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TATAISES2011

AlexandraTrochtova

REPORT

RallisIndiaLimited:ImpactAssessmentofCSRactivitiesinLoteandfindingawayforward

August2011

DRAFT1

©AlexandraTrochtova2011Thisreportisnottobesharedwithanythirdparty,publishedorprintedorusedforanyotherpurposesotherthanforinternaluseoftheTATAGroupcompanies.

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RallisIntroductionRallis IndiaLimited,aTATAenterprise, isoneof India’s leadingagrochemicalcompanieswith a century‐old traditionof servicing ruralmarkets and a comprehensiveportfolio ofpesticidesforIndianfarmers.ThecompanyisknownforitsexpertiseonIndianagriculture,sustained relationships with farmers, quality agrochemicals, branding and marketingexpertisealongwith its strongproductportfolio.Rallishasdevelopedavastdistributionnetworkwhichreachesout to80%of India’sdistrictsandoffers its rangeofproductsatgrassrootslevel.CorporateSocialResponsibility(CSR)The CSR team at Rallis is composed of a director and one trainee. The company’s CSRstarted in2009andthereforeallof theprojectsarestillveryyounganddeveloping.TheCSRactivitiesfallundertheHRdepartmentofthecompanyandmajorityofthemisaimedat agriculture and women and children empowerment through volunteering initiatives.There are14 volunteer champions at all regionswhereRallis is present. The championshelptoidentifythetargetcommunitiesbasedonastandartsetofcriteria.TheCSRoperatesunderthreeoverarchingheadings:

• Saathi(EmployeeVolunteering):isbasedpurelyonemployeevolunteersandhasno connecting theme or vision. Under “Saathi,” employee volunteers are involvedmainly in activities related to agriculture and environment. Some examples are:providing training on safe use of pesticides to farmers, farm labourers and theirfamilymembers; co‐operating with Grow‐trees Foundation and planting trees onthebirthdayofRallisemployeesacrossthecountry;celebratingWorldEnvironmentDay at various locations including activities like water harvesting and treeplantations.

• RUBY(RallisUjjwalBhavishyaYojana): isanamegiven to corporate initiativesaimedatyounggenerationlivinginthevicinityofthemanufacturingfactories.Someoftheactivitiesinclude:SSCpreparatoryseries,personalitydevelopmentprogramsalongside with self defense and sex education in Lote manufacturing site; youtheducationalprogramsliketeachingMathematics,Englishspeaking,BasicComputerliteracyatAkolamanufacturing site; special treeplant training tounderprivilegedyouthsunderSEWAinitiativeatAnkleshwarmanufacturingsite.

• TARA (Tata Rallis): projects under TARA are related to girls and womenempowerment. Focus is on making them aware of their own strengths andincreasingtheirconfidencelevels,forexample,womenandgirlsacrossthecountryaretrainedinselfdefenceunderthethemeofMataRaksha.

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ImpactAssessment–IntroductionAimTheaimof this impactassessment is toprovideauseful,criticalandpracticalaccountoftheperformanceandeffectsofRallis’CSRactivities inLoteundertheheadsofRUBYandSAATHIprogrammesandtodeveloprecommendationsbasedontheperformance,effectsandimpactsoftheparticularprojects.PurposeToassesstheCSRactivitiesintermsofeffectiveness,impactonthetargetgroup,efficiencyand sustainability in order to improve its functioning and to provide Rallis withinformationneededtomakedecisionsaboutthefutureCSRactivitiesinLote.Keyassessmentquestions‐Whoiscurrentlybenefitingfromtheprojectandinwhatways?‐Dotheinputs(inmoneyandtime)justifytheoutputsand,ifso/ifnot,onwhatbasisisthisclaimjustified?‐Whatwouldimprovetheefficiency,effectivenessandimpactofthecurrentproject?‐What are the lessons that can be learned from these projects in terms of replicability,sustainabilityandeffectiveness?‐Whatisthewayforward?StructureofthereportEachprojectundertheRUBYheadwillbeintroduced,analysedandrecommendationswillbe suggested. These projects are: SSC preparatory series, personality developmentworkshops,selfdefenceandsexeducation.AfterdealingwiththeRUBYprojectssomeoftheSAATHIprogrammeswillbeanalysed,namelyactivitiesintheBelsaivillage.Basedonboth of the evaluations, aggregate conclusion and recommendations will be made as towhereandhowtomovenextinLote.Methodology‐Surveyandquestionnaireconductedamongsttheschoolchildreninthetargetschool.‐OneononeinterviewwiththekeyinformantfromtheBelsaivillage.‐ Focus groups and semi‐structured group interviews with the Gram Panchyat, schoolteachers,andschoolrepresentatives.‐CollectionofdatawasconductedinLote,analysisofdatawasconductedinMumbai.

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SecondarySchoolCertificate(SSC)preparatoryseries

BackgroundSSCpreparatoryseriesistheflagshipprogrammeoftheRalliscommunityactivitiesintheschool. The series have been conducted for the past 14 years and they have helpedhundredsofstudentstoperformwellinSSCexamsaftertheir10thgrade.TheseriesareorganizedeveryyearinJanuaryandtheytakeaformoflecturesspreadoverthree days. The nature of the lectures differs – some lectures are about general examtechniques such exam timing, writing clearly and coherently, eliminating stress; otherlecturesareaimedatspecificsubjectsandtheirrevision.Lastbutnotleast,thepreparatoryserieshelpitsbeneficiariestoclarifytheirfuturestudyandcareerplans.Inputs(dataprovidedbyMr.Anthony)Averagecostperseries/year:Rs.25,000Totalcostofallseriesconductedsofar:Rs.300,000Averagetimeinputinhours:a) Coordinator–12b) Lecturers–1c) Others–24Othermaterialinput:notebooks,tea&biscuitsandlunchtoteachersNumberofemployeevolunteersinvolved:7‐10Participation(dataprovidedbyMr.Anthony)Averagenumberofstudentstakingparteachyear:275Numberofparticipatingschoolseachyear:originally4schools,downto2schoolsIntendedoutcomeImprovedSSCperformanceandbetterstudyhabitsInformationneededScorelevelsandindicationofchangesinstudyhabitsDatacollectionmethod

A) Questionnaire(seeAppendixI),numberofrespondents68studentsfromclasses11and12,equalnumberofboysandgirls

B) Focusgroupwith12teachersDataanalysis

A) Questionnaireresponsesummary100%of therespondents foundSSCprepseriesveryhelpfulandallof themfelt that theserieshavehelpedthemtoscorebetterintheSSCexam.Thisisanoverwhelminglypositiveresponseanditprovesthattheseriesisgenuinelyimprovingtheabilitiesofrespondentstoscorebetter.

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More specifically, the respondents appreciated the given guidance on exam timemanagement,onexamwritingtechniquesandonproblemssolvingtechniques.Asfortheparticularsubjects,simplificationandexplanationofmathematics,geometricsandenglishseemedtohaveworkedforthemajorityofstudentsverywell.Inamoregeneralway,somestudents felt inspired to study more, because they could actually finally grasp the fullcontentofthesubjects.Otherstudentsappreciatedthefactthattheydidnothavetospendsomuchtimerevising,becausetheywerewellpreparedfromtheseries.Overall,studentslostmostoftheirexamfearsandasaresultfelttheycouldperformbetter.Themostcitedweaknessoftheserieswasrevisionofsciencesingeneralandofgeographyin particular. Mathematics was another frequently quoted subject for being explainedpoorly.Fewstudentsremarkedonthepaceoftheseries,someofthemconcludingthattheweakeststudentscouldnotfollowtheseriesandwouldrequirespecialcarefortheseriesto be effective for them. Also many respondents demanded preparatory series to berepeatedeveryyearinordertohavecontinuouspreparationforotherexamsandforfuturelife.Importantlessonstakenawaybythemajorityofrespondentsincludedgoodtimingskills,good exam techniquewriting, and good notes from the series itself, which helped themlater for revision purposes. Few students mentioned their increased ability to think ontheirownandtomanagetheirstresslevelsbetter,whileothersappreciatedtheirimprovedabilitytomemorisemoreexammaterial.Many of the students feel supported by their teachers and parents and teachers andparents are also the two principal agents that students seek out regarding their careerand/orfurthereducationguidance.Severalstudentsmentionedtheyfeelnosupportfromtheirparents,mainlybecausetheirparentsdisapproveofthechosencareer,mostnotablywhenstudentswanttobecomefashiondesignersorcricketplayers.Students’answerstowhatpreventsthemthemostfrompursuingtheirdreamswereveryvaried and there was no one overwhelming answer. The range of answers was spreadequally between the following: lack of finances, lack of opportunities, lack of collegesnearby,lackofparentalsupport,fearoffailure,fearofgettingbadgrades.Overall,Rallisscoredwellwiththestudentsthetotalaveragebeing9.2outof10.However,only three students from the sample could name other Rallis activities other than theactivitiesintheschool.If thestudentsweregivena freehand,mostof themwouldworktowards improvingthepositionoftheirrespectivevillagesinthefollowingareas:health,pollutionandeducation.

B) SummaryoffocusgroupwithteachersAlloftheteachers,bothyoungandoldgeneration,agreedthattheoverallpreparednessforSSCexamshasincreasedduetoRallispreparatoryseries.Whenaskedwhatarethereasonsfor steady decline in the SSC scores aswell as in the number of passing students, theiranswerwasunanimous–therearemanymorestudentsineveryclassandthenumberof

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students iscontinuously increasingbutthenumberofclassroomsandteachers isstayingthe same.Asa result,pressure is createdand thequalityof teachingdeclines.Hence theSSCresultsaredecreasingaswell.Overall, theteachersverymuchappreciateandwelcomeRallis’helpwithpreparingtheirstudentsfortheexamsandalloftheteachershopeRalliswillcontinueinthisactivityandincreasethefrequencyandnumberofitsactivitiesintheschool.AssessmentofimpactThere is an undeniable positive impact on the performance of the students in their SSCexams.The intensity, structure, andconductof the series leaveaverygoodmarkon thestudents’learninghabitsanditincreasestheirwillingnesstolearnmoreandtodowellintheirexams.Duetotheseriestheyfearlessandtheiranxietydecreases,allowingthemtoperformbetter. Therefore, in the short term, the situation of the students improves andtheyfeeltheyscorebetterduetothepreparatoryseries.In the long term, the impact of the series is less obvious andmuchmore questionable.OverwhelmingmajorityofthestudentsisunabletopointouttoasituationorscenarioinwhichtheywereabletobenefitfromthelessonstheyhavelearnedotherthanintheSSCexams.Thissignifiesveryshort‐livedimpactoftheseries.Furthermore,inthelongrunthescoresandthenumberofpassingstudentshaddecreased,whichcontradictshowstudentsthemselvesfeltabouttheseries.Thereforethereisadiscrepancybetweentherealresultsandthepresumedorassumedresultsasfeltbythestudents.Asacompanyandasabrandname,Rallisisunknowntothestudentsand98%ofthemisunawareofthebrandanditsotherCSRactivities.Recommendations

• Keepthecontinuityofthepreparatoryseriesandpossiblyextendittoasmanyclassesaspossible.

• Improvethestructureoffeedbackformsthatarehandeddirectlytothestudentsaftertheendoftheseries.ThisnewfeedbackformshouldincludedetailedquestionsabouteachandeverysessionconductedsothatRalliscankeeptrackofwhathasworked,whathasnotandwhatneedstobeimprovedinthefollowingyears.

• Startmonitoringstudents’performancebeforetheseries,aftertheseriesandaftertheSSCexamsandseehoweffectivetheseriesreallyareintermsofimprovingstudents’grades

• Organiseaworkshop for the teacherswhichwould teach themhowto includemoreandbetter exam tips, examwriting techniques, etc. into their daily teaching. In thisway, thestudentscanfeelcontinuouslylookedafterandwellpreparedtosittheexams.

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Personalitydevelopmentworkshop

BackgroundBased on the need assessment and requirements of the students themselves, Rallis hasconductedthreedayspersonalitydevelopmentworkshopforstudentsingrades8thand9th.TheworkshopwasdevelopedandledbytheheadofRallisCSRMs.Jignyasa.Itincludedicebreakingactivities,games,andperformanceinfrontofanaudience,aswellasmotivationallecturesanddiscussionsaboutfulfillingdreamsandreachingpotential.Themainreasonsforimplementingthisworkshopweretoempowerthelocalyouthandtoimprovetheirconfidencelevelsastheirfamilyandlocalcommunityoftendoesnotsupportthemenoughintheirdreamsandactivities.Inputs(dataprovidedbyMs.Jignyasa)Totalcostperyear:notspecifiedTotalAveragetimeinput:

a) Coordinator–28hoursb) Volunteers–25hoursc) Others–notapplicable

Othermaterialinput:chartpapers,sketchpens&oldmagazinesOutputs(dataprovidedbyMs.Jignyasa)Numberofbeneficiaries:notspecifiedNumberofworkshops/lecturesgiven:notspecifiedIntendedoutcomeIncreasedconfidenceInformationneededIndicationofchangesinstudents’confidenceDatacollectionmethodA) Questionnaire(seeAppendixII),numberofrespondents:60studentsfromclass9and

10B) Focusgroupwith12teachersDataanalysis

A) QuestionnaireresponsesummaryTheoveralllevelofconfidencehasincreasedandthiswasfeltby100%oftherespondents.There were three specific areas in which the students have developed their confidencelevels:Firstofall,majorityof themhad lostmostof their fears.Predominantly they lost fear totalkinfrontoftheaudienceortheirclassmates,andtheyalsolostfearstotalkinfrontoftheirseniors,authoritiesandteachers.Nowtheyarenotafraidtoparticipatemoreinclass

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activities, extra‐curriculum activities and they are eager to take part in all of thecompetitions(singing,dancing,drawing,speech).Furthermore,theylostmostoftheirfearsisthepursuanceoftheirdreamsandidealcareers.Aftertheworkshoptheynowknowthatnothingisimpossibleandskyistheirlimit.Oneofthestudentsnoted,thatheisnolongerafraid to pursue his hobby as a career choice. Finally, loosing fear was connected withpersonal fears of, for example, heights or fear of going to new places andmeeting newpeople.Alltheseseemtohavedisappearedaftertheworkshop.Asecondareainwhichtheirconfidencehasimprovedisapersonalappreciationofselfandthegoodqualitiesonepossesses.Majorityofthestudentsarenowconfidentthattheyhavegood qualities, which they can deploy for their own benefit and for the benefit of thecommunity.Theyalsobecameawareof theirweaknessesandarenowready toworkonthemandtoimprovethem.A third area is improved confidence in their leadership skills. Most prominently somestudentsmentioned situations inwhich they felt theyhavebecome leaders.One studenthastaughtanoldladythebasicsofreadingandwriting.Anotherstudenttaughthisfriendhowtorideabike,whereasthethirdstudenthelpedsmallchildrenwiththeirreadingskillsandthe fourthstudent trainedtenwomen inself‐defense, the fifthstudent iswritingherownplay.Manystudentsfeelsupportfromtheirfamilies,however,asignificantnumberdoesnotgetanyhelpandsupport from their familyandsomeof themareevendiscouragedby theirparentsinpursuingtheirdreams,becausetheirparentsthinktheirchildrenarenotsmartenough.Careerguidanceandworkshopsregardingvariouscareerpaths(army,teaching,sciences,etc.)wereverymuchrequiredbymajorityofthestudentsinthebelievethatsuchguidancewouldhelp them to aimhigh and to choosewell dependingon their skills andqualities.Equallypopularwasademandformorepersonalitydevelopmentworkshopsandforthemtobereplicatedtootherstudentsintheirschoolandalsoinotherschoolsinthearea.Someof the students were willing to offer their own teaching skills and teach personalitydevelopmenttootherstudents.98%oftheboyrespondentsexpressedtheirwishtohavemore sports training, which would help them to achieve their dreams of becomingprofessionalplayers.If the students were given enough power, they would decrease pollution, increaseprotection of the environment, have more tree plantations, better infrastructure, waterdrainsandwatermanagementandmorehealthcheckups.

B) SummaryoffocusgroupwithteachersAll of the teachers have agreed that students are becoming more confident the moreopportunities and care they are given. However, they are experiencing difficulties inhelpingouttheirstudentsoutsidethemandatorycurriculum.Therearemanyreasonsforthis happening but amongst the most frequently mentioned reasons were: too manychildren per class, the lack of teachers’ training and the lack of teaching material. The

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teacherswouldwelcomenewprojectsaimedatdeveloping students’ confidence throughactiveparticipationandgivingthemopportunitiestotrytheirbest,however,therearenotenough resources, time andmanagement support for these projects. The teachers wereclearthattheycannotdotheseprojectsalone,withoutoutsiders’help.ImpactAssessmentBefore the questionnaire I led a 15 minutes long class discussion on the theme ofleadership, personaldevelopment and thepastworkshop.The studentswere responsiveandtheyhaverememberedquitealotfromtheworkshop.Majoritywasabletogivegoodexamplesofwhatleadershipandpersonalitydevelopmentmeanstothem,provingthattheworkshophasplanteditsseedssuccessfully.Theworkshophascertainly increased theirconfidence inshort termand there isahopethatitwillstaywiththemforthecomingyears,eventhoughthelongtermimpactwillbehardtomeasureoutsideaproperlymonitoredenvironment.Theimpactisalsolimitedbythe fact that the studentshavenoopportunities and chanceswhere toput their skills togooduseandwheretoapplytheirleadershippotential.Theyarenowawareofsuchskillsandqualities,butthereisdangerthatitwillallgotowasteifitisnotfurtherencouraged.Asacompanyandasabrandname,Rallisisunknowntothestudentsand99%ofthemisunawareofthebrandanditsotherCSRactivities.RecommendationsIn order to increase the impact and tomake personality developmentmore sustainable,Rallisneedstopursueitsactivitiesasacombinationofalongtermworkandengagementwiththeparents,studentsandteachers.Theprogrammesneededtogofurtheranddeeperandneedtocreateopportunitiesnotmerelyfulfillingneedsandgaps.ParentsEducateparents:evenifthestudentsfeelconfidentandreadytoseizeopportunities,theymustfeeltheyaresupportedathome.Familysupportprovestobecrucialinruralvillageset up, because the village life is centred around family life. If the family disagreeswithchild’sdreams,ambitionsandfutureplans,thechildishardlygoingtopursuethem.Ifthefamilyismerelyambivalenttowardstheirchild’sdreams,ambitionsandfutureplans,theresultisthesame–theirchildwouldnotfeelsupportedandwouldbetooworried,anxiousand stressed about taking the next step towards their career. Therefore parents is acategory deserving its own focus. The focus could be channelled through the followingmethods:

a) Organise focus groups in the village about the importance of education andgeneralparentalsupportforbothgirlsandboys;letthemethodologybedraftedbyanNGOor Ms. Jignyasa but let Rallis employees to conduct the focus groups. Have a follow uphouseholdvisits,onebyone,anddiscuss themattersagainbut this time informallyoverchai. Next, assemble only the women (mothers) of the village and again, explain the

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messageseparatelytothemandaskthemandteachthemhowtogently“manipulate/trick”theirhusbandsintosupportingtheirdaughters(orlesslikelybutequallyimportantlytheirsons),shalltheybecategoricallyagainsttheirdaughter’seducationorherotherplans.

b)Theteachersareoftenabletopointoutwhichstudentscomefromunsupportive,or even abusive family background. Teachers’ best judgement and their unique insiderknowledgeshouldbeusedfortargetingthoseunsupportiveparentsandsubsequentlysuchfamiliesshouldbegivenextracareandattention.

c) Involve parents in the school and its activities. For example, organise “SchoolOpenDay”whenparentswillbeabletodriftinandoutoftheclassroomswhenteachingisgoingon. In thisway, theywillbeable to seehowandwhat their childrenare taughtatschoolandhowdoesanordinarydayatschoollooklikeandfeellike.Orhelptoorganiseschool drama production and involve parents in it, by asking the mothers to help withcostumes,fatherswithprops,etc.Ororganiseafoodcompetition–themothersandtheirchildrencouldpreparetogetheronesimpledishorsweetandthejury(composedofRallisemployees)will judge thebestdish/sweet for its taste, look, innovationorarrangement.Whatever it is, the programmes need to be based on parents’ participation and directinvolvement,otherwiseitisalostcause.StudentsStudents,being thekeybeneficiaries, shouldbegivenopportunitieshowtoexpress theirnewlygainedconfidence,skillsand leadershippotential.Theresultsof thequestionnairepointtowardstwopossibleareasworthpursuing:

A) Careerenhancement

• “Careerday:” there isahugedemandforcareerguidance,careerworkshops,Q&Asessions about various routes and education opportunities. It would be reallyhelpfulifRallisorganisedandplannedacareerdayandinvitedvariousprofessionalrepresentatives from the fields of engineering, IT, civil service, administration,business,arts, sportsandhavebriefingsessions,paneldiscussions,etc.Dedicateawholedayforitandengagestudentsin9th‐12thclass.

• Inspirational trips toHO inMumbai: thecompanyshouldorganisea3‐4days tripforthebestandmosttalentedstudentstoitsHOinMumbaiandprepareaprogramforthemrangingfromsightseeing,tospendingsometimewiththeexecutivesofthecompany,etc.

• ShadowingschemeinLotefactory:activeandinterestedstudentsshouldbeofferedanopportunitytospendadaywithRallisexecutive,shadowinghimandseeingwhattypeofworkhedoes,howdoeshisordinarydaylooklike,howdoesheinteractwithotheremployees,themeetingsheattends,etc.ThiswouldhelptobuildawarenessaboutRallisanditwillalsodirectlyteachthosemotivatedstudentshowdoesitfeelandwhatdoesitmean/involvetoworkatthetop.

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B) Personalitydevelopmentinsustainablepractice

• Develop and support scheme of activities which would enable the students toexercise their newly discovered skills, enthusiasm and leadership potential. Theyweretoldtofollowtheirdreamsandtodevelopthegoodqualitiestheyhave,butitseemstherearenoopportunitiesforthemwithintheschoolortheirvillage.Giventhat many students like reading, writing and performance, there are ample ofopportunitiesforRallistofacilitate,developandsupportnumerousschoolprojects.Theseprojectscouldbecomebrandedprojects,sothatallthestudentswillassociatethemwith Rallis and hence all the parents will associate themwith Rallis. Someideas for projects,which canbe easily branded, andwhichhave low start up andmaintenancecostsarelistedbellow.Thepatternandstructureofsuchprojectsarewell known and have been successfully andwidely implemented in the USA andEurope. Therefore there is awealth of know‐how information and organizationalmodelshowtoorganise,runandsupportsuchprojects.

a) Starting a school newspaper: each class would have a representative who would be

responsiblefortheclasscontributiontothenewspaper.Therecanbeateamoftheoldeststudents, who would be the editors, graphic designers, etc. and the newspaper couldinclude stories, crosswords, cartoons, jokes, school news, and much more. The wholeproject would be supervised by a teacher or two and/or Rallis employee volunteer.Photocopies of the newspaper would be made by Rallis and the newspaper would bedistributed to the classrooms. Thiswouldmean very little financial costs to Rallis but itwouldcreateamazingopportunitiesformanytalentedstudents.

b) Schoolplay(fulltheatreproduction):firstofallthereshouldbeacompetitionamongstthestudents to write a play or at least ideas for a possible play. After the selection of thewinner, the play can go to a full production – casting the students, having a studentdirector, having a small teamof students designing the costumes (could also engage themothersofstudents),havingstudentswhodesignpostersandadvertisementmaterial,etc.Supervised and helped by teachers and Rallis employees. The whole locality should beinvitedfortheshow,includingRallisemployeesandparents.Ralliscouldsponsorthecostsoftheplay(i.e.costumes,makeup,postersprinting,etc.).

c) Book club + school library: the school desperately needs a school library or just a smallleisure library to beginwith.Many students are keen readers but theyhavenowhere toborrowthebooks.Rallisshouldmakeacallforbooks(organise“abookdrive”)throughouttheir sales/manufacturing locations and ask Rallis employees to each donate a booksuitableforstudentsaged10‐18,perhapstheirfavouritebookwhentheywereatthatage(preferablyinortranslatedtoMarati).Studentsshouldbeencouragedtoreadandtokeepabookdiary,wheretheykeeptrackofthebookstheyhavereadandwhichtheycanlaterdiscussduringthemeetingofabookclub.

d) “Saathi”Teacher(student‐to‐student tutoringscheme): thereare901studentsaltogetherbut57.3%(517students)areinclasses8,9and10(appendixIII).Thereforethereisabigpotentialofsomeverybrightstudentswhocanhelpouttheweakerstudentsintheirown

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classor intheclassesbelowthem.Thereshouldbea formaltutoringsystemestablished,wherestudentswilltutorstudents,supportedbyandsupervisedbyateacher.Thestudent‐tutorwouldbegivensomepreparatoryworkshoponhowtoteach,interact,etc.andwouldbeaskedtoprepareaweeklyoutlineofwhatshe/hewantstoteach,howhe/shewantstogo about, what exercises is she/he going to conduct, etc. This weekly outline will besupervisedanddiscussedwithateacherpriortothetutorial.Thetutorialgroupscanbeassmall or as big as per demand‐supply ratio. The tutorial sessions could be held duringlunchtimes,orbefore/afterschool.

e) Studentcinema:anideacomingdirectlyfromoneoftheteachers.Screeningfilmsand/ordocumentsabout theworld leaders,suchaNelsonMandela,Dalailama,Ghandi,andfilmsand/ordocumentsabout leadership.Ralliswouldhavetoinvest intoaprojectorandintobuying the DVDs but this relatively small investment could have potentially very wideimpactandcoverthewholeschool.Thescreeningscouldhappenduringschooltime(onceamonth)orafterschoolorduringthefreedays.Rallisemployeeswouldberesponsibleforchoosingafilm,introducingittothestudentsandorganisingthescreening.Thesamecanbereplicatedfortheinterestedvillagersfromthelocalvillages.

f) Rolemodel lectures: as suggested by Rallis vice president of HR, there should be a rolemodel lecture series, whereby the school and Rallis invite inspirational speakers andindividuals who succeeded in their lives. They would need to come from similarbackground asmajority of the students, so that the students and parents can relate andreallystarttobelieveinthepowerofeducation,willanddetermination.Teachers

• Organisedevelopmentworkshops for teachers, so that they learnnew techniquesandmethods and improve their existing teaching skills. Thiswillmake them intobetterteachers,itwillreflectontothestudents’knowledgeandabilitiesaswell.

• Teachtheteachers:providetrainingfortheteachersoftheschool inhowtoteachbetter, how to motivate their students, etc. NGO or specialist consultantsinvolvementwouldberecommended,butpriortoanyengagementthereshouldbeasurvey/focusgroupconductedwithalltheteachersinordertoassessthesituationandfindouttheareaswhichneedthemostdevelopmentandtraining.

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Empoweringwomenandgirls:sexeducation&selfdefenseBackgroundRallishasfocusedonwomenandgirlsthroughtheircorporatelevelCSR,namelythroughRUBY (RallisUjjwalBhavishyaYojana) andTARA (TataRallis). EmpoweringwomenandgirlsinruralIndiahasbeenalongstandingthemeformanycompaniesandnotforprofitorganizationforalongtimeandRallisisnoexception.Sex educationwas identified as ameans throughwhich the girls can gain confidence byunderstandingtheirgrowingupbodiesandmaturingidentity.Basicbiologicalinformationabout femalebody is frequently a taboo formanyof thevillagemothers and there isnosharing of information or mentoring regarding matters such as menstrual cycle orpregnancy. Therefore the girls feel unsecure and hapless. Sex education was conductedthroughaseriesoflecturesandworkshopsledanddevelopedbyMs.Jignyasa.Self defensewas identified as ameans throughwhich the girls become confident aboutprotectingthemselvesandtheirfriends.Longtraveldistanceorlongwalkingdistancewasoftencitedbytheparentsasareasonfornotsendingtheirdaughterstoschool,becauseitwastoodangerousforthem.Thereforeselfdefensetrainingwasprovidedforthegirls inordertoeasetheirparentsworriesandtoincreasegirl’sconfidence.Self defense training was conducted through numerous practice sessions led by Ms.Jignyasa.TheoriginalmovesandsequenceofthemoveswasdevelopedbymartialartsfansemployeesfromTATAChemicals.Inputs(dataprovidedbyMs.Jignyasa)Totalcostperyear:notapplicableTotalAveragetimeinput:

a) Coordinator–16hoursb) Volunteers–6hoursc) Others–notapplicable

Othermaterialinput:photocopiesoflessonstaughtOutputs(dataprovidedbyMs.Jignyasa)Totalnumberofbeneficiaries(directlytrainedgirls):notspecifiedTotalnumberofworkshops/trainingsconducted:notspecifiedIntendedoutcomeIncreasedconfidenceInformationneededIndicationofchangesinstudents’confidence

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DatacollectionmethodQuestionnaireamongst30girlsfromgrades8thand9th(appendixIV)DataanalysisThe class discussion on empowerment and equal opportunities did not reveal muchinformation, becausemajority of the studentswerenot familiar enoughwith the idea ofempowerment and equal opportunities. They did not seem to understand the terms, letalonethecontentoftheterms.Majorityofthegirlswerewellawareofselfdefensetrainingandfourofthemperformedthemovesinfrontofthewholeclass.Inthequestionnaireallofthegirlsfoundselfdefensetraininghelpfulandtheyacknowledgedthattheyfeelsaferandabletoprotectthemselvesnow.Fortunately95%of thegirlsdidnotneedtousethetechnique intheirreal life,butthereweresomegirlswhousedtheirnewselfconfidence in fewscenarios.Forexample,oneofthegirlswaswaitingforherbuswhenamaninacarapproachedherandaskedhertositwithhiminhiscar.Sheputonaconfidentlookandstartedtoreachforhershoe.Thisshowedthemanthatshewasnotscaredandhedroveoff.Anotherofthegirlswasonabuswhenmenaroundherstartedtospeakinabusivelanguage.Shestoodupandpretendedtobestrongandconfidentandtheyleftheralonethereafter.Aroundhalfofthegirlstriedtoteachtheirtheselfdefensetechniquetofriends,familyandneighbours,whereas theotherhalfdidnot attempt.Therewere fewoccasionswhen thegirls tried to teach the technique to others but were not successful, because the otherslaughedatherandmockedher.Sex education was a much more difficult topic to talk about, because the girls were,understandably,veryshy,eventhoughtherewasnomalepresentintheroom.Thereforeitwasimpossibletoaskthemdetailedquestionsonwhattheyhavelearnedandiftheyhavelearnedanythingparticularlyusefulandwhattopics/issuestheywouldliketoberepeatedorelaboratedfurther.HenceIwaslefttoaskthemoregeneralquestions,answerstowhichrevealedthatthegirlsfeelmoreconfidentabouttheirbodiesandhenceabouttheirlife.ImpactassessmentBothselfdefenseandsexeducation fulfilled itspurposeand left thegirlsmoreconfidentandfeelingmoreempowered.Intheshortterm,thesuccessofbothoftheprogrammesisclearlyvisible.However,bothoftheprogrammesareunsustainableanddonotdevelopthecommunity.Aprovocativequestionarises:someofthegirlsnowknowfewselfdefensemoves,sowhat?!Theprogrammesdonotgenerateanyopportunities,theymerelygivethegirlssometoolshow to feel a bitmore confident. The impact of sex education ismuchmore difficult tomeasure,because thereareonlyvery fewmeasurable indicators,whichwere impossibleformetouse.Ipresumethegirlsarenowmoreawareoftheirmenstrualcycleandpossiblepregnancy,butitisjustapresumptionbasedonobservationsandnodata.

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Recommendations

• Selfdefenseisaveryparticularproject,whichisdifficulttopiecetogetherwithanyother CSR activities, because it is very difficult to see how does it effect thecommunity and what opportunities it creates. It seems that none has asked thefollowingquestions:whatisthepoint,whatarethereasonsandhowdoesitfitintothe grand scenario of CSR in Lote? Yes, itmight give the girls confidence but themainreasonwhyitwasimplementedweretheparents,whowereworriedtosendtheirgirlstoschoolsfaraway.Aretheparentsnowwillingtosendtheirgirlstofarawayschoolsjustbecausetheyweretaughtfewdefensemoves?Difficulttoanswer.Perhapsitwouldbemuchmoreeffectivetostartaschemeofschoolbusesand/or“walking groups”, whereby students from the same area/village walk to/fromschooltogether.Toconcludewith,teachingselfdefenseisbynomeansaveryusefulthing to do, but it does not seems to be very strategic project for CSR in Lote, oranywhereelse.

• Sexeducationshouldbeintroducedintotheschoolcurriculumandtaughtinsmallgroups of students, little focus groups of girl students with female teachers. Thesame should be introduced for boys, so that they understand their bodies andgrowingupbetteraswell.Furthermore,theboysshouldbeexplainedwhatgirlsaregoingthrough,howtheyareeffectedbyhormonesplusthereshouldbeabasictalkabout domestic violence and behaviour towards girls and women – hammer thepoint home that women are not objects and must be treated with care andgentlemanmanners.Sexeducation isaverydelicate subject to teachanywhere intheworld and in order to have a lasting impact on the community it needs to bedoneonalargescale.Rallislecturesonsexeducationareagoodbeginningbutthereismuchmorethatneedstobedoneforittobeeffective.

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Overallrecommendations:systematicchanges

• Maketheprojectsmoresustainableandreplicable:eventhoughtheworkshopsonpersonalitydevelopment,selfdefenseandsexeducationhavebeensuccessfulandstudents have enjoyed them, they are not sustainable at all, because they are allcentredaroundoneperson,Ms.Jignyasa.IfRalliswantstoreplicatethisinLoteandalsoinotherlocalities,Ms.Jignyasashouldwriteupaproperteachingplan,teachingmethods,includingdetailedplanofallthelectures,gamesandbondingexercises.Inotherwords,thereshouldbeamanualand/orworkshopsorganizedbyhertoteachothers how to conduct these workshops, so that the outreach increases and theworkshopsbecomeindependentofherpersonality.

• QuantityvsQuality:whyistheschoolincreasingtheintakeofstudents?Therearenotenoughclassroomsandteachersforsomanystudentsandthereforethequalityofeducationdecreases. It ishighlyquestionablewhetherthis isacorrectstrategy.Anexpertadviceshouldbecommissioned,perhapsinaformofathirdpartyaudit.Theschoolneedsprofessionalhelpwithitsmanagementandstrategies.

• Organising a school bus trust/foundation/organization/scheme – long distancefrom the villages to the school seems to be a problem for everyone. Parents,teachers, students alike. It was frequently mentioned in the questionnaires andduringthefocusgroups.Thereforeitisinevitabletoask:whydonotyoutrytosolvethis problem directly, rather than trying to circumvent it? It is clear andunderstandablethatRalliscannotinvestintoschoolbusesanditsmaintenance.ButwhycannotRallisfacilitateandorganiseabusschemefortheschool,wherebysomeoftheotherchemicalcompaniesgiveacontribution(sumofmoney)totheschemeinorder to fundoneof thebuses?Rallis itselfdoesnotneed to investanything, itwill merely organise, manage and provide the logistics and structure. The busscheme/trust/fund could operate under Rallis’ name and as such become a verywellbrandedprojectknown toall students, theirparentsandothervillagerswhowouldseethebusescomingandgoing.

• TOBENOTED!Developmentoftheschoolisasystematicchainofeventsanditisa

longtermproject,whichneedstohavepropervision,goalsandstrategies.Itwillbeineffective to just concentrate on one of the areas and leave the other areasuntouched.Anythingthatwillbedoneneedstobewellplannedoutandsystematic.Itneedstoinvolveextensiveworkwiththeparents,teachersandstudents.

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CSRactivitiesatLoteunderSAATHI

BelsaivillageBackgroundBelsaivillage is locatedonthehilltopinthevicinityofLote.Afteraskingthegovernmentmanytimesbutfailingintheirrequests,thevillageisnotconnectedtowaterpipelinesandhasnotbeenprovidedwithanyotherdrinkingwaterfacilitiesbythegovernment.Belsaiistherefore completely dependent on natural resources and theirmain source of drinkingwaterisdamsandwells.DuringJanuary2009thewholevillageexperiencedseriousdrinkingwatershortagesandasked the chemical companies based in Lote to help them and to provide them withdrinking water in water tanks. Rallis was one of the companies which took part in thecollectiveeffortandprovidedBelsaiwithdrinkingwater.Inthepast,RallishasalsosupplementedBelsai’sschoolwithbooks,notebooksandschooluniforms for students from poor backgrounds. Apart from the Belsai school, Rallis alsoprovidessuppliestoothertwoschoolsintheareaofPeerLoteGrampanchayat(PeerLote,Belsai,Songaon).TheannualdistributionofsupplieshappenseveryAugustandsometimesinOctoberaswell.

A) DrinkingwaterInputs(dataprovidedbyMr.Anthony)Totalcost:Rs.12,000Averagetimeinput:

a) Coordinator–8Hrs.b) Volunteers–48Hrs.(8volunteers)c) Others–12Hrs.d) Othermaterialinput:vehicle,tankerwithwater,photography

Outputs(DataprovidedbyMr.Anthony)Numberofbeneficiaries:50familiesLitresofwatersupplied:25,000

B) Books/uniformssuppliesInputs(dataprovidedbyMr.Anthony)Totalcostperyear:Rs.10,000Averagetimeinput:

a) Coordinator–6Hrs.b) Volunteers–4hrs.c) Others–8Hrs.d) Othermaterialinput:notebooks,uniforms,vehicles,photography

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Outputs(dataprovidedbyMr.Anthony)Numberofbeneficiaries:150studentsin3schoolsNumberofnotebooksdistributed:500Numberofuniformsdistributed:50IntendedoutcomeImprovedwatersituationinthevillage,improvededucationsituationinthevillageInformationneededIndicationofchangesinwatermanagement,indicationofchangesineducationDatacollectionmethodOne on one semi‐structured interviewwith the head of the village,who is native to thevillageandhasbeenacommunityleaderforthepastfifteenyears.AssessmentofimpactRallis has a positive reputation in the village and its surrounding,mainly because of itspersonalisedapproachandhumanelyappearance.Unlikeitscompetitors,Rallisemployeesand representatives are seen as alwaysmaking an effort and actually visiting the villageitself, meeting the villagers and trying to understand their problems and needs. It wasclearlypointedoutbythePanchyatleaderthatRalliscompetitorsusuallyonlygivemoneytothevillageaspartoftheirCSR.Rallisisseenasabitdifferentinthissense,havingamorefriendlybrandimage.However,thereisnostrategicandlongterminvolvementinthevillage,apartfromfulfillingtheir immediateneeds inwater suppliesandschoolequipment suppliesandeveryotherchemicalcompanyintheregiondoesthesame.ThereforeRallisdoesnotstandoutforitsachievements,merelyfortheirpersonalizedattitude.ThereisnosustainabilityintheCSRprojectsinthevillageandalltheimpactboilsdowntoRallisbeingviewedpositivelybasedon their charitablegifts andwelcomingmanagementbutnothingelse. IfRallis abandonstheirCSRactivitiesinthevillage,nothingwouldchangeinthevillage,whichillustratestheshortlivedimpactofcharitablegifts.

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GramPanchyat

Ihadaroundof3hoursdiscussionswiththerepresentativesoftheGramPanchyatandthediscussionwassemistructuredbasedonseveralquestionsandthemes(appendixV).ThebrandimageofRallis isstandardcomparedtootherchemicalcompaniesinthearea.Rallisisknownfororganisingactivities,ratherthanjustgivingthecommunitylumpsumofmoney.Thisisaverypositivedevelopmentbutthequestionis,howcanRallisliftuptheirbrandimage,maketheirprojectssustainableandlasting.The most prominent and evident concern amongst the villagers is employment, moreimportantly,thelackofit.Manyvillagersareunemployedandthemainexplanationforthehigh unemployment rate is of course, the chemical factories and their unwillingness toemploy local people. The villagers blame the factories for taking away their land, forpolluting the land which was not taken away and for refusing to employ the localpopulationandinsteadcontractingoutemployeesfromoutside.EveryoneinRallisisawareof this major concern but nothing can be done about it, because villagers lack basiceducationandthe factorycannotemploythemdueto lackofskillsandqualification.Thefactory has been looking into lowering the entrance criteria for certain jobs as well aslookingforwayshowtoeducate,train,recruitandemploytheyounggeneration.Nothingelse can be done by Rallis regarding direct employment in its factory, which isunderstandableanditispartofagreaterbusinessdecision.ThereforeRallisshouldlookatotherwayshowtodevelopthelocalcommunity.Frommydiscussionswiththemitseemstherearetwopossibleways:

a) Outsource locally: whatever material and goods can be manufactured,produced,soldbythe localvillagerstoRallis,Rallisshouldtrytobuythem.Forexample,Rallis could commission the local carpenters to produce the pallets for keeping boxes.Another example would be to set up a small scale factory, which would produce goodsneededforRallis’and/oranyotherchemicalcompany–goodssuchasuniforms,gloves,orplasticdrums,containers, tins,etc.Thiscouldbedonetogether inapartnershipwiththevillages,sothattheyhavetheirownstakesandinvestmentinvolved.

If there are problems with logistics, transportation or quality, Rallis could help theproducersormanufacturestoovercometheseproblems.Asamatterofinterest,oneoftheRallis’ competitors has already partneredwith one of the villages and they built a smallscalefactoryformanufacturingtinsforthecolourstheyproduce.Boththevillageandthecompetitorhave contributed to thedevelopmentof the factory.Hence, the competitor isnowgettingcheaperproductsforitscorebusinessandthevillagersaregettingincome.

b) Renew sustainable livelihoods: what would happen if all the factoriesdisappearovernightandthelocalcommunitywon’tbeabletodependonthecompaniesatall?Whatwilltheydo?TheansweroftheGramPanchyatwasquitestraightforward:theywouldhave togoback to farming.Andwhyarenot they farmingnow, if theycannotgetemployment elsewhere? Apparently because the farmland has been polluted by all the

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chemicalsfromthecompanies.Nevermindwhoisthegreatestpolluterintheregion,itisnotablamecompetition.Rallisshouldstepin,regardlessoftheircleanmanufacturingandvery little pollution. Being activewithin the community andhelping the farmers to startfarming again and helping the villagers to go back to their original livelihoods coulddevelopintoasuperbbrandedproject.However,itwouldrequiretoconductproperneedassessmentandverydetailedscreeningofthefarmingsectorinLote,includingsoiltesting,teachingthevillagerswhat/when/howtogrow,conductingamarketresearchregardingthespecificcropthatcouldbegrownandpotentiallysoldforprofit,etc.

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ConclusionsonimpactassessmentinLote

TATA Ethos: “TATA CSR leverages theunique resources and expertise of thecompany to create economic value bycreatingsocialvalue”Three hours workshop on water management, several tree plantations per year, blooddonationdrives,givingoutnotebooksanduniforms,trainingstudentsinselfdefenseisallvery well, beneficial and much needed. It satisfies the urgent needs of the community.However,itisnotcreatinganysocialvalue.ItisnotsustainableanditdoesnotdevelopthecommunityanditdoesnotpromoteRallisasabusiness.Alloftheprojectshaveshort‐livedeffectsandtheiroperationalprocessessolelydependedononepersononly.RallisCSRisatitsveryearlystage,whichisaptlyillustratedinthediagrambelow.Sofar,Rallis has been reacting to problems of the community out of being concerned andgenuinelywillingtoansweranypleasofhelpfromthecommunity.

Source:TATAIndexforSustainableHumanDevelopmentThe aspiration for Rallis, as for any TATA Group company, is to get to stage 4 of thediagram.However,thejourneyislonganditwilltaketime,effortandmostimportantlyitwillrequirechangeofthinkingfromthoseresponsibleforCSRinRallis.

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To beginwith, the abbreviation CSR stands for Corporate Social Responsibility and it iscertainlynotsimplyCD(CommunityDevelopment)astheycallitinRallis.Rallisismissingoutcompletelyonunderstatingthemeaningofcorporateincorporatesocialresponsibility.Itisnotacharity,it isnotsocialwork,itisnotruraldevelopment.CSRisaboutbrandingcompany’s image through creating self‐sustainable projects benefitingboth the companyandthetargetbeneficiaries.Whatdoesthewordcorporatemean? It isnot thepublicauthoritiesorNGOsdoingtheirfairshareofsocialresponsibilityforourharmedenvironment,pooreducation,oppressedwomen, and lost livelihoods. It is the richandpowerful corporateworldwhich is slowlystartingtoitsundeniablepower,wealth,andknow‐howtocreateopportunities,andhencetocontributetothesolutionofsocialissues.Toconcludewith,IwouldcompareCSRinLotetoasandcastle:RallisCSRinLoteitislikeasandcastle–itisnice,prettyandeffectivewhenyouarebuildingitandwhenitstandsbutitwashesawayquiteeasilyandallthegoodnessinitandallthehardworkbehinditislost.AllthatremainsarethetrophiesandphotosinPRmaterial.

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Generalrecommendations

1) ConductproperandverydetailedneedsassessmentinLote.2) Createemployeevolunteerismdatabaseinallsalesandmanufacturinglocations.3) One of the first things I asked the CSR team at Rallis was about their budget. I was

surprised that theydidnothaveone.Rallisneeds to start allocatingbudget to theirCSRactivities in Lote (supplybased allocationof funding) andnot the otherway round, thatCSR is financedasper the specificdemandof theCSR team(demandbasedallocationoffunding).DemandbasedallocationoffundinggoesagainststrategicthinkingbecauseitcanfracturethewholelogicandpurposeofthatparticularCSRproject.CSRactivitiesarenotashopping list! You cannot just decidebasedon intuition andpersonalpreferenceswhichactivities to support and which not to support. You cannot just cross out this and thatbecauseyoudonotlikeit.Andthat’sexactlywhathasbeenhappeninginRallis.HowcanyouplanstrategicallyifyourwholestrategyisbasedonmercyofyourMD?Howcanyouplan, innovate and think in advance if you have no idea howmuch you can spend? ThecompanyhastomakeafullyreasonedbusinessdecisiononhowmuchtoallocatetotheirCSRperyearandproduceabudgetproposalforthenext5years(whichshouldneverbedecreasedbymorethan10%regardlessofthecompany’sfinancialresults).Inthisway,theCSRteamcanthinkinadvance,planandmakestrategicdecisionsastohowtoallocatethebudget andwhat activities they can finance andwhat is beyond theirmeans. Of course,extrabudgetaryexpensescouldalwaysbesuggestedanddiscussedwiththeMD.

4) Hire/contractoutaCSRpersonresponsibleonlyforLote.5) HavecleardistinctionbetweenexecutiveCSRheadandoperationalCSRpersonnel:

‐ItisimpossiblefortheexecutiveCSRheadtotravelalloverIndiaandteacheveryoneselfdefense. Does the head of manufacturing spend his time helping to manufacture theproducts?Surelyhedoesnot.ThereisnoreasonfortheCSRexecutivetospendtimeinthefield–he/sheshouldbethethinkerbehind,leavingtheoperationalsideofCSRtoher/hissubordinatesandmostimportantly,tothevolunteeremployees.Theproblemis,thatthisisexactlywhatMs.Jignyasaseemstobeenjoyingthemostandthat’swhatsheisgoodthat.People loveher, she is rememberedwell,herpersonality ischarming, she isdetermined,sheispassionate,sheisanexcellentfieldworkerandsocialworker.However,thepositionofCSRheadrequirescompletelydifferentmindsetandexperience.‐Currently,RallisCSRissoself‐centredandsounsystematicthatifMs.Jignyasaleavesthecompany today, there would be no CSR in existence tomorrow, because she is the soleownerofalloftheprojectsandshecorrectlycallsthem“herbabies.

6) Rallis needs to start having projects under their name, i.e. branded projects! So that aprojectandthegooditbringstothecommunityisimmediatelyassociatedwithRallis.

7) Developproperstrategywithsetprocesses,goals,views,monitoringandevaluation–forinspirationseeTheoryofChangeDevelopment(AppendixVI).

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RallisCSRCommandments

1) Imagine:youleavethecompanytomorrow.Willtherebeeffective,sustainableCSRtheday

after?2) Imagine:thecompanyleavesthelocationtomorrow.Willitleaveasustainablecommunity

behind?3) Question:whenshakinghands,handingtrophiesandhavingsnapshotmoments,alwaysbe

criticalandaskyourself:isthisallhappeningforagoodreasonoristhisjustapretenceforcorporatePRmaterial?

4) Neverevercountyoursuccessbythenumbersofvolunteersandhoursspentvolunteering.Thatisjuststatistics.

5) Teachothersandbydoingso ignite themandmake themenvyyour job.Youremployeevolunteerismwillincrease.

6) Bepatientasqualityandmaturitynevercomeseasyorfast.7) Youmust innovateand thinkoutsideyourcomfortzone.Gobeyond themundane.Think

outsidethebox.8) Educateyourselfandbecuriousaboutnewdevelopmentsinyourfield.BecomepartofCSR

networksinIndiaandaroundtheworld.Searchforideas.Shareyourideas.Readarticles.Neverfeelyouknowitallorthatyouknowitthebest,becausethatisnevertrue.

9) Delegate!Everyoneisreplaceable.Youarenotanexception.Delegateasmuchasyoucan.Trustothers todo the job. Itwill saveyouprecious time fordoing the things that reallyneedyou.

10) Findthetimetojuststopandthink.11) TakeCSRandyour jobseriouslyandonequal footingwithsales,manufacturingorHR.If

youdonottakeisseriouslynoneelsewill.12) PrintoutandfollowyounewCSRmantra.

CSRMANTRA

Thinkdevelopment.Thinksustainability.

Thinklongtermpresence.Thinkbusiness.Thinkimpact.Bestrategic.Beinnovative.Bepatient.Delegate.

Teachothers.Teachyourself.

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Limitationsofthisreport

1) Maturity of the projects: CSR in Rallis is very new in general, and CSR in Lote inparticular.ItistooearlytobeabletotellthelongtermimpactRallisishavingonthecommunity,eventhough,bycommonsense,onecanbecertainthatmajorityoftheprojects conducted in Lote have no potential to have long term impact and todevelopcommunitiesandtobesuccessful.

2) Language barrier: the impossibility of having a dialogue with the beneficiariesproved to be really limiting, because having a translator in between someone’sthoughts,ideasandemotionsisalwaysdisruptive.Addedtothat,thetranslatoronlytranslateswhathe/shethinksisthequestionandtranslatesbackonlywhathe/shethinksistheanswer.Hence,Ibelievethatasmuchas30‐40%ofthecommunicationislostintranslation

3) Culturalbarrier:itissometimesverydifficulttoacceptculturaltraditions,believes,behaviour.Equallysoitissometimesverydifficulttojustcommunicatethemessageacrossandmakesureyouraudienceunderstandsyou.

4) Management: throughout the conductof the impact assessment, therewas lackofsupport, lackofmotivation, lackofplanning, lackoforganisation,thereforeevenifvisitswereorganised,theywerenotplanned.ThereforeIdidnotmanagetocollectenoughdatatomakethisreportmoreanalyticalandmoreindepthandIstartedtofeelverydemotivatedhalfway throughmy internship.Myproject supervisorwasnotresponsiveveryresponsiveandtherewasnotmuchdiscussionorengagementfromtheRallispointofview.Myreportishenceverysubjectiveandbasedononesidedview.

5) Lackofdata:completelackofbaselinedataforalloftheprojectsor,asamatteroffact,anydataforthewholeCSR.

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AppendixI

SecondarySchoolCertificate(SSC)preparatoryseries

1) DoyoubelieveyouscoredbetterbecausetheprepserieshelpedyouwithyourSSCexams?2) Foryoupersonally,whatwasthemosthelpful(interesting)aspectoftheseries?3) Foryoupersonally,whatwastheleast(boring)helpfulaspectoftheseries?4) Whatimportantlessonsdidyoutakeawayfromtheprepseries?5) Haveyoubeenusinganynewskills/methods/strategyyouhavelearnedintheprepseries

inyourfurtherlife?Ifyes:

a. whatlearnedskill/mechanismdidyouuseb. inwhatsituationhaveyouuseditc. howexactlyhasithelpedyouorimprovedyourperformance?

Ifno:a. Whatdoyoubelievearethereasonsfortheprepseriesleavingnoanimpactonyou?6) Doyoufeelyouhavesufficientsupportandguidanceincareerand/orfurthereducation?a. Ifyes,whattypeofguidance/supporthasworkedforyouthebest?b. Ifno,wouldyouhavelikedtohavecareerandeducationalsupportinschool?7) Whatwouldbethemosthelpfultoyoutodowellinthefuture(rank1‐6)?a. Extratutoringb. Stressrelieftechniquesc. Betterfamilysupportd. Examquestionsansweringtechniquese. Betterteachers’supportf. Other:pleasename8) Whatpreventsyoufrompursuingyourdreams,fromnotperformingyourbest?9) Has your overall confidence level increased, decreased or stayed the same after Rallis

training?10) DoyouthinkRallisisdoingagoodjobforyou?Onscale1‐10awardamark.11) DoyouthinkRallisisdoingagoodjobinyourvillage?Onscale1‐10awardamark.12) WhatotherRallisactivitiescanyounamethatarehappeninginLote(notonlyatschool)?13) How would you describe Rallis as a company as an agent/actor/player in the Lote

community?14) If youwere to becomeRallis’managing director,what activities andprojectswould you

implementinyourcommunity?Note,youhavenomoneytospare!

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AppendixII

PersonalitydevelopmentClassdiscussion:

1) Whatdoyouunderstandundertheterm“personaldevelopment”2) Whatdoyouunderstandundertheterm“leadership”?3) Whatcanyourememberfromtheworkshop?

Questionnaire:

1) After the workshop do you feel more comfortable with leading people and takinginitiatives?

2) Whatsortofinitiatives/ideas/projectswouldyouliketostart/initiate–beitinyourschoolorvillage?Forexample,haveyouthoughtaboutschoolnewspaperorwritingaplay?

3) Whatpreventsyoufrompursuingyourdreams,fromnotperformingyourbest?4) What other activities do you believe can boost your personality development and

leadershipskills?5) Has your overall confidence level increased, decreased or stayed the same after Rallis

workshop?6) DoyouthinkRallisisdoingagoodjobforyou?Onscale1‐10awardamark.7) DoyouthinkRallisisdoingagoodjobinyourvillage?Onscale1‐10awardamark.8) WhatotherRallisactivitiescanyounamethatarehappeninginLote(notonlyatschool)?9) How would you describe Rallis as a company as an agent/actor/player in the Lote

community?10) If youwere to becomeRallis’managing director,what activities andprojectswould you

implementinyourcommunity?Note,youhavenomoneytospare!

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AppendixIII

NutanVidyalayaSchoolStatisticsNo.ofteachersTOTAL:28NoofteachersENGLISH:04NoofteachersMATHS:03NoofteachersSCIENCE:05 NoofteachersHINDI:03NoofteachersMARATI:04NoofteachersHISTORY:04NoofteachersECONOMICS:02NoofteachersGEOGRAPHY:03NoofstudentsTOTAL:901Noofstudents5thClass:40Noofstudents6thclass:64Noofstudents7thclass:61Noofstudents8thclass:163Noofstudents9thclass:199Noofstudents10thclass:155Noofstudents11thclass:124Noofstudents12thclass:95PercentageofSSCpass2001:81.31%PercentageofSSCpass2002:92.77%PercentageofSSCpass2003:90.16%PercentageofSSCpass2004:91.11%PercentageofSSCpass2005:92.17%PercentageofSSCpass2006:100%PercentageofSSCpass2007:87.17%PercentageofSSCpass2008:93.70%PercentageofSSCpass2009:82.78%PercentageofSSCpass2010:86.07%PercentageofSSCpass2011:68%

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AppendixIV

Sexeducationandself­defenseClassdiscussion:

1) Whatdoyouunderstandundertheterm“empowerment”,i.e.whatitmeanstoyou?2) Whydoyoubelieveempoweringyounggirlslikeyourselfisimportant?3) If you have siblings and one of them is a brother, do you think you have equal

opportunities?Questionnaire:

1) Doyounowfeelempowered?2) Whatmakesyoufeelconfident?Ifyouarenotconfident,whatwouldhelpyoutomakeyou

feelmoreconfident?3) Doyoufeelsaferknowingthistechnique,doyoufeelyoucanprotectyourself?4) Wereyouabletousethedefensetechniquethatyouhavelearned?5) Doesyourfamilyandfriendsknowaboutyourdefensetechniquetraining?

a.Ifyes,whatwastheirreaction?Didyouteachittoyourfamily/friends?b.Ifno,why?

6) Howwouldyouliketoimproveyourdefenseskills?Moretraining?Morepractice?7) Whatotherskillswouldyouliketolearntomakeyourlifeeasier/happier,whatworkshops

wouldmakeyoumoreconfident?8) Haveworkshopsonsexeducationhelpedyoutounderstandyourbodybetter?9) Doyoutalkaboutfemalematterswithyourfriends,mothers,grandmothers?10) Ifso,aretheysupportiveofyou?11) Whatothermatterswouldyouliketoknowaboutbutwerealwaysafraidtoask?12) Wouldyouliketohaveafemaleguardian,counsellortocometotheschoolonceinawhile

andspeaktoherprivately?

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AppendixV

GramPanchayatGeneralquestions:

4) WhatarethegeneralproblemsofLoteinyoureyes?(onebyone)5) Whyarenotthingsimproving/changing?6) Whatispreventingyouandyourfamilyfromdoingbetter?

Pleaserankbythelevelofimportance:1. Lackofeducation2. Lackofskills3. Lackoffinancialresources4. Lackofenvironmentalresources5. Poorhealth6. Poorinfrastructure7. Familypressures8. Other:pleasename7) Whatothercommunityactivitiesareyouabletowitnessisthelocality,apartfromcharity,

NGOsanddirectfinancialcontributions?Rallisaimedquestions:

1. Howwouldyoudescribethelevelofdevelopment/thestateofthefollowingareaspriortoCSRhasstartedinyourlocality,ingeneral?i. Health:ii. Education:iii. Environment:iv. Infrastructure:v. Girlsempowerment:

2. HowhasitchangedafterCSRstartedinyourlocality,ingeneral?i. Health:ii. Education:iii. Environment:iv. Infrastructure:v. GirlsEmpowerment:

3. Let’sdiscussactivitiesRallishasdoneinthefollowingareas.a. Canyoutellbeaboutwhatactivitiescanyourecallhappeningintheseareas?

i. Health:ii. Education:iii. Environment:iv. Infrastructure:v. GirlsEmpowerment:

b. Canyoutellmetheweaknessandstrengthoftheseactivities?i. Health:ii. Education:iii. Environment:

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iv. Infrastructure:v. Girlsempowerment:

c. Whichofthoseactivitieshadthegreatestimpactonlivesofthecommunityandwhy?d. Doyouthinkthebeneficiarieshadachancetolearnsomething,thattransferofskillswas

happening?e. Can you share any personal stories or situations in which you can recall that Rallis’

communitydevelopmenthelpedtoimproveyourorsomeoneelse’squalityoflife?f. Canyoushareanypersonal(yoursoryours friends/family)storyorsituationwhereyou

havewishedRalliswasmoresupportive?g. Doyouthinktheseactivitiescouldhavebeenbettermanaged/administeredandifso,how?h. Do you think situation can improve if Rallis was more active and conducted more

regular/frequentneedassessments?i. Do you think Rallis should have or could have co‐operated with other NGOs or other

activitiesrunbyitscompetitors?

4. Comparedtoothercompanies in thearea,howwouldyoudescribeRallis involvement inthecommunity?Answer:Verypoor–Average/Good–VeryGood/Excellent

5. DoyouthinkRallishasagoodreputation/nameinLote,comparedtoothercompanies?6. Given your answer in the previous question, to what extent have Rallis’ CSR activities

improvedRallis’image/brandnameinLote?Answer:notatall–somewhat–verymuchQuestionsonfuturedevelopment:

1. Currently,RallisCSRfocusisscatteredanditsactivitiesarenotverywellconnected.CSRisabout building communities. It is helping you to identify your needs, to provide yousupport, training through projects and at the end leave the projects to be run by you,withoutus.Wewanttoachievesustainabilityandcontinuity.Imaginethatthefactoriesandindustrysuddenlydecidetomoveaway.Youareleftwithnofactoriesaroundyourvillages.No furthersupport.Noadditional resourceofmoney.Youarebeleftonyourown.Whatwillyoudo?Whatskills,knowledge,trainingswouldyouliketobeleftwith?Aswehavealreadydiscussed,Rallishaddonemanyactivitiesforthecommunitybutasyoucansee,thereislittlecontinuityorsustainabledevelopment.Theactivitiesarenotfocusedintoonemajorproject and the community involvement ispassive– youare justpassivereceiverswithoutlongtermimpactonyourlives.Doyouthinkitwouldbebettertoconcentrateononeactivityandtrytodevelopitfurther,deeper and better? OR do you think Rallis should continue conducting these variousactivitiesonarequest/needbasis?

2. Whatsortofcommunitywouldyouliketoseetobedevelopedextensively?3. WhatismissingintheLotelocalitythemost?

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4. TATA CSR is about teaching and building communities. If we agree on the communitywhich needs the most focus, how would you propose to built this community throughteachingthem?Nomoney,nodirectmaterialcontribution.Needassessmentprioritiesasfor2009asletsdiscusshowtheyhavechanged:1/Agriculturetrainingandinformationsharing:1. TrainingrelatedtoCropprotection&diseasecontrol2. Milkproductionenhancements–5000Litersdaily requirement–only1500 literslocallyproduced3. Organizing farmer’smeet forprovidingguidance&sharingbestpracticesofotherfarmers4. Cashcroptrainingprogramsincludingvegetables5. OrganizingtrainingrelatedtoAgriculturelikeAnimalHusbandry,OrganicfertilizersandFishery2/TrainingforGirls1. Healthawareness,Personalhygiene2. PersonalitydevelopmentneededtoincreaseSelfEsteemtoworkwithMales3. Traininginbusinessskills4. VocationaltraininglikePlantNursery,Vegetablefarming5. AwarenessprogramrelatedtoimportanceofGirlchildeducation‐3/Education1. Careercounselingafter10thand12th2. MoraleducationboostingSelfesteem3. CETguidancetoSSCstudents4. Englishspeaking(writtenandverbal)training5. Vocationaltrainingtostudentsafter10thand12thlike:‐Welder,Fitter,Plumbingetc6. Adoptionof5studentsfortheirfurthereducation(alreadyinplacefor2students–Partofeducation–Rs.5000/‐)7. Competitiveexamguidance4/womenempowerment1. TrainingrelatedtoBusinessdevelopmentforexistingWomenSHGs2. HealthandHygieneawarenessprograms3. Trainingrelatedto‘Gruha‐udyog’4. CoordinationofSHGwomengroups–providingMentoringsupportandtraining5. Watermanagementtraining5/YouthDevelopment:16and17development1. GuidancerelatedtoBusinessselectionandMarketingskills2. Intellectual,CulturalandCharacterdevelopmentprograms3. CounselingrelatedtoimportanceofHardworkanddignityoflabor4. GuidanceonCareerselectionrelevanttotheruralarea

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AppendixVISource:InternationalNetworkonStrategicPhilanthropy“TheoryofChangeToolManual”TheoryofChangeDevelopmentToolSteps:1Whatistheproblemthatyouwanttoaddress?2Whatdoyouseeastheunderlyingcausesoftheissueorproblem?3Atwhatdepthorleveldoyouwanttowork?4Whatimpactdoyouwanttoachieve?Whatwouldasolutiontotheissue/problemlooklike?5Who/whatwouldbeimpacted?6Howcouldyoureach/influence/impacttheidentifiedgroups/structures?Whatvehiclescouldyouuse?7Whattoolsorprocesseswouldyouneedtoimpact/influencetheidentifiedgroups/structures?8Whatresources(financial,time,skillsandknowledge)wouldyouneedtoemploythesetoolsandprocessestoeffectivelyinfluencethetargetgroups?9Whichresourcesdoyoualreadyhave?10Whatskills,knowledgeandotherresourcesdoyouneedtodevelop?Howcanyoucapitaliseontheresourcesofpeoplewhohave/areinvolvedintheissueorproblem?11Whoelseisworkinginthefield?Arethereopportunitiesforcooperationandpartnerships?Istherelikelytobecompetitionwithothers?12Canyou/doyouwanttoworkinpartnershipwithothers?Whichskillsandresourcescouldyou‘borrow’fromothers?13Howwillyouknowwhenyouhavesucceeded?Whatwouldcountasprogress/successafter1year,2years,3years,andsoon?Whatindicatorswillyouusetomeasureyourachievements/impact?14Now,reviewyouranswerstoeachstepandconsider:‐IsthissomethingtheOrganizationcouldworkwith?‐WilltheOrganizationbecomfortableandinagreementwiththisproposalas:‐Areasonableanalysisoftheissues?‐Anaccurateanalysisoftheenvironment?‐AviableplanofactionforyourOrganizationgivenitsmission,income,knowledgeandotherconstraints?15OnceyouhavecompletedtheToolanddevelopedyourTheoryofChange,youarewellonyourwaytocreatingastrategicplanforyourOrganizationorupdatingyourcurrentplantoreflectthisnewthinking.BycompletingthisTool,you’vedonemuchofthehardworkthatgoesintocreatingaplan.

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