CREATING SOCIAL AWARENESS ON SUSTAINABLE

DEVELOPMENT GOALS

AT
SPARSHA TRUST
A social concern project submitted in partial fulfilment of the
requirements for the degree of Master of Business Administration

By
KEVIN NORONHA 2427826 (2 MBA I)
MEENAKSHI R D 2427829 (2 MBA I)
RITHWIN R 2427646 (2 MBA G)
AMISHA KUMARI 2428505 (2 MBA P)

Under The Guidance of

Prof. Vedha Balaji

MBA PROGRAMME

SCHOOL OF BUSINESS AND

MANAGEMENT CHRIST (DEEMED TO BE

UNIVERSITY), BANGALORE.

NOVEMBER 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, Prof. Vedha Balaji, for allowing
us to complete our social concern project under her guidance successfully.

KEVIN NORONHA 2427826 (2 MBA I)

MEENAKSHI R D 2427829 (2 MBA I)
RITHWIN R 2427646 (2 MBA G)
AMISHA KUMARI 2428505 (2 MBA P)
 TABLE OF CONTENTS

S.NO CONTENT
1 ABSTRACT
2 INTRODUCTION
3 PROFILE OF THE ORGANIZATION
4 PROJECT OBJECTIVE AND METHODOLOGY
5 MANAGEMENT THEORIES APPLIED
6 DETAILED DESCRIPTION OF THE PROJECT
7 FINDINGS, LEARNINGS, AND
RECOMMENDATIONS
8 CERTIFICATES
 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
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 child, 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, 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:
  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
are 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, 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 is not enough to simply help; 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.

CERTIFICATES