A social concern project submitted in partial fulfilment of the

requirements for the degree of Master of Business Administration

By
2328121 - HARI CHANDANA KOMMURU
2328263 - V. KARAN
2328107 - ANIKETH SHETTY
2328255 – SOWMYA T
2328114 – D BHAWNA

Under The Guidance of

Dr. ARUN T C

MBA PROGRAMME

SCHOOL OF BUSINESS AND

MANAGEMENT CHRIST (DEEMED TO BE

UNIVERSITY), BANGALORE.

JANUARY 2024
 ACKNOWLEDGMENT

We are indebted to the people who helped us accomplish this Social Concern
Project.

First, we thank the Vice Chancellor, Dr. Fr Abraham VM, CHRIST (Deemed to be
University), Bangalore, for allowing us to do the project.

We thank Dr. Jain Mathew, Dean, Dr. Georgy Kurien, Associate Dean (Main
Campus); Dr. Jeevananda S, Associate Dean (Kengeri Campus); Prof. Sirish V, Head (Main
Campus); Prof. Krishna MC, Head (Kengeri Campus), of MBA program, School of Business
and Management, CHRIST (Deemed to be University), Bangalore, for their kind support.
We thank Prof. Siva Kumar Pujari for his support and guidance during our training.
We remember him with much gratitude for his patience and motivation, but for which we
could not have submitted this work.

We would like to sincerely thank our mentor, Dr. ARUN T C, for allowing
us to complete our social concern project under her guidance successfully.

2328121 - HARI CHANDANA KOMMURU`

2328263 - V. KARAN
2328107 - ANIKETH SHETTY
2328255 - SOWMYA T
2328114 - D BHAWNA

TABLE OF CONTENTS
S.NO CONTENT Page NO

ABSTRACT 4

1 INTRODUCTION 5

2 PROFILE OF THE ORGANIZATION 6

3 PROJECT OBJECTIVE AND METHODOLOGY

4 MANAGEMENT THEORIES APPLIED

5 DETAILED DESCRIPTION OF THE PROJECT

6 FINDINGS, LEARNINGS, AND RECOMMENDATIONS

7 CONCLUSIONS

8 REFERENCES

9 INDIVIDUAL CONTRIBUTIONS

10 CERTIFICATES

11 NGO MENTOR FEEDBACK FORM

ABSTRACT
Social responsibility is an ethical paradigm that claims that a person or organization should
act in the best interests of society. To be socially responsible, individuals and organizations
must respond to social, cultural, economic, and environmental concerns ethically and
sensitively. The civic responsibilities and activities of individuals and organizations must
benefit society. There should be a direct link between economic success and societal and
environmental well-being. Individuals, corporations, and governments who strive for social
responsibility, also known as Corporate Social Responsibility (CSR), can positively impact
enterprises and society while contributing to financial success.
For the Social Concern Project, we chose to work for a Non-Government Organization
(NGO), SPARSHA TRUST, to identify their problems and issues requiring service, analyze
the situation to draw appropriate inferences, and recommend the right solutions to address
challenges in the organization. The NGO gave various tasks and responsibilities to carry out
the process. CSR can positively impact businesses and society while contributing to financial
success.
Similarly, these reports trace the points and progress to date of the smiley’s organization. It
refers to the difficulties looked at by the NGO, specifically in guaranteeing a joint effort
between the people and the NGO, yields are fitting to social researchers, dealing with the
change from research undertakings to support, absence of mindfulness, and absence of gifts.

INTRODUCTION (THE SERVICE-LEARNING INITIATIVE OF THE

PROJECT):
Social Concern Project is a collective social action given by the institution for the sake
of providing a social benefit by the youth to society by using their skills and also using
management skills for the better development and framing of policies to the organization to
control the issues and perform effectively for the betterment of the society and the selected
organization. This Social Concern Project is an initiative for managing and solving the
problems faced by Social Concern Organizations such as NGOs and social entrepreneurs
(MSMEs). The Social Concern project deals with creating awareness and helping
organizations adopt better strategic decisions.

Non-Government Organizations (NGOs) have been, in principle, in existence for a

long time. Non- government associations can change in various types of affiliation. There is
a wide range of NGOs worldwide, which can complicate the method of characterizing such
affiliation.

Indian civil society has a long history and is built on the ideas of daana (charity) and
seva (service). As early as the Middle Ages, voluntary organizations—organizations with a
voluntary mission and no profit-making goals—were engaged in developing culture,
education, health, and disaster relief. They multiplied while Britain was in power, working to
advance social welfare, promote literacy, and carry out humanitarian efforts.

PROFILE OF THE ORGANIZATION

In 2005, five young post graduates, who had just completed their Masters in Social Work,
were moved by the condition of children on the streets. They saw that young children, whose
minds should be engaged in educational activities, sports and recreational activities were into
begging, rag picking or even working as child labourers.

Many of them were exploited and abused by elder children and their own families. Helpless
and with no one to speak to for their rescue, the lives of these young children were deprived
of even the basic need for care and protection.

These five post graduates could empathize with these children especially as some of them-
Mr. Gopinath R-had experienced different types of hardships during his own childhood.
Together, they started Sparsha Trust in 2005 with the aim to improve the lives of the street
children and other vulnerable kids.

Their work started in a cow shed, working in the field with the children trying to understand
the root cause of their problems and trying to resolve their issues. Over a period of time, the
growing team of Sparsha Trust introduced various programs that included contact points,
open shelters, day care centres and multi-dimensional development residential centre for
children.

In 2013, five more members joined the core management team and since then the team has
crossed various milestones and is now one of the most reputed NGOs of Bangalore. Reaching
out to 8000 children and having supported the process of school enrollment of about 3000
children, Sparsha Trust is growing rapidly.

The Sparsha Story

Vision

Our vision is of a society that is free of exploitation of children, where young kids are
supported to discover their potential and given opportunities for comprehensive development.

Objective

 Create a safe home for every child with free access to basic facilities like food,
health, education and clothing.
 Ensure that children enjoy their constitutional rights and eradicate the child labour
system.
 Develop the children’s creativity and strengthen their self-confidence
 Provide quality and skills-oriented education to empower underprivileged children
and youths.
 Create a community that feels responsible towards children and social issues, works
with them to ensure that every child has their own place.
 Raise public awareness and their sense of responsibility about Child Rights: care,
protection, development and education.

METHODOLOGY
The methodology includes both primary and secondary data. The preliminary data were
collected directly from the members of the NGO and the Founder of the NGO. The secondary
data related to the study are collected through newspapers, websites, etc. How the funds are
raised and utilized and any other difficulties the NGO faces are analysed to provide suitable
solutions using management knowledge. We interacted closely with all the visually impaired
children to understand their daily problems and suggested appropriate solutions.

We read newspapers daily to update them on the news around the world, from politics to
sports. We assisted them with their PUC education. Apart from this, we conducted other
activities like singing and games such as Atlas and word building for the children. We
voluntarily did crowdfund for a general donation to the NGO. On the last day at the NGO, we
provided them with snacks and engaged them with fun activities.

MANAGEMENT THEORIES APPLIED IN PROVIDING SOLUTIONS

1. Division of Labor and Specialization:

 Identify strengths and passions: Assess the skills and interests of volunteers and
beneficiaries. Assign tasks based on their strengths, allowing them to specialize and
excel.
 Create teams and sub-teams: Divide beneficiaries into smaller teams for specific
projects or activities. Consider appointing team leaders to facilitate communication
and accountability.
 Rotate tasks: Regularly switch up tasks within teams to prevent boredom, build new
skills, and foster cross-functional understanding.
2. Unity of Command and Direction:
 Clear hierarchy and reporting lines: Establish a defined chain of command for
decision-making and communication. This ensures clarity and avoids confusion.
 Delegation with accountability: Delegate tasks while providing clear instructions and
expectations. Hold individuals accountable for their assigned tasks and offer
constructive feedback.
 Empowerment within boundaries: Provide volunteers and beneficiaries with decision-
making autonomy within pre-established guidelines. This fosters ownership and
initiative.
3. Leadership and Esprit de Corps:
 Promote collaborative leadership: Encourage team leaders to be supportive and work
alongside their team members, fostering a sense of shared responsibility.
 Team-building activities: Organize events and activities that encourage
interaction, trust, and communication among volunteers and beneficiaries.
 Recognition and appreciation: Celebrate individual and team achievements to boost
morale and maintain the spirit of cooperation.
  Focus on shared goals: Clearly communicate the mission and goals of Sparsha to
everyone involved, reminding them of the positive impact they're making together.
4. Adapting Fayol's Principles:
 Esprit de Corps: This translates to Sparsha as fostering a sense of community and
shared purpose among volunteers and beneficiaries. Encourage
empathy, teamwork, and mutual support.
 Discipline and Order: Maintain a schedule and structure for activities while offering
flexibility and understanding for individual needs.
 Fairness and Remuneration: Although Sparsha probably relies on volunteers, consider
offering non-monetary incentives or recognition programs to show appreciation and
encourage continued involvement.
 Initiative and Zeal: Create an environment that encourages creativity, problem-
solving, and ownership of tasks.

DETAILED REPORT OF THE PROJECT

At the NGO, we helped the children with various activities such as Newspaper reading,
Microsoft Excel and PowerPoint, Spoken English, and General Knowledge.
Activity 1 – Acknowledging children about the importance of environment.
Activity 2 – Educated them about good touch and bad touch.
Activity 3 – Taught them the importance of respecting elders and everyone
Activity 4 – Explained them about the requirement of being healthy and hygienic .
Activity 5 – Went to a Government School and inspired the students by telling stories of
various Indian mythologies.

Activity 1: Acknowledging Children about the Importance of Environment

Learnings:
 Curiosity and wonder: Engaging children's senses and using interactive activities
sparked their curiosity and fostered a deeper connection with nature.
 Interconnectedness: Demonstrating how their actions impact the environment
empowered them to become responsible stewards.
 Action and stewardship: Participating in projects like planting gardens or clean-up
drives solidified their understanding of environmental responsibility.
Challenges:
 Age-appropriate engagement: Tailoring activities to different age groups was crucial
to ensure effectiveness and inclusivity.
 Limited resources: Access to nature spaces or materials for activities could be a
challenge depending on the context.
 Sustaining impact: Maintaining children's enthusiasm and ensuring long-term
behavior change required consistent effort and follow-up.

Activity 2: Educating Children about Good Touch and Bad Touch

Learnings:
 Empowering children: Providing them with knowledge and vocabulary to identify and
report inappropriate touch empowered them to protect themselves.
 Open communication: Fostering an environment where children feel comfortable
talking about sensitive topics was essential for early intervention.
 Community support: Collaborating with parents and teachers created a comprehensive
support system for children's safety.
Challenges:
  Overcoming discomfort: Discussing sensitive topics like touch can be uncomfortable
for children and adults alike, requiring careful navigation and sensitivity.
 Age-appropriate language: Finding the right balance between clarity and avoiding
traumatizing children was crucial when explaining sensitive concepts.
 Cultural considerations: Adapting the program to address specific cultural norms and
sensitivities around touch and bodily autonomy was important.

Activity 3: Teaching Respect for Elders and Everyone

Learnings:
 Empathy and understanding: Activities that promote empathy and understanding
helped children appreciate the value of respect towards elders and everyone.
 Role models: Setting positive examples and showcasing respectful behavior were key
to influencing children's actions.
 Community building: Encouraging interactions between children and elders fostered
intergenerational understanding and strengthened community bonds.
Challenges:
 Breaking stereotypes: Addressing pre-existing biases or negative attitudes towards
elders or certain groups required conscious effort and open communication.
 Encouraging inclusivity: Ensuring respect for everyone, regardless of background or
differences, could be challenging in diverse settings.
 Sustaining behaviour change: Reminding children and adults about the importance of
respect in daily interactions was crucial for maintaining a respectful environment.

Activity 4: Explaining the Importance of Health and Hygiene

Learnings:
 Practical skills: Teaching children basic hygiene practices like handwashing and
healthy eating habits equipped them with essential life skills.
 Awareness and understanding: Explaining the link between hygiene and preventing
illness empowered children to take responsibility for their health.
 Fun and engaging activities: Utilizing games, songs, and interactive demonstrations
made learning about hygiene enjoyable and memorable.

Challenges:
 Access to resources: Ensuring that all children had access to basic hygiene facilities
and supplies could be challenging in certain contexts.
  Overcoming cultural beliefs: Addressing potential misconceptions or cultural beliefs
around hygiene practices required sensitivity and open communication.
 Long-term behaviour change: Encouraging consistent adherence to hygiene practices,
especially in resource-constrained environments, could be challenging.
Activity 5: Inspiring Students with Indian Mythologies through Storytelling
Learnings:
 Cultural pride and identity: Sharing stories from Indian mythology helped students
connect with their cultural heritage and fostered a sense of pride.
 Life lessons and values: Weaving moral lessons and valuable messages into stories
provided students with ethical guidance and life skills.
 Imagination and creativity: Storytelling stimulated students' imaginations and
nurtured their creative thinking abilities.
Challenges:
 Age-appropriate adaptation: Selecting stories and adapting them to suit different age
groups and comprehension levels was important.
 Engaging diverse audiences: Catering to students with varying backgrounds and
interests required flexibility and diverse storytelling approaches.
 Limited resources: Access to books, props, or technology to enhance storytelling
could be a challenge depending on the school's resources.

Over All Challenges and Learnings:

Challenges:
  Addressing diverse needs: Catering to children's varying ages, backgrounds, and
abilities within resource constraints required flexibility and creativity.
 Maintaining sustained impact: Ensuring long-term behaviours8 change and program
effectiveness beyond initial engagement could be challenging.
 Overcoming sensitivity and discomfort: Discussing sensitive topics like
touch, health, and respect required careful navigation and cultural considerations.
 Resource limitations: Access to materials, facilities, and technology could hinder the
execution and reach of certain activities.
Learnings:
 The power of engagement: Interactive and age-appropriate activities sparked
curiosity, ignited passion, and facilitated learning across diverse topics.
 Building a supportive network: Collaboration with parents, teachers, and the
community created a holistic support system for children's well-being and learning.
 Importance of cultural sensitivity: Adapting programs and communication to respect
and address different cultural norms and beliefs was crucial for inclusivity and
effectiveness.
 Emphasizing life skills and values: Teaching practical skills like hygiene and good
touch, alongside valuable life lessons from mythology and respecting
elders, empowered children to navigate their world confidently.

CONCLUSION
Sparsha: A Beacon of Hope for Marginalized Communities.
Sparsha NGO stands as a beacon of hope, empowering those on the margins of society. My
time at Sparsha was a profound learning experience, not just in imparting knowledge, but in
understanding the unique perspective of those navigating life with different abilities.
Sparsha reminds us that true inclusion requires dismantling mental barriers and fostering
empathy within our communities. It's not enough to simply offer assistance; we must actively
embrace diversity and work to create a world where everyone feels valued and empowered.
While Sparsha plays a crucial role in bridging this gap, the ultimate responsibility lies with
the government. Increased efforts are needed to create accessible infrastructure, provide equal
opportunities, and ensure social welfare policies cater to the specific needs of marginalized
groups.

REFERENCE