SSR Project Implementation Report

Programme/ Batch TWO-YEAR PGDM/2017-19

Course Name SSR

SSR Group No. S23

SSR Group Name Udaan 1.0

SSR Project Code (as assigned during

project allocation)

Title of SSR Project (as given by the SSR Life Skills Training
group)

Partner Organization Name Sadrag

Project Location Navjeevan Inter College, Bhangel

Village

Partner POC Name Ms. Manju Manak

Partner POC Email Id. manjumanak1712@gmail.com

Partner POC Phone No. (Mobile No.) +918506995196

Name of the SSR Group Leader Sumant Charlu

Mobile No. & Email Id of SSR Group +919977705433

Leader sumantcharlu@gmail.com

SSR Group Members Sl.No. Name. Roll No

1 Gaurav Shukla 170101027

2 Kasturi Chatterjee 170101114
3 Kuldeep Singh Chandel 170101044
4 Narendra Singh 170103130
5 Sannya Singh 170103199
6 Sumant Charlu 170103246
Faculty Mentor (as assigned) Dr. Kasturi Das

COSP POC Name Parth Sethi

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Acknowledgements

The curriculum at IMT Ghaziabad has enabled us to take a course on Sustainability and
Social Responsibility (SSR) which turned out to be a challenging yet enriching experience for
all of us. We would like to thank our Director, Prof. Atish Chattopadhyay for introducing this
course and giving us the opportunity to learn through hands on experience. We would also
like to acknowledge the continuous support extended to us by our Faculty-in-Charge Dr.
Kasturi Das. Our faculties have taken the huge effort of collaborating with a number of
NGOs and carefully selecting projects which would help us learn about the various
challenging situations in life that the people have to cope with and how we all can help with
our minor yet significant individual contributions. We would like to thank our Faculties for
that. Also, the project would not have been possible without the continuous guidance of
Mrs. Manju Manak , POC for our project under NGO Sadrag. Mrs. Manak has been a
constant source of inspiration and we could turn to her for guidance without any hesitation.
Last but not the least; we would also like to thank the students of Navjeevan Intercollege,
Bhangel, Noida for cooperating with us and making our work enjoyable.

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Table of Contents

List of Pictures….............................................................................................................4

List of Annexures………………………………………………………………………………………………………5

About the existing project of the Partner………………………………………………………………….6

About the initial project idea…………………………………………………………………………………….7

Situation analysis (Design Thinking (DT) Stages: “Observe & Empathise)…………………..8

Problem definition (DT Stage: “Define”) / Areas Requiring Intervention…………………….9

Execution and Delivery (DT Stages: “Ideate & Prototype”/ “Testing”)……………………….11

Innovation / Application of MBA Learning…………………………………………………………………12

Assessing the Outcome/ Initial Impact………………………………………………………………………13

Number of Lives Touched………………………………………………………………………………………….15

Alignment with SDGs…………………………………………………………………………………………………16

Caveats and Concluding Observations……………………………………………………………………….16

Annexure1…………………………………………………………………………………………………………………19

Annexure2…………………………………………………………………………………………………………………20

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List of Pictures

Picture1: Day1 for Team Udaan where we met the enthusiastic students of
Navjeevan Intercollege for the first time

Picture2: All the pertinent issues of adolescent life as identified through by our
partner Sadrag and us which we wished to address through Life Skills Training

Picture3: Girls’ section of Class X, Navjeevan Intercollege, initially hesitant to open

up but showed remarkable performance in the activities

Picture4: Boys’ section of Class X, Navjeevan Intercollege, very active, budding with
dreams and aspirations about their life

Picture5: Team Udaan conducting activities like Johari Window, Compass Protocol,
Truth and Lies game etc.

Picture6: Team Udaan conducting activities like Johari Window, Compass Protocol,
Truth and Lies game etc.

Picture7: Girls enjoying through activities and learning at the same time

Picture8: Team Udaan conducting activities with the students

Picture9: Team Udaan enjoying with the students

Picture10: Team Udaan conducting activities with around 50 students in each

section

Picture11: Happy Faces of Team Udaan at the end of a memorable journey

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List of Annexures:

Annexure1:

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 1. About the existing project of the partner

Sadrag as an NGO has been working with children and adolescent youth in District Gautam
Budh Nagar since 2007. During a number of informal and formal interactions with young
boys and girls, in particular those who are a part of the government education system, it
was observed that their level of ignorance was very high particularly in the area of self and
in relationship with others and everyday life. A few such findings came up during Focused
Group Discussions with youth and we planned a focussed intervention for them primarily
based on information and knowledge on crucial aspects of life that affect them directly.
These aspects were summed up as *Selected Life Skills* that can equip us with the ability to
face and deal with actual life situations. These are 6 in particular, as 10 core Life Skills,
Career Planning, Peers & Peer Pressure, Violence and Risky Behaviour, Gender Sensitisation
and Sexuality and Reproductive Health. The first life skills intervention for adolescent youth
came up in 2014-15 when life skills education was imparted to more than 1000 adolescent
youth across 10 government schools in the city of Noida. The prime objective of the
intervention was to:

 Introduce youth to an untouched dimension of life skills education that would enable
them to cope with actual life situations.

 Bring together stakeholders: district administration, education department, parent’s

schools and youth constructively for a positive ecosystem in schools.

 Address issues of adolescence with a scientific and practical approach particularly in

the context of physiological and emotional changes that occur around this stage of
life.

 Enrich formal schooling through inclusion of knowledge and information with

practical relevance to life.

 Prepare an army of trained youth to take up the role of Change Makers in school and
in the community

During the programme, new thoughts emerged and now the NGO is in the Phase of Life
Skills intervention for adolescent youth which took off in 2017 with an aim to expand the
coverage and empower more youth through life skills education. The project has now
reached mid-way and 614 students have been covered from 6 Government Secondary
Schools.

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 Picture1: Day1 for Team Udaan where we met the enthusiastic students of
Navjeevan Intercollege for the first time

2. About the Initial Project Idea

 Collect feedback from the schools particularly from teachers and students with
regards to any change that has been observed in their behaviour after the
workshops have been conducted in the schools till date

 An interactive sessions with the school students on an individual basis to assess their
strengths and weaknesses through a pre designed questionnaire (SDQs)

 Questionnaires, data compilation and analysis with recommendations for follow up

visits.

 Observe Life Skills workshops and documentation of Youth Voices through AV

techniques.

Our project location was “Navjeevan Inter College” at Village Bangel Sector 102 Noida. A
certain number of students (around 50 girls and 30 boys) had already been trained under
the Life Skills Training Programme a few months back. Our project was to find out how
much the students had been able to learn and retain from their previous training and design
a new set of activities to reinforce the life skills training among the students. The ten life
skills on which we had to conduct workshops were: Self Awareness, Emotional
Management, Stress Management, Creative Thinking, Interpersonal Skills, Empathy, Critical
Thinking, Decision Making, Problem Solving and Communication Skills. Our project was to

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come up with interesting activities in order to effectively train the students on the required
life skills. Also we had to document the reactions and responses from the various students
during or after the activities had been conducted.

Picture2: All the pertinent issues of adolescent life as identified through by our
partner Sadrag and us which we wished to address through Life Skills Training

3. Situation analysis (Design Thinking (DT) Stages: “Observe & Empathise)

The students we met have had fewer opportunities but still had very high hopes for their
future. Most of them had really beautiful breams. Some of them wanted to join the police
force, a few of them wanted to join the army, a couple of these kids were inclined towards
News Anchoring. Surprisingly there was a budding politician as well amongst them. With the
limited resources at their disposal, they were trying their best to overcome these social and
economic barriers. Unlike these kids who due to no fault of their own are born and are
being raised in these marginalised conditions, we count ourselves extremely lucky to not
had been in their shoes while we were growing up. When living in such conditions, to keep
the flame of hope burning, you need some motivational figure in your life who could relate
to take advice from. On our first visit, we tried to interact with these students. In the

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starting the kids were a bit apprehensive of our presence. But with time their behaviour
changed and they started responding to us. As We have all gone through similar phase in
our lives and hence are familiar with the type of difficulty a teenager faces, so we were able
to identify ourselves with them and were able to empathize with them. We listened to all
their queries regarding many aspects of their lives and tried to provide them clarity to the
best of our ability.

4. Problem definition (DT Stage: “Define”) / Areas Requiring Intervention (as

identified by your Group)

The main problem that we faced was that students lacked guidance in terms of their life
goals and career options. Many had presumed assumptions about certain kind of jobs and
many were confused with the career choices. We have decided that with a series of
activities we will be focusing on inculcating certain life skills (10 life skills) in them which will
help them in solving real life problems.
On interacting with these students, we came to know about all kinds of questions they had
regarding career and life goals. We analysed all the statements made by students and came
to a conclusion that life skills is a primary need of these students. Even if these students do
not perform academically then also they will be able to face the challenges of life and
respond to them in more efficient way. We talked to our POC about it and she guided us to
take this initiative and inculcate life skills by conducting group based activities. Our POC
regularly conducts Focus Group Discussions (FGD) where she interacts with the students of
Navjeevan Intercollege Bhangel, Noida. From what she could gather from her interactions
were that the students were very ambitious but lacked guidance on how to pursue their
ambition. This was one of the key pain points. Also, there were many students who
hesitated to explain their problems to their parents or even their teachers. Hence in
consultation with our POC we thought teaching life skills through activities can be used as a
medium of intervention that will help us interact with them in an informal setting, enable
them to express their problems and in turn understand themselves, their strengths and
weaknesses.

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Picture3: Girls’ section of Class X, Navjeevan Intercollege, initially hesitant to open
up but showed remarkable performance in the activities

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 Picture4: Boys’ section of Class X, Navjeevan Intercollege, very active, budding with
dreams and aspirations about their life

5. Execution and Delivery

Our Project is primarily targeted on the areas of Career Planning, Peers & Peer Pressure,
Violence and Risky Behaviour, Gender Sensitisation and Health & hygiene. We believe that
our visits will help the kids at Navjeevan Inter College develop greater awareness of the
above mentioned issues which in turn will help them develop their character and become a
better version of themselves.

Broad idea for execution and delivery of our project:

During all our visits we had conducting focused group discussions. Instead of addressing a
crowd of 50 at one go, we would be segregating the kids in the groups of 5-6 and then
talking to them. This is provided us with greater detailed information about personal and
group feelings, perceptions and opinions. This will not only be saving us a lot of time but
also provide a broader range of information. Due to this even the kids will differentiate us
from the regular class teachers they address on a regular basis.

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Steps followed:
1. During each of our visits we focussed on one of the above mentioned area.
2. We came up with an activity for the activity we had chosen for the day. For Example,
Johari Window for Self Awareness.
3. Once we reached the school, we would divide ourselves into two groups (3 in each
group) one for each class.
4. Division of class into small groups of 6-7.
5. Briefing the kids about activity.
6. Give them time (20-30 mins) to perform the activity.
7. While they were working in their groups, all of us each went to individual groups to
help them understand the whole process again in case of any doubts.
8. By this we would guide them in terms of clarity at every step. The decisions would be
taken by the kids only with no interference from the SSR group.
9. Once every group had conducted the activity, all of them or one kid from each group
was asked to come in front of the class and tell the other groups about their work.
10. After every group was done with the explanation, we would give us our
input/feedback on it.
11. This would help the students understand the consequences of their actions and how
also help them get a better idea of themselves and their surroundings.
12. This whole process was repeated for all the activities we had planned for the day.
13. After the completion of all the pre-planned activities for the day, we would sit their
clearing their doubts. During this time the kids would come to us and ask us about
any questions they had. These questions ranged over various topics with career path
being the most common one.
14. We would report the school Principal about the day’s work.

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 Picture5: Team Udaan conducting activities like Johari Window, Compass Protocol,
Truth and Lies game etc.

Picture6: Team Udaan conducting activities like Johari Window, Compass Protocol,
Truth and Lies game etc.

6. Innovation / Application of MBA Learning

We have embedded many innovative activities to directly indulge and interact with
students. Also, they are designed in such a way that students not only learn about their
surroundings but themselves as well.
With the help of activities such as “Six Thinking Hats”, “Johari Window”, “Truth and Lies
game”, “Compass Point Protocol”, “Thought Bubble” etc we aim to get the students
comfortable with us and themselves too apart from testing themselves in different
innovative scenarios to get a feel of the practical world and real-time conditions. We
ourselves had participated in many such activities in our various courses at IMT like PGL,
OLL, Design Thinking and Critical Thinking and hence we thought teaching life skills to
students through such activities will make it a fun learning experience for us as well as them.

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 Picture7: Girls enjoying through activities and learning at the same time

7. Assessing the Outcome/ Initial Impact (Comparing the “Base-line” and the “End-
line” assessments)

Our Project was primarily targeted on the areas of Career Planning, Peers & Peer Pressure,
Violence and Risky Behaviour, Gender Sensitisation and Health & hygiene. We started out
with the belief that our visits will help the kids at Navjeevan Inter College develop greater
awareness of the above mentioned issues which in turn will help them develop their
character and become a better version of themselves.

As initially planned during all our visits we conducted focused group discussions. Instead of
addressing a crowd of 50 at one go, we divided the kids in groups of 5-6 and then tried to
talk to them. Not all the kids were equally receptive. Some of them were shy and had
difficulty in following instructions of the activities. Since most of the activities required to be
performed in groups and involved participation of all members it helped us in identifying
which students required additional help. Due to this even the kids differentiated us from the
regular class teachers they address on a regular basis.

In a smaller group there is a greater chance of opening up. The greatest prerequisite here
was trust, unless the kids trusted us, we would not have been able to know their problems
and provide a solution for it. Forming smaller groups with will help them to be feel more
comfortable and open up. All this also helped us form a stronger bond with those kids.

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The real judge of our project’s effectiveness will be the students. Most of the students were
initially confused as to why we were conducting these activities. But once we explained the
learnings to them they could appreciate. Gradually all the students started enjoying their
activities. We started out with a bunch of confused, shy kids who initially hesitated to open
up. But by the time we reached the last day most students were more confident and
gathered courage to address the class. Some of them even voluntarily stepped up to display
their individual talents. Our project was such that we cannot provide any tangible output
but the fact that most students looked forward to our sessions and also interacted freely
with us regarding their personal and professional concerns prove that to a large extent we
have been successful in our initiative.

The initial effect that we created through our SSR project can be sustained if the school
allows the NGO to conduct more such workshops for all kids falling in the age bracket of 11
to 17. Also we feel if the workshops are conducted more frequently and with a less number
of students per class the retention power of the students as well as the effectiveness of the
workshop would be more.

Picture8: Team Udaan conducting activities with the students

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 Picture9: Team Udaan enjoying with the students

8. Number of Lives Touched

Our project involved imparting life skills education to the students of Class X. According to
the information provided to us by our partner NGO Sadrag the students we would be
dealing with had undergone a similar kind of workshop last year. Hence it was important
that we try to conduct our sessions with the same set of kids as much as possible. In this
way we got the opportunity to teach 2 sections of Class X: the boys’ section and the girls’
section. The girls’ section had approximately 55-60 participants in each session and the
number for the boys’ section was around 50. Hence overall we have conducted sessions
with around 110-115 students. This is the number of lives we have touched directly.

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 Picture10: Team Udaan conducting activities with around 50 students in each
section

9. Alignment with SDGs

The Sustainable Development Goal (SDG) with which we can align our project is ‘Quality
Education: Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.
Our project aim was to impart life skills training to adolescent youth through the medium of
interactive activities so that they can learn, retain and apply those skills in their future
activities. Life Skills have been defined as “the abilities for adaptive and positive behaviour
that enable individuals to deal effectively with the demands and challenges of everyday life”
(WHO). We have tried to educate the students on ten core life skills namely Self Awareness,
Emotional Management, Stress Management, Creative Thinking, Interpersonal Skills,
Empathy, Critical Thinking, Decision Making, Problem Solving and Communication Skills
through the medium of interactive activities.

10. Caveats and Concluding Observations:

Challenges and Limitations during the SSR project:

1. The whole Life Skills Training was specifically designed for students who had
previously attended a 3 day workshop on life skills. As it would be easier for those
students to discern and follow it. Unfortunately not all the students had attended

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 the 3-Day workshop. So we had to explain to them separately about what it is that
we are doing there.
2. During every visit there were some kids who were absent when we had visited their
campus. Surprisingly even after making 4 visits, there were still new kids coming who
were not part of the previous 3 visits when we taught them.
3. There is a lag when we visited their school once every fortnight. If it were up to our
group, we would have at least 2 visits per week so that the students also retain the
teachings of the previous classes better than they did this time.
4. One more limitation was that the kids are not comfortable while talking about their
problems in the presence of the students of opposite gender. To address this, the
classes were divided into 2 groups: girls and boys separately so that they can open
up more and talk about their problems and share their insecurities more freely.
5. Having the same set of students throughout had been a challenge.

Recommendations going forward for the stakeholders who will be working on a similar
project:

1. The Life Skills training should be provided to the students who had already
undergone a workshop for the same. The other students who had not attended the
workshop find it difficult to follow.
2. Not everyone is good when it comes to imparting knowledge. To elbow this out
please provide at least one day of training to the students going for SSR visits so that
they know exactly what it is that is expected from them. This will give them a clear
way forward which will help them exponentially.
3. The same set of students should be taught throughout. This time because of some
constraints we had to teach 2 different set of students. This must be avoided if
possible.
4. For a better retention rate increase the frequency of the visits. Instead of conducting
one visit every fortnight there should be at least 2 visits a week so that the kids
remain in touch with what we are trying to teach them.
5. Even the regular teachers of the school should be present to see and guide these
children. Because the students of IMT will be gone after 12-15 visits but the regular
teachers are the ones who will be staying. And they need to build a rapport with the
students of their school can come to them without the fear of being judged upon.
That level of confidence must be established between the teacher and the students.
6. Parents of the school kids are an integral part of the whole process. It was observed
that a few students believed that they would not be able to make much out of the
training because their parents are not supportive. And this was a major reason many
of the kids were very passive during the whole training. This must be dealt with by

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 slowly and steadily moulding the parents’ attitude and also by making them realise
how important a role they play in all of this.
7. It was also observed that by the students reach class 9 or 10, they are more or less
set in their ways. So it is difficult to get through to them. Life Skills training should
start for kids who are even younger as they would be more receptive.
8. This training should be conducted way before the commencement of their exams as
it may impede the whole learning process.
9. We are not sure how much the kids know about what is it that we are doing exactly.
For them it is a break from the regular classes and they treat us more or less like an
elder sibling who is trying to teach them something. There is no way for us to
measure their progress. So after every visit, there has to be someone responsible for
taking the feedback, someone other than the one on an SSR visit and drill down into
what the kids have learned from all of it. And this person should ensure that the take
away for the kids is clear.

A small observation: Many of the kids have a very clear idea of what they want to do
become when they grow up and what they want to do with their lives. They may come from
lesser privileged backgrounds but their dreams and aspirations are no less than kids born
with a silver spoon. All these kids need is a direction. Despite the challenges they can come
out strong and leave their mark if they are provided with some support.

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 Picture11: Happy Faces of Team Udaan at the end of a memorable journey

Annexure 1:

SI. Date of visit Location Time Members visited

NO spent

1 05/12/2017 SADRAG office in From Gaurav Shukla, Kasturi

sector 30 then to 10:30 Chatterjee, Kuldeep Singh
Navjeevan inter college am to Chandel, Narendra Singh,
in Bhangel village, 3:30 pm Sannya Singh, Sumant
Goyal colony, Sector Charlu
110 Noida

2 09/12/2017 Navjeevan inter college From Gaurav Shukla, Kasturi

in Bhangel village, 10:00 am Chatterjee, Kuldeep Singh
Goyal colony, Sector to 03:00 Chandel, Narendra Singh,
110 Noida pm Sannya Singh, Sumant
Charlu

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3 19/12/2017 Navjeevan inter college 9:30 am Gaurav Shukla, Kasturi
in Bhangel village, to 12:00 Chatterjee, Kuldeep Singh
Goyal colony, Sector am Chandel, Narendra Singh,
110 Noida Sannya Singh, Sumant
Charlu

4 19/12/2017 Navjeevan inter college 12:00 am Gaurav Shukla, Kasturi

(makeup) in Bhangel village, to 3:00 Chatterjee, Kuldeep Singh
Goyal colony, Sector pm Chandel, Narendra Singh,
110 Noida Sannya Singh, Sumant
Charlu

5 30/12/2017 Navjeevan inter college 11:30 am Gaurav Shukla, Kasturi

in Bhangel village, to 2:30 Chatterjee, Kuldeep Singh
Goyal colony, Sector pm Chandel, Narendra Singh,
110 Noida Sannya Singh, Sumant
Charlu

6 02/02/2018 Navjeevan inter college 9:00 am Gaurav Shukla, Kasturi

in Bhangel village, to 12:00 Chatterjee, Kuldeep Singh
Goyal colony, Sector am Chandel, Narendra Singh,
110 Noida Sannya Singh, Sumant
Charlu

7 02/02/2018 Navjeevan inter college 11:00 am Gaurav Shukla, Kasturi

(makeup) in Bhangel village, to 2:30 Chatterjee, Kuldeep Singh
Goyal colony, Sector pm Chandel, Narendra Singh,
110 Noida Sannya Singh, Sumant
Charlu

8 17/02/2018 SADRAG office in 11:00 am Gaurav Shukla, Kasturi

sector 30, Noida to 1:00 Chatterjee, Kuldeep Singh
pm Chandel, Narendra Singh,
Sannya Singh, Sumant
Charlu

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9 24/02/2018 SADRAG office in 11:00 am Gaurav Shukla, Kasturi
sector 30, Noida to 1:00 Chatterjee, Kuldeep Singh
pm Chandel, Narendra Singh,
Sannya Singh, Sumant
Charlu

Annexure 2:

Please find the link for the Google drive which contains the Video Case and pictures from
our SSR Journey:

https://drive.google.com/folderview?id=1ytpnH5Rju-foj3ndoZmokmAieUfeZpvN

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