Taking STeP a Step Forward

SSR PROJECT IMPLEMENTATION PLAN REPORT

Programme/ Batch TWO-YEAR PGDM/2017-19

Course Name SSR

SSR Group No. S73

SSR Group Name Robinhood Army

SSR Project Code (as assigned during project

allocation) SML/P1/L4
Title of SSR Project (as given by the SSR group)
Taking STeP a step forward
Partner Organization Name SMILE

Project Location Amba Foundation B – 94/4 Joshi Colony, I.P.

Extension,
Mandawali, Delhi – 110092
Partner POC Name Ms. Hina

Partner POC Email Id. ambafoundation1999@gmail.com

Partner POC Phone No. (Mobile No.) 8447798454

Name of the SSR Group Leader Neeraj Panjwani

Mobile No. & Email Id of SSR Group pgp17neerajpanjwani@imt.ac.in

Leader
99539 18194
SSR Group Members Sl.No. Name Roll No.
1 Ayush Chittranshi 170103052
2 Neeraj Panjwani 170103134
3 Diraj Settipally 170103064
4 Jitender Joshi 170103094
5 Shubham Vashishtha 170102137
6 Yashovardhan Khemka 170102160
Faculty Mentor (as assigned) Dr Vibhav Singh

COSP POC Name Ram Agarwal

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Certificate of Approval by Partner Point of Contact
(Partner POC)
This is to certify that the SSR Group No S73 of IMT Ghaziabad has undertaken its
SSR project in partnership with our organization. This SSR Project
Implementation Report (PIR) has been verified and approved by us for
submission to IMT Ghaziabad in partial fulfilment of the requirements of the SSR
Course. To the best of our knowledge, all claims made and data, information
included in this report are correct and reliable.

Signed-off by-
Smile Foundation
Address: Amba Foundation B – 94/4 Joshi Colony, I.P. Extension,
Mandawali, Delhi – 110092

Date:

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 Acknowledgements

The success which we have got in this project wouldn’t have been possible without the
help and support of many organizations and individuals. We would like to express our
sincere regards to all of them.

We are highly indebted to Institute of Management Technology, Ghaziabad for all the
opportunities and complementing student’s efforts. Also, the idea to include social
responsibility as a subject was a great initiative to make future leaders socially more
responsible.

Secondly, we would like to extend our sincere thanks to Professor Kasturi Das, for having a
vision for future leaders passing out from college and taking an initiative to start such a project
at such an extensive level in our institute. Also, we would like to convey our thanks to all the
COSP committee students working with Ma’am to make this course a success.

We are also extremely grateful to work with Smile foundation and Amba Foundation. Their
constant support was indeed helpful. Also, a special thanks to all the students of Amba
Foundation with whom we interacted for believing in us and listening to us and choosing us
to guide them towards achieving their future goals.

Lastly, we appreciate the efforts and undivided attention put in by each of the group
members to make it a successful project and bring about a change in society.

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 INDEX
1. About the existing project of the Partner………………………………………………………………………7
2. About the initial project idea………………………………………………………………………………………..8
3. Situation analysis ……………………………………………………………………………………………………….10
3.1 Situation Analysis, on field ………………………………………………………………………………………..10
3.2 Reflections………………………………………………………………………………………………………………..10
3.3 Application of DT concepts………………………………………………………………………………………..11
4. Problem definition………………………………………………………………………………………………………12
4.1 Define ………………………………………………………………………………………………………………………12
4.2 Broad problem………………………………………………………………………………………………………….12
4.3 Key Pain Points…………………………………………………………………………………………………………13
4.4 Addressing the Key Pain Points………………………………………………………………………………….13
5. Execution and Delivery………………………………………………………………………………………………..14
5.1 Contribution……………………………………………………………………………………………………...………14
5.2 Delivery……………………………………………………………………………………………………………….……15
5.3 Design Thinking Approaches …………………………………………………………………………………..…15
5.4 Testing……………………………………………………………………………………………………………………....15
5.5 Delivery mechanism…………………………………………………………………………………………………..16
6. Innovation / Application of MBA Learning…………………………………………………………………….18
6.1 Innovation…………………………………………………………………………………………………………..……..18
6.2 Application of IMT learning……………………………………………………………………………..…...……..18
7. Assessing the Outcome/ Initial Impact……………………………………………………………….…………..19
7.1 Outcome/ Initial Impact of your SSR project ………………………………………………………………..19
7.2 Baseline and End-line assessments…………………………………………………………………..…………..19
7.3 Initial impact…………………………………………………………………………………………………………….…20
7.4 Carry-forward effect……………………………………………………………………………………………..……..20
8. Number of Lives Touched………………………………………………………………………………………………22
9. Alignment with SDGs……………………………………………………………………………………………………..23
10. Caveats and Concluding Observations…………………………………………………………………………..24
10.1 Acknowledge and critically analysis……………………………………………………….…………………..24
10.2 Challenges faced ………………………………………………………………………...……………………………..24
10.3Problem Addressed status………………………………………………………………..…………………….…..24
10.4 Recommendation…………………………………………………………………………..…………………………..25
10.5 Foresight………………………………………………………………………………………..………………………….25
10.6 Observations………………………………………………………………………………………………………………25

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 List of Tables
Table 1…………………………………………………..……………………………………………………………………16
Table 2………………………………………………..………………………………………………………………………19

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 List of Annexures
Annex 1 - Details of field visits…………………………………………………………………………………………26
Annex 2 - Links of Photos and videos……………………………………………..…………………………………28
Annex 3- Feedback form, and feedback recieved…………………………………….…………………………29

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1. A Brief outline about the existing Project of the
partner
Smile Twin e-learning Programme (STeP), initiated in 2007, is a national level initiative taken
by Smile Foundation. This project aims to bring about a change in lives of the youngster who
belong to the vulnerable or weaker sections of the society and do not have the resources to
gain skills and expertise required to get a job in today’s competitive scenario and be a bread
earner for their family. The target beneficiaries are underprivileged unemployed youth with
a minimum educational qualification of Class 10th or 12th and in the age group 15 to 28
years. The center for learning for all the students is located in Joshi colony near Mandavali,
Delhi. The center is equipped with all the necessary facilities and resources required
including computer systems, printer and broadband service. The center offers free
computer literacy courses along with specialized sessions on English fluency and retail
management classes to the candidates of the center along with classes on Mehendi
Designing, Tailoring, personality development etc. The course is of 4 months and students
are charged a one-time fee of Rs500 for the complete course.
Besides providing all the in class learnings visits to retail outlets are organized regularly to
ensure that the students become ready for the challenges posed during the job after
completing the course and recognize their own fields of interest. Career counselling and
placement support are other key features of the project. This give a constant guidance to
students in case of any issue or problems. The main aim of this programme is to make
students placement-ready by imparting them job oriented marketing skills so that they can
good jobs in IT and Retail sectors and in any sector of their choice for that matter.
Smile Foundation has partnered with Amba Foundation (located in Mandawali, East Delhi)
to implement the STeP Project. We, the students of IMT, worked in tandem with Amba
Foundation as part of SSR course to help them in facilitating this project and delivering
quality knowledge and values to the students enrolled.

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2. About the initial project idea
The initial brief communicated to us was that under the project we have to assist Amba
Foundation in imparting skills to the young men and women seeking employment. These
people come from a locality where resources are few and every job opportunities lost has a
big impact on their life. These people have basic education till class 10th and their family
condition is such that they have to work to help in finances of their family. However, they
lack the required skills that a employer looks for, like knowledge and hands-on experience in
excel or soft skills required to work in retail sector. We have to work alongside the
foundation in order to inculcate these skills and knowledge in them so that they can grab
any other job opportunity which comes their way.
In the words of Ms. Hina, our point of contact at Amba Foundation, “These people are eager
to learn and have a zeal to do something in their life. Some of them are exceptionally
talented as well. They are very similar to us in many ways but the difference is just that we
have been extremely fortunate enough to get the resources to reach wherever we all are.
These people have none. They just want a fair chance from life. We are just trying to provide
them that.”
While interacting with these people, we could truly witness the truth of the things she said.
Truly we have been lucky enough to get these opportunities and resource in life. While
talking to the people out there we realized that many among them were truly talented. And
a little support from someone would do wonders for them.
In the project we were expected to work upon the soft skills as well as computer skills which
are needed by these people to get jobs. We had to work on them so that they can inculcate
skills and expertise required to grab any job opportunity coming their way and be confident
enough during interviews as well as during the dealings in their jobs.
We, as an SSR group send by IMT Ghaziabad to their foundation helped them in imparting
knowledge to the students. As we are from a MBA background, we could analyze the
situation efficiently and formulate an effective plan which could have been implemented in
a short time. We firstly observed the students, conditions, their goals and how can they
achieve those goals. We analyzed the situation, discussed in groups about what should be
our best strategy going forward. We got all the resources and help required from the
institute to achieve what we planned. So We could and actually did prove to be a great
helping hand to Amba foundation in the initiative they undertook.
Through this project, we aimed to improve the lives of youth residing in abovementioned
areas by providing them with employability skills so that they can get a job in retail sector
and become self-dependent and be a bread earner for their families. This will enable them
to pay for their own higher education and contribute to their daily household expenses also.
The employability skills include following aspects-
1. Communication
2. Teamwork

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3. Problem solving
4. Initiative and enterprise
5. Planning and organizing
6. Self-management
7. Learning
8. Knowledge of computers including basic and advanced excel, Access, word, power
point, internet etc.

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3. Situation Analysis
3.1 Analysis of the situation the SSR group was exposed to in the field
Joshi Colony area (Mandawali, East Delhi) where the center for learning for Amba
foundation has been set up is majorly populated with under-privileged section of the society
or people who barely able to manage their livings. These people settle in colonies of Nirman
Vihar, Laxmi nagar and Preet Vihar that have unhygienic conditions and lack basic facilities
like adequate food and water. Their primary source of income includes daily wage labour,
petty traders and semi-skilled jobs. Most of students enrolled are either admitted to the
government school nearby which lack basic facilities or are youngsters looking to grab a job
to become an earning hand for their family.
The group which was handed over to us had students which varied age groups ranging from
a 15 year young boy to a 28 year old married woman looking to get a job to help her
husband run their home. The group had dynamic knowledge level so we analysed each and
every student in the group to identify their proficiency level. Some of the students had very
low proficiency level so we had to start from the very beginning of English language as well
as very basics of computers like opening the PC etc. But on other hand we had certain
students who had little proficiency level so we could harness their skills even more to make
them job ready. We conducted on the spot speech, Role plays, sales pitch and other kinds of
activities for them.
There were certain students who were very shy and lacked confidence even in speaking
about themselves. They were handled with care by the group and were made comfortable
before making them jump into the course by playing fun but knowledgeable games with
them. Individual attention was given to students who were not even able to read basic
English words like “the”, “was”, “had” etc.
The situation was very challenging but was handled with great care and efficiency by the
group members.

3.2 Were you exposed to situations which allowed you to see how people, who
are unlike yourselves, live? Elaborate and share your reflections
Yes, we were exposed to situations where we could see the conditions and lack of resources
these people faced while competing in this fierce job competitive scenario. Some of them
had to work in some firms with non-productive jobs while studying as well. The situation for
few was very grave as they had to start at job very early. When we compared their
upbringing with ours, we realized life was being very harsh on them. But yet they did not
lose hope and all of us respected that. We wanted to help them even more and guide them
not only for this project but whenever they require guidance in their life. We wanted to
become a part of their and make them part of our life. We had to do this slowly as it was
very difficult for them to accept us due to their up-bringing. But we slowly gained their trust
and now we are a part of their life and they are a part of our life.

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3.3 Did you apply Design Thinking (DT) to your SSR project? If yes, then how
did you try to “Observe, Empathise and Understand” the situation and
challenges confronting the people?
There was a lot of difference in the level of skills and knowledge of the students. Not every
student in the batch was equally skilled. So, they could not have been taught together at the
same level. Other Observation was some of them could commit more to our program but
some could not as they had to focus on other works as well doing a part time job and being
a helping hand for their family. So, we had to plan their journey in the course accordingly.
Response to the situation
Initially to break the ice and to make the students comfortable we planned for some
introductory games and fun activities, later we made every student introduce themselves
with their hobbies and aspirations, also we made them write a paragraph about topics like
family, city, happiness, sports etc. The students inherently related the topics with their own
life and experiences and wrote about them. This gave us a clearer picture about them
situation without directly asking for them. We also conducted mock interviews and during
the interview asked about their expectations and difficulties in the interview so that they
can tell anything which they are not able to mention in public. Making a friendly
relationship and intervening on an individualistic basis as well as conducting group activities
gave us valuable insights into the students’ life and the challenges they were facing.
Then we segregated the students into small groups with students of similar proficiency level
so that we can give more undivided attention to the group which was in dire situation of
help. It also helped us in planning their course better as every session for each segregated
group was planned differently. This really helped us in handling them better. We slowly
increased their levels of difficulty. And continuous assessment and evaluation of the skills
imparted was done to understand if we were going in the right direction. We started with
on the spot topics and later moved on to on the spot sales pitch. We could really feel the
difference in the way these people came out of the closet. Some of them showed vast
improvements as well. Debates helped them being opinionated in life, role plays made them
understood the other side of sales, Computer knowledge made them more skilful and at the
end of the project they were more groomed and job ready. Mock interviews were
conducted to correct them wherever they were going wrong. This really helped them and
some of them even cracked interviews and shared their experiences with others. It was
proud moment for our group and IMT Ghaziabad.

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4. Problem definition (DT Stage: “Define”) / Areas
Requiring Intervention (as identified by your Group)
Many of the students were aiming to get into jobs like retail sales position, Teaching etc ,
the students though talented were falling short on the many critical aspects which are
important for their survival and performance in the Job. After the situation analysis and
interaction with the students we were able to identify the reasons for these shortcomings
which are

• Most of the students were from schools where they were not exposed to activities
like Public speaking, Class room interaction this severely effected in their all-round
development as individuals
• The kind of family and neighbourhood they grew up in also had a huge bearing
present level of competencies as many of the things like newspapers, access to
internet, books were out of reach for them
Based on this we were able to arrive at the following Problem areas
➢ English Speaking Skills
➢ Confidence Levels
➢ Inter Personal Skills
➢ Ability to work in teams
4.1 “Define” the “broad problem” that you identified and decided to address
through your SSR project.
The broad problem we identified was “lack of confidence in expressing themselves, a lack
of belief in their own abilities and fear of situations outside their comfort zone”. The
students irrespective of their background and aspirations faced this problem which we felt
will be a great hindrance in their success. So, we decided to tackle this problem by
identifying and hitting the problem at multiple points through many innovative techniques
and activities. Through this we were successfully able to transform into a bunch of Go
Getters.

4.2 Explain how you went about framing the “broad problem”. Did you gather
insights from your “Situation Analysis” while framing the “broad problem”? Did
you consult your stakeholders (community, partner, etc.) while framing the
“broad problem”? If yes, then explain how you made sense of the widespread
information you would have gathered during the “Situation Analysis” and
interaction with the stakeholders.
The first thing we did was the Job analysis of the various roles the students aspiring to get
into.
Through this we were able to identify the various job activities and the skill sets required to
them.

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Importantly we were able to gain insights about the people the students will be interacting
with and the level of inter personnel skills they will require once they get into the job role.
For this purpose, we have enquired about the previous batch students and were they were
working, also the current students interview experiences to know about the expectations of
the employer. Apart from we also obtained information from partner organization on what
they think are the key problem areas which need to be addressed. With all the gathered
information collected from different sources and the Job Analysis, we firstly validated the
information acquired and later created a map connecting the different requirements and
the behavioural aspects and skill sets required. Based upon this we could arrive at
Confidence and being a rounded individual as the most important requirement as gathered
from multiple sources.
4.3 What did you find to be the “Key Pain Points” associated with the “broad
problem”?
The Key Pain Points we found with tackling the broad problem of confidence are

• The students had certain inhibitions about coming out in open and were conscious
about how others would judge them
• Some of them have already tried to come out under confidence through various
methods unsuccessfully. This made them even more under confident and give up.
• Some of the students were of mature age and mind set, it was difficult to achieve
behaviour change in them at this stage and they needed different methods of
intervention
• We had to be conscious that the students do not get dejected when their efforts fail

4.4 Explain what you thought were the corresponding areas requiring
intervention by your group towards addressing those identified “Key Pain
Points”?
The corresponding areas which we have identified and progressed to tackle the key pain
points are.
Understanding each individual’s skills level, learning capacity and providing appropriate and
timely feedback and compliments to keep the motivation levels high in the students.
One of our key success is developing and creating an atmosphere of group learn among the
students. We achieved this by creating a sense of mutual respect among the individuals and
also bringing out the commonalities in their difficulties, social back ground and aspirations
We ensured that the all the individuals have high motivation levels through all the times.
This we achieved by avoiding any negativity or negative statements which may deject the
student. Also, the atmosphere of group learning we created helped us a lot in this area as
individuals were constantly motivating and lifting each other in their efforts.

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5. Execution and Delivery (DT Stages: “Ideate &
Prototype”/ “Testing”)
5.1 Describe what your SSR group has ACTUALLY delivered at the end of the
SSR project as ‘Contribution’ to the under-privileged community and/or
environmental sustainability and establish how far these helps to address the
identified “broad problem” and/or “Key Pain Points”. Be as specific and clear-
cut as possible.
We are delighted to announce that through our efforts at the end of our project we were
able to create well rounded individuals with a positive outlook towards things. Our
contributions can be divided into two categories
Behavioural:
At the end the project we could observe the changes in the confidence levels of the
individuals, they were no longer afraid of speaking their mind in front of others and had a
sense of self belief
They became interested and eager in learning new things, the difference in the amount of
questions they ask and help they seek was clearly visible
We were successfully able to create a sense of continuous learning making them realise that
learning is not confined to the 4 walls of the classroom. This were able to achieve by giving
them interesting activities and objectives to do at home which add to their learning process
Skills:
We had designed and delivered activities, lectures and were able to improve the
communication skills both written and spoken, also we could make an impact on team skills
and cogitative abilities of the individual
We were able to teach them Excel and make them relate its uses and functionalities to real
wold situations, by making them solve realistic situations, this helped them learn not only
excel but also the work situations and functionalities
We were able to make them better understand their work situations and improve their
relevant abilities and capabilities through role plays. For example, we made all the student
who aspired to become a sales person do a role play of selling an item, through this they
were able to identify their shortcomings and focus on improving them.
We also focussed on the immediate need and requirement of few individual to find
employment immediately, for this we helped in constructing the resumes and also
conducted mock interviews to improve their interview etiquette.

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5.2 State in detail the steps taken by you for execution and delivery of your
project.
Our process of execution and delivering the project involved the following steps.
Preparation for situational analysis: This included making of forms with the correct question
set. And identifying the areas to focus and look out for

Situation Analysis: Apart from the prepared forms to get a more accurate picture we also
conducted various introductory games and fun activates and also conducted mock interview
where they can tell anything they are hesitant in saying before others. This made us cover
any potential gaps and provided us a complete and accurate picture of the situation.
Design and Delivery of the program: Based upon the situation analysis we designed
appropriate activities focussing on different areas and delivered them in most effective way
Feedback: We constantly used to take feedback from the students as well as the partner
organisation over the effectiveness of the activities and made changes accordingly
Long Term Self learning Mechanism: Created and incorporated a habit of self-learning in the
individuals to help them beyond the program
Final Feed Back from the students and the partner organisation and documenting of our
works

5.3 Did you follow Design Thinking Approaches during Execution and Delivery
of your project? If yes, explain the process as to how you went about
“Ideation” and came up with the “Prototype” of your SSR project/any product
you worked on as part of your project.
Our Ideation Process involved collecting data and doing situation analysis on what exactly
the students, partner organisation wants and need from the product. After collecting the
data, we had a brainstorming session for coming up with various ideas and programs. The
effectiveness of each individual activity suggested was discussed in detail and a final set of
activities arrived upon
We then tried few of the activities in the first few sessions and then took the observations
of the partner organisation and students this acted as a prototype for our model.

5.4 (“Testing”) Did you solicit input/feedback from your stakeholders during
the “Ideation” and after coming up with the initial “Prototype” of your SSR
project/any product you worked on? If so, did this process result in
modifications and alterations in the Prototype of your project/product? Explain
the iterative process.
The ideation process took place only after collecting data from the various stake holders and
studying it, after which the set of activities were finalized, these acted as our prototype and

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after first few sessions based upon the responsiveness of the students we got back to the
brainstorming to modify the activities or completely remove some activities which the
students are not able to relate to. Since we had to make an impact on multiple skill sets as
well as behavioural changes we were required to make modifications frequently based upon
keen observation and feed back

5.5 Provide details of the delivery mechanism and day-wise schedule of work
with exact dates
Table 1

Interacted with the organisation-understood their objectives

Visit 1 Interacted with the Students and understood their objectives
Conducted Grammar Sessions to improve the English Skills
Salesman Pitch
Mock Interviews

Visit 2
News Paper Reading and analysis
Interview Preparation
Visit 3 Grammar Session
New Batch-
Interaction with the Students
Understanding their Goals
News Paper Reading and analysis-English Skills
Visit 4
Sales Pitch-Interpersonal Skills and Thought Process
Mock Interviews
Visit 5 Debates
Prepared Speech
CV Preparation
Visit 6
Professional and Personal Grooming
Visit 7 Extempore Speeches
Mock Interviews
Feedback
Design Thinking
Visit 8

Grammar Sessions
Visit 9 Brief them about their respective Industries

Personality Development Sessions

Visit 10 Computer Classes-PowerPoint and Excel Sessions

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 Computer Skills Assessment
Visit 11 Mock Interviews

Feedback
Doubt Clearing Session

Visit 12

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6. Innovation / Application of MBA Learning
6.1 Explain what kind of “Innovation” (if any!) you applied in your SSR Project.
(Innovation could be applied at different stages of the project).
Yes, we have surely applied some innovation in the way we made them speak their mind
out in front of others without hesitation. We educated them about how to use websites like
google how to get e-papers of Times of India, Hindustan Times etc. so that they can be
aware of what’s going on around them in this world and we asked each one of them to read
news articles and tell us in their own sentences what they understood. We also told them
how to use dictionary when they find any word meaning. We have also given them our
personal contact so that they can contact us any time they need our help regarding studies
or job.
One more innovation we applied was that we asked each one of them about their hobbies
and then interviewed them on the knowledge of their hobbies to see their passion in what
they love to do so that they can consider it as a job prospect. For example, one of the
students loved cooking, so we interviewed her for a position of chef in a restaurant and this
worked out pretty well for us because the students were confident when they were asked
things about their hobbies and didn’t hesitate to speak which they normally did.

6.2 In case you applied your learning from IMT in the execution of your SSR
project, specify what kind of learning, from which course(s) and how it was
applied.
The students in the foundation are prepared for retail sector and so we gathered insights
about the sector and helped them accordingly, and we got to use some of the learnings we
got from some of our subjects at IMT.
We taught them basics of MS Excel which we learned in our first term. We taught them how
to make tables of given raw data and how to analyse the table and make charts. We also
taught them how to use basic functions and formulae available in excel, how to add
comments, how to name cells, conditional formatting etc. We also gave them real life
problems like calculating the costs involved in making a product, the profit earned and the
profit margin and how to tabulate all this data in excel and make it readable and user-
friendly by adding comments and formulae.
Also, we taught them how to make a sales pitch using basic products like soap, chocolates
etc. which we learned in sales and marketing. We took a product and asked them to sell us
the product and we cross-questioned them about how their product is better than its
competitor. They learned to gather insights about a product and how to convince a buyer
that the product they are looking at right now is what they actually need in their life.

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7. Assessing the Outcome/ Initial Impact (Comparing
the “Base-line” and the “End-line assessments)
7.1 Provide details on the Outcome/ Initial Impact of your SSR project on the
stakeholders (e.g. underprivileged communities; partner; the environment;
etc.).
Our SSR project enabled us to directly interact with the financially underprivileged students
who were enthusiastic to learn and work, and due to our inputs, the employability of
students certainly got enhanced. The impact of our SSR project on the stakeholders is:-
1. Because of our periodic fun and informal activities in which they expressed their
views on certain topics, their speaking skill improved greatly and confidence also got
boosted.
2. Our MS Excel classes helped them gain practical knowledge about how to tabulate
and analyse data.
3. The group activities we conducted helped them improve their interpersonal skills
and made them learn how to work in teams effectively.
4. Our grammar and vocabulary sessions improved their speaking ability.
5. Our mock interview sessions helped them learn how to prepare for interviews and
how to use impactful words to make a good impression on the interviewer.
6. We also helped them make a good resume/CV which they can use further when
applying for jobs.

7.2 During the submission of your “Implementation Plan”, you were advised to
undertake a Baseline Assessment. A Baseline is a benchmark from which you
measure progress. It is a Snapshot of indicators at a time. In other words, the
Baseline is the state of affairs “Before” you start implementing your SSR
project.
We conducted a survey of 17 students, where we asked certain questions to students at
Amba Foundation about several qualitative parameters to assess their improvement and
growth due to our informative sessions. The results are as follows: -
Average Age of the students – 19 years
Table 2

Parameter Before attending our sessions After attending our sessions

(mean score out of 5) (mean score out of 5)
Confidence level 2.37 4.13

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 Speaking skills 2.53 4

English grammar 2.37 4.27

Creativity level 2.67 4.13

Interview preparation 2.14 4.56

English Vocabulary 2.37 4.41

Team work skills 2.53 4

Rating of activities conducted by us: - 4.23

Overall rating of our sessions (out of 5): 4.35

7.3 Is there any way in which the ‘initial impact’ that you created (if at all!)
through your SSR project can be sustained even after the completion of your
SSR project? If yes, explain how and by whom?
Through this project we were able to communicate and work with the underprivileged
students who are enthusiastic to learn and work in the age group of 18-25 years. First we
identified the areas they need to work on or need grooming on, which are, interpersonal
skills, communication skills, articulation and fluency in English, confidence and overall
personality development. The feedback we got from the students was that our sessions
really helped them gain confidence to speak their mind and they learned a lot from the
activities we used to conduct. We have shared our contact details with the students for any
kind of help they need from us. Also, we have made videos of the activities which we used
to conduct and we can share that with the organisation, so that they can also conduct these
activities or add them in their curriculum. We are sure the students who will come for the
SSR project next year in this foundation, will be able to learn from our videos and carry
forward the good work.

7.4 Have you contributed anything through your SSR project which will have
any carry-forward effect on the stakeholders (e.g. underprivileged
communities; partner organization)? If yes, explain how.
Yes, we believe that our efforts in SSR activities will have a carry-forward effect on the
involved stakeholders, i.e. underprivileged communities and the partner organization
‘Amba’. During these months, we were always told by the students and the foundation co-
ordinator that the students looked forward to our sessions and sometimes used to contact
us directly, either asking about how to improve their grammar or vocabulary, or how to be
confident while speaking or when are we going to conduct our next session. The partner

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foundation’s coordinators also saw that the activities we conducted were actually improving
the students’ personality and confidence on a whole and they also monitored closely what
kind of activities we are conducting. We think that the foundation can also conduct these
activities and add this to their curriculum and our shared videos can help them know how to
conduct them. We also have shared our contact details with the ‘Amba’ foundation and
they can contact us anytime they want if they need any help regarding the activities we
used to conduct.

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8.Number of Lives Touched
Provide your assessment on approximately how many lives you could touch – DIRECTLY –
through your SSR project. Explain how you have arrived at the number you are quoting
here.
We had the opportunity of interacting with 2 batches of students at Amba Foundation
during the term of our course. We believe that we directly touched the lives of these
students with whom we had the chance to interact. Each batch of students has 20 students
on an average. Hence, we had the opportunity of touching 40 lives directly.
However, the act of learning and then teaching is not a stagnant process, rather is a chain
which spreads from one person to another. Assuming 4 people in the family of each
student, we had the humble honour of positively touching 160 lives and we hope that the
number keeps on getting bigger.

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9. Alignment with SDGs
Analyse how your SSR project is be aligned with one or more of the 17 Sustainable
Development Goals (SDGs) earmarked by the United Nations in 2015.
Our project is directly aligned with 4th Sustainable Development Goa ‘Quality Education’
given by the United Nations in 2015, that is ‘to ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all.’
We believe that the quality education is a right that every human being should have to
ensure the well-being of the individual and what provides him/her with opportunities for
his/her betterment and well-being. Indeed, if such a dream of quality education for all is
truly achieved then it will lead to eradication of world’s most problems. The beauty of
education is that it is not limited to one individual, rather it is a chain. One educated
man/woman will in turn will educate others in his/her vicinity and the cycle will continue.
Other than that, our project was aligned with the following Sustainability Development
Goals 2017:
1. Decrease unemployment based on pro-poor skill development strategies
(Goal 1: No Poverty Goal)
2. Breaking barriers by securing job for women to ensure women’s full and effective
participation and equal opportunities for leadership at all levels of decision making in
political, economic and public life
(Goal 5: Gender Equality)
3. Achieve full and productive employment and decent work for all women and men,
including for young people and persons with disabilities, and equal pay for work of equal
Value
(Goal 8: Decent work and Economic Growth)
4. Students, irrespective of their backgrounds, study together and later work together
achieving the objective to empower and promote the social, economic and political
inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic
or other status
(Goal 10: Reducing inequalities)
We as member of the S73 group ‘Robinhood Army’ put in our utmost efforts in order to
achieve these goals. We interacted with the students and tried to work upon their English,
soft skills, computer skills and their complete personality development so that that may
come closer to their dream of employment.

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10.Caveats and Concluding Observations
10.1Acknowledge and critically analyse any limitation or lacunae of your SSR
project. Also reflect on how these lacunae could have been overcome in your
view.
The STeP program is a wonderful initiative by Amba foundation to improve the
employability of underprivileged sections of the society. We taught 2 batches in the
duration of the course, however starting afresh with a new batch midterm is not easy.
One limitation that we had to face was the change in batch during mid of the course. It was
a wonderful experience to get a chance to meet new faces, fresh and eager to strive for
their dreams. But, from the point of the structure of course, we think that it breaks the flow
that one establishes over time. We had to do the rapport building sessions and to gain the
trust of the students that we are really there for their betterment, we had to do it over
again. From the point of view of efficiency, we think that if we had 1 batch over the duration
of the course, it would have been more beneficial for the students.

10.2 Mention challenges faced (if any) during execution of your SSR project
and how these were overcome.
One challenge that we had to face during the first day of our project was to gain the trust of
the students. When we tried to interact with the students during the first day of our visit,
the students were quite hesitant to talk with us. It appeared that we both were in 2
different worlds. We were quite taken aback by the situation. So, we discussed among
ourselves and decided to conduct a short ice-breaking session with the students. It really
worked wonders and soon the students were openly discussing the problems and the issues
they face. We were able to deliver to the fullest because of the trust and the rapport with
the students that we could gain because of the ice-breaking session.

10.3 Clearly mention how far the problem/issue that WAS ACTUALLY
ADDRESSED through your SSR project is as per what was proposed in the
Implementation Plan (which was signed off by the Partner as well as Faculty).
In case of discrepancy in what was proposed in the Final Implementation Plan
and what has actually been done in the SSR project, provide clear explanation
for discrepancy.
Communication Skills
During our problem definition stage, after discussion we converged to a set of few areas of
improvement where we needed to work upon with the students
•Computer Skills – We conducted session on Excel, PowerPoint and Word with the students.
However, one really interesting addition we did was to teach some really helpful tips and
tricks that they could use while using the internet and computer. This could really improve
their efficiency while using devices.

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•Awareness – We conducted newspaper reading session with the students to improve their
awareness levels.
•Writing Skills – Article writing sessions were conducted so that we could improve their
writing skills and give them helpful tips and pointers to improve it.
•Techniques to face a Job Interview – We conducted mock interview and mock GD’s in
order to improve their chances of employability and confidence.
•How to make a Sales Pitch – For students really interested in making a career in retail, we
conducted a mock sales pitch in order to increase their chances of getting employment.

10.4 Any recommendation for your stakeholders going forward? Elaborate

here.
For the students, who are primary stakeholders - We constantly emphasized to them that
learning is a continuous process and hence they should work by themselves in addition to
the tasks that were conducted by us during the sessions. For example, newspaper reading
should be a habit that needs to be inculcated regularly, rather than being a one-time
activity. Hence our recommendation to them is that work also by themselves in order to
improve themselves in areas where they are lacking.
Similarly, we worked upon in removing their hesitation while communicating, improving
their confidence as well as urging them to interact with others. We recommended them to
develop this habit.
Amba Foundation – Their course is well-structured and is really efficient in improving the
skills of the students. One recommendation that we have for them is to include sales pitch
in their curriculum for the students who are really interested in making a career in retail.

10.5 Do you foresee any role of the next batch of IMT students working on a
similar project? If yes, explain how. What would be your group’s
recommendations for any such future SSR group working on a similar project?
We would be really happy to the baton to then next batch of students who would be
interested in carrying forward the good work. Our first recommendation to them is to plan
an ice-breaking session beforehand as it is an extremely important to build a rapport with
our stakeholders. Next is to identify the identify the areas where the students are lacking,
then chalk a detailed plan to improve upon them. Also, they should identify the careers and
industry in which the students are planning to make their career, and plan the sessions
accordingly so that the activities done can help them in their future career and is relevant to
them. Lastly, we advise them to fully commit themselves and devote enough time and effort
to improve the lives of some very talented bunch of students as the results can be extremely
rewarding and will give them a sense of satisfaction.

10.6 Any other observations?

No.

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 Annex 1
Details of field visits.

Sl. Time spent at Names of the group members visited

No. Date of visit Location the location

Joshi Colony, I.P. Neeraj Panjawani, Yashovardhan

Exension, New Khemka, Jitender Joshi, Dhiraj Settipally,
1 31-10-2017 Delhi 3 hrs Shubham Vashishtha, Ayush Chittranshi
Joshi Colony, I.P. Neeraj Panjawani, Yashovardhan
Exension, New Khemka, Jitender Joshi, Dhiraj Settipally,
2 13-11-2017 Delhi 3 hrs Shubham Vashishtha, Ayush Chittranshi
Neeraj Panjawani, Yashovardhan
Joshi Colony, I.P. Khemka, Jitender Joshi, Dhiraj Settipally,
Exension, New Shubham Vashishtha, Ayush Chittranshi
3 27-11-2017 Delhi 3 hrs
Neeraj Panjawani, Yashovardhan
Khemka, Jitender Joshi, Shubham
Joshi Colony, I.P. Vashishtha, Ayush Chittranshi
Exension, New
4 05-12-2017 Delhi 3 hrs
Neeraj Panjawani, Yashovardhan
Khemka, Jitender Joshi, Dhiraj Settipally,
Joshi Colony, I.P. Shubham Vashishtha, Ayush Chittranshi
Exension, New
5 19-12-2017 Delhi 3 hrs
Neeraj Panjawani, Yashovardhan
Joshi Colony, I.P.
Khemka, Jitender Joshi, Ayush
Exension, New
Chittranshi
6 27-12-2017 Delhi 3 hrs
Neeraj Panjawani, Yashovardhan
Khemka, Jitender Joshi, Dhiraj Settipally,
Joshi Colony, I.P. Shubham Vashishtha, Ayush Chittranshi
Exension, New
7 30-12-2017 Delhi 3 hrs
Neeraj Panjawani, Yashovardhan
Joshi Colony, I.P.
Khemka, Jitender Joshi, Dhiraj Settipally,
Exension, New
Shubham Vashishtha, Ayush Chittranshi
8 27-01-2018 Delhi 3 hrs
Yashovardhan Khemka, Jitender
Joshi,Shubham Vashishtha, Ayush
Joshi Colony, I.P. Chittranshi
Exension, New
9 02-01-2018 Delhi 3 hrs

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 Yashovardhan Khemka, Jitender Joshi,
Shubham Vashishtha, Ayush Chittranshi
Joshi Colony, I.P.
Exension, New
10 17-02-2018 Delhi 3 hrs
Neeraj Panjawani, Yashovardhan
Khemka, Jitender Joshi, Dhiraj Settipally,
Joshi Colony, I.P. Shubham Vashishtha
Exension, New
11 21-02-2018 Delhi 3 hrs
Neeraj Panjawani, Yashovardhan
Khemka, Dhiraj Settipally, Ayush
Joshi Colony, I.P. Chittranshi
Exension, New
12 24-02-2018 Delhi 3 hrs

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Annex 2
Links to Photos and videos
Case video:
https://drive.google.com/open?id=0B5uIQWHMRk19b2l2Zndoank3U19BU2w3X2dSMk93S0
93Y0VZ
https://drive.google.com/open?id=1Co2U_w6AQdA0zyJoHjZn5rUYhFmhsQBO
https://drive.google.com/open?id=1L4pa4xOTJ9_JsrGlW69uAX5G8wM3MhmM
https://drive.google.com/folderview?id=1GlOG6fEQkKOUZcUifbAgiS66KYQ8Ibak

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Annex 3
Feedback Form and feedback received

SSR Feedback Form

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