revised social audit report 2004-05 · social audit report 2004-05 2 contents • introduction ......

Social Audit Report 2004-05

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SOCIAL AUDIT

REPORT

2004-2005


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CONTENTS

• Introduction ……………………………………………………………………………………….3

• History and Background to the Organization …………………………………..5

• Scope and Methodology of the Social Accounts………………………………19

• Mission, Values, Objectives and Activities……………………………………….24

• Stakeholders……………………………………………………………………………………..25

• The Report on Performance: Analysis of the Social Accounts………..26

• Other Views of Stakeholders…………………………………………………………….71

• Economic Impacts…………………………………………………………………………….75

• Financial Information and Compliance…………………………………………….77

• Main Issues & Achievements, Conclusions & Recommendations……78

• Strengths and Weaknesses of the Social Accounting Process and

Plans for the next Social Accounting Cycle………………………………………81

• Annexures………………………………………………………………………………………….82


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1. Introduction

Dr. Reddy’s Foundation has entered its tenth year of operations. The

journey so far has been filled with many memories, achievements and

moments of truth. At this point in the life of the organization, we felt it

appropriate to take a step back and look at our social path. After having

thought through several ways of doing this, we arrived at the conclusion

that a thorough Social Audit of what we stand for and how we go about

our work was in order.

The work so far on the Social Audit has been an extraordinarily revealing

process. We have tried to understand the impact of what the organization

is doing, and whether it is being true to itself. We believe that as an

organization with a conscience, it is for us to identify our values, our

social, environmental and economic objectives and to take responsibility

for reporting fully on them (or at least making an honest attempt to),

including consulting with key stakeholders. In the process of deciding on

the scope of the Audit, we have decided to limit ourselves to the largest

program within DRF, the Livelihood Advancement Business School (LABS),

for the purpose of this first Social Audit Report.

LABS, started in 1998, has scaled up organically, and is continuing to do

so. The coming year is going to be more trainees, more livelihoods and

more reach. In this context, it is important for everyone involved in the

program not to lose the larger picture because of the day to day pressures

of work. In short, a Social Audit at this time will firstly underline the

importance of what we are doing for ourselves, and secondly enable us to

communicate this to several more stakeholders.


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Some of the reasons for undertaking Social Accounting at this stage of the

program are as follows:

• To report accurately and honestly on all the achievements of the

program

• To allow our stakeholders to affect the behavior and influence the

policy of the organization.

• To demonstrate to our partners what the organization has

achieved and what it is capable of achieving

• To acquire a sharper understanding of DRF’s core values and

objectives

• To stimulate a more open and honest internal and external

appraisal.

• To prepare for the large scale up of activities that is imminent in

the coming years.

Social accounting and social audit will allow DRF to build on its existing

monitoring, documentation and reporting systems to develop a process

whereby it can account fully for its social, environmental, economic

impacts and also be accountable to its stakeholders. It will report on its

performance and draw up an action plan to improve on that performance.

Through this process we hope that we will be able to better understand

the impact of LABS in its entirety.


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2. History and background

In 1996 India was just entering her 50th year of independence. With it,

India had a great dream to realize- economic stability, growth in GDP and

to reduce the gap between the poor and the rich. There was concern of

growing unemployment in the country. The rebirth of a free India was

taking place amidst an increasing rate in crime, political corruption,

criminalization of politics and the destruction of the natural and economic

wealth of the people. In the margins, a new India was taking shape-- an

India built on the principles of sustainability and justice, of peace and

harmony, of democracy and diversity. The freedom of the marginalized

would be India’s real search for freedom. This second freedom struggle

had just begun.

Dr. Kallam Anji Reddy a great visionary 20 years ago had a dream (to

have a four figure salary and a four wheeler) combined with his passion

(to produce affordable medicines for/by/in Indians) and his strength (to

invest in a research laboratory) led to a business empire and a world

leadership status in healthcare. Dr. Reddy’s Laboratories emerged as a

giant in the pharmaceutical manufacturing sector.

And yet again this one man, 9 years ago dreamt (of a society that

provided opportunities to everyone for a fair quality of life) and combined

it with his passion (to give back to society, his money, his name, himself)

and his strength – (allowing professionals the space, resources and

independence to innovate in the social laboratory) led to a social

enterprise that is fast moving on the track of becoming a world leader.

This was the genesis of Dr. Reddy’s Foundation.


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Dr. Reddy’s Foundation (DRF) is a social change catalyst that fosters,

develops and promotes initiatives at individual / group / organization

levels to promote sustainable social development. Believing in the

inherent motivation and capacity of the human being for progress – given

the appropriate and adequate environment, the Foundation innovates and

tries out novel concepts that are continuously refined and scaled up to

cover larger groups of deprived populations.

Following from his belief, the Foundation is currently engaged in three

broad areas of operation- Life, Learning and Livelihoods. The programs

under ‘Life’ deal with health and hygiene as well as some basic rights

issues, including the right to education. ‘Learning’ focuses on providing

opportunity for learning to those that have dropped out as well as on

improving the state of education in schools. ‘Livelihoods’ addresses issues

of income increase and empowerment through a multitude of programs.

Thus, the target groups that DRF addresses range across the continuum of

age 3 to 35, catering to their specific needs.

The Foundation is a platform that brings together various stakeholders

such as constituent beneficiary groups, other development players, the

corporate sector, the bureaucracy, civil society etc. Dr K Anji Reddy, a

scientist, successful entrepreneur and Chairman of Dr. Reddy’s

Laboratories, set up the Foundation in 1996. In his own words, “The

Foundation is a laboratory for catalyzing innovative, reproducible and

sustainable experiments for social change. For social metamorphosis to be

faster and sustainable we realized the need for collective ownership, and

identified our role in catalyzing the process. The Foundation is a

realization of my childhood dream to help in poverty alleviation. It is also

an expression of my gratitude to the society that has been supporting my

company’s meteoric growth. The highest patriotism and philanthropy

consists in helping and stimulating men and women elevate and improve

themselves by their own free and independent individual action.”


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The Genesis of LABS

The social issue of unemployment has various angles to it. In the current

state of the economy of India, there is a large skill-gap at the entry level

in the corporate sector. There are, literally millions of jobs waiting to be

taken. On the other hand there is glaring issue of inadequate preparation

for jobs through the education system. If a student has gone through the

traditional education system, he or she is armed with a qualification, but

little or no practical/technical knowledge or work readiness. If a student

has dropped out of the system, there are practically no options available,

since most organizations think that being a graduate is necessary to

qualify for an entry level job.

But as stated earlier, entry level jobs are skill dependent, and

qualification independent. Added to this is the issue of a mismatch of

aspiration levels of graduates and the entry level jobs on offer. These

together result in high attrition rates for the corporates while there is a

large pool of resources that can be technically trained for the entry level

requirements on their sector. It is by tapping into this gap that LABS aims

to provide opportunities for youth who have dropped out of mainstream

education.

DRF started with mobilizing child labor into mainstream education through

bridge schools. The families of such children were reluctant to send their

child to school as they were concerned about their family income. Given

the structure of most of these families, there would invariably be elder

brothers/sisters who would be either unemployed or working as unskilled

labor. From this emerged the idea of providing skills to those who were

over the age of 18. Acknowledging this concern, DRF came out with a

concept to provide livelihood options to the elder sibling of the family.

Thus evolved its flagship program LABS (Livelihood Advancement Business

School) in 1998. The program was piloted at Raspoolpura, a slum area in

Hyderabad. Training was given in the field of computers. The program was


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extremely successful- of the 9 students trained there all the 9 got placed

in jobs.

LABS- A Snapshot

No. of Livelihoods created (As on Mar 31st,

2005)

36,000

No. of LABS centers across the country 40

Placement % 80

Gender Ratio 50:50

Average Initial Salary 2200

Average Family income increase 69 %

Geographical Spread Andhra Pradesh

Karnataka

Tamil Nadu

Maharashtra

Delhi

Vietnam

Staff Count 196

The LABS Model

LABS in a very simple and systematic manner attempts to match the

demands of the industry with the potential of LABS trainees. It offers

path-breaking job oriented training courses to youth who have barely

reached high school levels of formal education and prepares them for

entry- level jobs in various industrial sectors. The only prerequisite

considered in the selection process is that the student should belong to

the last 15% income strata and have a demonstrated aptitude for the

chosen training course.


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Exhibit1: The LABS Model

The concept works backwards from a macro economic outlook. The

sectors that are growing in the global and national markets will have

implications on local employment opportunities. Keeping abreast of the

pulse of the market in terms of the key sectors that are booming and

associated ancillary sectors that can create employment for the youth

makes it a dynamic process. A single sector frequently has various entry

level opportunities that require varied skill sets and attitudes in varied

local markets. Once this analysis is done, LABS understands the local

implications of these macro economic trends and builds curriculum

accordingly, all the while keeping in mind the special needs of the

marginalized youth- social needs, psychological needs as well as learning

needs.

Underprivileged

Youth

LABS Training

Industry

Increased Income

Secure Work

Environment

Social Acceptance

Skilled

Workforce

Lower Attrition

Rates

As the above diagram shows, LABS bridges the gap between the needs of the

underprivileged and that of the dynamic market. What the youth want is increased

income, secure work environment and social acceptance of their work. What the

market needs is highly motivated, skilled work force with a low attrition rates. The

gulf between these complementary needs is filled by the technical and soft skills

training that LABS provides.

Technical and Soft

Skills


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The need of the underprivileged youth to have a better family income,

dignity at work and security juxtaposed against dynamic market demands

gives LABS great potential. LABS provides these youth with the required

life skills, technical skills, soft skills and career skills to garner and to

perform well at diverse entry level jobs available. The economy which is

booming requires trained work force, lower attrition rate, and employees

who can rapidly acclimatize with the work environment. LABS is unique in

its understanding of the needs of youth and market, and in its approach to

integrating both for mutual benefit.

Exhibit 2: The LABS Process

Curriculum Development (With Corporate Interaction)

Recruitment of Trainees through Road Shows (In community neighborhood)

Matching (Based on Aptitude & Psychological Test)

Class Room Training (Induction, Technical & Life Skills & Work Preparedness)

Business 2 Youth (B2Y Networking) (Apprenticeship, Placements & Micro-Entrepreneurship)

Alumni Interaction

Market Feasibility Study (For Entry Level Jobs & Skill Requirements)

Feedback


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The LABS Process

The process of actually establishing a full-fledged LABS centre requires

extensive groundwork. It involves various phases that have been

elaborated below.

Phase 1 - Market Scan (Market Feasibility Study for Entry Level

Opportunities)

A Market scan, put simply, assesses the need of the market and indicates

the possible sectors in which opportunities of employment, enterprise and

growth are available. A Market Scan enumerates the potential Livelihood

opportunities in a specific area and addresses issues of poverty alleviation

through employment generation and micro enterprise development where

relevant. The market scan and analysis report takes into account several

factors such as the local economy and the culture of the people, the

locally available natural resources, profiling of the industries in the area

along with the general labor market trends in the area. Based on this

analysis, it projects potential livelihood opportunities and the potential

for a vibrant Business to Youth (B2Y) Network. Students Port folio is

another kind of tool to be maintained by the trainees to improve their

creativity. It also helped in improving the social and confidence. This

students portfolio helped the facilitators a lot to evaluate trainees skills

through various parameters like presentation skills, creativity, written

skills, active participation, social skills, decision making, thinking ability,

interpersonal skills, work place expectations etc.


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Phase 2-Course Identification & Curriculum Development

After a Focus Group Discussion and various presentations of the DRF team

with the industry professionals the courses to be implemented are arrived

at. These can be in the primary, secondary or tertiary sectors, although,

in general there is a swing towards the services sector. Ranging from

Hospitality and Retailing Industries to Para-healthcare services, from

Information Technology Enabled Services to Automobile and White Goods

industries, the courses are varied and specific to the local economy. Based

on the training courses identified, the curriculum is developed with the

help of experts from the respective fields, frequently, Human Resource

and Operations experts from the relevant industry. All the courses are

spread over a 3-month period. Apart from the regular skill level training,

the life skill and induction modules are redesigned to suit the

urban/suburban/ rural poor youth.

Phase 3- Recruitment and Matching of Trainees through Road Shows

The Road Show is a tool to attract & select the deserving youth for the

training programs, The Road Show reaches out to communities and

locations that are marginalized and neglected and the process focuses on

last 15 % segment which does not have access and opportunity to get

mainstreamed. The mobilization process is generally done along with a

local partner such as the local municipal bodies / self help groups or LABS

alumni etc. This helps in ensuring that the benefit of the program is

reaching out to those that actually need it. Prior to the actual Road Show

event, an awareness drive is conducted in the local community along with

the partner. Door to door campaigns are conducted in identified areas to

inform prospective trainees about the Road Show. Typically, about 800

persons come for the Road Shows (which are conducted in various

locations within the community over a period of 4-7 days). After the


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candidates have been screened at the registration level, they answer the

Interest Inventory. This is a simple process where the candidates just

have to say yes or no in the answer sheet to the personality/job potential

questions. This test is to find their interest inclination towards some

attributes like Realistic, Investigative, Artistic, Social, Enterprising and

conventional (RASIEC). This test is then evaluated by the assessors on

this basis and then matching is done for applicants who have the aptitude

for the courses being offered by the LABS center in that locality. The

matching of the courses simultaneously depends upon the Market demand

and these given attributes. As these variables are continuously evolving,

so are the components of the aptitude tests and the scoring methods

used. At this stage about 350 persons are asked to come for the

induction and classroom training. The counselors present at the Road

Shows try and suggest alternate solutions to those that LABS cannot be

an answer to.

Phase 4- Classroom Training

After all the initial activities are completed, LABS starts its courses in the

centers. The students go through a week of induction, before the formal

course modules are delivered. They go for on the job training,

assignments, projects and field visits etc. during the course of their

training. Regular student’s assessments are done on various parameters

and an IYDP (Individual Youth Development Plan) is developed for each

trainee. The IYDP was put in place to assist the youth in developing the

necessary social and livelihood skills. It has evolved from the ideology that

every young person brings with them a unique set of strengths,

weaknesses and personal aspirations. It is our goal to ensure that our

training program helps the youth crystallize and work towards realizing

his/her ambitions.


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Phase 5- B2Y Networking

The Business to Youth (B2Y) Network maintains a constant dialogue with

the industry, eventually leading to placements. It works with the

curriculum development team to develop demand driven training

programs, tailor-made to suit manpower requirements in emerging

markets and integrates industry expertise into every training program,

which is spearheaded by industry mentors. It also provides counseling to

the trainees through every stage of the training program to ensure a

trainee’s job readiness, while simultaneously assessing industry

requirements, thus matching the correct graduate to the appropriate

placement. There is an in-built feedback loop that provides for learnings

from the employer and employee in hiring organizations thus regularly

upgrading the training modules. In this process the students are assigned

with small projects, under which they have field visits which include

visiting the industries related to the subject. Guest lectures also are

conducted, where specialists from the relevant industry visit the class &

addresses the trainees lectures. Field trips are also organized, so that the

students get a closer perspective of the work environment. All this actively

builds towards the industry coming into contact with and acknowledging

the skills of LABS graduates, which, by itself leads to placements.

Phase 6- Alumni Interaction

Frequent alumni meetings are conducted to understand the impact of the

program and the graduates’ progress at the workplace. Feedback on the

program is also gathered during these interactions. Various hard spots in

the training program are identified. Based on the interactions done with

the students, various new interventions are initiated. One of the major

initiatives taken based on such interactions is Project DISHA. With DISHA,

the prime focus is for advanced skills development. Our alumni should not


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stagnate after the entry level jobs therefore to help them to grow up in

the value chain DISHA helps them to upgrade their skill sets through its

various e learning modules.

Organizational Layout and Support Structures

In the year 2004-05, the scale of operations was the most extensive in

Andhra Pradesh. While we have operated in other locations, the systems

and structures are the most entrenched in AP. Each LABS center consists

of 4-6 facilitators. One of the facilitators also doubles up as the

coordinator. For a group of 3-4 centers, one of the center coordinators is

identified as a ‘cluster coordinator’. This however, is a role that exists only

in AP. The state itself is divided into three regions, and the relevant

cluster coordinators are supported by regional coordinators. Since there

are several projects in operation in AP, the regions are grouped by

project, and a project coordinator directly reports in to the Strategic

Management Team. In the case of all the other states, the center

coordinators report in to a state coordinator, who in turn reports to the

SMT. To support the day to day operations of the field teams, human

resources, communications, finance and administration are routinely

handled by the support staff from the Hyderabad office.

While the LABS process is well developed and has evolved over the years,

various support structures within DRF as an organization have also been

created to give LABS the space and structure to grow to its potential.

These strategic support systems are as follows.


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Center for Competence (C4C)

C4C as it’s popularly known in the organization is the unit which ensures

skill development and training of the employees in the organization. C4C

on a regular basis takes induction programs for the employees of the

organization so that their skill sets are judged and upgraded. It builds a

strong team within the organization which is ready to take on the

challenge of LABS at all levels of the program. In addition to technical skill

upgradation, C4C also actively works on grooming leaders within the

organization through its Leadership Academy. Besides, all learning needs

for Project Management and Support Systems are taken care of by C4C. It

is also dedicated to ensuring continuous quality assurance in delivery on

the field. This is achieved through regular fine tuning of training and other

processes, as well as conducting mid-term evaluation about 45 days into

each batch.

New Program Development (NPD)

This group ensures that our programs keep replicating on to various

segments and sectors, crossing all boundaries and borders. Under this,

new initiatives are identified and the foundation for new programs is laid

down. The market is scanned and studied closely for any new

developments and new ideas to implement for generating more

sustainable livelihood options. Both the replication of the traditional LABS

program and innovation to create locally relevant sustainable livelihoods

come under the purview of the NPD. Please refer to Annexure 1 for a brief

note on our new initiatives


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Financial Management Group

Financial Management Systems beyond pure accounting is what this group

aims to create. Grants management is the primary role of this group.

Annual audits internal as well as external are conducted by the FMG. Apart

from all this, funds management, annual financial planning, resource

optimization, budget allocations etc. are carried forward.

Monitoring, Reporting and Evaluation (MoRE)

MoRE as it’s known within the organization is the body which keeps track

of the project outcomes and impact through regular monitoring and

evaluation of the project in various centers across the country and

elsewhere. Regular assessment of the progress achieved by the program

is conducted by MoRE. The team has a well maintained and updated

Management Information Systems (MIS) system which maintains all the

information and data of all the activities happening across the centers

spread all over. The MIS team becomes the one point contact place for all

the numeric data regarding the project. Looking beyond the numbers that

LABS is achieving is also one of the mandates of MoRE. Therefore, impact

evaluation for different LABS initiatives as well as an annual Social Audit

process is undertaken by this group to enable understanding the meaning

of DRF’s work better.

Human Resources Management

An organization’s way of working is a reflection of the passion and

commitment of the people embodying its spirit. Working in the

development sector is fraught with challenges, and the HRM Group of DRF

has been very successfully identifying, attracting and retaining people with

potential at various levels of the organization. There is a range of skills


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and experience within the Foundation. We need people with varied skill

sets, and the way we address this concern is through hiring of those with

at least 2 years of experience in the respective field. Our team consists of

Social Work Specialists, MBAs, Medical Doctors, Architects, Engineers and

several other fields of expertise, working in a homogenous atmosphere

with the common goal of livelihoods generation.

While all these support structures bring in a systematic way of working, it

cannot be understated that it is passion and a sense of urgency that is the

DNA of DRF. It is the idea of doing something as impactful as LABS that

attracts and retains all the professionals who make it a reality. DRF is an

amalgamation of the best practices of the development as well as the

corporate sectors. We have systems, but we also have the room for

creativity that makes it possible for the program to evolve and reach

greater heights. It is this culture that is key to the growth that LABS has

achieved, as well as the growth that it intends to achieve.


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3. Scope and Methodology of the Social Accounts

One of the first issues we faced as soon as we embarked on Social

Accounting was that of scope and scale. How, were we to decide what the

purview of the audit was going to be, and once that was decided, how

were we going to go about collecting and processing data appropriately?

For the purpose of the first audit, we decided to limit the scope of

activities under study to LABS, which is the largest program in the DRF

portfolio. It is also the most diverse in terms of geographic spread, and is

currently poised to grow at about 100% year on year. Therefore, the idea

was to underline the social purpose of the program to all its stakeholders

so that everyone could be aligned towards the same purpose. The time

period covered is the Financial Year 2004-05.

The methodology used was as follows. After the initial self awareness

exercises on social reporting within the organization (Please refer to

Annexure 2, we analyzed the mission of LABS and broke it down into 5

broad objectives that we seek to accomplish through the program. These

objectives were further broken down into activities and each activity was

mapped to a social book keeping indicator- qualitative or quantitative.

Then we had to identify where we would find answers to our questions on

these indicators. Some were available through secondary data such as

Information Kits, Valedictory Reports, Inception reports, IYDP Reports,

Market Scans, Information with HRM and Finance etc, but since social

book keeping is new to the organization, we had to largely depend on

primary data. Each social book keeping indicator was then mapped to

stakeholders, and appropriate questionnaires were framed.


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Simultaneously, we identified stakeholders who were vital to the

operations of the program. Even among the key stakeholders, the trainees

i.e. the beneficiaries of the program were identified as the most

important. Almost every other stakeholder was connected to this central

stakeholder in some manner or the other.

During the year 2004-05, LABS catered to 7493 trainees across Andhra

Pradesh, Maharashtra, Karnataka, Tamil Nadu, Delhi and Vietnam. Of

these, 163 trainees have been covered under the study. The sample size

therefore is a little over 2%. This was then stratified across projects and

geographical locations to capture an overall image of activities in the year

under study. Maharashtra and Vietnam were not covered through primary

data- the former because the batch sizes were too small, and the latter

because operations there have been wound up by DRF and the partner

implementing the project currently was unable to administer the

questionnaires. The sample of all other stakeholders is linked to the

trainees, and is as follows.

Stakeholder Number Covered Response rate of the

Stakeholders

Trainees 163 100%

Neighbourhood 124 100%

Families of Trainees 138 100%

Employers/Industry 62 85%

DRF Staff 35 70%

Trustees 2 67%

Selection of the sample was done on the field by the interviewer. On the

demand of the Social Audit Team, the field staff provided the list of the

placed students. The interviewer on the field selected the pre-decided

number of trainees for the interview. Sample description of the trainees


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according to the states is given below in the table. Trainees are our LABS

students.

Stakeholder

No of

trainees

Trained

State Number of the

questionnaires

filled

Interviewer

6107 Andhra

Pradesh

123 Shrinkhla

750 Karnataka 14 Freeda

700 Tamil Nadu 13 Freeda

200 Delhi 13 Sridhar

100 Maharashtra 0

Trainees

100 Vietnam 0

The interviewer tried convincing the employers and taking their

permission for the trainees to accompany her to meet their families and

neighbours. The number of trainees is not equal to families because in

some cases both the parents work therefore not available or their

grandparents were not able to answer the questions due to their age/lack

of awareness. Thus the interviewer tried contacting the other trainees’

families in the same locality. The interviewer spoke to the eldest member

available in the family. Sample description of the families according to the

states is given below in the table.

Stakeholder

State Number of the

questionnaires

filled

Interview

Taken by

Andhra Pradesh 115 Shrinkhla

Karnataka 7 Freeda

Tamil Nadu 7 Freeda

Families

Delhi 9 Sridhar


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Local Neighborhood respondents were also chosen in the same manner

described above. The respondents were most frequently immediate, next-

door neighbors. Here too the interviewer spoke to the eldest member

available in the family. Sample distribution of the local neighborhood

according to the states is given below in the table.

Stakeholder State Number of the

questionnaires

filled

Interview

taken by

Andhra Pradesh 93 Shrinkhla

Karnataka 10 Freeda

Tamil Nadu 13 Freeda

Neighbourhood

Delhi 8 Sridhar

All the interviews were taken one on one by the interviewer. He/ she went

to the interviewees place individually. While taking the interview the

details were noted down on their respective questionnaires.

The first Social Accounting process has been that of great learning for the

team. There are understandably, several biases in the data arising from

the fact that this was an internal analysis performed by the organization,

and also that the administration was done by different persons at different

locations. While every care was taken to ensure that the interviewers were

oriented appropriately, the quality of data collected in AP (the largest

quantum) is certainly the most reliable. We would endeavor to have a

disinterested third party administering the questionnaires in the future

Social Audit cycles. The interviewers were, in most cases, those from the

local area, therefore language was not a barrier. In certain cases,

however, interpretation of certain terms was required, and the DRF

facilitators/field staff was involved in such interpretation. Introspection

after the audit has brought to our notice that by framing questionnaires


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that would have been easier to answer, we could have eliminated a large

number of biased/misinterpreted responses. It will be our focus to do this

going forward.

The Social Audit is going to be an annual process within DRF and we hope

to expand the scope of study as well as the sample size over the coming

years. As it stands, we were trying to go through the process one time to

assess the utility and difficulties involved, and as such were minimizing

risk of failure by limiting the resources used.


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4. Mission, Values, Objectives and Activities (MVOA)

Mission

“LABS aims to provide young adults from economically weak backgrounds

an opportunity to assimilate into the competitive job market. LABS will

help them acquire the required livelihood and a social skill in an

environment of learning and mentoring that is responsive to the

individual’s emotional and developmental needs”

Values

o Need to give back to the society

o Catalyzing innovative and sustainable change

o Mentoring private and public enterprise and facilitating transfer of

successful business practices, skills and resources to benefit non-

profit initiatives

Objectives

The LABS aim is sustainable livelihoods creation. To achieve this, these

are our basic criteria or objectives.

o To Provide market based opportunity/access to opportunity

o To cater to youth from economically and educationally weak

backgrounds

o To be responsive to the youth’s emotional and development needs

o To improve the quality of life of such youth and their families

o To foster an environment of learning and mentoring

With the help of social book keeping measures we were able to draw out

our activities from the objective, with the quantitative and qualitative

perception. The entire break up is available in Annexure 2. We have

reported on each objective, activity-wise in the social accounts. The

relevant indicators are mentioned at the start of each activity for clarity.


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5. Stakeholders

Stakeholders are those whose interests are affected by the program or

those whose activities strongly affect the program. They are an extension

of the organization as they influence, execute or facilitate our functioning.

Their participation in the Social Audit would serve several purposes –

evaluating the benefits as expected by the diverse stakeholders, giving

LABS an opportunity to give suggestions for combined efforts and

contributing towards initiating ownership among all stakeholders.

The first step in the process was to identify the key stakeholders from

among the large number of constituent groups that LABS deals with. For

the purpose of this audit, we have consulted only the ‘key’ stakeholders.

Some of the stakeholders due couldn’t be consulted to the time constraint.

But we would especially aim to consult them in the future Social

Accounting cycles:

*Government is defined as the relevant departments/programs in the Government that

work on employment generation, poverty alleviation etc. Partners are defined as funding

partners who have supported LABS projects during the year. Community Organizations

are those that help us with mobilization on the field across locations. Local Neighborhood

respondents are the immediate neighbors.

Key Stakeholders

(Consulted)

Other Stakeholders

(Not Consulted)

Trainees Other NGO’s working on Livelihoods

Trainees’ Families Community Organizations

Industry/Employers Dr Reddy’s Staff

Local Neighborhood * Volunteers

Partners* Government*

Trustees

Staff/ Employees


26

6. The Report on Performance: Objective-wise Analysis of the

Social Accounts

Objective 1: To provide market based opportunities/access to

opportunity

The next step is to provide market based skills and opportunities to the

identified students. A classification of activities undertaken under this

objective, along with social accounting on each parameter is summarized

below.

Social Book Keeping Indicators Activity I

Quantitative Qualitative

Opportunities created

through local networks

Range of courses

covered by the market

scan

To understand the market

trends in the short term,

medium term and long term No. of local stakeholders

consulted.

Capturing the local

trends

As described in the introduction section, the Market Scan is the process

undertaken to understand the market trends much before the LABS centre

is even initiated. This gives us an idea of what courses could be

commenced in that particular area and what kind opportunities are

available. A Market scan, put simply, assesses the need of the market and

indicates the possible sectors in which opportunities of employment,

enterprise and growth are available. The given below chart shows some

variables for the Market Scan.

Place Pune Bangalore Anantpur

# of persons conducting scan 5 5 6

Time taken to complete 12 Days 15 Days 15 Days

Courses Identified 8 6 6

# of livelihood predicted 1800 4410 1310

% of local stakeholders consulted 13 13 Not given


27

A Market Scan enumerates the potential Livelihood opportunities in a

specific area and addresses issues of poverty alleviation through

employment generation and micro enterprise development where

relevant. The market scan and analysis report takes into account several

factors such as the local economy and the culture of the people, the

locally available natural resources, profiling of the industries in the area

along with the general labour market trends in the area. Based on this

analysis, it projects potential livelihood opportunities and the potential for

a vibrant Business to Youth (B2Y) Network.

It also gives us an understanding of the opportunities which can be

created through local networks. The local opportunities for this purpose

are defined as those that are available in and around the locality where

the LABS center is situated. According to the sample collected, about 90%

of the organizations where LABS trainees were placed were local.

A Market scan assesses the need of the market and indicates the possible

sectors in which opportunities of employment, enterprise and growth are

available. These frequently are governed by macro economic factors- at

any point, there will be a set of sectors that are growing very rapidly in

the international or national economy, and these will be the sectors with

maximum manpower requirements. In the last year, the most common

courses covered under a market scan were the Automobile sector,

Hospitality and the Hotel Industry, the Retailing Industry, Health Care,

Information Technology and White goods servicing. Therefore with the

help of market scan on an average about 4-6 courses were started at a

center.

During the process of market scan, a number of people consulted are local

stakeholders. Local Stakeholders are all those local people whose interest

or views will help us in finding about the market trends. Average number


28

of local stakeholders consulted is about 30. They are representatives from

industries, education, government, Local Media (Newspaper, magazines),

NGOs, local civil society etc.

One of the indicators listed out for measuring the effectiveness of the

Market Scan process was the manner in which local trends was captured

in the report. During the course of putting the accounts together, we

discovered that this was in fact a repetition of the local employment

opportunities created, and local stakeholders consulted. Therefore, there

is no separate disclosure on this account.

Social Book Keeping/ Indicators Activity II


No of industries that were involved

in curriculum Development

Industries interest

level

Classification of industry Participants

against Nature and size

Number of times curriculum

developed for a specific sector has

been revisited

Individual comparison

of LABS trainees vs.

others

Developing Market

based curriculum

through active

involvement of the

industry

Date of latest review of curriculum

The Market Scan report also helps us in reshaping the original curriculum

on the basis of the market trends prevalent in that particular local area.

These developments or the changes in the curriculum are necessary to

meet the local market requirements. The curriculum development is also

done with the active participation in the industry.


29

Over 150 industries have helped us or have taken interest in the

development of the curriculum. Industries’ involvement in the

development of the curriculum keeps C4C (Centre for Competence)

updated with the latest change in the respective industries, which in turn

makes changes in the curriculum.

C4C understands the local implications of the industries as well as of the

local market and then develops training curriculum. Various industries in

their respective fields help us in developing the curriculum. Classifications

of the Industries are done on the basis of their nature and size and

accordingly they help in the curriculum development. Their division on the

basis of local, regional and national is as follows.

Exhibit 3: Size of the Organizations Participating in Curriculum

Development

National

45%

Regional

10%Local

45%

SOURCES: Secondary Data, C4C Department


30

Exhibit 4: Organizations Participating in Curriculum Development

S.No Courses Local Regional National

1 Customer Relation Services

Food World, Big Bazaar

Eureka Forbes, Westside, Shoppers stop, Airtel

2

Information Technology Enabled Services Data Tree,

Bodh Tree, Wipro, Satyam, Tata Consultancy Services etc

3 Hospitality & Housekeeping Small hotels

Woodbridge, Green Park, Medium Hotels ITC Group, Taj Group

4 White Goods services Videocon, Voltas

5 R & A/c Mechanics Voltas

6 MSW Tata Projects (welding)

7

Bed Side Patient Assistance & Home Care Nursing Assistance

Heritage Hospital, Hyderabad; Arogyavanam, Chitoor

8 Machine Operator TVS Brakes India

9

Garment Manufacturing / Dress Making

Ace Exports, Bombay Fashions, Krishna Fashions, BJ Exports

10

Automobile (two-wheeler & Four Wheeler)

Saboo Motors, Varun Motors, (Maruti Dealers), Honda, TVS, Bajaj, Yamaha

11 Animation Color Chips

12

Micro Entrepreneurship Development

Franchise options by Rasna, Rane, Care

13 Route Agents Coke, Pepsi, Bisleri

14 Wholesale / Retail Sales Academy

Metro Cash & Carry , Bangalore

15 Second Career Academy CUMI, Murugappa

There is currently no organized manner of collecting feedback from

industries about their interest level in recruiting from LABS. It is one of

the recommendations of the Social Accounting Group that this be

incorporated as a simple feedback form after a Focus Group

Discussion/Interview.


31

The curriculum has been reviewed several times but there is no particular

date available for the last review. One reason for this could be that there

is local customization that staff takes on, but this is not a centralized

process currently. Each curriculum is revised according to the particular

area/locality trends, from the market scan. The industries, completely and

directly are in direct touch with the trainees, therefore they have a better

idea about the shortcomings of the trainees. According to the primary

data collected, 61% of the industries say that the curriculum should be

improved. Specifically in the BSPA course, the trainees should know the

about the procedures in operation theater, recognition, use & names of

the medical instruments.

Areas in which revision is recommended by the industry

1 Career orientation

2 Communication skills

3 More practical training

4 General Knowledge

5 Latest development in their respective course field

6 Typing skills

This having been said, in our interviews with local industries that have

employed our trainees, we found that over 80% of such employers were

not involved in curriculum development. Of course, given the large

number of LABS employers, and the centralized curriculum development

process, this is understandable, but consulting them and incorporating

their feedback might make them feel more involved in the program. Even

with these shortcomings, industries believe that LABS trainees are more

adaptable as compared to others. They are ready for any amount of work

and are more dedicated and motivated for than their other recruits at the

same level. This is covered later in the report under Objective III.


32

Social Book Keeping Indicators Activity III


% of trainees placed Confidence in trainees that they

will find employment

% on LABS Score Card Lack of fear of job switch in

trainees

Increasing employability

through delivery of

technical and life skills

programs

Alumni perception of the job

preparedness

The number of students who are placed shows the quality of the students

and also the demand for LABS students in the market. Overall, this is

about 80%. The other factors for the students not to start working are

also related to their performance in the interviews, change of mind and

also their personal circumstances.

Exhibit 5: Would you be confident about your ability to change

jobs in the future?

2%

91% 1%

2%

2%

4%

Already

Changed

Yes

No

Not Sure

Don't want

SOURCES: Primary Data, Stakeholders - Trainees


33

The LABS Score card is a self-certified system which was introduced in the

year 2004. It tries to understand how far the LABS process has been

adhered to. As per the process, it is meant to be administered by the

Centre Coordinators, but since the system was introduced much later

during 2005-06, the interviewer administered it for each center covered,

based on the discussion with the center coordinator concerned. The

average score on the LABS Score Card is about 69%. This shows that the

operational pressures on the implementing team are very high, and

sometimes, this leads to dilution of the process. Now the organisation has

developed an improved methodology to keep track of quality at the

centers. Therefore the Score Card has been phased out in favour of the

new quality assurance system.

The placement details are covered in the following section. As per the

collected sample about 91% of the students are confident about finding

another job. About 2% have already changed, 4% are not confident

enough. These students want to take some more time in their present

jobs to gain confidence and some of them are also studying to get a better

job and for growth in their career.

Social Book Keeping Indicators Activity IV


Organizing Industry Visits to

provide practical knowledge

of the technical skills being

delivered in the class room

Number of industry visits

per batch

Views of the students in

whether it was a learning

experience

During the training period the students are also supposed to visit

industries/organizations to understand the work environment and

conditions. It is a part of the curriculum. Each batch of about 200-250

trainees is divided into different courses based on the interest inventory


34

and the counseling. Most industry visits are specific to a particular course,

although there are some common industry visits.

This given below pie chart explains how many times the students have

visited the industry. As the staff questionnaires were left with the staff,

and not administered by the interviewer, there is a possibility that the

staff has answered in different perspective, having interpreted it in their

own contexts. They probably have given the number of total batch

industry visits (5 batches multiplied by 6 visits, making it a total of 30

visits) including all the courses. This also goes to show that currently, the

industry visit process is dependent on the interest of the local facilitator.

Some effort at standardizing this could be made.

Exhibit 6: Number of Industry Visits per Batch

Not applicable or

not responded

24%

Less than 10

visits

34%10-20 visits

12%

20-30 visits

12%

30-40 visits

6%

40-50 visits

9%

More than 50

visits

3%

SOURCES: Primary Data, Stakeholders - Staff


35

Social Book Keeping Indicators Activity V


% of trainees placed Nature/ health of relationship

with partners

Number of organization with

which trainees are placed

% of local organizations with

which trainees are placed

Number of the assignments

Introducing the

students to the

appropriate

opportunity(B2Y

Networking)

Number of alumni receiving

further employment opportunities

through other alumni/ alumni

network

Role played by LABS in

maintaining vibrant alumni

communities

Exhibit 7: Sector-wise Placement Break-up

White Goods

Services

45%

Health Care

14%

Hospitality

8%

]CRS

3%

ITES

11%

Micro enterprise

5%

Garment

Industry

14%

SOURCES: Secondary data, MIS Reports


36

The main objective of the training is to introduce the trainees to the right

opportunity, so as to help these youths to acquire the livelihood and

thereby improve their standard of living and quality of life. As mentioned

earlier, the percentage of the trainees placed is about 80%. The sector-

wise break up is depicted in the graph. Employers covered via the trainees

were 205 and of which 76% of the organizations are local. This indicates

that the students are placed with in the local area and this in turn helps its

growth.

Exhibit 8: Trainee-Industry Relationship is nurtured by

Exhibit 9: Are you satisfied with the relationship maintained by

LABS staff?

Interaction &

Regular Visits

59%

Having Good

Relation

41%

SOURCES: Primary Data, Stakeholder - Staff

Yes

87%

No

13%

SOURCES: Primary Data, Stakeholder - Industries


37

Nurturing a healthy and positive relationship with the industry is generally

done through the facilitators at the time of B2Y Networking, through

regular interaction as well as during the industry visits assignments.

Guest Lectures could be about a specific topic of the subject or in general

about the respective industries. The idea is to start making the trainees

familiar with the work conditions outside. According to the secondary

data, on an average about 6 guest lectures are held per batch, and about

44% employers have also taken trainees in on assignments. Most industry

partners are satisfied with the efforts made by the LABS staff towards

nurturing the relationship. Those that are not satisfied do not receive

regular information on the DRF’s work. 97% of the trainees report not

having significant alumni interaction in their centers. The students who

are in touch with other alumni get the information about the alumni meet

through the phone and post.

Exhibit 10: How do you inform alumni about meetings?

43.14%

25.49%

15.69%

9.80%5.88%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

Phone

Post

Not

Responded

Any o

ther

Inte

rnet

Source of information

Pe

rce

nta

ge

As depicted by the graph given below, 89% of the students didn’t get to

know anything about other employment opportunities through the other

LABS alumni. About 4% of the trainees did get the information but didn’t

consider them, and 7% of the trainees who got know also considered

them.


38

Exhibit 11: Number of LABS graduates receiving further

employment opportunities through other alumni

Information from the primary data shows that most alumni meets happen

quarterly, and the discussions center around the success stories of the

other LABS trainees, discussions about their respective jobs, work related

problems, communication skills, sharing updates about the subject,

information about more opportunities and career counseling. As such, the

conscious efforts made to involve alumni are mostly localized, and are

dependent on the time availability and the enthusiasm of the local staff.

There has been no concerted centralized follow up. However we are

aware that active measures are being adopted this year to remedy this

problem.

89%

7%

4%

No

Yes but did not consider

Yes & did consider also

SOURCES: Primary Data, Stakeholder - Trainees


39

Feedback Commentary

• Market Scan is the fundamental process which sets the tone for the

success of the LABS center

• Around 150 industries have helped us in the development of the

curriculum.

• The level of confidence among the trainees as to their employability

is very high.

• Indirectly or directly we are helping the city to grow as more than

80% of the trainees are working within the city in local

organizations.

• A closer involvement of local industry participants in curriculum

customization would bring about more ownership from their end.

• Activities such as assignments and guest lectures are dependent on

enthusiasm of the local staff, and need to be more streamlined.

• Less than 50% of the trainees get the opportunity to do the

assignments with the organizations.

• Active alumni communities need to be created and nurtured.


40

Objective 2: To cater to youths from economically and

educationally weak backgrounds



Making people aware about

LABS and DRF in their

community

No of persons

attending road show

Feedback from community

organizations that we work with

for the purpose of mobilization as

to the effectiveness of the

communication effort

Gender break up of

persons attending

Road shows

Analysis of actual communication

material of projects

The first step in ensuring that the right target group is being reached is to

spread awareness or to reach the widespread community i.e. to make a

number of people aware about the LABS and DRF. On these parameters,

the Social Accounts reveal the following. On an average about 503.8

people attend the Road shows organized by staff with the help of local

organizations/partners. Their Gender Breakup on an average is about 50%

Male and 50% Female.

The awareness creation or campaigning is done through automobile

announcements and distributing pamphlets. These pamphlets are

distributed during the automobile announcements, distributed on the

roads and are also put inside the daily newspapers. Such material gives

information about the criteria to take admission in the course and places

for the road shows. Upon inspection of actual campaign material used, we

have come to the conclusion that the mentioned criteria are in accordance

with the educational and economic criteria that LABS abides by. According

to the primary data, the maximum number of respondents heard of the

program through the road show and through the local community, i.e.

through the word of mouth. Even our trainees and alumni act as the

medium of spreading awareness.


41

Exhibit 12: Source of Information

We had directly asked our stakeholders what they knew about LABS and

what the source of information was. The chart below shows that it (LABS)

is sometimes misinterpreted to be a Government training program or a

computer institute- this is due to our association with the Government for

a large part of our programs. . But most respondents have a reasonably

clear understanding of LABS as a program.

Exhibit 13: What is LABS?

34.29%

26.43%

12.14%10.71%

7.86%

4.29%2.14% 1.43% 0.71%

0.00%

10.00%

20.00%

30.00%

40.00%

Local

Com

munity

Road S

how

Alu

mni

Neig

hbours

New

spaper

Ad

Munic

ipalit

y

Self h

elp

gro

ups

not

responded

School

teacher

Source

No

of

res

po

nd

en

ts

SOURCES: Primary Data, Stakeholders- Trainees

75%

13%

5% 4%2% 1%

0%

20%

40%

60%

80%

No

of

Re

spo

nd

en

ts

SOURCES: Primary data, Stakeholders- Families


42

The neighborhood where the LABS trainees come from feels that the best

part of the LABS program is the employment opportunity. Thus, even if

there is some confusion at the inception stage, by the end of one cycle of

the LABS program, the entire community understands what the program

is about, and this helps in further mobilization and B2Y Networking. B2Y

Networking means business to youth. The purpose is to introduce the

trainees to the industries. The trainee’s field visits during the training

program and their placements are part of this B2Y Networking. Some of

the other issues raised about the communication effectiveness during the

awareness campaigns are that the name of the program LABS is very

often confused with Dr. Reddy’s Laboratories, which frequently leads to a

misunderstanding that Dr. Reddy’s Laboratories is recruiting. The demand

for stipends is very high from prospective trainees, and a lot of trainees

drop out when they find that there is no stipend on offer. Most of these

issues are tackled at the Road Show/Induction level through

communication and counseling.

Social Book Keeping Indicators

Activity II Quantitative Qualitative

Identifying Below Poverty

Line(BPL) Communities/

youth/ families

Socio – Economic Profile of

Trainees

Analysis of family

background of

beneficiaries

During the admission of the students we enquire about and verify the

socio-economic profile of the prospective trainees. In addition, the local

organizations that we work with help to keep the admissions as per

criteria as far as possible. The following chart shows the monthly family

income of the perspective trainees. In addition, from information gathered

through case studies it is reasonable to state that most of families that we

are reaching out to are in fact, in need of the program. Please refer to

Annexure 3 for a sample of case studies of LABS trainees.


43

Exhibit 14: Monthly Income of LABS Families (Pre-LABS)

The international poverty line (based on World Bank estimates) is

calculated as $1.08 per capita per day at 1993 prices. While we have not

made any adjustment for inflation, since the average family size of LABS

families is 5 persons, the corresponding amount per month for a family in

Rupees works out to Rs. 6966. From the above graph, over 90% of the

families covered by LABS would fall into that bracket. These are however,

figures based on logical assumptions, and the actual number above the

poverty line might be slightly larger. Then there is the debate of defining

the poverty line, and whether the World Bank estimates are indeed the

best measure. Indian estimates would certainly differ, not only between

urban and rural contexts, but also between states. The purpose of this

analysis, however, is just to attempt to provide a perspective on the

economic criteria of people addressed by LABS

45%

21%

17%

9%

3% 2% 3%

0%

10%

20%

30%

40%

50%

No

of

Re

sp

on

de

nts

0-2000 2000-

3000

3000-

4000

4000-

5000

5000-

6000

6000-

10000

10000

and

aboveSalary in Rupees

SOURCES: Primary Data, Stakeholders, Families


44

Social Book Keeping Indicators Activity III & IV


Conducting Road Shows and

Counseling Prospective Trainees

Case studies of LABS

Trainees

Conducting an Interest Inventory

Test to match trainees personality

with market requirement

Selection Ratio at

Road Shows

Once their economic background is verified, there is an Interest Inventory

Test to match trainees’ personality with market requirement. On the basis

of this interest inventory test, the youths are selected for the training. On

an average about 47% enter the program from the people who attend the

Road Shows. This below diagram gives us the picture of the filtering of the

youths.

Road Show Numbers

800

Self Selection of the youths

500

Recruitment of the Youths

350

Youths attending the first class

250

Post-Induction

150 -200


45

Social Book Keeping Indicators Activity V


Identifying School Drop

Outs

# of years since they discontinued

their education

Exhibit 15: Time Gap between drop out from education & LABS

enrollment

One of the conditions specified in the mission is also to serve the school

dropouts. The average time gap between the time that the trainees

dropped out of mainstream education and the time that they enrolled in

the LABS training is about 2 years.

6.12%

44.22%

29.25%

10.88% 4.76% 4.76%

10.00%

20.00%

30.00%

40.00%

50.00%

No

of

Re

spo

nd

en

ts

Nil

1 t

o 2

3 t

o 4

5 t

o 6

7 t

o 8

8 a

nd

above

No of Years



46

Feedback Commentary

• Large numbers of people attend the road shows since awareness

creation is quite effective. Therefore it is the most important source

of information for the maximum number of people.

• More than half of the students selected for the course are women.

• Approximately half of the students at the road show are able to

enter the program.

• Communication is some times misinterpreted, assuming Dr. Reddy’s

or government is recruiting, or it’s a government training program.

• There are exceptions to the economic criteria laid down by LABS

sometimes, although most students are dropouts.


47

Objective 3 - To improve the quality of life of youth and their

families

The fundamental assumption in LABS is that if the appropriate youth are

channelized through the right opportunity to discover and optimize their

potential, they will be able to bring about a significant change in their

standard of living and quality of life. This is, therefore, one of the

objectives derived from the mission. This objective has 2 main activities.

They are explained as follows.



% of trainees placed Social benefits of increased

income (peers and

families)

Career path over 10 years for

an entry level performer

Improvement in Quality of

life

Average family income

increase

Ensuring that the

eventual livelihoods

result in significant

addition to family

income

Change in the consumption

Pattern

The placement percentage and breakup across sectors has already been

discussed in the earlier objectives. About 80% of the students are placed

out of the total number of the trainees, and the sectors that they enter

into range from retailing to healthcare to hospitality and Information

Technology Enabled Services.

To the question of the average career path for a successful LABS trainee

over 10 years, we have been unable to get appropriate/uniform responses

from the stakeholder group that we spoke to. We have, therefore, been

unable to perform quantitative analysis on this indicator. However, in

individual interviews a member of the retailing industry has answered that

if the trainee is capable he/she can handle a team of hundred employees

i.e. heading a mall. Other responses indicated various management

positions.


48

With an increase in their family income, the trainees have started securing

their better future, through asset accumulation, access to improved

services etc. They are able to afford better medical facilities &treatment,

medicines and some people have also purchased insurance. According to

the primary data- only 38% of the LABS families state that there is a

change in their quality of life. However, over 80% of those from the local

communities where these families come from have reported a change in

the quality of life of the trainees’ families. This dichotomy in responses

could be due to faulty administration of the questionnaires on our part, or

due to a change of aspirations on the families’ part.

Exhibit 16: Is there any difference in the living standard of the

trainees before and after LABS?

With the increase in their standard of living and income the trainees have

also indulged in asset accumulation and investment. This given chart

shows all the major products

15%

5%

80%

Not reponded

No improvement

Improvement in trainees

SOURCES: Primary Data, Stakeholder – Civil Society


49

Exhibit 17: Major products purchased by the LABS trainees

Exhibit 18: Family Income Increase Pre and Post LABS

17%

16%

9%

7%

7%

5%

1%

0% 2% 4% 6% 8% 10% 12% 14% 16% 18%

2 Wheelers

House/Flat/Land

Medical Policies, FD & Insurance

CD Player& DVD Player

Ornaments

Cycle

New Clothes

Pro

du

cts

Bo

ug

ht

% of Respondents


3066

5180

2114

0

1000

2000

3000

4000

5000

6000

Income in Rs.

Pre LABS Post LABS Difference



50

According to the sample collected, average family income Post LABS is Rs.

5180 as compared to Pre LABS Rs. 3066. The average family income has

gone up by Rs.2114.

Exhibit 19: Average Savings

There are certain lacunae in this data since most respondents are very

much reluctant to discuss their income or they might have missed out any

added income to the household through some sources. The assumption

upon which we base the claim of family income increase is that there is a

direct link between the employment opportunity of the LABS trainee and

the family income. This might, however, not be the case all the time.

There could be additional family income sources such as the

parents/siblings finding employment through non-LABS sources etc.

438

621444

1026

800

1524

0

200

400

600

800

1000

1200

1400

1600

Savin

gs P

ost

LA

BS

in

Ru

pees

1000-

2000

2001 -

3000

3001-

4000

4001-

6000

6001-

8000

8000 and

above

Income Range in Rupees



51

Exhibit 20: Social Benefits of Increased Income

Along with economic benefits, there are very strong associated social

benefits of increased income. These can be reflected in the status of an

individual within and outside the home, respect among the peers and

becoming a role model to other youth like him/her. These things lead to

the change in status and give LABS graduates self- confidence. These

changes are also felt by the family members individually. From the given

chart from trainees and families on the social benefits, the most common

answer is to gain respect among the neighbors and peers. The chart talks

about 83% and 17% of others from the families and trainees respectively.

Others from the families include- satisfaction, identification, better living

and savings, and financial status. And the other options the trainees have

said – earning member of the house, increase standard of living.

17%

83%79%

21%

51%49%

51% 49%

0%

20%

40%

60%

80%

100%

No

of

Re

sp

on

de

nts

Any other Role model for others Increase in Status Repect received fromothers

Trainees FamiliesSOURCES: Primary Data, Stakeholders- Trainees & Families


52

Social Book keeping Indicators Activity II


% of income saved Views of family on whether

the trainee has become a

more responsible person

% of debt on income prior

and post LABS Training

Number of younger siblings

of LABS trainees pursuing

education

Fostering responsibility and

a sense of ownership for

their family through the

life skills program

Number of LABS trainees

pursuing higher education

LABS is very frequently a life changing process for the trainees, and their

entire approach to how they view their responsibilities and their

perception of their role at home as well as in the society is bound to

change. Some indicators of increased responsibility and sense of

ownership are captured below. Saving money shows the responsibility and

sense of ownership for their family. According to the Primary Data,

Trainees save about 15 % of their salary. After trainees’ have acquired

job, 63% of trainees takes responsibility of paying back their family debts.

According to the sample collected, 96% of the parents say that their child

has become responsible. He/she is now financially independent and is a

helping hand in their house. They have also shown keen interest in

continuing their education. Unlike before they also help their parents in

their business and other household work. Similar changes have also been

noted by other members of the community.


53

Exhibit 21: Changes in the Trainees, Post LABS

Exhibit 22: Percentage of the LABS trainees who want their

younger siblings to pursue higher education

Our trainees have realized the importance of the education and therefore

want their younger siblings complete their education and do well.

According to the sample, about 96% of the trainees want their siblings to

finish their studies. Half of the LABS Trainees also are continuing their

Yes

96%

No

4%

SOURCES: Primary Data, Stakeholders -Trainees

Confidence,

Hard working,

Responsible &

Smart

44%

Increased

earning

6%

Personality

development

and life skills

46%

Better time

management

4%

SOURCES: Primary Data, Stakeholders - Families


54

higher education depending upon their last mainstream education, their

current time availability and their career aspirations.

Exhibit 23: Higher Education Targets

Feedback Commentary

• Overall, LABS graduates have become more responsible

members of their families, and make significant contributions to

asset accumulation, debt redemption as well as savings.

• Income increase is also giving them the increase in status in and

among the society.

• They have realized that education can work as a success ladder

in their career, so continuing education-their own as well as that

of their siblings is very important to them.

• Although the trainees are drop out, number of trainees plan to go

back to school and continue their studies.

47%

36%

6% 4%4% 3% 1%

0%

15%

30%

45%

60%

75%

% o

f R

es

po

nd

en

ts

Not

Responded

Gra

duatio

n

Post G

rad

12th

Sta

ndard

Nurs

ing

Cours

e

Dip

lom

a

10th

Sta

ndard

SOURCES: Primary Data, Stakeholders -Trainees


55

Objective 4 - To be responsive to the youths’ emotional and

developmental needs

Understanding and catering to the emotional and developmental needs of

the youth is one of the strengths of the program.

Social Book keeping Indicators Activity I


Evaluation of the individual

Youth Development

Program (IYDP) throughout

the training period

Number and frequency of

IYDP assessments

IYDP assessment is our internal assessment process which is for each

trainee, supposed to be implemented thrice during the course of the

training. It is our goal to ensure that our training program helps the

youth crystallize and work towards realizing his/her ambitions. IYDP,

(Individual Youth Development Plan) has evolved from the ideology that

every young person brings with them a unique set of strengths,

weaknesses and personal aspirations. The staff is confused about the

frequency of IYDP assessments per batch. Most of the responses were

between 2- 4. But some of the staff has also said that IYDPs take place

20, 27 and 40 times. There is a possibility that this question was

misinterpreted, or that there was a communication gap.


56

Social Book keeping Indicators Activity II


Duration of work readiness

module

Views of the facilitators and

the coordinators about the

students (work readiness

module)

% of the trainees that clear

their first interview

Employers feedback on

how quickly the trainees

adjusted to work

environment

Avg # of jobs offers

received by a trainee

Feedback on the process of

Work Readiness Module

Cultivating the work

culture and work

responsibility within the

trained youth (work

Readiness )

# of trainees taking

remedial classes for work

readiness

Number of the guest

Lectures

Approx Recruitment cost

savings on recruiting LABS

students

Commitment and

motivation of the LABS

trainees

Approx Cost savings due to

lower attritions rate

One of the key strengths of the LABS program is that it offers a win-win

arrangement to the corporate sector by providing trained work force with

lower attrition rates. This can only be achieved through cultivating the

work culture and work responsibility within the trained youth so that they

are competitive in relation to the other applicants for entry-level

opportunities. We try to attain this through our Work Readiness Module.

Work readiness module is the part of the training, which helps the trainees

in familiarizing themselves with the interview skills, the working

atmosphere, working conditions and etc. It is supposed to start from the

middle of the 3rd month of the training till the end of the training.


57

Exhibit 24: Duration of the Work Readiness Module

There seems to be some confusion as to the understanding of what

constitutes the Work Readiness Module among DRF staff. However, most

of them are on track with the duration of the module being between 7-15

days, depending upon the remaining training imparted.

2.86%

5.71%

14.29%

2.86%

14.29%

11.43%

14.29%

2.89%

11.43%

0.00% 5.00% 10.00% 15.00% 20.00%

8 Hours

3-5 Days

7 Days

7 to 10 Days

10 Days

10-15 Days

15 Days

15-30 Days

90 DaysN

o o

f D

ay

s

No of Respondents

SOURCES: Primary Data, Stakeholders – Staff


58

Exhibit 25: How did the Work Readiness Module help the LABS

trainees?

43.59%

25.64%

15.38%

7.69% 5.13%2.56%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%P

erc

en

tag

e

Options

The facilitators and the coordinators know the trainees best, as they

manage the training and B2Y networking. The above chart explains that

the students are most benefited by the interviewing and technical skills.

According to primary data collected from the staff, about 40%-60% of the

trainees are able to clear their first interviews. This in itself is an indicator

of the quality of training given to the trainees. However, we are of the

opinion that there must be more organized ways of incorporating this

information. Placement kits, for example, do not include this indicator.


59

Exhibit 26: Number of Trainees who Clear their First Interviews

According to the employers’ feedback on how quickly the trainees

adjusted to work environment, the trainees are more motivated. They are

prepared for the work and also give their best for work.

Exhibit 27: Adaptability of LABS Trainees to Work Environment

29%

26%

15% 15%12%

3%

0%

10%

20%

30%

40%

Pe

rce

nta

ge

Not

Responded

40%

-60%

60%

-80%

More

than

80%

20%

-40%

Less than

20%


21%

19% 19%17%

10%10%

4%

1%

0%

5%

10%

15%

20%

25%

Pe

rce

nta

ge

SOURCES: Primary Data, Stakeholders- Industry


60

The number of job offers our trainees receive is a positive indicator for

LABS. This shows the demand for LABS graduates. This chart shows that

most of our trainees get about 2-3 job offers. Again, there could be a bias

in these figures as the staff conducting the B2Y Networking has responded

to our question on this indicator. Going forward, we propose to collect this

information from secondary data.

Exhibit 28: Number of Job Offers Received by a Trainee

Exhibit 29: Work Readiness Module Helped in ….

Personality

development

19%

Grooming

40%

Understanding

interview process

7%

Adjusting in Work

environment

3%

Confidence

22%

Dedication and

motivation

0%

Life Skills

9%


37%

29%

20%

9%6%

0%

10%

20%

30%

40%

2-3 offers Did not

respond / N/A

1-2 offers 4-5 offers 3-4 offers

No of offers

No

of

Re

sp

on

de

nts

SOURCES: Primary Data, Stakeholders- Staff


61

The work readiness module helps the trainees the most through helping

groom themselves better. It has also helped them to improve on their

communication skills, body language. This also helps them to understand

the interview process and the work environment which in turn helps them

adjusting to the work environment.

There is no data available on how many trainees take remedial classes for

work readiness since it is a localized process currently. We will try to put

in social reporting systems in place this year that will readily provide this

information from the next audit period.

Each training batch usually invites a minimum of about 4 -5 guest

lectures. They are either called to speak on a topic related to the subject

or give the general introduction about the Industries work, their

competencies etc. According to the secondary data, on an average about

6 guest lectures are conducted per batch.

As stated earlier, the LABS model would not have been as successful as it

is, if it were not for the win-win proposition that it makes to the industry.

According data collected from employers, we save the industry an average

of Rs. 1222 per student in recruitment costs alone. Savings on training

costs have not been reported. We will attempt to bring in this perspective

in the next audit process.


62

Social Book keeping Indicators Activity III


Forming and nurturing

formal and active alumni

community for further

career development

support

Frequency of formal alumni

interaction

Communication patterns

between alumni

As stated earlier, the concept of formal alumni communities has not been

initiated consciously. The quarterly meetings that do happen are

organized in a very localized manner. The usual communication between

alumni takes place due to personal relationships and over the telephone.

Feedback Commentary

• The staff is not clear about the frequency of IYDP assessment for the

students, to evaluate the individual’s regular development.

• Our staff is also not clear about the duration of the work readiness

module

• According to the students the work readiness module has helped them

in their interviews and to understand the job environment.

• We are saving the industry over Rs. 1222 per student in their

recruitment cost.

• The concept of alumni network is still not fully utilized


63

Objective 5 - To foster an environment of learning and mentoring

The results that LABS aims to achieve can only be reached through

creating a healthy atmosphere or environment of learning for the trainees

in the classroom through the LABS staff. There are 3 activities under this

particular objective.



Total # of employees Reasons for working with

LABS

Break up against Organ gram

Break up of field vs. support

staff

Self esteem levels before

and after joining LABS

Identifying persons

with high self

awareness and

motivation as staff

Classification of educational

Background

Exhibit 30: Reasons for working with LABS

Identifying or recruiting people with the self-awareness and motivation is

very important part to even start the training. These facilitators are the

mentors, who have to be with the LABS trainees through out the program,

Professional

12%

Social

53%Personal

26%

Money

9%

c

Sources: Primary Data, Stakeholders- Staff


64

and they will directly influence their morale and confidence on the

trainees. Therefore their own enthusiasm is very important, as it will

reflect on the students.

The total number of the employees recruited or people who were already

in the organization during 2004-2005 was 196.

Average age 26 yrs

Total Number of Staff working in 04-05 196

Male : Female 144:51

Field Support vs. Support staff 183: 13

DRF being an organization with a social objective helps in meeting the

people’s personal goals. About 53% of the employees are working in LABS

or DRF just because the people are able to meet their personal aim of

serving the society. Professional reasons may be earning their livelihoods,

applying their education to complex social problems etc. Support staff

consists of the employees who are working at the head office supporting

the people at the field level, to enable smoother implementation of

projects. Field staff is made up of the facilitators, coordinators who are

working at the grass root level. Roles played by the support staff are

managing finance, human resources, monitoring & evaluation,

communication, program development, curriculum development and many

more like this.

We had 196 persons working with the organization in the year 2004-2005.

This given pie chart below differentiates between the support and field

staff. Out of these 196, only 7 % i.e. about 13 people were working in the

organization as the support staff and the rest 183 were on the field as the

facilitators/coordinators etc. Even among this number the concentration is

towards facilitators. As employees take on further roles such as Centre

Coordinator, Cluster Coordinator etc, they continue to be facilitators in

class.


65

All the employees who participated in the Social Accounting process agree

that after joining LABS, their self esteem has increased and they are

feeling more enthusiastic and passionate about themselves towards their

job.

Exhibit 31: Educational Qualifications of LABS Employees

Exhibit No 32: Service Period in the Organization

Intermediate

2%

Graduation

35%

Other PG &

PG Diploma

32%

MBA

14%Diploma

17%

SOURCES: Secondary Data, HR Department

Less than 1

Year , 67, 47%

Less than

2Years, 64,

45%

Less than 3

years, 10, 7%

Less than 4

years, 1, 1%

SOURCES: Secondary Data, HR Department


66

This organization is running on the passion that the staff feels for the

cause, which is reflected through their work. We need people of varied

skill sets to perform the extremely challenging tasks, both on and off the

field. Our team consists of Social Work Specialists, MBAs, Medical Doctors,

Architects, Engineers and several other fields of expertise, working in a

homogenous atmosphere with the common goal of livelihoods generation.

Social Book Keeping Indicators Activity II


Frequency of employees appraisals Varied exposure provided

to employees in terms of

location, project nature etc

Number of advanced skill training

sessions for employees at different

levels

Existence of a clear career

path for employees within

LABS

Providing ways

and means for

staff to grow to

their maximum

potential

Matching the aspiration

levels of employees

We as an organization are trying to provide various ways and means for

staff to grow to their full potential. Appraisals take place twice a year.

About on 50% (97 out of 196) of the total staff underwent the appraisals

in the last year. The rest of the staff didn’t get appraisal not because of

their performance but because they had not completed 1 year in the

organisation. In the year 2004-2005, approximately 31 people got

promotions within 7 to 8 months of their joining. Exposure given in terms

of the location is also quite high. 117 employees were given transfers to

various locations and projects within Andhra Pradesh.


67

Exhibit 33: Number of Advanced Training Programs Attended by

Staff

Employees are the biggest strength of the organization. We therefore try

to keep the staff equipped with whatever skills they might require to

perform well. As the organization itself is poised to grow at a very fast

pace there is a clear career path for the employees, with most of them

reporting that they feel that if they perform, it will be recognized, and

there are many diverse growth opportunities available.

29%

29%

11%

9%9% 9%

6%

0%

5%

10%

15%

20%

25%

30%

% o

f R

es

po

nd

en

ts

Zero Tw o One Three Four Four-

Ten

More

than 10No of Trainings



68

Exhibit 34: In what ways are LABS and DRF helping you meet your

personal & professional aims & goals?

According to the employees, DRF as an organization is able to match their

aspiration levels from the social motivation that some of them have to

benefits such as developing skills, self confidence, communication skills

and training skills. These skills will in turn help them in improving on

professional aspects.

26%

19%17%

12% 12%10%

5%

0%

10%

20%

30%

So

cia

l s

erv

ice

Pro

fes

sio

na

l

go

als

Se

lf C

on

fid

en

ce

De

velo

pin

g

Skills

Pe

rso

na

l g

oa

ls

Co

mm

un

ica

tio

n

skills

Tra

inin

g s

kills

% o

f R

es

po

nd

en

ts

SOURCES: Primary Data, Stakeholders – Staff


69

Some remarks from the staff: (Excerpts from a film used for

induction of new employees)

“Dr Reddy’s Foundation is not an NGO and does not even come under the

absolute corporate world. It’s a complete new breed or blend of the two

organizations. It’s a social and business development organization. It’s

trying to bridge both the social development sector and business

environment together. This organization is working for the social cause

keeping the market requirements in mind. The culture or the work

environment is a mix of the good qualities of the both. As the

organization is growing at a rapid pace to achieve its target of touching 1

million livelihoods, has huge opportunities waiting ahead for the young

and energetic youth”.

“I started my journey from CRS facilitator and the journey to where I am

now as the Project coordinator has been completed in 2 years. The

organization has scope and exposure for everybody to grow.

“The best part or culture of the organization is that it gives space to an

individual, freedom to think and learn and apply new things. The growth

here has been the key to learn and do new things. It has provided great

amount of satisfaction and makes me feel proud to be associated with the

organization which works for the human causes”.

“The reason that I am still associated to this organization is that it’s a

people driven organization. This quality of the organization gives me extra

space to polish my extra skills to give my best.


70

Social Book keeping Indicators Activity III


To train facilitators so that

the appropriate learning

environment is created

% of facilitators who have

gone through the induction

process

Informal/formal mentoring

relationships within the

organisation

Number of CMF’s in the

organisation

Induction is given to DRF employees to give them an idea about the LABS

process and functioning of the DRF. According to sample collected, only

about 80% of the staff has undergone the induction training program.

The purpose of the induction training is done to educate facilitators so that

they can create the appropriate learning environment in their respective

classrooms. 20% of the employees have not attended as compared to the

80% who have undergone the training. This is usually due to the

operational scheduling of projects that requires facilitators/coordinators to

be present on the field immediately. Certified Master Facilitators (CMFs)

are a relatively new concept within DRF. For the year 2004-05, this

concept was not applied; therefore there is no information to report on

this indicator.

Feedback Commentary

• The organization has endeavored to select highly motivated

people.

• Number of support staff was around 7% out of the total staff.

• Only 50% of the employees had undergone the appraisals.

• A large number of employees has not undergone induction

training

• Employees have shown trust towards the organization and are

highly motivated.


71

7. Other Views of Stakeholders

According to the Trustees, the original concept behind the LABS is to

lighten the burden of poverty. The aim was the alleviation of poverty,

urban or rural. The idea was to create a sustainable program that would

be able to create livelihood among youth through vocational training. The

youth should be from the underprivileged, BPL youth who are not even

able to complete their mainstream education.

The project has made substantial headway based on the purpose. As there

will be a never-ending demand for the skilled workforce in various

industrial sectors and in these industries there is also high employee

turnover, leading to escalating investments in human resources. LABS

endeavours matched this demand of the industry with the potential of its

trainees. It offers path-breaking and job-oriented training courses to

youth who have barely reached high school levels of formal education, and

prepares them for entry-level jobs in various industrial sectors.

According to the trustees and other stakeholder view the objectives of the

project as providing employment opportunity; increase in average income

and in the living standards. According to the other stakeholders like

industries also, the main objective of the organisation was the

employability and increase in the living standards of the vast population of

the country.


72

Exhibit 35: Objectives of the LABS training

The organization’s missions are slowly and steadily being achieved and

this can be seen/ verified through the numbers touched. Our trustees say

that the impact of the project has been mainly felt by increase in

employability of trainees. And the primary data collected from the industry

(chart given below) depicts that impact of the LABS project has been felt

through increase in the living standard and also people getting the job.

30%

22%19%

14% 14%

0%

10%

20%

30%

40%

Employability Increase in the

Living

Standards

Increase in the

average

income

Capitalizing on

the boom in the

National

econmy

Reducing

crime rates

Objectives

% o

f R

esp

on

de

nts

SOURCES: Primary Data, Stakeholders - Industries


73

Exhibit 36: Impact of LABS on the Society

The Trustees do endorse that the return on investment made in the

project is achieved through an increase in the quality of life and standard

of living of the beneficiaries. They feel that the projects impact was felt

through the increase in the employability of trainees, thereby giving the

professional career dimension. The impact indirectly is also on the local

economy advancements, with corporate and business interests

concentrating on their core activities because they get access to trained

and quality workforce at entry level. Thus the trustees feel that the

project has emerged as brand in providing a competent workforce to fit

ever changing corporate requirements and dynamic economy one side and

improve the standard of living of down trodden of the other. According to

a question asked on the future association, almost 70% of the trainees

want to maintain the future association with the organisation for various

reasons. They want to help the organisation in spreading the awareness

and spending quality time with the trainees, some of them want to take

more training and expertise for their career growth.

54.87%

22.12%

11.50% 9.73%

1.77%

0.00%

15.00%

30.00%

45.00%

60.00%

75.00%

People getting

job, increase in

living standard

Not responded

/ Cant say

Not Much Personality

Development

Require more

batches for

better impact

Impact

Perc

en

tag

e o

f R

esp

on

den

ts

SOURCES: Primary Data, Stakeholders – Civil Society


74

Exhibit 37: How do you want to be associated with the LABS? –

Trainees’ Views

Even the industries are much interested in keeping the future association

with the DRF. About 30% of the industry is actually interested. Some of

them also want to get together with the organization to spend some time

with the new trainees or recruiting more students. This is a clear indicator

that the organizations like the concept of LABS and want to directly be

associated with the program.

Exhibit 38: What are your future association plans with LABS?

Yes! Wants to

grow with in the

organization

2%Not interested

29%

Yes! If LABS

provide the

financial support

4%

Yes! For

spreading

awareness

about LABS

22%

Yes! for helping

others/ or as a

facilitator

15%

Yes! for more

training,

Suggestions &

better

placements

28%SOURCES: Primary Data, Stakeholders - Trainees

Not responded

31%

Would like to

spend some

time with

Trainees

2%Yes! Recruiting

more trainees

31%

No,Financial

Help

31%

Helping the Poor

3%

Direct

Communication

with DRF

2%

SOURCES: Primary Data, Stakeholders - Industries


75

9. Economic Impacts

LABS has, as reported earlier, provided entry level opportunities to 36000

trainees. Beyond this number lies the tremendous economic impact

created by this.

Number of LABS trainees trained in 2004-05 7943

Number of students Placed (80% of 7943) 6354

Amount added to the Indian economy per trainee

per month (as per the above analysis)

Rs. 2114

Total addition to the Indian economy in the year

2004-2005

Rs. 16,11,98,419

Number of LABS trainees trained as on 31st March

2005

36000

Number of the trainees placed till 31st March 2005(

80% of 36000)

28800

Total addition to the Indian so far economy

Rs. 73,05,98,400

Total Investment Rs. 6, 57, 23, 802

Return on Investment Rate(ROI)

Total Addition/ Total Investment

11 times (73,05,98,400/ 6,57,23,802)

Placement is not a guarantee given through the program since it

undermines the motivation of trainees to strive for a career. However,

through the B2Y Network, the placements become a part of the outcome.

Students have seen their peers perform and have already set their sights

on the next increment/promotion. On an average, a LABS graduate gets

an increment/promotion in 9.5 months from the time of joining and the

increment is Rs. 688. In addition, the career awareness among LABS

graduates increases, and they realize that to move further from the entry

level they would need to improve their educational qualifications. This is

where the interest in higher studies comes from. Going beyond just the

livelihood numbers, we have tried to capture here what this addition in


76

income means for the beneficiaries, their families, and to the community

at large. While at the individual level there is decrease in indebtedness

and increase in acquisition of assets and consumables, at the community

level, there is a significant addition to the local economy. As it is clear

from the above table, LABS students added about Rs. 16 Crores to the

Indian economy in the last year alone. In the same way in the last 6 years

the LABS trainees (28800) have added Rs. 73 Crores to the economy. This

number would be significantly higher if we were to take into account the

associated plough back into the economy at the second and third levels.

Added to this is the fact that it is a low cost program, and the return

generated is about 11 times the investment.

LABS is a model that takes from the new economy boom. What is even

more interesting is the fact that it gives back much more than it takes. At

the first level, the above calculation makes our point clear. At a more

macro level, the sustenance of the new economy depends on its foot

soldiers- those that enter the economy at its first level jobs. By providing

skilled labor at this level, LABS also contributes to renewed and further

economic growth. The cyclical nature of the model ensures a win-win

situation for all concerned.


77

10. Financial Information and Compliance

Exhibit 39: Annual Expenditure

As is clear from the above graph, the year of 2004-05 has been one of

expansion and scale up. The total annual amounts spend as on 31 March

2005 was Rs. 3.3 Crores. Another interesting fact is that the leveraging of

funds from Dr. Reddy’s Laboratories has increased significantly. The split

last year was 30% DRL funds and 70% external funding. Please refer to

Annexure 4 for the financial statements for the year ended March 31,

2005. We are required to file an Annual Return with the Income Tax

Department containing our Balance Sheet, Receipts and Payment of funds

during the year, list of trustees and other information that they may

require so that we maintain our status of a Not for Profit Organization. We

are also obliged under the Foreign Contribution Regulation Act (FCRA) to

take an approval of the funds that we receive from outside India and

submit a report on its utilization. In addition Utilization Certificates

attested by an auditor are presented to all funders, although this is

frequently not a requirement stipulated by them. Employee welfare

compliances are also adhered to fully.

0

10000000

20000000

30000000

40000000

50000000

60000000

70000000

To

tal

am

ou

nt

sp

en

d i

n

Cro

res

01-02 02-03 03-04 04-05

YearSOURCES: Primary Data, Stakeholders – Finance Department


78

10. Main Issues, Conclusions and Recommendations

Checklist of recommendations made by the Social Accounting

Group

• A closer involvement of local industry participants in curriculum

customization would bring about more ownership from their end.

• A simple format for assessing the recruitment interest levels of

those who participate in curriculum development needs to be

implemented

• Activities such as assignments and guest lectures are dependent on

enthusiasm of the local staff, and need to be more streamlined.

• Less than 50% of the trainees get the opportunity to do the

assignments with the organizations.

• The concept of alumni network is still not fully utilized. Active alumni

communities need to be created and nurtured.

• Communication is some times misinterpreted, assuming Dr. Reddy’s

or government is recruiting, or it’s a government training program.

• There are exceptions to the economic criteria laid down by LABS

sometimes, although most students are dropouts.

• The staff is not clear about the frequency of IYDP assessment for

the students, to evaluate the individual’s regular development.

• Our staff is also not clear about the duration of the work readiness

module

• Only 50% of the employees had undergone the appraisals.

• A large number of employees has not undergone induction training

• In general the secondary data available has been scant, and this

indicates that in the coming year, simple social accounting systems

be inculcated so that authenticity and ease of data collection be

addressed.

• Reports from centers are very scattered and the formats are

currently not consistent. Streamlining would be required to ensure

uniform analysis.


79

The LABS program has potential and it has been implemented successfully

in various contexts- rural, urban, semi-rural, and international. The

trainees and their families have moved to the next level in socio-economic

terms, and a lot of them are making efforts on their own to further

improve their situation. The team is young and passionate- clearly, they

are enjoying what they do, and this comes across in the success of the

program.

The industry as well as the partners are enthusiastic about the larger

impact created by the program and the associated benefits that it means

for them. The trustees feel that the original intent has been achieved, and

are excited at the prospect of growth that the organization is facing this

year. While all of this positive feedback is very encouraging, there are

certain issues to be pointed out.

In most of our findings, the larger issue has been the dependence of the

LABS process on the local facilitators. There are, of course, several checks

to ensure that these facilitators are of high quality, and so far, at least,

the LABS process itself has been reasonably robust.

However, since scale up is one of the issues to be grappled with in the

coming year, a more structured way of ensuring quality of the LABS

process starting from Market Scans to B2Y Networking and Alumni

Interaction needs to be put in place. This is not to say that innovation be

restricted. But an effort must certainly be made to ensure that there is a

minimum quality deliverable in each center and to each student.


80

In our interactions with almost all the stakeholders, the common concern

raised was that of recognition of the LABS certificate. While the partner

and DRF both certify that the graduate has been trained by LABS, this is a

larger issue of nationwide sector-wise academies, which can provide

higher credibility, and thereby better opportunities to LABS graduates.

A special note also needs to be made of the positive role that alumni could

play in the future of the project. This is not fully utilized currently. A clear

indication has come from the alumni that if we wish to engage them

further, we would need to provide value to them in terms of further job

opportunities, advanced skill sets etc. That a concerted effort be made in

this direction is a recommendation that we make.


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11. Strengths and Weaknesses of the Social Accounting Process

and Plans for the next Social Accounting Cycle

Putting together these social accounts has been an extremely challenging

and enjoyable process. Several of our beliefs have been lived out and

several new issues that we hadn’t envisaged have been brought out. We

have looked at ourselves from different perspectives, and the combined

insights can only help us strengthen our program further. In this Social

Accounting cycle, we have tried to keep the costs to a minimum since we

were not sure of how much the process would mean to the organization.

This is reflected in the small sample size and the scope of the audit being

limited to LABS, which is the largest program in the DRF portfolio. The

LABS mission, for the first time has been broken down into clear

objectives and associated activities. This has brought in a lot of clarity into

the process, and has shown us that every ‘module’ within LABS is clearly

aligned with the mission of the program. For the next cycle, the largest

issue will be managing data collection from across the diverse geographies

that we are entering this year. We have covered 3 large locations in this

audit. But in the next year, the challenge will be to cover about 10

locations, and over twice the number of trainees. One way of tackling this

would be to put in place social accounting systems that will collect

information on as many indicators as possible from secondary data. This is

not to say that primary data would not be used at all, just that the means

of data collection be more balanced. We found that the reporting formats

being used currently are not uniform. It is, as a result, quite difficult to

draw any logical conclusions from collation of this data. One of the steps

we will take during this year to this end is the standardization of reporting

formats irrespective of partner and location. In addition, the comments of

the Social Audit panel on the questionnaire framing and administration will

be very useful in guiding our thought process in the right direction. The

next social accounting cycle will start in August 2006, and the second

social audit report should be available by the same time next year.


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Annexure 1: New Initiatives

LABS has given rise to several new ideas and directions which are being

piloted and experimented with. Frequently, it is a gap in the existing

program or a felt demand from stakeholders that spurs us on to innovate

and provide newer dimensions to the model. Some of these initiatives are

detailed below.

Project Disha

In line with our motto of providing ‘Access to Information’; ‘Access to

Knowledge’; & ‘Access to Opportunity’ to underprivileged, we have come

up with an innovative and ambitious project called ‘DISHA’. It is a next

generation program developed as a process of Upward Career Mobility &

Career Development for LABS alumni spread across the country. The

Learning Studio under ‘DISHA’ creates e-learning modules for

underprivileged youth between the age group of 18-25 years for learning

academic and vocational skills at their own pace through onsite and offsite

facilitation, making ‘Any Time Learning’ (ATL) a reality. Employer

recognized Competency / Skill based certificates will also be provided to

the learners through this medium to increase employability in the new

economy.


83

Aarogya - Safe Food, Safe Water

Mobile eateries have been a ubiquitous entity in our society for a long

time. These mobile eateries generally cater to a cross section of people

belonging to the low income group. The fatal unhygienic practices in the

eateries are of a concern and the contaminated food and water consumed

by the customers leads to acquiring infectious diseases. This ultimately

impacts the business and thereby the livelihood of the entrepreneur since

there is growing awareness amongst the customers about the adverse

effects of unhygienic practices. Project - “AAROGYA", being piloted in

Karimnagar, shall ensure safe drinking water to the mobile eatery vendors

and inculcate healthy and hygienic food practices through proper

orientation that improves the public health of the customers. It also

aims to make mobile eatery business a potential avenue for the youth to

take up as a livelihood option.

Micro Enterprises

Entrepreneurship is strongly believed to be the best solution for the

problem of unemployment. An enterprise not only makes an entrepreneur

independent but also creates employment opportunities for others. On this

behalf it is to be kept in mind that an entrepreneur has the skills and

techniques within him/her that are to be nurtured and supported

continuously to attain betterment. Entrepreneurs take his enterprises as a

mission and always strive for its growth but never treat it as alternative,

supporting or time killing activities. Through Entrepreneurship we attempt

to engender the special creativity of youthful entrepreneurs, who see

social and economic opportunities where others see only problems.

Entrepreneurs, whether they are working in villages or in the capital

markets, are visionaries who generate livelihood for themselves and

others. Through our


84

Entrepreneurship promotion programme we endeavor to encourage,

nurture and support youth for entrepreneurship and support their quest

for the new and untried through skills development, business plan

development support and necessary bank and market linkages.

Livelihoods Hub

The Livelihoods hub will act as a single window which answer all questions

related to Livelihoods development. We are piloting the concept near

Hyderabad to see if a person’s livelihoods needs can all be answered in a

centralized manner. There are various Government/Bank schemes

available for the unemployed, various advanced skill development

programs as well as migration support programs available in isolation. The

Livelihoods hub would be a combination of all these under one roof so that

market need and individual potential can be mapped and the best possible

solution for each individual be suggested.

Agro-based Livelihoods

LABS is a localized model, and as such, it takes into account the

developments in the near and medium term future of a specific locality

while identifying opportunities. Due to the urban nature of its initial

spread, it has been largely fuelled by the new economy and services

sector growth. However, as the geographical scope is expanding, the

necessity to localize courses and rely on sectors which are different from

what ‘traditional’ LABS sectors is only a part of evolution for the concept.

Various models are being tried in our rural centers to link up new

economy livelihoods with the primary sector. Agricultural

entrepreneurship, Food Processing, Dairy and Animal Husbandry,

Floriculture etc. are some of the areas of further expansion for LABS in


85

rural India. In addition, the percolation of the services sector to the rural

economy is being taken into account while designing skill sets for rural

LABS.

To sum up, LABS has made a impact on marketable skills of youth,

particularly skill sets required at the entry level. The model has amply

demonstrated its potential to channel talents of youth to maximize new

economy options in the world. It has succeeded in bringing value to youth

development programs through the fool proof process oriented approach

and adoption of business strategies to operationalize the field level

activities; diversity of ideas and eventual understanding of youth and

business. In the process of moving forward it will keep the focus on

quality, contextualization of the system and continued ability to learn from

the innovations.


86

Annexure 2: Mission, Values, Objectives and Activities

Mission: To provide young adults from an economically weak backgrounds the opportunity to

assimilate into the competitive job market. LABS would help acquire the required livelihood and

social skills in an environment of learning and mentoring that is responsive to the individual's

emotional and developmental needs.

Social Book Keeping/Indicators Objectives Activities


To Provide market

based

opportunity/access

to opportunity

To understand the

market trends in

the short term,

medium term and

long term

Opportunities created through local

networks

Range of courses

covered by the market

scan

No. of local stakeholders consulted. Capturing the local

trends

Developing market

based curriculum

through active

involvement of the

industry

No. of industries that were

involved in Curriculum

Development

Industries' interest

level

Classification of Industry

Participants against Nature & Size

Number of times curriculum for a

specific sector has been revisited

Individual comparison

of Labs trainees vs.

others

Date of latest review of curriculum

Increasing

employability

through delivery of

technical and life

skills programs

% of trainees placed

Confidence in trainees

that they will find

employment

% on LABS Score Card Lack of fear of job

switch in trainees

Alumni perception of

the job preparedness


87



Organizing Industry

Visits to provide

practical knowledge

of the technical

skills being

delivered in the

class room

Number of industry visits per batch

Views of the students

on whether it was a

learning experience

Introducing the

students to the

appropriate

opportunity (B2Y

Networking)


Nature/health of

relationship with

partners

Number of organizations with which

trainees are placed

% of local organizations with which

trainees are placed

Number of the assignments

Number of the guests lectures

during the batch

Approx Recruitment cost savings on

recruiting Labs students

Commitment and

motivation of the labs

trainees

Approx Cost savings due to lower

attritions rate

Forming and

nurturing an active

alumni community

for further career

development

support

Frequency of formal alumni

interaction

Communication

patterns between

alumni

Number of alumni receiving further

employment opportunities through

other alumni/alumni network

Role played by LABS

in maintaining vibrant

alumni communities

To cater to youth Making people No. of persons attending road show Feedback from


88



from economically

and educationally

weak backgrounds

aware about LABS

and DRF in their

community

community

organizations that we

work with for the

purpose of

mobilization as to the

effectiveness of the

communication effort

Gender break up of persons

attending road shows

Analysis of actual

communication

material of projects

Identifying BPL

communities/youth/

Families

Socio-Economic Profile of Trainees

Analysis of family

background of

beneficiaries

Conducting Road

Shows and

Counseling

Prospective

Trainees

Selection Ratio at Road Shows Case studies of LABS

trainees

Conducting an

Interest Inventory

Test to match

trainees’

personality with

market requirement

Identifying school

dropout from BPL

# of years since they discontiued

their education

To improve the

quality of life of

such youth and

their families

Ensuring that the

eventual livelihoods

result in significant

addition to family

income


Social benefits of

increased income

peers and families)

Career path over 10 years for a

entry level performer

Improvement in

Quality of Life

Average family income increase


89



Change in consumption pattern

Fostering

responsibility and a

sense of ownership

for their family

through the life

skills programs

% of income saved

View of family on

whether the trainee

has become a more

responsible person

% of debt on income prior and post

labs training

Number of younger siblings of LABS

trainees pursuing education

Number of LABS trainees pursuing

higher education

To be responsive

to the youths'

emotional and

developmental

needs

Evaluation of the

Individual Youth

Development

Program(IYDP)

throughout the

training period

Number and frequency of IYDP

assessments

Cultivating the work

culture and work

responsibility within

the trained youth

(Work Readiness

Module)

Duration of work readiness module

Views of the

facilitators and the

coordinators about the

students( work

readiness module)

% of trainees that clear their first

interview

Employers' feedback

on how quickly the

trainees adjusted to

work environment

Avg # of jobs offers received by a

trainee

feedback on the

process of Work

Readiness Module

# of trainees taking remedial

classes for work readiness


90



Understanding post

placement issues

through post

placement surveys

and trying to cater

to such issues

Number of alumni continuing with

the same employer for more than 6

months

Employee feedback on

areas of improvement

in the course

Number of alumni who have

received a promotion since

graduation


sessions for alumni

To foster an

environment of

learning and

mentoring

Identifying persons

with high self

awareness and

motivation as staff

Total # of employees Reason for working

with LABS

Break up against organ gram

Break up of field Vs. support staff

Self esteem levels

before and after

joining LABS

Classification of educational

background of staff

Providing ways and

means for staff to

grow to their

maximum potential

Frequency of employee appraisals

Varied exposure

provided to employees

in terms of location,

project nature etc


sessions for employees at different

levels

Existence of a clear

career path for

employees within

LABS

Matching the

aspiration levels of

employees

To train facilitators

so that the

% of facilitators who have gone

through the induction process

Informal/formal

mentoring


91



appropriate

learning

environment is

created

relationships within

the organization

Number of CMF’s in the organization


92

Annexure 3: Case Studies

1. From worries to laurels…Laxmi’s story

It was August 2001. Laxmi had just turned 18 and had dropped out of

Intermediate college. The family finances had been hit badly since her

mother – a packaging worker in a pharmaceutical factory was not being

paid her Rs 2000 monthly wage for nearly 6 months. Her father, a worker

in a printing press, earned just Rs 2000; quite inadequate for the family of

4. (Laxmi has a younger brother). Laxmi was forced into taking a

livelihood decision. All she could think of was getting a job as a

receptionist. However, her becoming aware about LABS and subsequent

selection in the Customer Relationship and Sales – CRS course in August

changed all that. “Those 3 months at LABS made all the difference to my

outlook and confidence”, asserts Laxmi, and this was vindicated by her

selection in Ion Exchange Limited as a Sales Trainee for their water

purifier division in direct sales. As the only girl selected, apart from 8

LABS male students, Laxmi felt she had “to prove herself”. However, she

and the others were completely unprepared for the gruelling daily routine,

where they were expected to make around 60 house visits (Laxmi calls

them “door knocks”) daily. After 2 months, all the boys discontinued,

unable to withstand the pressure; Laxmi, however carried on undaunted,

despite her father’s anger at her coming home well past 9 p.m. almost

everyday. Madhusudhan Rao, the Area Sales Manager stepped in and

counseled the family; it also helped that Laxmi was earning Rs 2800 per

month; more than her father, in fact.

It was a matter of time before Laxmi made her first independent sale and

from then on, there was no looking back. She averaged around Rs 3500

per month including incentives and was the best performer for 7 months

in her 18 month tenure in the firm. Phrases like “cold calls, closing a sale

and objection handling” became part of her vocabulary; she enrolled back

in college, passed her Intermediate exams. Now intends to appear for her

graduation finals, because, “between me and the other boys in the


93

company, I was as good if not better; the only extra mileage they had

was the degree,” she says.

The highlight came when she was selected for a 4-day holiday to Ooty,

where she stayed in a 4 star hotel, and was presented with a medal by

the Chairman of Ion Exchange. When asked what was special about the

trip, “My room”, she says excitedly and adds, almost as an afterthought,

“the Botanical Gardens.”

After 18 months of direct selling experience, Laxmi decided to call it quits;

as she says, “I was so confident of getting another job as a team leader

elsewhere, that I did not worry.” So when LABS, her alma mater, tested

her skills as a faculty for the CRS course and offered her the job, she

accepted instantly since, “I can now not only share my experiences with

the students, but also try and make them as confident as myself.”

___________________________________________

2. Dreaming the Reality…

Life for 15 year old Abishek Bane was just like any other boy’s his age.

School, friends, cricket, music, fun…Never did he think that all this will

change so drastically in the span of 2 months. Abishek’s father, a

Purchasing officer in a Screen Printing Press in Mumbai, was out of job

because of the sudden closure of the company. His father was broken

down and it was then that Abishek realised that his childhood was over.

To support the family and also fend for his younger brother’s education,

Abishek set out to earn a livelihood. Working in a city like Mumbai is quite

an overwhelming experience for most. So Abishek was on the lookout for

a training institute which would equip him, in a span of a few months, with

the skills to match the industry demand. He was voicing these concerns to

his friends one evening after a tiring day of jobhunting. That was when

Swapnil, also a LABS student, introduced Abishek to the world of

LABS. “I haven’t turned back after that. The minute I came to know of the

courses at LABS I knew my heart lies in the Customer Relations and Sales


94

(CRS) course. I really enjoyed my three months at LABS and it was also

an eye-opener for the harsh realities of work life.

The Youth Festival conducted in Hyderabad by Dr. Reddy’s Foundation is

an unforgettable event in my life. It was a great learning experience. One

particular discussion about new economy skills that a couple of us were

having with Mr. Raj Iyer, Director DRF, has stayed with me. That was

when I first realised the potential that BPO is going to have in the future

and it seemed an interesting area to work. After my training at LABS, Ace

Hygiene Products immediately absorbed me. I worked there for 7 months.

I was earning a standard Rs. 3,500/- a month plus had target incentives.

In fact I had achieved huge sales in the 5th month and I earned Rs,

9,500/- as target incentive. Though I was achieving good results in this

job, I was still attracted to the BPO sector. So when the opportunity of

working as a desk executive at Intel came up, I immediately joined. The

job profile included promoting and trouble shooting Intel Pentium 4. I am

currently working for ‘Les Concierges’ as a desk executive. I have my desk

at Compaq & Bharti Telephonic Services and earn Rs. 6,500/- a month.

Apart from my healthy career growth, I am also proud that I have

established a small business for my father. I have bought a computer and

he now takes up data entry assignments and is able to get a regular

income. My brother is also doing well in his studies. My head is still

buzzing with ideas. ‘Sound Garden’ is my dream project!” Wondering what

it could be? “It is a BPO that 2 of my friends and me are going to

establish. We already have a good client base. It will soon launch off!” Do

you want to study? Prompt comes the reply, “No, I am now the team

leader at Les Concierge. I am heading a group of B. Tech’s and PG’s. I

don’t think after such an experience I need a graduation!” If your head is

not reeling already then Abishek’s closing words will provide that impact…

“ If you need more information about me just visit my webpage,

www.xanga.com/abigor. By the way, Abigor is my favourite Hard Metal

Music Group!”


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Annexure 4: Financial Statements

DR.REDDY'S FOUNDATION

6-3-655/12, SOMAJIGUDA , HYDERABAD - 500 082.

BALANCE SHEET AS ON 31 st MARCH, 2005

In Rs

LIABILITIES Sch. No.

Amount Amount ASSETS Sch. No. Amount

Capital Fund 1,001 Fixed Assets 6 42,466,405

Fixed Deposits With

Scheduled Banks 7 3,250,000

Reserves & Surplus : Other Deposits 8 333,736

From Previous Years 56,891,453

Less: Excess of Expenditure over

Income 2,905,313 53,986,140

Current Assets,

Loans & Avances

Current Liabilities & Provisions

Cash In Hand 9 107,600

Revolving Fund- APUSP 1,000,000 Cash with Bank 10 11,469,044

Expenses Payable 1 1,421,631 Loans & Advances 11 1,976,386

Sundry Creditors Accrued Interest On

Fixed Deposits 12 446,666

- For Capital Items 2 1,018,335 Prepaid Expenses 13 91,842

- For Expenses 3 484,559 TDS Receivable 14 289,148

- Others 4 689,497 Amount Receivables 4 140,000

Statutory Liabilites 5 636,028

Other Payables 11 1,333,636 6,583,686

60,570,827 60,570,827

As per our report attached

for A.Ramachandra Rao & Co.,

for Dr. Reddy's Foundation


96

Annexure 5: Questionnaires

Batch Pass Out:

Place:

Trainees

1. How did you get to know about the labs program? And when?(Tick One)

a. Local Community

b. Newspaper

c. Television

d. Internet

e. Awareness by LABS employees

f. Any other, specify.

2. What are your education qualifications? Why couldn’t you continue your studies?

When did you drop out?

_____________________________________________________________________

_____________________________________________________________________

_______________________________________________________________

3. Would you like to study ahead? If so, why and what?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________

4. Do you want your younger siblings to study ahead?

a. Yes

b. No

5. If No. Give reasons.

___________________________________________________________________

6. Why did you join LABS?

_____________________________________________________________________

_________________________________________________________________

7. What course did you choose? And why?

_____________________________________________________________________

_________________________________________________________________

8. How many times have your parents visited the LABS centre? On what

Occasions?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________


97

9. How many times you have gone for the field visits in your

respective industry during the training?

___________________________________________________________________

10. What do you see as your career path over the next 10 years?

___________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_______________________________________________________________

11. Have you attended any advanced training programs at LABS?

i. Yes

ii. No

If yes, who conducted these training programs?

___________________________________________________________________

___________________________________________________________________

12. Did you make students portfolio?

iii. Yes

iv. No

13. Did you face any kind of inconvenience during the training? If yes, please

specify.

_____________________________________________________________________

_____________________________________________________________________

_______________________________________________________________

___________________________________________________________________

14. How the Work Readiness Module did helped you in preparing for the job?

_____________________________________________________________________

_____________________________________________________________________

_______________________________________________________________

___________________________________________________________________

15. Do you think WRM helped you in preparing yourself for the interview for job?

a. Yes

b. No

16. Where do you work?

___________________________________________________________________

17. Is this your first job?

i. Yes

ii. No

18. Since when are you working in this company?

___________________________________________________________________

19. Have you received any promotion?

i. Yes


98

ii. No

20. What was your monthly family income before LABS?

i. Rs 1000 to 2000

ii. Rs. 2000 to 3000

iii. Rs 3000 to 4000

iv. Above Rs 4000

21. What’s your current family income?

_________________________________________________________________

22. What is your parent’s Occupation?

__________________________________________________________________

23. Who was the principal earner prior to LABS?

__________________________________________________________________

24. Who is the principal earner post LABS?

___________________________________________________________________

25. What are the benefits of the increased income?

i. Decision making authority at home

ii. Respect among the peers

iii. You have become role model for others

iv. Any other, specify

26. What has been your monthly consumption pattern in the past before joining the

job? (Rank them 1-6, 1st with highest money spent)

a. Groceries

b. Clothes

c. Education

d. Entertainment

e. Paying off old debts

f. Transportation

g. Any other, specify

27. What is your present monthly consumption pattern? (Rank them 1-6, 1st with

highest money spent)

i. Groceries

ii. Clothes

iii. Education

iv. Entertainment

v. Paying of the debts

vi. Transportation

vii. Any other, specify

___________________________________________________________________

28. What was your monthly saving before LABS?

___________________________________________________________________


99

29. What is your present monthly saving?

___________________________________________________________________

30. What have you brought after the joining the job or plan to buy

i. Bike

ii. Scooter

iii. Television

iv. Fridge

v. House/ Flat/ Land

vi. Medical Policies

vii. Any other, specify

31. What changes have you observed within your self?

i. More Responsible

ii. More motivation

iii. More Confidence

iv. More ambitious

v. More self awareness

vi. Any Other, specify

32. Have you enrolled yourself in the alumni batch?

i. Yes

ii. No

33. Did you ever got the job availability information from your batch mates? What

were those? Did you consider them?

_____________________________________________________________________

_________________________________________________________________

34. How many times do you meet your batch mates’ group in a year?

a. Yearly

b. Half Yearly

c. Quarterly

d. Monthly.

35. How do you get know about the details of the alumni meet?

a. Internet

b. Post

c. Phone

d. Any other, specify

36. Have you ever faced any kind of problem in your job? If yes, did your batch

Mates helped in solving that? If Yes, how?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________

37. What kind activities take place in the alumni meet?


100

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

38. Do you think you will be able to find other jobs?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

___________________________________________________________________

39. Why would you want to switch jobs?

a. Increase in salary

b. Career growth opportunity

c. Better peer group

d. More exposure/ learning

e. Any other, pls specify

______________________________________________________________________

40. Do you plan to be associated with the LABS and DRF? How and why?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


101

Families

2. What do you know about LABS? How did your son/daughter get to know about it?

_________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. What was your first reaction when your child wanted to join LABS?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4. Do you think your son/ daughter has become more responsible?

a. Yes

b. No

5. If yes, then how?

______________________________________________________________________

______________________________________________________________________

___________________________________________________________________

6. What was your monthly family income per month before your child started

working?

a. Rs. 1000 to 2000

b. Rs. 2000 to 3000

c. Rs 3000 to 4000

d. Above Rs 4000

7. What is your present family income?

_____________________________________________________________________

8. What was your monthly consumption pattern before your son/daughter had joined

job? (Rank 1-6, 1st with highest money spent)

a. Groceries

b. Clothes

c. Paying of old debts

d. Education

e. Entertainment

f. Transportation

g. Any other

9. What is the current monthly consumption pattern? (Rank them 1-6, 1st with highest

money spend on)


102

a. Groceries

b. Clothes

c. Lying of the old debts

d. Education

e. Entertainment

f. Transportation

g. Any other, specify

10. What is the current monthly savings in the family?

________________________________________________________________

11. What do you think your neighbours think about LABS?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

12. What are their opinions about your son/ daughter after joining the LABS?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

13. After you son/ daughter has done well, do you want your other children to study

instead of working for the livelihood? If yes, why?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

14. Would you like your son/ daughter to be associated with DRF/ LABS in the future?

If so, how? Give reasons.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

15. What are the other benefits of the increased income?(Tick them)

a. Increase in status among the neighbours

b. Respect given by the neighbours

c. Change of the family’s role and increase in the value in the society

d. Any Other, specify

_________________________________________________________________

16. Has your family been able to afford better quality?

a. Housing

b. Water

c. Medical facilities

d. Insurance

e. Any other, Pls. specify.


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Local Neighbourhood

1. What do you know about LABS?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________

2. Did you like the LABS concept? If No, why not? If so, why?

______________________________________________________________________

______________________________________________________________________

___________________________________________________________________

3. Has your son/ daughter also joined or do they plan to join LABS?

a. Yes

b. No. If so, why?

_____________________________________________________________________

_____________________________________________________________________

4. After knowing that the LABS students are doing well, would like your son/

daughter to join?

______________________________________________________________________

____________________________________________________________________

5. What do you think, the parents and families feel about the trainees?

a. Proud

b. Happy

c. Envious/ Jealous

d. Any other, specify

______________________________________________________________________

6. What is the impact of the LABS student on families, children and on your city/

town/ village?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________

7. Is there any difference in the living standards of the trainees before or after LABS?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________


104

Name of the Company:

Name of the Employee spoken to:

Email Address:

Primary Business of the Company:

Number of employees:

Number of branches (if applicable):

Industry

1. How did you come to know about the Labs? What is its most attractive feature?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________

2. What are the objectives of the Labs program? Ranking of objectives

a. Employability

b. Increase in the average income

c. Capitalizing on the boom in the National economy

d. Increase in the living standards

e. Reducing crime rates

f. Any other, pls specify.

_______________________________________________________________s

3. How was DRF able to contribute and your leverage funds to create the greater

impact of the project? Tick One

a. Through its expertise of the process

b. Through its own funds

c. Through the time of its volunteer

d. Through its well qualified, pool experienced and enthusiastic staff at

various levels

e. Any other, please specify

4. How many trainees have been recruited by your organization?

__________________________________________________________________

5. How many of them received promotion?

__________________________________________________________________

6. How many trainees clear their interviews on an average?

__________________________________________________________________

7. Have you recruited any LABS trainees through the other LABS alumni that are

present in your organization? If yes, how many?

_________________________________________________________________


105

8. Have you taken in any LABS trainees for the purpose of an

assignment/on the job exposure during the course?

a. Yes

b. No

9. How do you think LABS trainees are different from the other employees? (Rank

them)

Positive a. More Committed

b. More Motivated

c. More prepared for the work

d. Lesser likely to quit

e. Having more skills than other recruits

f. More eager to move up

g. Any Other, specify

Negative a. Less Committed

b. Less prepared to do any work

c. Less Motivated

d. More likely to give up

e. Having lesser skills

f. Less eager to move up

g. Any other, Please Specify

10. What will be the predicted career path over 10 years for an entry level

performer in your industry?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

______________________________________________________________

11. At each of these career points could you approximate a salary figure?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________

12. How much training do LABS trainees require in comparison with your other

recruits?( in terms if training hours/ days)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________


106

13. How many times have you recruited from LABS?

__________________________________________________________________

14. Are you satisfied with the skill levels and the quality of work of the trainees that

you have recruited?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_____________________________________________________________

15. Are you satisfied with the information that you have received about LABS

happenings from time to time? What more information should be included?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________

16. Do you think that the relationship between your organization and the LABS

trainees is being nurtured appropriately at all required levels?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________

17. What is the approximate cost saved on recruiting one Labs trainee (in terms of

advertisement cost, interviewing cost, savings due to lower attrition rate etc.)?

___________________________________________________________________

___________________________________________________________________

________________________________________________________________

__________________________________________________________________

18. Have you been involved in the development of LABS curriculum?

a. Yes

b. No

19. Are there any areas in which you would like the LABS curriculum to improve?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________

20. Do you think that assignments are useful to the development/work preparedness

of a LABS trainee?

a. Yes

b. No


107

21. Do you think LABS trainees adjusted more quickly to the work environment

than other recruits?

a. Yes

b. No

22. What percentage of trainees was able to clear the interviews atyour

organization?

__________________________________________________________________

23. How do we train our trainees up to your Industry norms?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________

24. What would increase the creditability of LABS as a competent entry level

trainer?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________

25. Have you ever reprimanded LABS trainees?

__________________________________________________________________

26. Has a LABS trainee been asked to discontinue work in your organization? If so,

why?

___________________________________________________________________

_________________________________________________________________

27. What is your future Association Plans with LABS?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________

28. What is your future association plans with DRF?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________


108

Name of the Partner -

Partners

1. How did you get to know about the LABS? What is it’s the attractive feature?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_________________________________________________________________

2. Would you say that LABS achieved its objectives?

a. Yes

b. No

3. What is the main objective of the project?

a. Employability

b. Increase in the average income

c. Capitalizing on the boom in the National economy

d. Increase in the living standards

e. Reduction in crime rates.

4. How was DRF able to contribute and your leverage funds to create the greater impact

of the project? Tick One

a. Through its expertise of the process

b. Through its own funds

c. Through the time of its volunteer

d. Through its well qualified, pool experienced and enthusiastic staff at various

levels

e. Any other, please specify

5. How do you feel about the success of the project?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_________________________________________________________________

6. Do you think, we have safeguarded the interests of the trainees, or youths from

BPL?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


109

__________________________________________________________

______________________________________________________________________

_______

7. In your views, the ROI of project would be (Rate them 1-6, 1st being the best

return)

a. Increased Employment of trainees

b. Increase in Quality in life (QOL) and Standard of living (SOL)

c. Reduction in youth taking to crimes

d. Local economy advancement

e. Branding (for you)

f. Achievement of your organizations objective

h. Any other, specify.

8. Would you say LABS has good Return on Investment?

a. Yes

b. No

9. Were the reports adequate to provide the enough progress about the project?

f. Yes

g. No, why?

10. The project’s impact was felt mainly through… (Rate them 1-6, 1st being the Best)

a. Increase employability of trainees

b. Increase in Quality in life (QOL) and standard of living (SOL)





h. Any other, specify.

11. What are your future association plans with project Labs?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_________________________________________________________________

12. What are your future association plans with DRF?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_________________________________________________________________


110

Staff

1. When did you join LABS?

______________________________________________________________________

______________________________________________________________________

___________________________________________________________________

2. You started working as? And now you are working as?

______________________________________________________________________

____________________________________________________________________

3. In what ways is working with LABS and DRF helping you meet your personal and

professional aims and goals?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________

4. Why are you working in LABS?

______________________________________________________________________

____________________________________________________________________

5. When was your last appraisal done?

_____________________________________________________________________

6. What are your educational qualifications?

______________________________________________________________________

____________________________________________________________________

7. What are your career growth perceptions within the LABS?

______________________________________________________________________

______________________________________________________________________

___________________________________________________________________

8. What are the other varied career growth opportunities for you?(outside of DRF &

LABS)

______________________________________________________________________

______________________________________________________________________

___________________________________________________________________

9. Have you attended the induction program?

a. Yes

b. No


111

10. What was your experience while working with the trainees?

______________________________________________________________________

______________________________________________________________________

___________________________________________________________________

11. What are the positive and negative changes you have noted in the trainees?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_________________________________________________________________

12. What is the number and the frequency of IYDP assessments?

______________________________________________________________________

____________________________________________________________________

13. Does Work Readiness Module help the trainees? How?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________

14. What is the duration of Work readiness Module?

______________________________________________________________________

____________________________________________________________________

15. How many job offers does each trainee get, on an average?

_____________________________________________________________________

16. How many trainees clear the 1st placement interviews?

_____________________________________________________________________

17. How many industry visits are undertaken by per batch?

_____________________________________________________________________

18. How is the relationship maintained between the trainees and the industry people?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________

19. How many trainees are placed in the local area?

_____________________________________________________________________

20. How many alumni batches are there in your center?

_____________________________________________________________________

21. What many times does alumni meet takes place in a year?(Tick One)

a. Yearly


112

b. Half yearly

c. Quarterly

d. Monthly

22. How do you inform the trainees?

a. Internet

b. Post

c. Phone

d. Any Other

23. How many advanced training programs have been conducted for the alumni?

_________________________________________________________________

24. What events take place in the alumni meet?

_________________________________________________________________

25. How many advanced training programs have you attended?

_________________________________________________________________

26. Are you a certified master facilitator?

_________________________________________________________________

27. Is your self esteem level

a. Increased

b. Decreased

after joining LABS?

__________________________________________________________________

28. How do DRF/ Labs contribute to your career growth? Please rank/

a. Increased exposure to different projects

b. Increased geographical movement

c. Mentoring through the system formally/ informally

d. Through interaction with other enthusiastic and well qualified

professionals

e. Through salary packages that are competitive

f. Any other, Please Specify


113

Trustees

1. What was the original concept and idea behind LABS? Is the project serving its

purpose that you had thought off?

____________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________

2. Would you say that LABS achieved its objectives?

c. Yes

d. No

3. What is the main objective of the project?

f. Employability

g. Increase in the average income

h. Capitalizing on the boom in the National economy

i. Increase in the living standards

j. Reduction in crime rates.

k. Any other, please specify

4. How do you feel about the success of the project?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_________________________________________________________________

5. Do you think, we have safeguarded the interests of the trainees, or youths from BPL?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_________________________________________________________________

6. Would you say LABS has good Return on Investment?

a. Yes

c. No

7. In your views, the ROI of project would be (Please rate them from 1-6, 1st being the

best return)

a. Increased Employment of trainees

b. Increase in Quality in life (QOL) and Standard of living (SOL)


114





h. Any other, Please specify.

8. The project’s impact was felt mainly through…... (Please rate them from 1-6, 1st

being the Best)

a. Increase employability of trainees

b. Increase in Quality in life (QOL) and standard of living (SOL)





h. Any other, Please specify.


115

Annexure 6: Pre-Social Accounting Analysis

What do we already do?

Please complete this form as accurately as possible. Tick if you have the core “foundation” information available and if you are keeping records or collecting data that contributes to social accounting. You may also want to add explanatory comments. You may also be gathering other information which you will write into the “other” box.

Core foundation information: Do you have…

Tick

Comments

…a clear, concise Mission statement?

X

…clearly stated and agreed Values which underpin the way the organisation works?

X

…clear Objectives which express the social, environmental and economic purpose of the organisation?

…a way of linking what is done day by day (your Activities) to the Objectives?

…an understanding of all the Stakeholders whom you affect and who can affect you?

Documentation / Record-keeping: Do you have…

Tick

Comments

…accurate and full records of work done or services provided - What? Who? How? Where?

…countable information and data - How many? How much? When?

x MIS System was set up last year

…agreed indicators for aspects of your work?

x As and when required by partners and in agreement with them


116

…annual performance targets? …feedback/evaluation forms from trainees, clients, people you work with, etc.

…detailed employee/volunteer records

X Some, not as much as we’d like

…record of training for: employees/volunteers/directors/members

X

…regular employee reviews/appraisals

X

…employee time-sheets …anecdotal feedback on quality recorded in writing

X

…minutes of meetings X …agreements with other stakeholders - partner organisations, funders, etc.

X

…one off project or service evaluations

X

…internal or external reports to funders or other stakeholders

X

Other forms of documentation and record-keeping? Case Studies, Market Scan Reports, Inception Reports, Placement Reports, IYDP Reports Stakeholder Consultation Tic

k Comment or details

Do you do regular and systematic consultation using a questionnaire with:

No It is mostly case based. For example, appraisals for employees are done, but the issues covered would be incomplete from an organization perspective.

− Employees − Volunteers − Customers/clients/trainees/ben


117

eficiaries − Board/management committee

members

− Funders − Partner organisations − Community groups/community

members

− Wider community/general public

Other forms of regular and systematic consultation with:

Details

− Employees − Volunteers − Customers/clients/trainees/ben

eficiaries

− Board/management committee members

− Funders − Partner organisations − Community groups/community

members

− Wider community/general public

Other forms of Consultation? Use of and Compliance with other Quality Assurance or External Standards

Tick

Comment

Health and safety policy and procedures

x

Equal opportunities policy and procedures

Investors In People Employment of disabled people (standards)

PQASSO


118

Development Trusts Health-check Key Social & Co-operative Performance Indicators

Social Firms Performance Dashboard

Other quality assurance systems or external benchmarks/standards? Reporting on Social, Environmental and Economic Performance

Tick

Comments

Publish report on social, environmental and economic performance

Include a section in the annual report

Give a verbal report at the AGM Circulate a newsletter with details to the community or to stakeholders

x

Write and publish relevant case-studies

x

Write internal reports on social, environmental and economic performance

Set annual targets for social, environmental and economic performance

Reports on social, environmental and economic performance to funders or other stakeholders

x

Other forms of relevant reporting?


119

Discussion about Social, Environmental and Economic Performance

Tick

Comments

Regular agenda item at Board/Management Committee meetings

x

Regular discussion by Management team

x

Regular discussion by/with employees/volunteers

Regular discussion/consultation/focus groups with:

Details

− Customers/clients/trainees/other beneficiaries

− Partner organisations x During Curriculum Development

− Community groups X During Roadshows − Funders − Wider community/general

public x During Market Scans

Any other relevant examples of how you explore, assess or report Social, Environmental and Economic Performance? (Please continue on a separate sheet…)


120

Annexure 7: List of Exhibits

1. Exhibit1: The LABS Model

2. Exhibit 2: The LABS Process

3. Exhibit 3: Size of the Organizations Participating in Curriculum

Development

4. Exhibit 4: Organizations Participating in Curriculum Development

5. Exhibit 5: Would you be confident about your ability to change

jobs in the future?

6. Exhibit 6: Number of Industry Visits per Batch

7. Exhibit 7: Sector-wise Placement Break-up

8. Exhibit 8: Trainee-Industry Relationship is nurtured by

9. Exhibit 9: Are you satisfied with the relationship maintained by

LABS staff?

10. Exhibit 10: How do you inform alumni about meetings?

11. Exhibit 11: Number of LABS graduates receiving further

employment opportunities through other alumni

12. Exhibit 12: Source of Information

13. Exhibit 13: What is LABS?

14. Exhibit 14: Monthly Income of LABS Families (Pre-LABS)

15. Exhibit 15: Time Gap between drop out from education & LABS

enrollment

16. Exhibit 16: Is there any difference in the living standard of the

trainees before and after LABS?

17. Exhibit 17: Major products purchased by the LABS trainees

18. Exhibit 18: Family Income Increase Pre and Post LABS

19. Exhibit 19: Average Savings

20. Exhibit 20: Social Benefits of Increased Income

21. Exhibit 21: Changes in the Trainees, Post LABS


121

22. Exhibit 22: Percentage of the LABS trainees who

want their younger siblings to pursue higher education

23. Exhibit 23: Higher Education Targets

24. Exhibit 24: Duration of the Work Readiness Module

25. Exhibit 25: How did the Work Readiness Module help the LABS

trainees?

26. Exhibit 26: Number of Trainees who Clear their First Interviews

27. Exhibit 27: Adaptability of LABS Trainees to Work Environment

28. Exhibit 28: Number of Job Offers Received by a Trainee

29. Exhibit 29: Work Readiness Module Helped in ….

30. Exhibit 30: Reasons for working with LABS

31. Exhibit 31: Educational Qualifications of LABS Employees

32. Exhibit No 32: Service Period in the Organization

33. Exhibit 33: Number of Advanced Training Programs Attended by

Staff

34. Exhibit 34: In what ways are LABS and DRF helping you meet

your personal & professional aims & goals?

35. Exhibit 35: Objectives of the LABS training

36. Exhibit 36: Impact of LABS on the Society

37. Exhibit 37: How do you want to be associated with the LABS? –

Trainees’ Views

38. Exhibit 38: What are your future association plans with LABS?

39. Exhibit 39: Annual Expenditure

revised social audit report 2004-05 · social audit report 2004-05 2 contents • introduction ......

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