughts of Margaret about the consequences. V. The Issues. * The fact of cheating during the important quiz. * The fair evaluation of all the students. * The special measures to be taken. VI. The Options. | +| -| To make an additional quiz with more strict rules, individual ones. | This option allows to avoid the fact of cheating and to fair evaluate all of the students. | Dissatisfaction with students about taking the test twice. To make individual conversation with these two Asian students about the fact of cheating and to give them a chance to improve their situation by preparation of special tasks, e. g. abstracts or smth. | This option allows to investigate the reasons of their behavior (it might be just a kinship in a foreign country). | This may not be the first case of such fraud. They go unpunished and will continue to cheat in the future. | To fail Bill and Charles in the course and put a letter in their departmental file. | Allows to punish the cheaters in full. | Followed excluding of this guys from college.
Not fair evaluation of others who might cheat too. | VII. Recommendation It’s recommended to Margaret first, to make two individual conversations with these two Asian students about the fact of cheating and to give them a chance to improve their situation by preparation of special tasks, e. g. abstracts or smth. Secondly, to prepare some additional individual tasks (10% of usual case) for the rest students to understand their standard of knowledge. And the third, to prepare more careful tests with more strict rules for his future lessons in order to avoid a similar situation.
VIII. The Plan of Actions * To make the conversation with two problem students. * To give the opportunity to improve their performance. * To prepare the additional tasks for the class in order to evaluate fairly. * To oversee the results. IX. Conclusion. The unusual form of classes can lead to unusual consequences. Margaret should to foresee all possible outcomes long before the implementing of such innovations. We also must not to forget the human factor, which is always takes place. Only an individual approach provides a fair estimation of each of the students.
Cite this Case Road to Hell
Case Road to Hell. (2016, Oct 02). Retrieved from https://graduateway.com/case-road-to-hell/