S61 Vision SSR PIR

Project Implementation Report Project Disha
Programme/ Batch TWO-YEAR PGDM/2018-20

Course Name SSR
S61
SSR Group No.
SSR Group Name Team Vision
SSR Project Code (as assigned during SML/P1/L3
project allocation)
Title of SSR Project (A title must be
given to the Project by the SSR group.
The same title must be used for the
Video Case also) Project Disha
Smile Foundation
Partner Organization Name
Project Location New Ashok Nagar-Delhi, Near PDA School
Mr. Basid
Partner POC Name
step.jss@gmail.com
Partner POC Email Id.
Partner POC Phone No. (Mobile No.) +91-9205489530
Arnob Ghosh
Name of the SSR Group Leader
+91-8902384501
Mobile No. & Email Id of SSR Group
pgp18arnobghosh@imt.ac.in
Leader
SSR Group Members Sl.No. Name Roll No.
Arnob Ghosh 180101019
1
Himank Nanda 180101037
2
Aneesh Handa 180101011
3
Kritika 180103108
4
Shweta Gupta 180102110
5
Mukut Dadhich
6 180103135
COSP IPOC Name Rudranil Guha Roy
S61 | Team Vision 1

Acknowledgement
We would like to extend our thanks and best wishes to Prof Kasturi Das and the entire COSP team
for providing us with the opportunity to be part of something bigger than all of us. The SSR project
has been less of a course, and more of a habit and for some of us, has been the very first experience
of social work in the real world. The spark that this initiative of the institute has lighted, fuelled by
the unending motivation and inspiration from Prof K Das has lit the fire amongst all of us which shall
provide warmth and care for many a lives less privileged than us in the years to come.
We would also thank our partners from the bottom of our hearts for their exceptional support and
cooperation throughout the tenure of the project- Mr. Basid, Ms. Kritika and Ms. Babita. They were
the enablers of this entire journey, and it honestly would not have been possible without them.
Last but definitely not the least, we would like to thank the students we met through this incredible
journey. They have shown utmost dedication and commitment towards this project, not just
attended the classes regularly, but also completed any and all tasks given to them on time. It was
their feedback and participation that kept our team hungry for more.
S61 | Team Vision 2

Contents
Acknowledgement ................................................................................................................................. 2
List of Tables ......................................................................................................................................... 4
List of Figures/Charts ........................................................................................................................... 4
List of Pictures....................................................................................................................................... 4
List of Text Boxes .................................................................................................................................. 5
List of Annexures .................................................................................................................................. 5
1. About the existing project of the Partner ....................................................................................... 6
2. About the Initial Project Idea .......................................................................................................... 7
3. Situation Analysis.............................................................................................................................. 8
3.1. Description of the Situation ......................................................................................................... 8
3.2. Our Reflections on the Situation ................................................................................................ 10
3.3. Application of Design Thinking for Empathy and Understanding ............................................ 11
4. Problem Definition / Areas Requiring Intervention .................................................................... 12
4.1. Broad Problem ........................................................................................................................... 12
4.2. Areas Requiring Intervention ..................................................................................................... 12
5. Execution and Delivery................................................................................................................... 13
5.1. Contribution ............................................................................................................................... 13
5.2. Consulting with Experts ............................................................................................................. 14
5.3. Steps taken for the Execution and Delivery ............................................................................... 14
5.4. Ideation and Prototype ............................................................................................................... 15
5.5. Testing and Implementation of Feedback .................................................................................. 19
5.6. Visit Wise Delivery Plan ........................................................................................................... 20
6. Innovation / Application of MBA Learning ................................................................................. 25
6.1. Innovation applied in the project ............................................................................................... 25
6.2. Application of IMT learning in the project ................................................................................ 26
7. Assessing the Outcome/ Initial Impact (Comparing the “Base-line” and the “End-line”
assessments) ......................................................................................................................................... 27
7.1. Impact of the project on the Stakeholders .................................................................................. 27
7.2. Base-line and End-line assessment ............................................................................................ 28
7.3. Sustaining the impact of the project ........................................................................................... 33
7.4. Carry-forward Effect on the Stakeholders ................................................................................. 34
8. Number of Lives Touched .............................................................................................................. 34
9. Alignment with SDGs ..................................................................................................................... 36
10. Concluding Observations ............................................................................................................. 38
S61 | Team Vision 3

10.1. Recommendations for Stakeholders......................................................................................... 38

10.2. Reflections, Takeaways and Observations ............................................................................... 38
10.3. Impact on Students ................................................................................................................... 39
10.4. Feedback received from partners ............................................................................................. 42
Annexures ............................................................................................................................................ 43
Annexure I: Attendance Log: ............................................................................................................ 43
Annexure II: Google drive link containing photos and video case ................................................... 44
Annexure III: Methodology developed in collaboration with........................................................... 44
List of Tables
Table 1: Executed Schedule for Batch 1 ................................................................................................ 22
Table 2: Executed Schedule for Batch 2 ................................................................................................ 25
Table 3: Pre-Project Self-Assessment- Sum of Scores .......................................................................... 29
Table 4: Post-Project Self-Assessment- Sum of Scores ......................................................................... 30
Table 5: Pre-Project Team-Led Assessment- Sum of Scores ................................................................. 31
Table 6: Post-Project Team-Led Assessment- Sum of Scores ............................................................... 31
Table 7: Summary: Student Self-Assessment ....................................................................................... 33
Table 8: Summary: Team-Led Assessment ........................................................................................... 33
List of Figures/Charts
Chart 1: Pre-Project Assessment (Self) ................................................................................................. 30
Chart 2: Post-Project Assessment (Self)................................................................................................ 31
Chart 3: Pre-Project Team-Led Assessment.......................................................................................... 32
Chart 4: Post-Project Team-Led Assessment ........................................................................................ 32
Chart 5: Summary: Self-Assessment ..................................................................................................... 33
Chart 6: Summary: Team-Led Assessment ........................................................................................... 33
List of Pictures
Picture 1: SMILE STeP achievements last year ....................................................................................... 6
Picture 2: SMILE STeP JSSW, New Ashok Nagar ...................................................................................... 8
Picture 3: The first batch of students ...................................................................................................... 9
Picture 4: Classroom lectures, traditional teaching ................................................................................. 9
Picture 5: Icebreaker Activity ................................................................................................................ 14
Picture 6: Evaluation of assignments .................................................................................................... 15
Picture 7: A student reaching out to one of the POCs .......................................................................... 25
Picture 8: Sessions on computers and group exercises ........................................................................ 26
Picture 9: Assessment sheet used ........................................................................................................ 29
Picture 10: Students on 11th visit ......................................................................................................... 35
S61 | Team Vision 4

Picture 11:Pamphlets distribution to local residents............................................................................ 35

Picture 12: Sustainable Development Goals: UN.................................................................................. 36
Picture 13: Batch 2; final visit ............................................................................................................... 39
Picture 14: Students actively participating in assignments .................................................................. 40
Picture 15: Student of Batch 2: Umashankar Kumar ............................................................................ 41
Picture 16: Personal coaching provided as per requirement ............................................................... 41
Picture 17: Ms. Kritika; English faculty at Smile STeP JSSW .................................................................. 42
List of Text Boxes

Text Box 1: Quote from student ........................................................................................................... 41
Text Box 2: Quote from Faculty ............................................................................................................ 42
List of Annexures
Annexure 1 ............................................................................................................................................ 43
Annexure 2 ............................................................................................................................................ 44
Annexure 3 ............................................................................................................................................ 44
S61 | Team Vision 5

1. About the existing project of the Partner
The SMILE Twin e-learning Programme (STeP) of SMILE Foundation is a national level
initiative which commenced in 2007. The programme is an initiative towards nurturing a pool
of free-minded and educated youth living with pride from the underprivileged section of the
country. This aim is achieved through skill enhancement in tandem with the current market
scenario and requirements - by getting the students ready with aptitudes in English Proficiency,
Basic Computer Education and Soft Skills. This is done for improving their prospects of
employment in quick expanding segments like retail outlets, hospitality and BPOs sectors. The
initiative is aimed towards overcoming hurdles and barriers among the interest and supply of
educated and skilled labour in various spheres of the country while also providing opportunities
to the youth.
The programme intends to create a pool of self-independent people - especially by removing

barriers of lack of interest or opportunities for the underprivileged students. This is facilitated
through imparting of market-oriented skills like marketing, retail, financial and communication
skills to enhance and improve their aptitude- to create a market-tapping potential in the
booming IT and retail sectors
At present, STeP Programme has trained more than 22,600 youth and 14,500 have been
placed in around 150 brands through 91 operational projects across India. There has been a
significant increase of 54% in enrolment at STeP centres.
Picture 1: SMILE STeP achievements last year
S61 | Team Vision 6

2. About the Initial Project Idea

The initial idea of the SSR project as discussed with SMILE Foundation was to help in
enhancing the employability of the STeP participants by generating the right attitude and
interest and exploring career opportunities by widening horizons in various ways, such as:
 Aiding the participants in shedding their inhibitions and mental barriers

 Inculcating interest towards learning and better employment opportunities in the
participants
 Focusing on participants individual strengths, their interests and career goals
 Aligning their objectives and goals with the market prerequisites
 Making them communicate in English through comprehensive readings, group
discussions, extempore, or debates on current affairs
 Making the participants understand the current market requirements and the importance
and requirement of their current curriculum in their future goals
 Creating a more interactive and fun-filled learning environment (through role plays,
games, group-discussions, interviews, etc.), which would help students to come out of
their comfort zones and make the learning all the more interesting
 Reducing the attrition rate by creating interest and talking about the future benefits of
the programme
 Helping them know and explore for various relevant openings for work in the market
 Providing them guidance and counselling and help them recognize themselves and their
career goals respectively
 Helping them comprehend the nature of work that they would be required to do post-
placement by putting them in some real work situations
S61 | Team Vision 7

3. Situation Analysis
Picture 2: SMILE STeP JSSW, New Ashok Nagar
3.1. Description of the Situation

The NGO has been catering to the training needs for possible employability of children
belonging to the lower middle-class families having an annual income of less than Rs. 5 lakhs.
On the very first visit to NGO premises, the following points encompassing the situation have
surfaced-
1. The students were admitted into the program without any fees, and were attracted
through promotions in the form of rallies on the streets in the neighbourhood.
2. The students had mostly been brought up in sub-urban localities of Bihar, Uttar Pradesh
and Delhi.
3. The students tended to avoid employment in the service industry, and would have the
opinion of preferring to join the family business which might vary between a simple
grocery store in the slums, to barber shops. Despite being offered jobs and positions in
BPOs (for sales-calling purposes) and retail in megastores and supermarkets, the
students would often not join the position, and sometimes even avoid appearing for the
placement processes. Upon probing further, the team found out that the reason behind
this behaviour was attributed to the immediate income levels in such employment
which was comparable to the family business.
4. The batch strength was 20 students with an issue of truancy. On the very first day of
the visit almost 50% of attendance was recorded. The reason for truancy was mostly
S61 | Team Vision 8

enrolment of students in alternate meagre and non-permanent day-time jobs, to earn

extra income.
Picture 3: The first batch of students
5. The children fell in the age group of 18-25 years and hence were adolescent.
6. Most of the children had at-least 1 sibling(s) hence focus on proper education, clothing
and nutrition from the side of the family remains to be a constraint.
7. The minimum level of education of all children was secondary schooling (Class X).
Almost 40% of the students were graduates in humanities and a meagre 5% of the
students were perusing a post-graduation degree.
8. Upon interaction, it was found that almost the entire batch of students was aiming to
work in the retail sector and was already partially trained in English and Financial
(Basic cost, selling, profit and discount) by the instructors of the foundation.
Picture 4: Classroom lectures, traditional teaching
S61 | Team Vision 9

9. The students were receiving classes primarily on five subjects from the NGO
a. English (spoken and written)
b. Financial literacy (basic money management)
c. Computer education (typing skills and basic software skills)
d. Personality development
e. Retail management
10. The students were in need to a more bilinear communication pathway, so as to
customize the requirements as best as possible.
11. Upon interaction the following points of concern were raised-
a. The students lacked confidence in communication in the English Language,
however overall enthusiasm of the batch was high.
b. The students were made to remember rather than made to understand the use of
financial tools of basic cost, use of computer applications and the usage of English
language
c. The students were supplied with handout booklets of English and Math which were
of very little help to them.
d. The students were in dire need of proper career counselling.
The structure of the program had divided our visits into two batches, the first batch had 5
sessions with the team and the second batch had 6 sessions. The list of students has been
attached in this report.
3.2. Our Reflections on the Situation

Our analysis reflected that the students were not getting quality education on a regular basis.
Few of the contributory factors behind this were no compulsion from parents or other family
members, weak economic backgrounds, lack of awareness and outlook, lack of quality
education in sub-par schools and boards that led to unclear concepts, and hence derailed the
interest in them from seeking proper education.
Their fear of fluency in communication, especially in English, was hindering their confidence
and interpersonal skills, and was the primary reason for rejection from stable employment.
S61 | Team Vision 10

The students were also not exposed to the current career conditions and hence were not aware
of the options available to them for building a sustainable career. For example, a student who
had commendable skills in computer programming language- Java, was in search of
employment as a computer operator or typist for data entry roles.
Our major reflection was that these students were leading a very different life from the member
of Team Vision, who had proper guidance, outlook and exposure to competitive industry
environments. This exposure is the key differentiation which enables us pursue jobs that fit our
skill sets and profiles, whereas the lack of exposure is what is obstructing the progress of said
students in terms of employability.
3.3. Application of Design Thinking for Empathy and Understanding

We interacted with the faculty, students and the centre coordinator to gain in-depth knowledge
of the current situation on our first visit. On the next visit, we conducted a base-line assessment
and sat down with individual students for profiling them based on the parameters of age,
gender, languages known, qualifications, english and computer proficiency, family
background, goals and interests, prior work experience. On this basis, we found out that most
of them had a lot of inhibitions and apprehensions about opening up to peers, as well as our
team for lack of self-confidence.
Despite these hinderances, the students had aspirations of their own and saw themselves at a
better place in the coming years. All they needed was proper guidance and coaching, along
with a push in the direction towards the end-goal.

4. Problem Definition / Areas Requiring Intervention

4.1. Broad Problem
After the situation analysis and concrete discussions, we defined the general problem as
follows:
“How might we, a group of management students, help partially-learned adolescents and
adults belonging to the lower middle class, in the process of lucrative learning leading up
to development of their personal assertiveness and professional standards?”
4.2. Areas Requiring Intervention

To get a detailed analysis of the current scenario, the group interviewed all the major
stakeholders involved - centre POC, faculty, and the students enrolled (both batches). The
information gained through instructor’s pin-pointed towards the lack or absence of basic
grammar knowledge in English or basics of computer applications that made it difficult to
follow the course curriculum and keep up with the timeline. They, however, tried their best to
cover most of the curriculum drafted.
Interviewing the students helped us find out about their motivations behind joining the STeP
programme - maximum of them wanted to either support their families or become independent.
Most of them were from weak economic backgrounds and were not privy to quality education
and apt career guidance. Most of them found it difficult to hold a conversation with new people,
public-speaking, interviews, etc. A large part of this problem stemmed because of their lack of
confidence to speak fluently in English. We also found a need to make the participants familiar
with basic skills like typing, Office packages, Emails and PoS software for enhancing their
career opportunities.
The key points to be addressed among the students were:
 Improve their confidence in public-speaking and conversational soft-skills
 To inculcate a wider thought process and perspective - to promote open-mindedness (this

was done through putting them in unfamiliar situations like boys were asked to speak on
behalf of the female society and vice versa)
 To help them in setting their career-goals and to channelize their efforts in that direction

 To enhance communication skills so that it becomes easier for them to put forward their
ideas and thoughts
 To familiarize them with market requirements and relevant technical skills
 To aid them with relevant information and exposure regarding their fields of interest and
career goals
 To inculcate interest in them regarding technical skills required in the market
The team’s major motivation was to remove the fear of English and hence the fear of public-
speaking among these students. We conducted ice-breaking activities and interactive sessions
that encouraged them to speak their minds freely in front of their peers. The main objective
was to help them break their cocoons and soar high in the sky of professionalism.
5. Execution and Delivery

5.1. Contribution
As our key task at hand was to make a bunch of high potential individuals with the zeal to
learn, world ready by invoking confidence in them and by improving their communication
skills and financial knowledge, we needed a detailed plan to achieve all our goals. After
conducting one visit where we as a team tried to understand the students, we understood that
we were dealing with a diverse batch group with some aspiring to be IAS/IPS officers and
some aspiring to run their own businesses and the rest flourishing at jobs. Now to turn these
aspirations into achievable goals, our team needed a well devised plan which could bring the
maximum impact in the sessions allotted to us. While devising our plan, the low frequency of
classes to spawning of sessions over a long duration seemed to be a hinderance in the impact
we could generate, but by carefully planning our steps and by taking one step at a time we were
able to move the students who were full of energy but apprehensive about speaking up to a
bunch of confident individuals who were not afraid of speaking out their minds.

Picture 5: Icebreaker Activity
5.2. Consulting with Experts

After understanding the situation at hand, the team decided to leverage the knowledge of
existing experts in the field of teaching. For this purpose, the team was successful in reeling in
the support and guidance of two industry experts- Ms Shreya Jain and Ms Uma Parvathy. By
consulting with these veterans who were currently working in educational organizations, the
team worked out the key focus areas and how best to hit them.
This is what we consider as our biggest achievement since our primary target and focus was to
build confidence and get rid of the fear of speaking their minds. Along with building
confidence, we also enhanced their knowledge on financial aspects, importance of current
affairs and awareness, interviews, group discussions, debates, and retail sector.
As we were nurturing a diverse group of students with varied economic and professional
background, we had an aim to equip all of them with better tools to ace in the corporate world.
5.3. Steps taken for the Execution and Delivery

We have provided training for 2 successive batches for our NGO partner one after the
another.
For each batch, we followed the following procedure:
 We embarked the beginning with ice breaker sessions to help us and the students
familiarize with ourselves.

 Then we focused on communication building and personality development activities,

moving to interview preparations.
 Furthermore, we took a session focused on email writing and resume preparation to
inculcate a professional behaviour amongst our batches.
 Assignments were given in form of introduction/speech preparation, financial
calculations, email writing, resume building and retail observatory description writing.
 We dedicated a session to build on the knowledge of different forms of retail and
various types of customer interactions. This was a hands-on activity devised for the
students to have an experiential learning.
 Our final sessions were about evaluation activities combining both self-evaluation and
our evaluation and ended with retrospection of the key take-aways.
Picture 6: Evaluation of assignments
5.4. Ideation and Prototype

The initial idea of the project as discussed with partner NGO was to help in enhancing the
employability of the STeP participants and exploring career opportunities by widening
horizons in various ways.
Process for Ideation: During the first visit of the project, we analysed the situation at hand.
The batch of 22 to initially handed over to us consisted a mix of students who were either
graduates, holding some work-ex or at least had completed their 12th standard and were
pursuing their graduation. But there were some aspects common to all of them on which they
could improve upon:

1. Communication in English – Most of the students were comfortable with speaking

when they were given the permission to communicate in their native languages or
Hindi. But the students were quite weak when it came to English. The comfort level
was not at all visible in case of English language. The students lack the understanding
of basic framework of English like Sentence Formation and Grammar and this makes
them highly unconfident when they try to converse in English.
2. Soft Skills/Personality Development – Even though everyone was aware that basic
hygiene factors during a communication like conversation techniques, postures, body
language etc. were very important. The lack of knowledge of actuals had weighed down
their existing knowledge. Citing the importance of such soft skills in the retail or any
other form of organisation, it was very important for us to improve this aspect amongst
our students.
3. Ease of using a computer and technology – this would include using tools like Microsoft
office, the internet, also writing e-mails. The tools that facilitate the basic day to day
work at an organisation.
Knowing what to do was not enough unless we knew why we were doing it. Hence, we sought
to find out the aspirations of the students. It came much to our surprise that the students of our
batches were highly motivated to achieve great heights and had set a high bar as their personal
goals. Some wanted to become IAS/IPS officers, while some wanted to become successful
businessmen in life. Our team (all six of us) were very delighted to know that the students were
highly motivated at achieving great heights and this motivated us to work harder and put our
souls into helping them towards their goal.
The main hurdle which these students faced despite of having a strong career goal is the proper
guidance as even in this very age they were not familiar with the dos and don’ts in life or the
path that they need to undertake to achieve what they wish for in their lives.
We also observed a hesitation residing in the hearts of many that the goals they had set for
themselves might not be realistic or there were various other deserving candidates out there
and they should probably give up on their dreams. We took it upon ourselves to help realise
those students that no goal is unrealistic if they were willing to put in hard work and work
towards the same goal with determination.
Ideation: Our ideation was a two-pillar process:

1. Partner NGO: First we needed to be clear upon what our partner expected out of our
training to the student batches they provided us with. Hence during our first visit, we
sat with the partner POC and took an understanding of our roles and responsibilities.
As per the NGO partner, we were to run the entire training for a few adults from the
underprivileged society to mark their presence in the boldly growing Indian economy.
We were asked to work upon 5 aspects primarily: communication, personality
development, retail, finance and interviews. The plan was to make them more confidant
and mould them into taking up jobs in sectors like retail and BPOs. We were handed
over a list of students who would be assigned to us for training and were made aware
of the infrastructure and study material at our disposal. They also gave us some insights
about how other/previous groups have conducted the similar training and what were the
drawbacks and results of the same. We were also provided with a basic study material
guide which helped us to list down the topics that were needed to be covered with
respect to finance or computer training.
2. Batch of Students: Once we were through the debriefing from the NGO, we set
ourselves to understand the on-ground scenario with the students that needed to be
trained. We had to do a study of their backgrounds, their current level of knowledge
and skills in the areas they were needed to be trained and also their motivation or
aspirations of taking up this training. This helped us to analyse as the where the students
stood and where they wanted to reach. We did a basic profiling of students and assigned
a set of students to each one of us and each one of us acted as the POC for those set of
students. This helped us to improve our feedback network so that we could work more
effectively and also strengthen our impact. Then each POC had a personal interaction
with each of the assigned students asking them to shed any kind of inhibition and come
forward to tell us all there was to tell about themselves, their goals, their current level
of knowledge and what they were willing to do to improve of that knowledge level.
The study constituted knowing their qualification, their level of proficiency in the above
three skill sets (Computer, English and Personality Development), their family
background (Mother and Father’s qualification and occupation), Is their family
supportive towards their education or are they facing any constraints from their families
and most importantly their goal in life.

This study on the observational would help us to formulate our plan of action, and we had
the following tasks ahead of us:
1. To devise interactive methods of learnings mainly pertaining to English, computers,

retail and finance, at the same time developing the personality of students and brining
about a maximum impact.
2. To eradicated the fear that was dormant in the hearts of the students and to break their
shackles of hesitation which had led them to doubt their own goals.
3. To improve the students on their communication front and help them to volunteer to
speak on topics known or unknown to them.
4. To teach the students the use of technology on widening their horizons and expanding
their knowledge base.
Prototyping and its Testing with the Students and Partners:
We went ahead and created a prototype activity to check how they will fare during the
interactive activities that we will be planning for them in the upcoming visits. The Prototype
activity constituted the following:
The students were divided amongst pairs and were given some time to learn about
themselves. The basic agenda was for the students was to learn about the educational
and professional background of their counterpart and to learn about their family
members in brief. Later these students in pairs were asked to introduce their partners in
front of the entire batch and post the cross introductions they were asked to introduce
themselves. This activity helped us to analyse as to how confident were the students on
giving their own introductions and also how keep they were on grabbing an opportunity
to learn something new. For example, some students went beyond the basic purview of
understanding their partner’s background and went ahead to learn much more about
their partners within the given timeframe than a few other students. Also, during the
introductions, we had mentioned that the students could resort to the usage of native
languages or could also try to introduce in English which would be much appreciated.
Some of the students made an extra effort of preparing the introductions in English, and
this effort was rewarded in form of chocolates. This activity in the batch helped us to
analyse the students on the parameters like how enthusiastic and confidant they are in
participating such kind of activities and whether they like to learn in this way or not.

5.5. Testing and Implementation of Feedback

One of the sources of feedback for us were the partner NGO coordinators who were very
supportive during each of our visits and were prompt at providing us with the feedback form
their end. During some sessions the partner NGO coordinators also spoke to the batch of
students explaining to them as to what importance the activities we were executing held and
how would it be helpful for them to actively participate in the same activities. This motivated
the lesser participative students to enthusiastically participate in our activities going further
which helped us to take everyone along at the same time. They also told us to work upon
aligning the thoughts of the student batches and their skills to the industry demand as we as a
team are closer to the current business environment and requirements of at the organisational
front.
The feedback that we received from the partners of making the students more aligned with the
current industry needs and how they can make themselves better positioned to tackle the current
level of cut-throat completion in the business world helped us making some fundamental
changes in our prototype. Now along with the skill development activities, we planned to
provide them career counselling that included:
 Mock Interviews
 Resume Building
 Making them aware about the relevant career choices and providing them with a
detailed plan to achieve their goals
 Detailed training activities in accordance to Retail and BPO sectors, where most of the
students got placed
 Financial training
Another source of feedback for us were the students themselves. During every visit, every
student POC would interact with their group of students to discuss the learnings of the session
and key takeaways. The student POC would also ask the group if the teachings of the previous
session were helpful and if they were able to grasp everything from the session, if the pace of
the sessions was right, if they were able to relate the teachings with the real world and if they
felt there was an improvement with regards to their personality and confidence that they felt.

All of these feedbacks combined made us change our plan for our subsequent visits. Also,
halfway through our SSR visits, we bid farewell to one batch and started with a new batch since
their course lasted for 2 months. Due to this, we carried with us learnings from the first batch
and incorporated into designing new and better activities for the second batch.
5.6. Visit Wise Delivery Plan

We have tabulated our plan of action as below:
Batch 1 (Graduated on 22nd December, 2018)
Visit Activities Remarks

Interaction with the students;
Getting to know their career
1. Introduction orientations and professional
Day 1 2. Activity: Ice Breaking
3. Profiling of students aims. Helping understand areas of
stresses and other problems faced
by them.
Introducing them to basic tools of
finance including basic
mathematical operations used in
billing, inventory calculation etc.
1. Introduction to Basic Finance
Day 2 Introducing the students to
2. Concepts of Communication
concepts of communication with
focus on sentence building and
verbal delivery. Assigning home
tasks in relation to Basic Finance.
Based on the session of day 3,
identifying the areas of stress in
1. Personality Workshop- I English Language. Giving the

Day 3 2. Concepts of Communication II students a task to prepare a speech
3. Continuation to Basic Finance of introduction to boost
personality and self-confidence.
Making students understand

application of finance in the retail

sector.
Following up with the personality

building exercises of day 3,
acquainting the students to the
concept of a confident body
language along with a sense of
corporate setting of personality.
Identifying errors in the spoken
1. Personality Workshop- II English of the students and
Day 4 2. Concepts of Communication III
3. Career Counselling rectifying the same. An attempt to
understand the career orientations
of students in depth for the
foundation of methodologies to be
used in special help to be given for
career. Assigning home tasks in
relation to identification of errors
in English.
We were informed during this
visit that this would be the last
session with this batch and that the
students of this batch would soon
1. Personality Workshop: Final be interviewing for jobs. Hence,
2. Career Counselling – II we had to spend some extra time
Day 5 3. Introduction to Finance: Final
and cover all the necessary
4. Resume building
5. Outbound session activities that would make these
students ready for their interviews
and equip them with all the tools.
Assessment of changes in
personality as taught for an apt

corporate and retail setting.

Introducing the students to
common phrases used in English
Communication. Conducting
personal interviews for students
and concluding the day with one-
on-one sessions of career
counselling by individual
instructors.
An outbound session of
interaction and pamphlet
distribution to spread awareness
of the training programmes of the
NGO.
Table 1: Executed Schedule for Batch 1
Batch 2 (Commenced from 1st week of January)
Visit Activities Remarks

Class wise interaction with and 2
1. Introduction to 3 lines of introduction of
2. Ice Breaking everyone in English.
3. Profiling Profiling each student and
Day 6
4. Personal Interaction assigning POCs to groups of
5. Assigning POCs students. Understanding their
aspirations in detail and their
goals.

Walked them step by step through

creation of Email ID and asked
each student to send us an email
with their improvised
1. Email Creation for each student
Day 7 introductions, as discussed in
2. Microsoft office
previous session.
Thought them basics of Microsoft
office, primarily focusing on
Microsoft word.
Customer Interaction activities
focused to hone their skills for the
Retail sectors.
We gave each team a varying
situation of different types of
retail outlets like franchise stores,
self-owned stores, new product
counter etc. Each member of our
team played the role of a customer
with different mindsets (some to
negotiate, some fixated on a
1. Retail and Marketing
Day 8 brand, some serious buyers, some
2. Role Play (Team activity)
window shoppers). This helped
the students to develop a
perspective of the retail industry
in form of:
1) Face to face interaction
with customers and
handling their complaints
2) Interaction between
employer employee
setting the tone of the
work needed to be done

by employee in his tenure

at the store
Another session on Microsoft
Word and Excel – including how
to style texts and working with
1. Microsoft Office- II tables and graphs.
Day 9 2. Career Counselling Basics of interviews and resume
3. Resume building building pointers were also taken
up during the session and students
were asked to build a resume for
themselves for the next session.
After reviewing the resumes of the
students which they were asked to
build in the previous session, we
discussed do’s and don’ts of body
1. Session on Body Language
language, dressing and interview
2. Group Discussions
Day 10 etiquettes. Conducted mock
3. Debates
interviews to illustrate the same.
Group discussions and debates
were conducted for students to
understand the basic difference in
both as well as their importance.
Conducted Group Exercise,
Individual speaking on a pre-
allotted topic, and a multiple-
choice exam on English and
Evaluation, Feedback and Assessment for the computer knowledge based on our
Day 11
entire batch previous sessions.
The positives and scope for
improvement were discussed in
detail and top performers were
rewarded with chocolates.

The students also gave Feedback

to us that we recorded for self-
improvement
Table 2: Executed Schedule for Batch 2
6. Innovation / Application of MBA Learning

6.1. Innovation applied in the project
We carefully devised our plan of actions, but all of our goals could not be achieved by
conventional methods in the given time frame. Also keeping the interest of the students alive
in the session and to have the greatest impact was of utmost importance, hence we had to take
some innovative measures to make all of this possible.
 We had POCs assigned for a group of students who could contact us directly for off
session help too.
Picture 7: A student reaching out to one of the POCs
 We conducted an inhouse retail session with a role play involving various kinds of
products, store, employer and customer types

 We introduced email writing by asking them to send us emails about any topic they
liked along with their resumes which we suggested them to build
 To enhance communication skills, we executed role plays where students themselves
assumed the role of customers and clients
 As team work is not a theoretical concept, we had to take up a lot of activities and tasks
for team building and peer to peer evaluation which would help all of the batch to grow
together throughout the course
Picture 8: Sessions on computers and group exercises
 We took the students on an outbound tour on our 5th visit and helped them interact with
people and distribute some pamphlets generating awareness of the NGO and its training
programmes. This helped spike the confidence amongst the students and also to draw
attention towards the good work the NGO was conducting.
Personality cannot always be developed by imparting skills, and hence we had to enhance self-
awareness in order to enhance the personality of the students of our batches. We encouraged
the students to do an analysis of their own strengths and weaknesses so that they could
work better on themselves and we could provide them better career guidance plans. We believe
that our approach will help them know themselves better and subsequently recognize what they
need to accomplish in their lives and stay motivated. This small attribute will address a lot of
inhibitions that the students face.
6.2. Application of IMT learning in the project

Retrospection of our visits has made us realise that we were able to implement a lot of learnings
from our own learnings from IMT courses. We had not realised this during the implantation
and sessions and things happened on the go, but subliminally we were following a structured

approach and we were working in a professional manner as we were groomed at our institute.
Some instances of the same are as follows:
 Personal Growth Lab – We had learnt about the Desert Survival Activity during our
PGL course during the foundation term at IMT, which taught us the importance of
keeping our individual thought process intact while working in a team. As the sessions
progressed, we started observing that while many students were extremely extrovert,
some weren’t indulging in conversations at all. So, we decided to execute the same
activity to make them understand the balance between being assertive and being a good
listener along with the importance of communication one’s own ideas while working
in a team.
 Design Thinking – This SSR activity has helped us realise that design thinking is a day
to day activity and is the key to innovation in the present-day world. A very critical
application was the design thinking framework to address the pain points in our SSR
project. The framework, helped us build a solid prototype – a process to follow. It also
ensured we did not leave out any critical areas during brainstorming and more
importantly, kept all the stakeholders (viz., students, faculty, NGO POC) in the loop
and also instilled a proper feedback mechanism for our defined methodology.
 Basics of Marketing – In our very first session with each batch, we segmented the
students according to their profiles. And as per the segmentation we assigned suitable
POCs for each group of students who could help that particular group grow in every
manner possible Accordingly, we targeted each student as per his/her personality. We
made sure no student was left out, and pushed someone more if he/she needed it.
7. Assessing the Outcome/ Initial Impact (Comparing the “Base-

line” and the “End-line” assessments)
7.1. Impact of the project on the Stakeholders
As per feedback analysis, it was evident that people were not confident in English speaking
and Public speaking. They were quite reluctant to come up and even speak in front of the class.
They did not have sufficient knowledge of the computers. Since majority of the job were
available in retail and as data operators or at call centres, public speaking and basic knowledge
of computer was very crucial for them. They need to be fluent enough in speaking to convert

the customers.
For this we started with the group activities to boost their confidence for public speaking basic
computer knowledge as a result of which we could see the difference as students started taking
initiatives to come up themselves and speak on any random topics given to them. Among the
total 21 students of Batch 1, 13 students got placed in retail, as data operator, railways, etc.
7.2. Base-line and End-line assessment

Initially, we started the project by knowing the level of the students and to know which topics
or sections need more focus from our end. To start with this, we took the pre-assessment
feedback from the students using Likert Scale Method and asked them to rate themselves on
various parameters as shown in the image ranging from 1 to 5 as:
1: Strongly Disagree
2: Disagree
3: Undecided
4: Agree
5: Strongly Agree
We had divided our evaluation in two section- Student Assessment and Our Assessment so as
to know the gaps that we need to fulfil. This helped us to know the focus areas and avoid
perceptions and preconceived subjects and topics to be taught.

Picture 9: Assessment sheet used
The team conducted a round each of pre-assessment and post-assessment of the students in
order to understand the base level of proficiency in the concerned subjects. This baseline was
used as a reference and a quantitative guide to the success of the project.
The assessment was done in two rounds, one was filled by the students themselves as a form
of self-assessment and evaluation. The other was done by the team in order to establish a
common ground for comparison. The below table shows the sum of the scores that the students
awarded themselves before the beginning of the sessions with team Vision.
Pre Project (Student) 1 2 3 4 5
English Speaking 6 20 11 6 0
English Writing 3 6 11 17 6
Email Writing 11 11 9 6 6
Public Speaking 14 11 14 1 3
Resume 14 18 1 1 9
Performance in a Group 9 11 9 8 6
Computer Skill: Typing 9 13 9 6 6
Overall Confidence 9 13 9 6 6
Table 3: Pre-Project Self-Assessment- Sum of Scores
The below table demonstrates the same metrics, but after the completion of the designated
sessions with the team.

Post Project (Student) 1 2 3 4 5
Resume 0 3 3 20 17
Table 4: Post-Project Self-Assessment- Sum of Scores
The analysis of the data showcased above can demonstrate quantitatively the impact that the
performance of the team has had on the students. As can be seen in below charts, the number
of students who have allotted themselves scores of 3 or below has decreased substantially, and
the overall confidence of the students has been boosted. The below charts show the comparison
of the data collected pre and post completion of the project.
Chart 1: Pre-Project Assessment (Self)

Chart 2: Post-Project Assessment (Self)
The below tables and charts further showcase the assessment of the students done by the team.
The same logic has been followed for preparing the below analysis. Point to note: the statistics
shown below includes the students from both the batches that the team has encountered.
Pre Project (Our Assessment) 1 2 3 4 5
Resume 20 14 9 0 0
Table 5: Pre-Project Team-Led Assessment- Sum of Scores
Post Project (Our Assessment) 1 2 3 4 5
Resume 0 0 14 20 9
Table 6: Post-Project Team-Led Assessment- Sum of Scores

Chart 3: Pre-Project Team-Led Assessment
Chart 4: Post-Project Team-Led Assessment
Consolidating the data collected and displayed above, we can summarise the impact of our
project as below. The average of the student’s scored have significantly improved, which is an
indication that the students are now much more confident and much better equipped to tackle
the challenges of facing interviews and similar recruitment processes.
STUDENT ASSESSMENT
Score 1 2 3 4 5
Pre 9.37 12.87 9.12 6.37 5.25

Post 0.375 2.25 4.12 22.12 14.37

Table 7: Summary: Student Self-Assessment
OUR ASSESSMENT
Score 1 2 3 4 5
Pre 16.75 19.25 7 0 0
Post 0 0 17.37 18.12 7.5
Table 8: Summary: Team-Led Assessment
Chart 5: Summary: Self-Assessment
Chart 6: Summary: Team-Led Assessment
7.3. Sustaining the impact of the project

Starting off from day 1 when the students were extremely shy and underconfident to speak up
in front of the team, as well as their peers, especially in English, the team was successful in

raising the confidence and proficiency of the students to a level where they could comfortably
articulate their thoughts in a room full of people. Despite the fact that their speaking was not
flawless or completely fluent, they were able to project their thoughts and opinions
comfortably, which has been tested time and again through repeated group discussions and
debates. The team has put a lot of effort behind building the public speaking and personality
development of the students, and the results of the same can be seen in the placement report of
the organization. The overall goal was not a short term one, but was to create a reason for
change in their lives, so that they never have to restrict themselves and have the self-confidence
to dream bigger and achieve more. The final session of the project saw a positive ending, as all
the students in the batch were having a clear idea of what they wanted to do next, be it some
form of stable employment, higher education or business. That itself shows the sustainable
impact that the project has had on these lives.
7.4. Carry-forward Effect on the Stakeholders

The project Disha can be taken forward by the subsequent batches of students of IMT
Ghaziabad. Our active involvement in educating the students of the project and making them
privy to the requirements in the current industry scenario has enabled them to have a broader
outlook for their own career. They are much more capable and motivated to take this effect
forward and bring a change in not just their lives, but of those around them, which might
include their family, as well as peer circles. An example of the same can be cited from within
this journey itself. The students of the program actively took part in the promotional rally
conducted on Day 5 of our visit, and rallied through the streets with commendable energy and
effort in order to invite more admissions into the program.
The partner organization was mesmerized by the overwhelming response and enthusiasm of
the students towards the activities and methodologies undertaken by the team. Hence, we are
expecting the partner organization to incorporate such innovative activities in their curriculum
going forward to gain more engagement and participation from the students.
8. Number of Lives Touched

Our project included teaching the students from the underprivileged section of the society and
imparting career opportunities and developing employability skills for better livelihood. The

lives that we touched upon were the students and the residents of the nearby localities by
teaching them and by creating awareness of the programme and benefits of enrolling their
children in this initiative for better job opportunities. There were morning and afternoon slots
of the students and we interacted with the students of afternoon slot and encouraged and
motivated them to learn and achieve their goals and grab opportunities that come along their
life. We interacted with two batches of the afternoon slot, making it possible for us to create an
impact on 43 students (including both the batches).
Picture 10: Students on 11th visit
To create awareness, we conducted a rally and distributed pamphlets and personally interacted
with around 70-80 local residents to encourage them to enrol their children for the programme
and create an impact on their lives and help them to rise higher in their lives.
Picture 11:Pamphlets distribution to local residents

9. Alignment with SDGs
Picture 12: Sustainable Development Goals: UN
Source: https://www.un.org/development/desa/disabilities/envision2030.html
“Transforming the World: The 2030 Agenda for Sustainable Development” – the key
resolution signed by 193 countries on September 25th, 2015 under United Nations comprises
of 17 sustainable development goals – all aimed at addressing the major economic and
development issues like poverty and hunger and making the planet a self-sustaining and
nurturing ecosystem – all set to be achieved by 2030. “Every drop of water makes the ocean”
– this quote truly encompasses the spirit each country, government, city and global citizen
needs to harbour and contribute in order to achieve these goals.
The opportunity provided to us through the SSR course at IMT Ghaziabad aids us in being the
responsible citizens that the planet needs us to be and form a contributory drop to ocean that is

Agenda 2030. This project also helps us realize the importance of helping others realize their
dreams and acknowledging our responsibility towards the nation and the world as the future
managers – and eventually base our decisions keeping in mind these goals and responsibilities.
The SSR project assigned to Team Vision incorporates career training of candidates with
education standards from higher secondary to post-graduation levels – training intensive but
not confined to soft skills, personality development and communication skills alongside basic
computer education and business programs like Finance, Retail, Service and teaching to make
them eligible for various opportunities that may lie ahead for them.
The project aligns itself with the following SDGs:
1. Quality Education: The 21st century requires candidates to be adept in basic education
like soft skills, retail, finance and computer applications. The lack of the basic education
prevents the candidates from presenting themselves as able candidates at a job despite
the skill level that they might possess. By helping them build their personalities,
inculcating confidence in themselves and brushing up their communication skills,
simulating real-life scenarios of interviews and workplace situations – we aim to
provide quality education that these students weren’t privy to until now.
2. Decent Work & Economic Growth: The backgrounds of these candidates make their
primary aim to get jobs in order to achieve a stable income and act as additional
breadwinners for their families. Through the SSR project, we aim to help them in this
goal of theirs by counselling them to choose a job of their interest and skill level and
provide them an action plan to reach their mission. This project aims to aid in the
economic growth of these students, their families and in turn the society.
3. No Poverty: The project aims to contribute to the No Poverty goal by improving the
overall economic condition of at least 12-15 families (the number of candidates
attending the sessions) by making the children – skilled candidates eligible for
opportunities and then getting a decent work in their youth stages will help decrease
poverty in the long run.
4. Reduced Inequalities: Our project aims to reduce inequalities in terms of opportunities
available based on caste, creed, sex, and region or income status. For example, a
candidate with good computer programming skills had the aim to become a computer
operator, despite her vast knowledge of the subject. With our counselling sessions, we

aim to direct them to jobs that they can target based on their skill level and interest and
not just their living status, thus contributing to another SDG by United Nations.
10. Concluding Observations

The journey of SSR has been a learning experience on multiple levels and for multiple
stakeholders. Looking back at the journey, we have learned from it just as much as the students
we were teaching. This report will try to categorically describe the impacts that the project has
had on the lives of these stakeholders.
10.1. Recommendations for Stakeholders

 The partners should focus on the attendance of the students and ensure that whosoever
has enrolled for the programme, does not drop out without citing proper reasoning for
the same
 The partners are recommended to keep us informed of the changes in the batches and
the curriculum being followed on a semi-regular basis
 The partners can generate ideas on the pedagogy used based on what similar firms are
doing in the industry, similar to the support that Team Vision was able to muster from
firms like Better Plus Education
 The partners should ensure and try their level best to manage and acquire proper
infrastructural support for their operations, in order to facilitate efficient functioning of
their classes
 The partners should ensure proper batching procedure so that all students of the same
batch are at a uniform level of understanding of the curriculum being taught
10.2. Reflections, Takeaways and Observations

Looking back at the SSR journey, there has been a lot of things that have taken the role of
teachers for the team.
 The team was exposed to a different side of the Indian society, one that we are not used
to. The challenges, the difficulties and the differences that we observed really opened
up our eyes to the ground realities of the nation and gave us a much better understanding
of the market that we would be involved in very soon

 The experience allowed the team to introspect its priorities and preferences and come
up with a completely new approach to tackle the problems and challenges that arose
 The project has allowed the team to form new relationships with a variety of people, be
it the students, the partners, the faculty or other organizations
10.3. Impact on Students

As observed in the initial situation analysis, the majority of the students participating in the
program are from an income group of below 5 lakhs per annum, and have mostly been brought
up in sub-urban localities of Bihar, Uttar Pradesh and Delhi. The exposure that they have had
previously had been very limited and hence the choices and options for a sustainable career in
the service industry.
Picture 13: Batch 2; final visit
 The team discovered that many a student did not have a clear idea of what they wanted
to do further, and how best to reach that objective. The team took it upon itself to spend
time with the students individually and understand their goals and aspirations, their
motivations and reasons for decisions. By the end of the project, the team was
successful in inducing motivation for stable employment in the service industry, for
many of the students got successfully placed, and some had even started working before
the closure of the project. The details of the same is highlighted on the placement report
exhibited above.

Picture 14: Students actively participating in assignments
 Through interactive sessions, which tended to be fun as well as educational, the team
was able to generate interest in the students to become more regular in the classes. The
students enjoyed their time in the session, and we observed a higher number of
admissions in the second batch due to word-of-mouth amongst the peer groups of
previous students. Regular role-plays, debates, group discussions and games were
conducted, along with lectures, homework and self-improvement activities. The mix of
these activities together brought about a much higher level of participation from the
students. Some students were seen repeating the sessions from both the morning batch
(held by the other team) and our team. The energy demonstrated by the students have
been a constant source of encouragement for the team. The trends in attendance charts,
and the self-assessment of the students indicate the level of excitement and motivation
that the team was able to generate throughout the course of this project. The data for
both has been shared in the above report.

Picture 15: Student of Batch 2: Umashankar Kumar
“Skills like mailing and excel is something that companies always ask in the interviews, but we
have not been taught, or don’t have the opportunity to learn this. It was very exciting to get a
chance to learn these.”
Text Box 1: Quote from student
 The team got 5 classes with the first batch and 6 classes with the second batch. Through
these visits, a total of 43 students were engaged, out of which 13 students have secured
placements in stable employment in the form of calling jobs, retail and a few in even
government jobs (railways).
 All students who remained unplaced (both intentionally and unintentionally) have
shown indications of building up their career through either higher-studies (since some
students were still in school and colleges) and through their own businesses using the
financial literacy concepts shared during the sessions.
Picture 16: Personal coaching provided as per requirement

10.4. Feedback received from partners

The faculty were constantly present with us throughout this journey, and have shown keen
interest in our methodologies employed for achieving the common end goal. We were
primarily in touch with three faculty mentors from the partner side- Mr. Basid, Ms. Kritika
and Ms. Babita.
The feedback received from the partners has been rather positive and they have encouraged
the work down by the team, as well as the initiative taken by IMT as a whole. They admired
Picture 17: Ms. Kritika; English faculty at Smile STeP JSSW
“This initiative has obviously been very helpful for the students here. They do not have the privilege
and the outlook as we do, and that has been holding them back. The intervention of your team has
helped them in ways that they shall benefit from in the future, be it interviews of any company, or
while working in the industry.”
Text Box 2: Quote from Faculty
the intentions and feelings behind the whole project, and the fact that they have been able to
mobilize 600 students into social work is an outstanding achievement on its own. The below
quote is from one of the faculties, Ms. Kritika.

Annexures
Annexure I: Attendance Log:
Annexure 1
S. No. Date of Visit Location Time Spent at Names of

Location members visited
1. 26th October,2018 Janhit Welfare 2:00 PM – 6:00 Arnob, Aneesh,
Society, New Ashok PM Himank,
Nagar Kritika, Shweta,
Mukut
2. 26th November,2018 Janhit Welfare 2:00 PM- 5:00 Arnob,
Mukut
3. 27th November,2018 Janhit Welfare 2:00 PM – 4:00 Arnob, Aneesh,
Mukut
4. 22nd December, 2018 Janhit Welfare 2:00 PM- 5:00 Arnob, Aneesh,
Society, New Ashok PM Himank, Kritika
Nagar
th
5. 5 January, 2018 Janhit Welfare 2:00 PM- 5:00 Arnob, Aneesh,
Mukut
6. 19th January, 2019 Janhit Welfare 2:00 PM- 5:00 Arnob, Aneesh,
Society, New Ashok PM Kritika, Shweta,
Nagar Mukut
7. 29th January, 2019 Janhit Welfare 2:00 PM- 5:00 Arnob, Aneesh,
(in lieu of the Society, New Ashok PM Himank,
cancelled visit of Nagar Kritika, Shweta,
14th December, Mukut
2018)
8. 2nd February, 2019 Janhit Welfare 2:00 PM- 5:00 Aneesh,
Society, New Ashok PM Shweta, Mukut
Nagar
9. 7th February, 2019 Janhit Welfare 2:00 PM- 5:00 Himank,
Society, New Ashok PM Shweta, Arnob
Nagar

10. 16th February, 2019 Janhit Welfare 2:00 PM- 5:00 Arnob, Aneesh,
Society, New Ashok PM Himank, Kritika
Nagar
11. 23rd February, 2019 Janhit Welfare 2:00 PM- 5:00 Arnob, Himank,
Society, New Ashok PM Kritika, Shweta
Nagar
Annexure II: Google drive link containing photos and video case
Annexure 2
 Link for photos: https://drive.google.com/folderview?id=10VzoFi8_qveJrydtzgaodwJgxIPE_AjR

 Link for video case: https://drive.google.com/folderview?id=10S0k7BgpCLBDo-
oznI0XaNieqemTzMtE
Annexure III: Methodology developed in collaboration with

Annexure 3
 Shreya Jain: Better Plus Education

Email: shreya@betterplus.education
Better Plus Education equips children in schools with the skills and mindset vital to adapt to,
cope up with, and drive change successfully in this rapidly changing 21st century world. Through
our revolutionary Changemaker Education Curriculum, students develop the new age skills of
empathy, teamwork, creative problem solving, and collaborative leadership, and become ready
to face any sort of challenge in the future, whether personal or affecting society at large, and
acting towards solving it.
 Uma Parvathy: Leaders for Tomorrow

Email: uma.leadersfortomorrow@gmail.com
Leaders for Tomorrow is a not-for-profit youth leadership movement established mainly in
college campuses to awaken the social consciousness of the youth, encourage volunteerism and
social action among them. We organize many programmes and projects within the campuses
and outside, hence we are able to provide a platform and encourage everyone to take up social
action. MISSION AND VISION The main purpose of this movement is to provide young minds
with a platform where they can express your views, generate ideas, interact with senior leaders
and achievers, educate themselves about issues around them, learn new skills, work at the
grassroots level, lead few social initiatives, enhance their personality and in the process ignite
the LEADER in THEM.

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Project Implementation Report Project Disha

Programme/ Batch TWO-YEAR PGDM/2018-20

S61 | Team Vision 1

S61 | Team Vision 2

S61 | Team Vision 3

10.1. Recommendations for Stakeholders......................................................................................... 38

S61 | Team Vision 4

Picture 11:Pamphlets distribution to local residents............................................................................ 35

List of Text Boxes

S61 | Team Vision 5

1. About the existing project of the Partner

The programme intends to create a pool of self-independent people - especially by removing

Picture 1: SMILE STeP achievements last year

S61 | Team Vision 6

2. About the Initial Project Idea

 Aiding the participants in shedding their inhibitions and mental barriers

S61 | Team Vision 7

Picture 2: SMILE STeP JSSW, New Ashok Nagar

3.1. Description of the Situation

S61 | Team Vision 8

enrolment of students in alternate meagre and non-permanent day-time jobs, to earn

Picture 3: The first batch of students

Picture 4: Classroom lectures, traditional teaching

S61 | Team Vision 9

3.2. Our Reflections on the Situation

S61 | Team Vision 10

3.3. Application of Design Thinking for Empathy and Understanding

S61 | Team Vision 11

4. Problem Definition / Areas Requiring Intervention

4.2. Areas Requiring Intervention

The key points to be addressed among the students were:

 Improve their confidence in public-speaking and conversational soft-skills

 To inculcate a wider thought process and perspective - to promote open-mindedness (this

S61 | Team Vision 12

 To familiarize them with market requirements and relevant technical skills

 To inculcate interest in them regarding technical skills required in the market

5. Execution and Delivery

S61 | Team Vision 13

Picture 5: Icebreaker Activity

5.2. Consulting with Experts

5.3. Steps taken for the Execution and Delivery

S61 | Team Vision 14

 Then we focused on communication building and personality development activities,

Picture 6: Evaluation of assignments

5.4. Ideation and Prototype

S61 | Team Vision 15

1. Communication in English – Most of the students were comfortable with speaking

Ideation: Our ideation was a two-pillar process:

S61 | Team Vision 16

S61 | Team Vision 17

1. To devise interactive methods of learnings mainly pertaining to English, computers,

Prototyping and its Testing with the Students and Partners:

S61 | Team Vision 18

5.5. Testing and Implementation of Feedback

S61 | Team Vision 19

5.6. Visit Wise Delivery Plan

Batch 1 (Graduated on 22nd December, 2018)

Visit Activities Remarks

1. Personality Workshop- I English Language. Giving the

S61 | Team Vision 20

application of finance in the retail

Following up with the personality

S61 | Team Vision 21