HPCL CSR Social Audit Report

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban
Samapti Guha Susanta Datta Zainab Kakal
TISS National CSR Hub School of Management & Labour Studies Tata Institute of Social Sciences Mumbai 2011
Acknowledgement
The social audit report on Swavalamban and Unnati projects would not have been possible without the support of different stakeholders of these projects who have contributed directly and indirectly during the audit process. We are grateful to Tata Institute of Social Sciences for giving us the opportunity to work on this report. We would like to thank Prof. Sharit Bhowmik, Dean, School of Management and Labour Studies, TISS for his immense support. We are also thankful to all support staff of School of Management and Labour Studies and the Accounts Department of TISS. We would like to thank Ms. Sonal Desai, GM, CSR and Mr. S. S. Sharma, Deputy Manager, and other personnel of HPCL for their support. Without their support it would not have been possible for us to reach the external stakeholders of these projects. All Principals, training staff and other supporting staff of the studied ITI in Maharashtra and ITCs in Bathinda, Punjab helped us to understand the implementation process during fieldwork and provided relevant data related to the Swavalamban project. We would like to thank all of them. We would like to thank Mr. Sougata Roy Chowdhury, Director, Skill and Affirmative Action, CII and other staff of the same division of CII for providing data of Swavalamban project and connecting us to the ITCs in Bathinda. Mr. Manish Singh, Operational Head and Mr. Vikas Malhotra, Consultant of CQ Works Skill Pvt. Ltd. provided relevant information about the implementation process adopted by CII, CQ Works Skill Pvt. Ltd for Swavalamban project. We are grateful to them. We are grateful to the Regional heads and Office managers of NIIT at Dehradun in Uttarakhand, Panipat in Haryana, Rajamundhary in Andhra Pradesh, and Barasat in West Bengal for their extended cooperation and enduring support. We also thank HPCL employees for their valuable inputs on the Unnati project and providing data for the same project. We would also extend a warm thanks to the Head Masters, teachers and students of each school who contributed magnanimously to our study with their comments and insights. SG, SD and ZK.
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Abbreviation
BIMT CII CSR DEO FGD FY GOI GM HPCL ITI ITC MES MGNREGA MOU MS Excel. NGO NIIT PRES PSU SA SWOT TISS UK VTP Bathinda Institute of Management & Technology Confederation of Indian Industries Corporate Social Responsibility District Education Officer Focused Group Discussion Financial Year Government of India General Manager Hindustan Petroleum Corporation Limited Industrial Training Institute Industrial Training Center Modular Employable Schemes Mahatma Gandhi National Rural Employment Guarantee Act memorandum of understanding Microsoft Excel Non Government Organization National Institute of Information Technology Pravara Rural Educational Society Public Sector Undertaking Social Audit Strength Weakness Opportunity Threats Tata Institute of Social Sciences United Kingdom Vocational Training Providers
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Contents
Acknowledgement ........................................................................................................................................ 1 Abbreviation ................................................................................................................................................. 2 Chapter 1 ....................................................................................................................................................... 5 Introduction ................................................................................................................................................... 5 1.1 Background: ........................................................................................................................................ 5 1.2 Objectives of Social Audit .................................................................................................................. 6 1.3 Scope of Social Audit ......................................................................................................................... 6 1.4 Methodology ....................................................................................................................................... 7 Unnati ............................................................................................................................................ 7 Swavalamban ................................................................................................................................ 7 1.5 Outlines of the chapters/ reports ......................................................................................................... 8 Chapter 2 ....................................................................................................................................................... 9 UNNATI ....................................................................................................................................................... 9 2.1. Introduction ........................................................................................................................................ 9 2.1.1 Unnati........................................................................................................................................... 9 2.1.2 Project Description....................................................................................................................... 9 2.1.3 Rationale / Objectives of the project .......................................................................................... 10 2.2 Social Audit ...................................................................................................................................... 10 2.2.1 Governance Statement ............................................................................................................... 10 2.2.2 As-is Analysis ............................................................................................................................ 11 Table 2.1: As-is Analysis ............................................................................................................ 11 Table 2.2: Quality check Matrix for internal stakeholder ........................................................... 13 2.2.3 Stakeholder Mapping ................................................................................................................. 14 2.2.4 Stakeholder Analysis.................................................................................................................. 14 2.2.4.1 NIIT..................................................................................................................................... 14 2.2.4.2 School Management ............................................................................................................ 15 2.2.4.3 Students ............................................................................................................................... 16 2.2.4.4 NIIT local trainers ............................................................................................................... 16 2.2.4.5 HPCL Officers .................................................................................................................... 17 Table 2.3: Quality check Matrix for external stakeholders ......................................................... 18 2.3. Social Accounting: Key issues ......................................................................................................... 18 Chapter 3 ..................................................................................................................................................... 24 SWAVALAMBAN..................................................................................................................................... 24 3.1 Introduction ....................................................................................................................................... 24 3.1.1 Swavalamban ............................................................................................................................. 24 3.1.2 Project Description..................................................................................................................... 24 3.1.3 Rationale .................................................................................................................................... 25 3.1.4 Objectives .................................................................................................................................. 25
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3.2. Social Audit ..................................................................................................................................... 26 3.2.1 Governance Statement ............................................................................................................... 26 3.2.1.1 Governance Statement between HPCL and CII .................................................................. 26 3.2.1.2 Governance Statement between Assessment Partner and CII ............................................. 28 3.2.1.2.1 City & Guild (Phase I III) ......................................................................................... 28 3.2.1.2.2 Sona Skills (Phase IV) ................................................................................................. 29 3.2.1.2.3 CQ Works Skills Services Pvt Ltd (Phase V) .............................................................. 29 3.2.1.3: Governance Statement between Training Partner and CII ................................................. 29 3.2.2 Stakeholder Mapping ................................................................................................................. 30 3.2.2.1Structure of the Team ........................................................................................................... 31 Table 3.1: Stakeholders under Swavalamban ............................................................................. 31 3.2.3 Stakeholder Analysis.................................................................................................................. 31 3.2.3.1 Confederation of Indian Industries (CII)............................................................................. 31 3.2.3.2 City and Guild ..................................................................................................................... 33 3.2.3.3 CQ Works Skills Services Pvt Ltd ...................................................................................... 33 3.2.3.4 Training Centers.................................................................................................................. 34 3.2.3.4.1 Industrial Training Institute (ITI), Lone....................................................................... 34 Figure 3.1: Status of Passed out Students of ITI, Lone ........................................................... 35 3.2.3.4.2 Baba Farid ITI, Bathinda Punjab ................................................................................. 36 Figure 3.2: Status of Passed out Students of Baba Farid ITI, Bathinda, Punjab ..................... 36 3.2.3.4.3 Bathinda Institute of Management and Technology (BIMT)....................................... 37 Figure 3.3: Status of Passed out Students of BIMT, Bathinda, Punjab................................... 38 3.2.4 As-is Analysis ............................................................................................................................ 40 Table 3.1 As-is Analysis of different stakeholders ..................................................................... 40 Table 3.2: Quality check matrix for all stakeholders .................................................................. 44 3.3. Social Accounting: Key issues ......................................................................................................... 46 Chapter 4 ..................................................................................................................................................... 49 RECOMMENDATIONS ............................................................................................................................ 49 4.1 UNNATI ........................................................................................................................................... 49 4.2 SWAVALAMBAN........................................................................................................................... 50 4.3 Alternative model for implementation .............................................................................................. 52 4.3.1 UNNATI .................................................................................................................................... 52 Figure 4.1: Alternative model for implementation of Unnati .................................................. 52 4.3.2 SWAVALAMBAN.................................................................................................................... 53 Figure 4.2: Alternative model for implementation of Swavalamban ...................................... 54
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Chapter 1 Introduction
1.1 Background:
Hindustan Petroleum Corporation Limited (HPCL) is a Fortune 500 PSU engaged in exploration, production and distribution of petroleum products across the country. The Company aspires to take up leading role in Corporate Social Responsibility (CSR) as this company believes CSR connects businesses to society and helps them to participate in overall development of the nation. HPCL has already implemented two projects "Unnati" and "Swavalamban" in different States in India. Tata Institute of Social Sciences (TISS) strongly believes that implementation of these two projects is not the end of CSR. To understand the impact of these projects, HPCL has engaged expert like TISS to carry out Social Audit of these projects. In this context TISS team is submitting the final report on Social Audit of Unnati and Swavalamban projects to HPCL. Corporate Social Responsibility (CSR) activities of Hindustan Petroleum Corporation Limited (HPCL) have been initiated since 1985. The purpose of HPCL CSR activities, which was taken from its VISION and MISSION statement, is stated as follows: a) Serving the community is the purpose of our business. b) Ensuring sustainable business process financially, environmentally and socially, is our effort. c) Using core competence, expertise and technology of our business to reach the common people, especially the underprivileged, is our aim. d) Developing capacity in the community is our strategy. e) Enhancing human excellence and improving quality of life is our endeavor. (Source: Bringing Smiles 2009-10, HPCL) According to CSR statement of purpose of HPCL, it is clearly stated as HPCLs CSR model has been based on Creating Shared Value. The shared value model is based on the concept that corporate success and social welfare are interdependent. A business needs a healthy, educated workforce, sustainable resources and adept government to compete effectively. For society to thrive, profitable and be competitive, businesses must be developed and supported to create income, wealth, tax revenues, and opportunities for philanthropy and sustainability
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Generally HPCL funded two types of CSR activities: one is project at corporate level, another is project at field level. While corporate projects follow a top down approach, decided by HPCL top authority and implemented to the field level with the help of implementing agencies, field level projects follow a bottom up approach and are based on short term needs. Previously they have followed field level projects as part of their CSR activities and covered more than hundred field level projects. From 2005-06 onwards, the plan of CSR programme activities has been initiated at corporate level and HPCL has appointed Organization Dynamics, a consultancy company, to conduct the baseline study. Accordingly, after completing all the baseline study, as per requirement of HPCL, they have submitted a detailed report to HPCL. That report is one of the guiding sticks of HPCLs present CSR programme. On the basis of their recommendations, HPCL has initiated seven full-fledged corporate projects. Two of these projects are Swavalamban, and Unnati.
1.2 Objectives of Social Audit

Social Audit (SA) enables organizations to explore and generate their own values. SA provides a coherent and clear image of HPCL and helps this organization to plan and execute their CSR activities in a transparent and fair way. It helps the organization to understand how each of the stakeholders of these projects has met the assigned responsibilities. SA helps HPCL to assess the capabilities of the implementing agencies and accordingly, the organization can identify the plan its future CSR projects. SA creates a new level of participative democracy focused on values and long term visions and in the process makes HPCL transparent to stakeholders and supporters.
1.3 Scope of Social Audit

The social audit is a transparent process and documentation conducted to measure and manages the social objectives of both Unnati and Swavalamban programme. It is geared to provide better governance systems for any organization. The social audit is expected to deliver mechanisms by which HPCL can identify inconsistencies between its aims and the final implementation of both Unnati and Swavalamban programme. Using the audit report, HPCL can develop high levels of detailing in what they wish to measure and verify and which will be appropriate to the needs of the organization as well as other stakeholders. The audit will also aid HPCL to understand the current impact and limitations to impact. In addition, it will provide HPCL a multi-stakeholder perception of its programme and help in formulation of future CSR policies. Post the audit, HPCL can ensure greater verifiability of data and accountability for the programme internally.
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1.4 Methodology Unnati

Participative methods have been employed to engage stakeholders. The nature of the data is qualitative. As it is a multi-stakeholder study, multiple research tools have been adopted. For the data collection multistage sampling technique has been adopted. In the first stage, data has been collected from HPCL through interview and focus group discussion. In the second stage stratified sampling technique has been adopted to select the NIIT branch offices from four states for data collection regarding implementation of Unnati. In the last stage, schools have been selected to collect the data from school students and teachers through interview and focus group discussion. For interviews, semi-structured questionnaire has been designed. The questions are based on the background, development, current conditions, and overall implementation of the project. Even the environmental interactions of one or more individuals, groups, communities, businesses or institutions involved in the projects have been studied.
Swavalamban
For the data collection, multistage sampling technique has been adopted. In the first stage, data has been collected from HPCL, CII through structured interview and focus group discussion. In the second stage, three training centers, Industrial Training Institute (ITI), Lone, Maharashtra; Baba Farid ITI, Bathinda, Punjab and Bathinda Institute of Management & Technology (BIMT) have been selected on the basis of their actual coverage in terms of number of passed out students over the last five phases. During the field visit, we have conducted interviews with the principal of the training centers, organized Focused Group Discussion (FGD) among the teachers about their perception about the programme, challenges they faced and their suggestions to improve the programme. In the third stage, random sampling technique has been adopted to select student beneficiaries to conduct the social audit. We have also collected data from both the current students and passed out students by using semi structured questionnaire. We asked the students about their perception of the programme, expectation after completion of training, future interest, their problems and challenges during training and their suggestions for improvement of the programme. In case of passed out students, the emphasis is given on their perception about the benefit of the programme in terms of employment and increase in income.
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1.5 Outlines of the chapters/ reports

This report consists of four chapters. First chapter gives an overall idea about the scope of social audit for HPCL CSR projects. The objective of this social audit is to judge whether a balance has been maintained between the stated targets and achievements of Corporate Social Responsibility (CSR) activities of HPCL. To do this, we need to check whether there exists any gap in the implementation processes with reference to governance statement and also check the level of inconsistency exists in the delivery process. The second and third chapters provide a proper social audit framework for project Unnati and Swavalamban respectively. In both chapters, we provide governance statement of each stakeholder, stakeholders mappings, stakeholders analysis with the help of inconsistency checking and quality check matrix analysis. We discuss all key issues emerge from social accounting framework for both the projects Unnati and Swavalamban. Finally chapter four provides recommendations and suggests alternative models for implementation of Unnati and Swavalamban separately with a notion of running both projects for long term sustenance basis.
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Chapter 2 UNNATI
2.1. Introduction 2.1.1 Unnati
The Unnati programme has been one of the flagship programmes of HPCLs Corporate Social Responsibility vision. While it began as a regional project, it grew to a national scale and has been executed so since 2009. This year, HPCL along with NIIT, trained 4000 students across Indias urban, rural and semi-urban centers where HPCL operates. While the pilot project was conceived and conducted in Andhra Pradesh, in 2010, the Unnati programme spread to the northern regions covering 10 states, 12 towns and 14 schools. HPCL has developed a partnership with NIIT for the implementation of the programme. While NIIT is in charge of the courseware and the training, HPCL funds and supports the programme.
2.1.2 Project Description

Unnati is a joint execution of HPCL and NIIT and it has specific roles and responsibilities for both the stakeholders. While NIIT chooses the schools, HPCL makes the final selection. The schools are chosen based on three criteria: The school should not have had any prior access to or training for computers. The school must serve the poorest of the poor. The school should be in a location decided by HPCL.
Once, the school is chosen and agrees to participate, the training is carried out by NIIT staff. The courseware is distributed, regular tests are carried out and classes are organized in coordination with the school principal and the school timings. HPCL local officers are appointed by the HPCL head office to monitor the programme. These officers are required to make surprise visits and examine the progress on a regular basis. The important measure is that the students should be learning. At the end of the programme, a final examination is carried out by the NIIT staff in presence of HPCL officers and based on the results, students are awarded with certificates. HPCL donates a number of computers to each school for the further use and practice.
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2.1.3 Rationale / Objectives of the project

The programme was formulated to fill the existing gap created by the lack of access to computer education in schools for students in high school moving to college education. The Unnati programme aims to provide basic computer skills and education to school children from selected schools. The programme aims to result in increased employability and raised self esteem among students.
2.2 Social Audit 2.2.1 Governance Statement

HPCL is a Fortune 500 company, with an annual turnover of Rs. 1,08,599 Crores and sales/income from operations of Rs 1,14,889 Crores (US$ 25,306 Millions) during FY 2009-10, having about 20% Marketing share in India and a strong market infrastructure. The Unnati programme was conceived in order to develop knowledge about computers for students of economically backward schools so that they are at par with other mainstream school students when they reach high school. The schools were chosen by HPCL in areas where they had their centers so that the monitoring of the programme would be easier and the local environment in which HPCL existed would profit from the initiative. HPCL currently has not articulated the vision or mission of the Unnati programme. This lack of mission and vision for Unnati programme has led to the ultimate absence of strategic planning for the coming years and focus on solely medium-term and short-term objectives. This approach has deterred the overall potential impact of the programme. Recognized problems and issues have also unfortunately not been solved and hence, an incremental slope that should have ideally been observed in the programme is missing. However, it has clearly expressed the internal rules guiding how the project will be executed. Many of those rules are considered to be functional guidelines and have led to the programme execution to be vague and inconsistent with the prescribed regulations. The MOU also lists many potential problem areas. It calls for detail and feedback mechanisms to ensure that the programme is effectively executed. However, the same MOU also mentions that none of the statements are binding on the parties.
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Additionally, there is a lack of motivation and passion from the HPCL employees. Their approach to their duties towards Unnati displays their minimal comprehension of the programme and its ultimate aims. This is also due to the lack of the articulation and marketing of HPCLs CSR vision and mission internally within the organization. The overall mission and vision of HPCL as an organization does not mention stakeholders other than the employees and customers and hence does not aid their social aims. Most importantly, there exists a requirement of a social value base across the organization regarding the social purpose of HPCL - i.e. the social objectives of HPCL have a top-down approach resulting in lack of participation of employees and other stakeholders and lack of further innovation. This top-down approach also weakens the programme due to lack of adequate and appropriate feedback from HPCL personnel who is based on the field. In one case the local HPCL office was completely unaware of their required participation in the project. In other cases, the offices interpreted their participation on their own means. On the positive side, HPCL has a strong hold on accountability. It lays great emphasis on documentation and monitoring. However, the efficacy and efficiency of the monitoring process suffers due to the innate lack of consensus orientation and participation from the employees and other stakeholders. It also leads to compromising on transparency and accountability issues which HPCL and NIIT both uphold.
2.2.2 As-is Analysis

Table 2.1: As-is Analysis No. 1. Objective/ Rule NIIT will chose schools locations as decided by HPCL Inconsistency - Personal connections of NIIT and HPCL employees play an important role in influencing the final decision - Urban schools may be chosen by NIIT/HPCL for ensuring easy success This has not been implemented due to the available school hours, lack of school infrastructure, the structure of the school curriculum and problems with intermittent electricity Comments NIITs competence is not in choosing schools and hence, this aspect has greatly suffered
2.
3.
The training will be minimum 40 hours duration for each student with 6days classes per week, at least once per week for each student in each standard During the training period, minimum 3 tests will be conducted in order to gauge the effectiveness of the training
As per NIIT, In some areas, there was no electricity available all day and hence, it was absolutely impossible to implement the programme successfully. Tests have not been conducted at In many cases, test answers various centers due to the lack of were provided to students adequate hours and urgency to by NIIT. finish the programme
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No. 4.
5.
6.
7.
Objective/ Rule During the duration of the training, the adequate number of computers (approximately 10 computers for every 200 students) will be installed in each school so that the students can continue to practice in their leisure time After the computer training is over, a test will be conducted in the presence of a HPCL officer to ascertain the effectiveness of the training/learning Certificates will be given to only those students whose attendance is minimum 60% and who have passed in at-least two written tests Entire course curriculum should be prepared in English/Hindi as per the suitability
Inconsistency The number of computers installed was much less than the students due to the lack of infrastructure in the schools. On an average 2-5 students would use the computer at any time
Comments The computers were not made available without a trainer during leisure time and the school did not want to provide the computers to the students in the absence of the trainer
HPCL officers did not make their Some HPCL officers were presence at the school during the not even aware of this tests due to the long hours of the requirement. tests and the unplanned nature of the same
8.
9.
10.
11.
12.
All tests were not conducted. In some schools, no test other than the final examination was conducted. Certificates were given to all students in most cases. The final exam was conducted on software in English even for Hindi speaking students. In areas like Rajmundhary and Barasat, courseware in Hindi could not be read by students. Course content includes Neither was taught in both the In some cases, NIIT said usage of Internet and Email schools visited that it was not within their agreement to have taught Internet and Email. Each student will be given Students did not receive courseware Due to the inability to find his respective courseware till the end of the course a suitable school, it was decided to teach the 10th standard students of the school. Books for these students could not be arranged for till the last minute. HPCL had to arrange to There was no internet connectivity In some cases, interested enablement of internet available such that the internet local NIIT officers used connectivity at the training module that was to be taught to the their phones to show what locations students was completely ignored internet was and could do All students of the class Selected students were trained in These numbers were often will be trained schools to ensure they did not cross chosen by the school. Often the pre-determined number the brightest students would be picked. School had to be in charge Most schools selected did not have HPCL in Rajmundhary of infrastructure and access to suitable infrastructure and claimed to have paid the electricity did not want to pay for a generator electricity costs.
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Based on the above inconsistencies, the following quality check matrix has been created. This matrix highlights the degree of inconsistency and provides pointers for further deliberation. Table 2.2: Quality check Matrix for internal stakeholder Quality criteria Is there a relevant governance statement that describes the CSR programme of HPCL? Are the programme rules clearly listed? Are the programme rules covering every aspect of the planning? Did stakeholders participate in creating the governance statement? Are problems or lack of information identified as one of the objectives? Are the values of the programme clearly stated? Not Applicable x Fully x Scoring Categories Fairly Hardly X x Not at all
x x
x x
X X
The Quality matrix check clearly highlights some critical issues. The programme is in dire need of a vision and mission statement. A governance statement can emerge out of the same. A well developed plan is extremely essential to ensure systematic implementation of the programme at the nationwide scale. For any socially-oriented programme, it is pertinent that the stakeholders are continually engaged and involved in the planning process. There is absolutely minimal stakeholder involvement in the planning and execution. The next section on stakeholder mapping will better define the current stakeholder engagement.
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2.2.3 Stakeholder Mapping

Stakeholders form an important component of every social audit and it is important to identify and understand the level of interest and power of each stakeholder. For the Unnati programme, there exists multiple stakeholders primary as well as secondary. The primary stakeholders include: - HPCL - NIIT - School Management - Students The secondary stakeholders include: - District Education Officer - NIIT local trainers - HPCL local officers
2.2.4 Stakeholder Analysis

While it is clear that there exists a serious lack of communication within HPCL, this section will focus mostly on external stakeholders. Stakeholders play an important and significant role in the success of any programme. A positive stakeholder relationship also signifies a higher value base for the programme and increases overall integrity of the programme. 2.2.4.1 NIIT Perception While NIIT is a joint partner and is in charge of the execution of the programme, it views HPCL critically and skeptically. NIIT is the sole executioner of the programme while it is HPCL that makes all key decisions. This equation has strained their relationship and NIIT views HPCL as a demanding yet not collaborative partner. For example, the NIIT offices reported that the local HPCL office only connects with the local NIIT office when issues regarding the project come up and demand accountability for the same. NIIT feels they are at the receiving end of every problem and do not get their due. Also, there is a common feeling that the local HPCL office is only the monitoring and funding agency that steps in at their terms and is not fully corporative and supportive during the implementation. NIIT finds it difficult to deal with operational problems of which they are many and requires HPCLs support in solving some critical problems which are beyond their control. NIIT feels that they are at HPCLs disposal and behave like an agency employed by HPCL more than a collaborator.
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Implementation
NIIT believes that HPCL needs to be more sensitive of the needs of the programme and alter it so as to systemize it and ensure effective implementation and overall success. NIIT has had difficulties in trying to find the most fitting school. Once, the school is found and agrees on the implementation of the programme, it often lacks suitable infrastructure and this often results in bad management of computers. E.g. Dripping ceiling during rains and recurring power failures have destroyed computing devices. This could also possibly be due to use of old equipment by NIIT. Achievement
NIIT is not convinced that the programme is achieving much. According to them, because the students belong to lower sections of the society, they do not have the ability to grasp concepts easily and the training is wasted on most of the students. Also in the current environment and the method in which it is being implemented, it cannot have many in-depth effects. NIIT believes that even if the programme does not satisfy any other stakeholders, it definitely gratifies the students. 2.2.4.2 School Management Perception The school views the Unnati programme as either an additional responsibility or a productive opportunity depending on the School Management. While most public schools do not have much incentive to take up the programme because of the lack of infrastructure and support available, some proactive schools use Unnati to gain the support of HPCL and give their school students leverage. Schools are aware of the importance of such training and encourage students and NIIT/HPCL to continue the classes at a higher level and include more students so that the students can maximize their learning and every student in the school has the opportunity to learn. Implementation
Once the infrastructure is provided, the school needs to communicate with NIIT for the proper execution. If the school leadership is active, it results in the monitoring of the programme internally such that the monitoring by HPCL is completely rendered useless and unnecessary. The school plays an extremely important role in order to ensure the success of the programme. Schools where Unnati has been a massive success had to modify their regular time-tables and school hours and continually connect with NIIT on a daily basis. In case of inactive leadership, the programme happened on its own pace often stretching to 56 months and classes being irregular and ill-equipped.
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Achievement
Though the school management is appreciative of the programme, it feels that the programme needs to continue for the next batch of students in addition to a higher level of computer training for the current students. While some forward looking schools have considered options for using the donated computer efficiently, for other schools, they are just another accessory and they have no plans for using them or maintaining them. 2.2.4.3 Students Perception The students view the programme very positively. They are happy with NIIT and its trainers. They view it as an important achievement for themselves. They do not realize the overall implication of learning or the necessity of the same. They were just interested in the more glamorous programmes like Paint and did not see much need of studying MS Excel. Implementation
Though the students were satisfied with the training in spite of its gaps, they were deeply frustrated with the computers which did not function or continued to get spoilt repeatedly. They were unhappy that at most times, the equipment was broken. At all times, either one of the parts of the computer was not functioning which rendered it useless during class. Achievement
The students believe that they learnt a lot and are always awaiting a chance to practice. They know that the knowledge of the computers is essential for them. They are thankful that they had the opportunity to learn the computer. However, they are not aware of the importance of what they are learning. Some also feel that they are not getting the best of the programme and training because they are poor. 2.2.4.4 NIIT local trainers Perception NIIT local trainers were either NIIT students who were in higher training or regular trainers. This would depend on location of the school. They viewed the classes as another chore or responsibility. Implementation
The trainers found it immensely difficult to train students. They had to modify the modules often to make the students understand better. In many cases, when the infrastructure did not allow it, the trainers used
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available equipment resourcefully to teach the students. Also, because the students belonged to poor households, they believed that the students used the equipment in a rougher fashion which resulted in breaking down of equipment on a much more regular basis and sooner than otherwise. Achievement
The trainers do not view the programme to be or become a successful one. It has too many lose gaps which they take care of on their own and it cannot be possibly a sustainable effort from their side. They also retort that though the students are learning, they shall soon forget if they do not practice. Also, in the absence of maintenance for the computers, they are sure to get spoilt very soon. The programme is viewed to be a token effort without far-reaching impacts. 2.2.4.5 HPCL Officers Perception The HPCL officers view the programme as another official deliverable. They are willing to do what is necessary and conveyed to them from the Head Office but have not involved themselves completely even if they are aware of some drawbacks and issues. Implementation
The HPCL officers made weekly/fortnightly trips to the schools to monitor the programme. Often, more than one officer was involved in the monitoring. Monitoring involved asking the students questions about what they learned and checking with them and the school management ensuring the smooth function of the programme. There is no standard monitoring or reporting process and each officer does it in his own way. When the Head Office insists, emails about the progress and current status are sent accordingly. Achievement
The HPCL officers view the programme as something good that HPCL is doing at the side. They see themselves as benevolent do-gooders. They believe that considering the social and economic situation of the students, the programme is a huge advancement for them.
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Table 2.3: Quality check Matrix for external stakeholders Quality criteria Do the stakeholders know about the organization? Are the stakeholders clearly defined? Is there effective dialogue among stakeholders? Did stakeholders participate in creation of the programme? Are stakeholders satisfied with the programme? Are stakeholders appropriately involved in the execution of the programme? Not Applicable X X X X X X Fully X X X X Scoring Categories Fairly Hardly X X X X x x x x x Not at all X X X x x
2.3. Social Accounting: Key issues

Top down Approach of programme planning and execution The programme seems to be based on a variety of assumptions. They range from - schools need the programme and will easily consent for the realization of the programme to the very belief that schools will maintain these computers so high school students can actually practice and remember these skills when they move to college. As per the programme, the selected school must not have any computer access at all. In most states, governments education programme allows for computer distribution and access to schools. In this circumstance, it becomes close to impossible to find a school where there are no computers resulting in forged data for school selection. While this is one example, due to inept inadequacies in the planning, an element of deception has entered the project which was completely avoidable.
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Lack of infrastructure in schools
This has been a common issue for most schools as schools do not have the current capacity required to set up a lab of 10 computers for students. This requires electrical components as well as space. In some cases, where space was provided, walls and ceilings would drip during monsoons harming the computers. The computers would often not work due to either provision of bad computers by NIIT or bad maintenance by the schools. According to NIIT, another reason was that the poor students could not use them properly and rendered them spoilt. In the case of Rajmundhary, there was a security problem as the area where the school was located for perceptible to robbery and there was always a threat that the computers could get stolen or destroyed by vandals. In Panipat, the space provided for the computer class was extremely small hardly fitting 6-7 computers. This resulted in 5-6 students sitting together and working. This also gave each student 5 minutes of working time on the computer which is not enough time to practice what they have learnt. Changing methodology used by NIIT
NIIT changed its teaching methodology at various centers. At Barasat, few students, chosen by the school authority, were trained and they taught the other students. At Dehradun, two trainers divided the class in groups and taught each groups of students individually. While this difference in methodology was due to the location constraints on occasion, in general this difference was avoidable. The change in methodology has also caused changes in overall impact and monitoring. Use of computers during extra time
Though the lab was intended to be available for students for additional practice, in most cases it was not utilized. Many of the students stayed away from the school and would leave immediately. In one case, the lab could not be kept open for the students till later because of security issues. In most cases, due to infrastructure problems, the labs were used for most of the day and there was no time for extra practice. Lack of electricity
Many chosen locations had electricity problems and due to the lack of generators, the machines would often get spoilt and classes were difficult to conduct. As mentioned before, in this situation, it was difficult to understand which stakeholder would bear the cost of the generator or any other equipment required to be used for conducting the class. This was especially so, since, HPCL chose the locations and the schools and NIIT was the implementing partner. Putting in a backup system on computers was also expensive for NIIT. Data would often be lost due to intermittent electricity and the computers will also be rendered useless at many times after too many electrical cuts.
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Lack of incentives for School Management
School managements who play the primary role in ensuring the success of the programme currently have no incentives to play an effective role in the implementation of Unnati. There exists no motivation towards devoting time or effort for the successful execution of the programme. It is falsely assumed that the School management will be eager to take up this programme because it helps the students and is conducted as charity. In many cases, NIIT has reported that schools have not shown interest in implementing the programme as it does not fall under the purview of their work. In addition, most of the schools have lack of staff and infrastructure and do not want to get an added workload that will come from implementing the programme. If Unnati aims to be a sustainable programme, it needs to motivate the school management and its HPCL officers and provide adequate incentives for the schools which are participating in the programme. Success criteria not clear
After the programme was envisioned, there have been no clear evaluation criteria for the social impact. Key indicators to monitor the impact were developed but the overall social impact was not taken into consideration. This has resulted in the limited reach and accomplishment of the programme. The NIIT staff considered the programme successful because the students were happy with learning computers. The school considered it a success if all students attended and received certificated and the school received the donated computers. While it is obvious that each stakeholder has his own internet and motivations, the lack of an overall criteria or indicator system has deflated the expected impact. For example, NIITs measure of their success based on fulfilling the students expectation, very often was a way for them, to move away from their original responsibility which is to teach the students effectively. Especially because they became lax on effective training by assuming the students came from an impoverished background and hence, could only learn a bit and were incapable of understanding and grasping everything. Also, because the students were very often using the computers for the first time, they were satisfied with little they learnt and were happy just operating on Paint. In general, the programme has been poorly developed and hence has generated several implementation issues and delivered little impact. Review of roles and responsibilities of stakeholders
There is asymmetry of information and expectations within stakeholders. While there is wide consensus of the inputs the school is supposed to bring to the programme, there are also exceptions. For example, the school is expected to provide the infrastructure but cannot ensure the electricity. NIIT expects the school or HPCL to get a generator. The school accepts HPCL or NIIT to arrange for it. This causes much
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confusion and is potentially damaging for long-term alliances. The current roles and duties need to be reinterpreted and enforced for better implementation and understanding of Unnati. Lack of NIIT Faculty
In remote locations, NIIT has faced problems of securing faculty. In particular areas where the schools were far away from the NIIT centers, continued faculty engagement was difficult as the trainers would not be willing to travel to the school on a daily basis. It is also difficult to manage this faculty as they are expected to work with a rural group that they are not previously acquainted with. In some cases, for example, at the Rajamundhry office, the faculty was contracted solely for this project. At the Dehradun office, young trainees studying at NIIT were working as trainers at the schools. Lack of rural/semi-rural perspective on education and training
None of the main stakeholders NIIT or HPCL have any expertise in understanding the current landscape of education and training in the rural and semi-rural areas of India. This lack of competence is clearly reflected in the current functioning of the programme. HPCL or NIIT need to spend suitable time training themselves on the methodology required to make such a programme successful and implement the same for optimum success. Lack of vision and mission statement
Unnati is in dire need of a strategic vision around which it can develop into a wholesome programme with far-reaching impact. The lack on a long term vision is also hampering the success of this programme which has tremendous potential for far-reaching impact. A well planned project as such could result in a wide scale employment for youth, a higher degree of self esteem and an aspiration status for other students. While the Rajmundhary project claimed that students in the 10th grade trained through the programme were qualified enough for data entry jobs and they would help the students find the same, none of the other offices could claim to be doing the same. - Lack of risk management assessment The programme did not undertake a thorough risk management assessment and hence, the parties had to deal with various risks on their own means making the functioning efficient. The Dehradun NIIT Office claimed to have put extra hours when electricity failed while the Barasat office did not put in the same. Regarding the internet module, while the Dehradun office showed the use of Internet on their phones, the Rajamundhry and Panipat office claimed to be completely unaware that Internet was included as a requisite in the module. Such instances can be accounted for simply when a risk management assessment
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is done which covers the mitigation policy in case of failed electricity and failed internet connectivity, hence, improves accountability. Not equal opportunity for students
While the programme appears to have an equal opportunity angle for all poor students, in many schools, in order to stick to the necessary numbers, some students were selected. For example, in the Panipat office, the school chose the deserving students for the computer education programme. This by default goes against the idea of the programme which is to give all poor school students the chance to learn computers. - Quality and context for computer education While the programme was developed to provide basic computer education to poor students, it did not consistently reflect in the attitude of NIIT and HPCL. While in some cases like the Dehradun and Barasat office, the instructors had accepted that the students of 6th standard could not learn as well, in the Panipat office there was a consensus that poor students could only learn at their level and not as good as the other students that NIIT trains. This appears as paternalism and classism on the part of NIIT. However, NIIT does not have the expertise or experience to deal with rural markets. This attitude is also a reflection on the environmental context in which these schools exist and the complete absence of training and sensitivity to rural and semi-rural concepts. Also, at the end of the programme, it was observed that the students were only interested in Paint as a programme and could not recollect much about any other programme. This is a bigger question for NIIT to enquire into their methodology and improve it to serve other markets so that the use and implementation of the other programmes in equally engrossing. Lack of effective partnerships
The programme was developed solely by HPCL and NIIT while both did not have the experience to work in the rural markets. This has not only compromised the quality of the executed programme but also created multiple operational issues. For example, for the Dehradun NIIT office, in order to find a school for the programme, they had to approach the District Education Officer who in turn recommended the school. In other cases, as such, a local partnership with a reliable local NGO working on education issues would have been very helpful.
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Absence of sustainability of the project
The programme in its current state in not sustainable as it is. The programme is currently in its compromised version and does not completely fulfill what it set out to do. For sustained impact, HPCL needs to carve a better, improved programme which provides a better package which ensures better impact. For instance, the programme focused on 4000 students across India which is a very small number. Hence, in each school, it in turn neglects a large student population which could also be potentially trained and fits the necessary criteria. Also, once the programme is over, there is no feedback mechanism or continuous engagement which allows for the students to remember and reaffirm their computer skills. The donated computers act as a token for sustainability as many of the computers are used for official proposes by the school and become non-operative as they do not get the required maintenance and environment to perform optimally.
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Chapter 3 SWAVALAMBAN
3.1 Introduction 3.1.1 Swavalamban
Project Swavalamban is HPCLs one of the flagship projects on long term sustenance basis among all CSR activities. The idea of Swavalamban, as suggested by Organization Dynamics, is to provide specific skill training to school drop outs which have potential of earning either through employment or self employment. During that time, Confederation of Indian Industries (CII) in collaboration with City and Guild, a UK based NGO and one of the largest assessment and certification body for Vocational skill at International level, were taken initiative to plan out a nationwide programme to train large number of young people in different States and cities. But the coverage of the programme was so large in India that required lots of supporting hands to enhance the number of beneficiaries. That is also one of the reasons why Organization Dynamics recommended HPCL to become a partner in this programme and help unemployed to earn livelihood and save them from anti-social activism.
3.1.2 Project Description

The Swavalamban program was conceived to provide training and capacity building or skill development to the needy potential candidates in order to enable them to earn livelihood for themselves and their family and also as a part of this programme, supply the good quality professional in various trades and services. They have used following guidelines as criteria to identify candidates for the programme under this project: a) The candidate belongs to the household which has income less than Rs. 10,000 per month, b) Preferences will be given to children without parents, c) Minimum age of the candidate should be 18 years, d) The candidate should undergo a basic aptitude and attitude evaluation prior to selection, to assess suitability and reliability for the respective programme. While project Swavalamban was conceived, it was thought that there existed sufficient infrastructural set up to run this programme and training would be provided in specific skill development under the expertise of City & Guild for four month duration basis. It was not a specific gender oriented programme and hence, training was applicable to both boys and girls. The fee per person would be Rs. 6,000 for the entire course. To maintain quality standard, rigorous test (both in written/oral and practical)
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to be conducted for final assessment to qualify them for a certificate and successful candidates get a card in shape of driving license which will enable them to take up jobs (either self employment or employment). Project Swavalamban is a multi-stakeholders programme which includes funding partner, implementation partner, assessment partner and training centers. HPCL has already executed five phases of implementation in cooperation with CII as its implementing partner. To run the implementation process smoothly, CII has also appointed training partners and assessment partner separately. The roles and responsibility of HPCL and CII were clearly stated in five consecutive MOUs. While HPCLs responsibility was to provide fund support and overall supervision, CIIs responsibility was overall execution and periodic monitoring of the project.
3.1.3 Rationale
One of the biggest problems faced by the country and its youth is unemployment. Also most of the youth in rural areas lack the requisite skills for the available jobs. For the rural youth to be employed and preferably within their area, there is a need for them to be trained in different skills. There is also a need to make them capable of being self employed that will give them the means of earning, while at the same time, it helps to create job opportunities for others. Having understood the needs of the youth, HPCL
took up the challenge of training youth in different vocational skills like plumbing, automobile repairing, welding, fabrication and electrical installation. [Source: Bringing Smiles, 2009-10, HPCL] 3.1.4 Objectives
The aim of project Swavalamban is to provide training and capacity building/ skill development to the needy potential candidates to enable them to earn livelihood for themselves and their family. To achieve this objective, multi stakeholders approach has been followed and specific target has been set up for each stakeholder at each implementation stage. Broadly two specific objectives are given as follows: 1) to provide training and capacity building/skill development to the needy potential candidates to enable them to earn livelihood for themselves and their family, or alternatively, in brief, to provide self employment for sustainable basis by imparting skill. 2) to supply good quality professionals in various trades and services. [Source: Several MOUs between HPCL AND CII]
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3.2. Social Audit 3.2.1 Governance Statement

The project, Swavalamban is implemented by multi stakeholders like HPCL, CII, assessment agency and different training centers. There are several governance statements between different stakeholders at different stages of implementation. Here, each of the statement is discussed. 3.2.1.1 Governance Statement between HPCL and CII Governance statement ensures that the training centers would be chosen by CII in co-ordination with HPCL in areas where CII had their centers so that the monitoring of the program would be easier. Training should be monitored by CII through their training partner and quality assessment should be done by their assessment business partner. The roles and responsibilities of CII as mentioned in several MOUs between HPCL and CII are stated as follows: - Identification of suitable locations by CII for organizing training. - Selection of candidates for training on fair and transparent basis. - Identify potential of employment/ self employment in nearby locations. - Conduct tests for quality training. - Issue of certificate/card with name of HPCL on it. - Provide a follow up document about the beneficiaries and their contact details which will be used to conduct impact assessment post-training, based on which a report will be submitted by CII within three months of the completion of training, in a way that the report can be used for communication on impact of investment. - The average duration of training will be 200 hrs. This would be contingent upon the skill trade being chosen and average uptake of the enrolled candidates in the local areas. - The prime responsibility of CII is to ensure that training and certification are provided to the candidates in trades that enhance employability. (Source: Several MOUs between HPCL and CII). Governance statement about financial terms and conditions clearly points out that Rs. 6000 per candidate including operational and administrative expenses will be provided by HPCL. Operational and administrative expenses include expenses for initial study to identify skill trades, gathering feedback from the local area, centre identification and approval, advertising and communication expenses related to selection of candidates, delivery of training and assessment, costs of raw materials used for training, verification of delivery and assessment through visits of visiting verifiers and quality inspectors, cost for usage of facilities and equipment, certification and quality assurance and smart card. In addition to agreed
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upon fund, HPCL would facilitate the project whenever possible through its dealer network and offices of purposes such as generation and communication to potential candidates, provision of space etc. Payment should be made 50% on advance basis and 50% should be disbursed after completion of the training programme. According to the Governance statement about Records and reporting, it is mandatory to CII to maintain: (a) Report on skill gap analysis to ensure income generation after training, (b) Records and evidence of candidate performance and training. The record of assessment related activities would be made available to HPCL. Records should include methods used to enroll candidates, final list of candidates on commencement of training, record of dropouts and final list of successful candidates, (c) A monthly report of activities undertaken under the project along with photographs with HPCL logo and outcomes of the same would be forwarded by CII to HPCL, to indicate progress of the project and (d) Within 3 months of the training, CII will submit evidence of income generation of the beneficiaries in suitable format to be decided in consultation with the project leader. (Source: MOU between HPCL and CII). Apart from this, Governance statement also pointed out Branding activities, criteria of success and ensures employability. But as per as employability part is concerned two critical statements have been made Through this MOU the parties involved agree to explore options for and facilitate employment for successful candidates. This would be done through the available network of HPCL outlets in the area and other options available in nearby areas. The selection of skill trades and the subsequent training and certification while does not guarantee employment from either of the parties involved in this MOU, it is agreed that this has to enhance employability. It is important to note that the motto of project Swavalamban is to impart training to the rural and semiurban youth so that they can be enable to generate income to support their livelihood. But the underlined portion mentioned above directly contradicts the motto of this programme and raise the legal validity as well as acceptance of the certificate of this programme. This contradiction ultimately also leads to question about the future sustenance of this programme in terms of employment generation.
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3.2.1.2 Governance Statement between Assessment Partner and CII 3.2.1.2.1 City & Guild (Phase I III) City & Guild was a UK based NGO; one of the largest assessment and certification body for works skill at International level. From 1st December 2004 a Joint initiative has been taken by Pravara Rural Education Society with Confederation of Indian Industries (CII), New Delhi and City & Guilds, England, for providing opportunity to dropout students to undergo vocational training. In order to do that, with joint efforts of Pravara Rural Education Society, CII and City & Guilds, England 16 courses like Motor Vehicle Engineering and Fabrication, Welding and Pipe works, Refrigeration & Air Conditioning etc., have been started from 1st December 2004 at ITI, Loni in Maharashtra. During this time, a base line study was conducted by Organization Dynamics on behalf of HPCL for their Corporate Social Responsibility (CSR) and on the basis of their recommendations, HPCL became the partner of this programme. The existing programme was redefined and came out as Swavalamban project in the year 2006 vide first MOU between CII and HPCL on 9th February, 2006. In the nascent stage, CII central office directly implemented the project through City & Guilds as its Principal Implementation partner vide MOU signed on 15th May, 2006. After that, they have not signed any MOU but CII has followed the terms and conditions mentioned in the earlier MOU to implement the project. The roles and responsibilities of City & Guild, as given in the governance statement, are exactly same as given in the MOU between CII and HPCL. They were trying to provide entry level skills and they were not engaged in making them proficient workers. As an Assessor, their role was defined to provide guidelines and syllabus, up-gradation of trainers skills, periodic verification in terms of progress of the programme, conduct interim verification. Accordingly, City & Guild prepared the training syllabus which includes training schedule and the whole execution process such as guidelines to centers to execute the projects, how to enroll candidates, what documentation to do during training, evidence to maintain what level of training they have given, what training methodologies have been used, whether by visualization of machines, or, hands on training guidance etc. It had conducted 3-4 days industry level training programme (conducted twice in last 4 years) and one soft skill level training for the trainers. The idea was to send trainers for industry training so that they can equipped with latest knowledge. Soft skill training programme to the trainers were also arranged to make them understand the latest techniques of imparting practical training, as well to enhance their capability.
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As per financial terms as mentioned in governance statement, after deducting 10 % of professional fees, CII has given the remaining part to City & Guild of Rs. 5400 per candidate per certification towards the assessment and certification fee which includes the cost of trainers, assessors, administrators fee, certification costs and taxes (and it does not include the cost of Facilities, Equipments, Consumables and general Advertising and Marketing related expenses). 50% of fee was paid before commencement of each phase, and remaining 50% of the fee was paid on completion of training. Out of Rs. 5400 received from CII, City & Guild allocated Rs. 2000 (inclusive of tax) as a cost to the training centre. During the City and Guild phase, both midterm assessment and end term assessment were done. Visiting verifier and quality inspector visited to the training centers accordingly. City & Guild were associated with Swavalamban project upto phase III and suspended its India operation in 2009. 3.2.1.2.2 Sona Skills (Phase IV) After City & Guild suspended its India operation, CII faced problem of monitoring due to disparity of locations. During that time, few employees of City & Guild formed Sona Skills which became an external assessor of CII. But no governance statement was found between CII and Sona Skills because it was not a registered entity. During phase IV, assessment was done by Sona Skills and certification was done by them and CII jointly. 3.2.1.2.3 CQ Works Skills Services Pvt Ltd (Phase V) It is a private limited company and its head office is located at Gurgaon. It has conducted vocational training programmes in India. CQ Works Skills Services Pvt Ltd was engaged in the project Swavalamban after the suspension of City & Guild India operation, i.e. from phase IV onwards. In the phase IV, Sona Skills had taken only end term assessment part of Swavalamban project. They also did certification jointly with CII during phase IV. In phase V, their role was limited to conduct end term assessment only. 3.2.1.3: Governance Statement between Training Partner and CII The training centers played pivotal role in the project Swavalamban in terms of activities involved including mobilization of candidates, registration of candidates for the programme, delivery of theoretical lectures and practical training, periodic evaluation, prepared candidates for end term assessment. Their defined role was to provide training as per defined syllabus and guidelines. Apart from this, they also dealt with the grassroots level problems.
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In governance statement, it is clearly defined that training centre should be: (a) ensuring that the project is run in accordance to terms laid down in this MOU, (b) registering the required numbers of candidates, (c) doing execution and administration of the courses, (d) conducting training in accordance with the standards as provided by CII and its partners, and (e) preparing compliances to administrative and quality requirements laid down by CII. Moreover, the roles and responsibility of CII and its partner would be : (a) providing the standards/syllabi for training and assessment, (b) making payment to the charges for the external assessors/ verifiers being used in this programme, (c) maintaining quality assurance for consistent delivery in line with set standards including train the trainer, train the assessor, administrative inputs, verification of training delivery and assessment through visiting verifier visits, quality audits, etc., (d)ensuring proper assessment and certification, and (e) disbursing payment of funds for training in accordance with terms mentioned in the MOUs. As per financial terms mentioned in the governance statement of training centers, fund was allocated Rs. 2000 (inclusive of taxes) per candidate towards all expenses. Expenditures include consumables, utilities, salary of trainers and internal assessor costs, any costs incurred in relation to usage of facilities, administrative costs, communication costs, registration costs of candidates etc. Payment would be made on the basis of three installments: (a) initial 25% fund would be provided on the basis of per candidate registration, (b) subsequently in the next step, 37.5% fund would be disbursed during the midterm assessment only after completion of 50% of training as certified by visiting verifier, and (c) finally, the remaining 37.5% fund per candidate would be released after completion of training subject to number of candidates appearing for final assessment, with a minimum of 80% attendance.
3.2.2 Stakeholder Mapping

Stakeholders form an important component of every social audit and it is important to identify and understand the level of interest and power of each stakeholder. The stakeholders include: HPCL CSR Dept CII Skill Division Assessment Body o o o o o City & Guild (Phase I-III) Sona Skills (Phase IV) CQ Works Skills Pvt. Ltd (Phase V) Industrial Training Institute, Lone, Maharashtra Baba Farid ITI , Bathinda, Punjab
Training Center (consider 3 training centre for this study)
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o o o
Bathinda Institute of Management & Technology (BIMT), Bathinda, Punjab Current Students Passed out students
Student Beneficiaries
3.2.2.1Structure of the Team In this project, the stakeholders are HPCL, CII, City& Gild, Sona Skills, CQ Works skill, training centers and students. The assigned responsibility of the stakeholders during different phases is depicted in the following table. Table 3.1: Stakeholders under Swavalamban Stakeholders Funding Agency Implementation Partner Principal Implementation partner of CII Assessment Agency Certification Agency Monitoring Training Centre Training Centers Phase I (2006-07) HPCL CII City & Guild City & Guild City & Guild City & Guild 8 centers Phase II (2007-08) HPCL CII City & Guild City & Guild City & Guild City & Guild 4 centers Phase III (2008-09) HPCL CII City & Guild City & Guild City & Guild City & Guild 3 centers Phase IV (2009-10) HPCL CII CII Sona Skills Sona Skills CII 12 centers Phase V (2010-11) HPCL CII CII CQ works skills CII CII 8 centers
3.2.3 Stakeholder Analysis

As we already discussed about the HPCL as internal stakeholder, hence in this section we specifically focus on the external stakeholders. It is well known that stakeholders involve crucial role in terms of coordination and its networking with the other agencies to achieve a target within a stipulated timeframe. 3.2.3.1 Confederation of Indian Industries (CII) - Perception CII is a composite of member industries. Member industries have a requirement of skill manpower and as a result, there is a demand for vocational education. CII have been working with different industries of National repute and along with this experience, their involvement with the project Swavalamban helps them to implement their learning at the grassroots level for the welfare of the society. CII is the principal implementation partner for the project Swavalamban since 2006. As a part of this collaboration, five
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consecutive MOUs were already signed between CII and HPCL with specific terms of references. Previously this project was handled by CII- Skill Development, CSR, IR/HR and Affirmative Division. Currently it is monitored under CII-Skill Development Division. Skill Division is the custodian for Swavalamban Project and it is monitored by the central office of Skill division which is located in Gurgaon. It has undertaken broadly four type of activities: - Policy Advocacy, working with members, working with Government and on-ground initiatives. Under on ground initiatives, Swavalamban belongs into central level project category and it was fully funded by HPCL and monitored by CII with its different partner training centers and partner Assessment agencies. - Role and Responsibilities of CII in Swavalamban 1. Identifying the location in connection with HPCL. 2. Creating and mobilization of candidates. 3. Selection of candidates as per guidelines. 4. Final selection of candidates as per aptitude. 5. Training of candidates. 6. Assessment of trained candidates. 7. Industry linkages for employability. 8. Mobility of Candidates. - Implementation Process 1) Firstly, the area for implementation was selected mutually by CII and HPCL. 2) CII chose the training institutes and vocational training providers (VTPs). 3) Trades were selected as per local industry requirements. 4) Candidates were mobilized through advertisement/leaflets etc. 5) Beneficiaries were selected as per set parameters and trade was chosen according to the grasping ability of the candidates. The two parameters of selection were (a) Beneficiary had family income level below Rs. 10,000/- and (b) The age of the beneficiary should be less than 18 years. 6) Candidates were trained at the VTP institute and monitored. 7) On completion of training, the candidates were assessed by external assessors sent by CII. 8) If the beneficiary passed the Assessment they would be issued the CII-HPCL joint certificate. 9) On completion, they would be linked to industries for placement. 10) Beneficiaries were monitored for positive impact in their livelihood. 11) CII would send detailed report to HPCL.
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- Challenges: During the process of implementation, several issues were observed. When the project was first taken up by CII, central office directly implemented the project through City & Guilds. Phase IV onwards, CII has faced difficulties in monitoring the activities of the training centers. After 2009, assessment has been done once on completion of training, as the cost of monitoring has increased with the current inflationary trend and HPCL has not increased the fund for the task. Training centers also faced problem in mobilization of students due to Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA), as potential candidates did not want to take vocational training to migrate for better job. 3.2.3.2 City and Guild Initially City & Guild played a proactive role in implementation and execution of the project. This organization was involved in forming vocational education framework/ modules. Even, the modules under the government schemes of Modular Employable Schemes (MES) have been taken from them. CII has been working with City & Guild in a number of projects and initiatives. City & Guild suspended its Indian operation in the year 2009. Accordingly, no governance statement of City and Guild was found during our field visit and CII did not provide any report on the performance of City and Guilds. But all
the training centers participated in this study were very happy to work with City & Guild. They replied that City and Guild implemented as per their responsibilities and funds were disbursed at the scheduled time. During Phase I-III, they have made periodic visit and closely associated with the training center. After City and Guild suspended its operation, the training centers were not getting funds in time and received less support from both implementing partner as well as assessment partner.
3.2.3.3 CQ Works Skills Services Pvt Ltd - Perception CQ Works Skills Services Pvt Ltd has considered that project Swavalamban has a noble vision of improving grass-root employability. The staff of this organization has perceived that the original idea behind Swavalamban was to create employment opportunity among the underprivileged youth by providing vocational training. In the present era of economic transition, they thought that it was not easy to serve the beneficiaries and they wanted to focus on the positives and continue improvements of the project.
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- Implementation CQ started as an external assessor of candidates and monitor of the project. From phase IV onwards, their role was to conduct end term assessment. They have done joint certification with CII only in Phase IV. They have recruited external assessor to conduct final assessment. They have given four or five options to the students for their practical examination. In case of vernacular language problem, oral exam was taken. - Challenges Broadly there are four types of challenges faced during implementation process: (a) Co-ordination with different stakeholders, (b) time availability of the different stakeholders, (c) fund delayed, and, (d) problem of placement ( in this case, industry orientation is strongly required). The funding pattern has not changed since the beginning of the project over 5 years now. It is increasingly difficult to manage quality especially with high inflationary Impact. It should be considered to improve scales of funding. 3.2.3.4 Training Centers 3.2.3.4.1 Industrial Training Institute (ITI), Lone - Perception ITI Lone is the only one of the pioneering institute which has started skill development programme in association with City and Guild, a UK based NGO, one of the largest assessment and certification body for works skills at international level since 2004. Swavalamban was started in 2008 and ITI Lone has provided training in the following trades: Basic Motor Vehicle Engineering, Basic Plant maintenance, Basic Electronic Installations, Basic Painting Skill, Basic Garment Making, Basic plumber, Basic Two Wheeler Mechanic, Basic IT for Office application, Basic Fabrication Welding & Pipe Works, Basic AC & Refrigeration etc. Principal and teaching staffs have opined that there is a need for such initiative and they are happy to be a part of it. - Implementation Total 725 beneficiaries completed training and got certificates, 330 beneficiaries completed training and waiting for result and 125 beneficiaries are currently pursuing the programme. While we interacted with the current students, we focused on their interest, expectation after completing the programme and what support is required to improve the programme. On the other hand, social impact analysis has been done on the passed out student and it was checked whether this programme really helped them to get any job or not.
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Status of Current Students Current batch consists of 125 students with a high expectation that after completing the course, they will get employment or become self employed. The whole batch is divided into five groups, each consisting of 25 students. Three trades -Basic Electronic Installations, Basic Electronics and Basic Plumber- have one group each where as Basic Motor Vehicle Engineering has two groups. Status of Passed out Students Figure 3.1: Status of Passed out Students of ITI, Lone
In the primary survey, we have excluded 330 candidates those who have completed their training in January 2011 in the phase V but waiting for certificates till April 2011. Out of 307 passed out candidates who participated in the survey, only 263 candidates got jobs and 250 of employed candidates mentioned that their average income has raised compared to their earlier income. It was found that the rise in average income over the years remained the same. However, they have not faced any problem for placement without certificates because ITI Lone is connected with the local industry through Pravara Rural Educational Society (PRES). - Challenges Apart from daily activities the staff of the ITI Lone has to maintain huge documentation related to Swavalamban project which they consider an extra burden for them. Time is major constraint as they have to implement the project within 3-4 months with a short notice. They are also facing financial hardship as there is no change in training cost allocation over five years period. However, the cost of training has increased substantially.
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The current syllabus has not accommodated the present needs of the industry which affect the employability of the beneficiaries. 3.2.3.4.2 Baba Farid ITI, Bathinda Punjab Perception
Baba Farid ITI accepted this project because of three reasons: firstly, through this project they could provide free training and education to poor needy students; secondly, there was a scope for better reputation (as they can work jointly with HPCL, CII and City & Guild) and finally it was a new challenge to them as well as inspiration to do a noble job. Implementation
They have provided training on Basic Electrical Installation, basic Fabrication welding and pipe work, Basic Plumbing, basic IT for computer application. They have offered a course on basic beauty therapy (level I) only once. They have already completed training of 1228 candidates during Phase II-V and 60 candidates are currently attending the training programme. Status of Current Students Current batch consists of 60 students with a high expectation that after completing the course, they will start their own work and they can contribute their income to their family. The whole students were divided into following three trades: Basic electric Installation (20), Basic IT for Office Applications (20), and Basic Plumbing (20). Status of Passed out Students Figure 3.2: Status of Passed out Students of Baba Farid ITI, Bathinda, Punjab
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The above result depicts that out of 301 passed out candidates, only 65 candidates got employment and out of them, the average income of 60 candidates has increased compared to their previous income. The situation is very worse in case of phase V where most of the fresh passed out candidates were not getting their jobs. It was also noticed that waiting period of getting employment after completion of training was more than 2 - 3 months. It is very surprised to note that none of the passed out candidates (Batch Nov-Jan 2011) received their certificates during the survey in the month of April 2011. So it is important to note that delayed in the process of certificate distribution also affected the process of getting employment. Challenges Delay in the process of getting certificate created problems in terms of getting job. With one month prior notice, it was hard for the training centre to start the training programme and it affected the regular routine work of the institution. The training staff focused more on how to finish the course rather than on smooth delivery of training. Due to lack of time, the staff of this ITI was forced to provide training in the weekends and the holidays. Without any travel support, students found it difficult to attend the class regularly. Finally, the pedagogy of computer course was found incomprehensive and insufficient. Material needs to be supplied in local language as the educational qualification of the beneficiaries were poor.
3.2.3.4.3 Bathinda Institute of Management and Technology (BIMT) - Perception City & Guild approached BIMT in 2006-07 for Swavalamban project, and accordingly BIMT management accepted it because this project objective was matched with the NGOs1 objective. The main aim was to develop technical skills in those beneficiaries who were not financially independent or belonged to the weaker section of the society so that they would be self dependent for their livelihood. According to the BIMT Directors opinion, the course was highly successful and has been appreciated by many philanthropic personalities of the town as it covered vast information about Information Technology which contained both theoretical and practical knowledge. - Implementation
1 Bathinda Institute of Management & Technology (BIMT) is operated under the aegis of Help-Educational Society (regd.), an NGO which is approved by ITC (4153) from DGE&T, NCVT, Ministry of Labour & Employment, New Delhi.
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BIMT has provided training in Information Technology and they have taken only Basic IT Application for Office Use under project Swavalamban. The duration of this course was 120 hours as per the guidelines provided by the CII and HPCL. The curriculum of the course contained basic use of Computers & MS Office so that candidate would get opportunities to work in the different sectors of the commercial society. They followed the earlier guidelines provided by City & Guilds for implementation which includes daily assignments, regular tests and visits from the subject experts from Sona Skills, Gurgaon. Status of Current Students It was found that students were very positive and realized the need of computer learning. They joined the courses due to two reasons: firstly, it was a free course and secondly, it would provide employment after completion of the training. It was found that the current batch consisted of 85 students. They wanted to continue their study along with computer education which might create a scope for their income generation. They shared their satisfaction about their teachers who worked hard and followed an easy method of teaching. Status of Passed out Students They have completed training of 800 beneficiaries and certificates were already distributed. Out of these passed out, 400 candidates participated in the primary survey. The summary of the survey was given as follows:
Figure 3.3: Status of Passed out Students of BIMT, Bathinda, Punjab
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It is important to note that out of 193 employed candidates; average income of 146 was increased compared to their previous income. It was observed that over the phases, the level of average increased income was declining. A wide difference was found between increased in the averaged income of male beneficiaries and that of female beneficiaries. - Challenges Most of the students came from BPL families and they were not well versed in English language and computer. Students found difficulties in understanding the course materials as these were written in English. Course material in Punjabi language might be helpful to them. Certification was not completed within a stipulated time after the assessment. Without certificates, students were not able to get any job and they also confused about their future planning. It was observed that phase IV onwards, payments were made after final assessment which violated first two norms mentioned in the last MOU which was signed on 15.07.2008. After 2008, no MOU has been signed.
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3.2.4 As-is Analysis

Table 3.1 As-is Analysis of different stakeholders No. 1 2 Activities/ Roles/ Responsibilities Actual Observation Identify suitable locations for Location was decided according to the demand of organizing training. HPCL to run the programme in its nearby refinery areas. Mobilizations of candidates This was fully done by the training centers through posters, leaflets, TV scrolling, Newspaper advertisement, words of mouth. Comments Should be based on baseline study and need assessment survey.
Criterion was used to identify candidates for the Skill development programme; a) Household income is less than Rs. 10,000/- per month. b) Preference given to children without parents. c) Minimum age is 18 years. d) The candidates should undergo a basic aptitude and attitude evaluation prior to selection, to assess suitability and reliability for the respective programmes. e) For trades like drivers, electricians etc. where there is a statutory requirement of a Government license only those candidates having a valid license at the time of commencement of training, will be short listed for up skilling programme.
CII should provide a programme calendar at the outset of the phase of action. This would help training centre to implement their assigned activities smoothly without It was really become a problem for the training interrupting their other regular activities. centre to follow all procedure within a short notice. More or less candidate came from low income Most of the cases, selection was done by the family. Income certificates from the local concerned training centre on need basis as selection of candidates according to the criteria suggested authority were collected as supporting documents. by CII and HPCL would take at least 2-3 In most of the cases, the age of the candidates months. Short notification of initiation of new training batch would become a problem exceeded 18 years. for all training centers. A yearly target would Preference was given to those candidates belonging be helpful to the training centers. into the BLP family and drop out students Selection criteria should slightly be modified Initially, screening tests were conducted to know because criteria c, d, e were not properly about candidates interest. Later on, students followed and some of the cases, candidates submitted their trade preference during the age was relaxed to achieve the number of admission and discussed with the concern teacher targeted beneficiaries. whether they were suitable for that programme or not. It is impossible to get a government license below 18 years. Hence, we have not found any candidate who has any trade license.
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No. 4
Activities/ Roles/ Responsibilities Actual Observation Select candidates for training Training centers have taken age proof of the through on fair and transparent basis. candidate, family income certificate from the concerned authority during enrollment. Teachers orient the students and try to find out the suitable trade for each of the students. This might reduce the probability of drop out. They have properly maintained all records like attendance register, internal assessment, certificate register etc. - No skill gap analysis has been done by CII to identify opportunity of employment/self employment in nearby locations. They thought that their other programme report was helpful to do that exercise.
Comments
Identify potential of employment in nearby locations by CII.
Skill gap analysis should be conducted. If HPCL wish to conduct the programme in refinery areas, then base line study is required before initiation of the programme.
Organize proper training of 200 hours on an average by the training centers.
No placement support was provided by CII. Placement support should be provided. According to CII officials, they have chosen courses according to the demand of HPCL where it has refineries. It was expected that those courses would help to generate local employment. Each group consisted of 25 students. All courses had practical component along with theory. Timing of classes was different according to the courses. Normally ratio of theoretical and practical class is 1:2. Only 120 hours of training was conducted on Basic IT Applications for office use. All these phases were strictly followed by City and To see the success, midterm assessment and quality checking are required. Also CII Guild during phase I-III. should develop some criteria to chose From phase IV onwards, only end term assessment assessment agency and minimize the number was conducted. Quality assurance was totally of intermediary in the assessment exercise. stopped due to lack of fund as suggested by CII.
Ensure quality assurance of training delivery, assessment and Certification. Conduct tests for quality training.
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No. 8
Activities/ Roles/ Responsibilities Issue of certification/card with name of HPCL on it.
Actual Observation Comments Delivery of the certificates was delayed in the phase Certification should be done as early as V. In some cases, name of the candidates was possible, because without certificate, it is incorrect. Only in phase IV, certification was done tough to search a job. by CII and Sona Skills, where HPCL name and logo were missing. No placement support was provided by CII as mentioned by the training centers. It is clearly mentioned in the MOU that neither CII nor HPCL is responsible for final placement rather it is expected that this training programme would enhance employability. CII has not properly maintained documents regarding its expenditure and channelization of fund to the training centers and their assessment partners. Out of allocated training cost of Rs 6000 per student, utilization of Rs. 4000 was not properly documented. Both CII and HPCL can consider this issue for the next phases of operation. The candidates will require the support of CII and HPCL in getting the employment or self employment. It should be compulsory to maintain all the fund utilization documentation. It will be helpful to CII to measure cost effectiveness of the programme.
The prime responsibility of CII is to ensure that training and certification are provided to the candidates in trades that enhance employability.
10
Payment Mechanism between HPCL and CII: 50% is paid before commencing the work and 50% balance will be paid after completion of the training programmes
11
Report on Skill Gap analysis is No skill gap analysis has been done separately for Baseline study and scientific cost assessment required to ensure income generation Swavalamban. CII has conducted several other survey will be required for long term CSR after training. studies which have helped them for skill gap plan. analysis. Records and evidence of candidate performance and training and assessment related activities would be made available to HPCL A monthly report of activities is undertaken under the project to indicate its progress. Within 3 months of the training CII will submit evidence of income generation of the beneficiaries. CII have not maintained all this records properly. Even both the training centres and CII were not able to show the number of candidates got employment after completing their training. Quarterly report was submitted by CII to HPCL according to the structure mentioned in their MOU. Report was available, but inconsistency was found between the information provided by training centres and CII. CII should improve its MIS system and documented information regarding project implementation at the training centre level. Reporting system should be comprehensive so that it can be cross checked and verified at each level of operation.
12
13
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No. 14
Activities/ Roles/ Responsibilities Payment mechanism to the training centre: 25% on the basis of per candidate registration, 37.5% during the midterm assessment payable after completion of 50% of training as certified by visiting verifier, and 37.5% per candidate payable upon completion of training subject to number of candidates appearing for final assessment, with a minimum of 80% attendance.
Actual Observation That payment mechanism was followed by City & Guild during phase I III. CII also continued the same MOU and same terms and conditions except the financial terms. From phase IV onwards, CII changed funding mechanism without changing its governance statement. In the new mechanism, CII followed the same mechanism used by HPCL to them. It was found in training centers that CII delayed the disbursement of fund from phase IV.
Comments Smooth payment mechanism should be required to run any project and it will give each stakeholder an incentive to successfully run the project.
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3.2.4.1 Quality Check Matrix: On the basis of the above observation, it is required to check the quality of the programme whether each stage of proposed operation was properly followed or not. To do this, we have prepared the quality check matrix to know about the inconsistency existed between the stated governance statement and actual plan of action. It will also help us to locate the source of instability in the process of implementation. It will also help the funding agency, HPCL to understand about the lacuna in the process of overall supervion and would help them to revise their future plan of action. Table 3.2: Quality check matrix for all stakeholders Quality criteria Fully Is there a relevant governance statement that describes the CSR programme of HPCL? Did stakeholders participate in creating the governance statement? Are the values of the programme clearly stated? Are the programme rules clearly listed? Are the programme rules covering every aspect of the planning? Are the programme rules following strictly by each of the stake holders? Is the implementing agency co-ordinate with all the stakeholders properly? Is there any lack of co-ordinations found among different stakeholders in the phases of operation? Whether proper timeline/ calendar were followed at the outset of the financial year/ phase of operation? Whether Training centre was informed their yearly target at the outset of the financial year/ phase of operation? Are all criteria followed during the selection process of the candidates? Whether course materials were supplied during the training? Whether vernacular language faced problem during training? Are all steps of assessment strictly followed by the assessment agency? Has training centre delivered training within the scheduled time? Has training centre recorded all documents properly? Scoring Categories Partly Fairly Hardly Not at all
* * * * * * * * * * * * * * * *
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Quality criteria Fully Did training centre maintain all information regarding student enrollment, attendance sheet, and distribution of certificate? Did assessment agency strictly document all the steps of their operation? Did Implementing agency CII document related records of training properly? Are financial terms and conditions and payment mechanism clearly mentioned in the governance statement? Is HPCL consistently providing fund for conducting training? Did CII record all breaking up of cost documentation/fund utilization records properly? Did assessment agency record all cost documentation/fund utilization records properly? Has training centre recorded all cost documentation/fund utilization records properly? Is there any payment delay observed between CII and training centre? Is there any mismatch observed regarding reported number of beneficiaries by CII and Training centre? Is there any delay related to distribution of certification? Is there any less co-ordination between CII and training centre? Is there any problem created for the success criteria set by CII and assessment agency? Is there any support provided by CII for placement of the students? Is there any problem about the non recognition of the certificate? Is there any selection criterion followed to select assessment partner? Was any govt. recognized NGO chosen as a partner of CII at each phases of operation? Is there any incidence of delayed payment made by CII to the training centre? Was HPCL supervising the programme properly at each phases of operation? Did CII monitor the programme properly at each phases of operation? Was certificate ceremony cost borne by the training centre? Was payment mechanism changed by CII as mentioned in the governance statement of the training centers?
Scoring Categories Partly Fairly Hardly
Not at all
* * * * * * * * * * * * * * * * * * * * * *
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3.3. Social Accounting: Key issues

- Weak supervision on Implementation agency
HPCL has fully depended on its implementing agency CII. They have chosen CII on the basis of general perception of CIIs reputation, specific areas of expertise they looking for, good track record
etc. Less number of supervision, surprise visit also reflected its overall dependency on its implementing partner. It was mutually decided that, in any case, if required, only GOI empanelled NGOs should be considered to become partner of the CII. But after work suspension of City & Guild, CII recruited an unregistered farm Sona Skills as their assessment partner and also on the certificate the logo of CII and Sona Skills were kept. - Lack of plan implementation by CII from Phase IV onwards During the first three phases, CII outsourced the whole implementing process to the City and Guilds. According to the responses received from training centers, their feedback on City and Guild was really good. But after City and Guild suspended their activities, CII has faced difficulties in monitoring the implementation in different locations due to regional disparities. Their monitoring difficulties were also reflected as non-cooperation to the training centers. - Delayed in payments by CII from Phase IV onwards As per MOU signed between CII and training centers, payment mechanism was such that 25% would be delivered on the basis of per candidate registration, 37.5% during the midterm assessment payable after completion of 50% of training certified by visiting verifier, and 37.5% per candidate payable upon completion of training subject to number of candidates appearing for final assessment, with a minimum of 80% attendance. Up to Phase III, they were getting funds into three installment as per agreed in the MOU. From Phase IV onwards, funds were not distributed on a regular basis. There was a delay in fund disbursement from CII to the training institutes which have affected the implementation of Swavalamban. - Cost documentation was not maintained by CII As HPCL is a public sector enterprise, it is very clear that their allocated money for corporate Social Responsibility activities should be properly utilized. To check this, social auditor should always emphasis to study the mechanism used for channelization of fund to the all stakeholders. As a well-known industry body like CII, it is expected that they should properly document all these records for future reference. But it is found that CII has not properly maintained the cost documents whereas the training centers have properly recorded all the documents. For an example, HPCL allocated budget of Rs. 6000 per candidate.
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All three training centers were getting Rs. 2000 per candidate and it was well documented. But the remaining amount of Rs. 4000 per candidate for which no records were maintained in a proper way. It is also surprising to note that this Rs. 4000 was utilized only for end assessment and certification, although the certification ceremony cost was borne by the training centers. From this background, it is clear that the utilization of two-third portion of actual money has not been properly documented. On the other hands, training centers were struggling for funds to meet the increasing part of the training cost. It is also proved that proper verification of cost will be required at HPCL level before designing the grant structure. - Mismatch between data provided by CII and training centre It is noteworthy that there is a severe mismatch between the data on certified beneficiaries provided by the CII and respective training centers. The number of certified students is greater according to the data provided by CII than the training centres data. It reflects low connectivity of CII with the training centers at the grass root level and also indicates lack of co-ordination. Another important issue to be noted that in the Phase I, targeted beneficiaries was 1100 and the estimated cost was Rs. 66 lakhs where as from the data collected from HPCL it was obtained that Rs 34 lakhs was disbursed actually. It implies that number of beneficiaries should be much lower than 1100, but actually 1082 beneficiaries were covered by CII which is quite larger with respect to the actual disbursed fund. This issue is not clarified. - Transportation cost of students to attend the training programme Most of the student participated in this programme lived in villages. In Maharashtra, the villages are located within 5-10km within the periphery of ITI Lone. But situation is very severe in Bathinda, Punjab where candidate came from 20-25 km away from the training centre. Most of the training center raised the issue. - Success criteria based only end term basis Initially success rate was based on mid-term assessment, report provided by quality inspector and visiting verifier and finally end term assessment. Two different views towards midterm assessment were found. On one hand, assessors started interim assessment to know how the training was progressing for two batches during phase I. Then they realized that the students were not ready for interim assessment. During the process of mid-term assessment a lot of complex issues have been raised such as students who did not perform well, demotivated which resulted increase in drop outs after midterm evaluation. Rather than midterm evaluation, it is important to verify the process of delivery, to know whether trainers were facing
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any problem or whether they used proper methodology so that drop out/ low educated background student can understand. On the other hands, staff of the training centre expressed their views that midterm assessment should be conducted because it gives candidates some idea about the end term assessment. But staff of CII have a different justification about midterm assessment. They have mentioned that they have limited fund allocated for assessment and they have already placed their demand to raise the cost of training. However, according to HPCL CSR team, implementing agency should increase the horizontal2 outreach without increasing the vertical outreach of the programme. - Lack of effective partnerships It was found that there was lack of coordination among the different stakeholders of this project. For example, training centers have not received any communication from CII in advance regarding the project. So due to lack of time it became difficult to implement the project in a systematic manner. Most of the beneficiaries did not know the involvement of HPCL as very few staff of HPCL seldom visited the training centers. All of the training centers suffered due to delay in fund disbursement. Miscommunication between CII and training centers were found regarding reporting, documenting and channelization of fund. - Lack of selection criteria / process in choosing Assessment partner Most of the times, students were assessed by experienced persons who were engaged earlier with City & Guild operation. During the phase IV and V, assessment partner were selected on ad hoc basis. These assessors only assessed students at the end of the programme. It did not help the students to improve their performance. Without their support regarding conducting midterm evaluation, feedback on this evaluation, quality checks etc., it was found difficult to achieve the success of the programme.
2 Here increase in Horizontal outreach means increase in number of beneficiaries. Increase in vertical outreach means improve in quality of training by increasing cost / facilities.
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Chapter 4 RECOMMENDATIONS
In this section the social audit team has provided suggestions to improve the project delivery of these two CSR projects of HPCL. The team has found that these two projects, Unnati and Swavalamban have enormous development potentials and proper implementation of these projects would help the beneficiaries to achieve the success. Here audit team has proposed alternative models of implementation for these two projects.
4.1 UNNATI
Clarify contradictions HPCL needs to have a multi-stakeholders meeting to evaluate the inconsistencies and consider possible steps that could be taken to clarify the existing contradictions and set a new bar of comprehension of common thinking about Unnati before the start of the project in a new set of schools. Dissatisfaction amongst internal and external stakeholders There is a need for proactive participation from HPCL to bring stakeholders together and deliberate on issues or areas which can cause potential issues. The nature of their guidelines and rules which has been fairly vague so far needs to be revaluated in the light of the current areas of disagreement regarding Unnati. Work on perception issues HPCLs CSR strategy should immediately translate into better percept of the company internally and externally. Unnati unfortunately has not reached that zenith. Also, as mentioned before, within Unnati, there are perception issues which require to be taken care of. Develop solutions to recognized problems with stakeholder consultation The problems that have emerged out of the social audit need to be immediately addressed. A multistakeholders consultation is always a good way to develop a sustainable solution because it sets the base for greater accountability and transparency and ensures a higher degree of cooperation and satisfaction amongst stakeholders.
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Improve project planning and overall functioning Project planning is that element of Unnati which if changed can make an exceptional difference to the execution and overall success of the programme. The project needs to be studied from the operations perceptive to guarantee smooth functioning. Develop governance statement and review missed objectives HPCL also needs to develop a governance statement for the entire programme. Once the governance statement is developed, the objectives, rules and guidelines and the planning can smoothly flow out of the same. This also ensures there is a smooth progression of values and information within the programme.
4.2 SWAVALAMBAN
Strengthen CSR department Presently CSR Department of HPCL consists of one General Manager (GM) and one Deputy Manager;
both of them jointly monitor all projects. It is expected that HPCL should strengthen its CSR department so that overall supervision becomes easy. Recruitment of specialized expert will also help them to draw the plan of action and its periodic implementation. Periodic monitoring, surprise visit will also help the CSR team to build rapport at the grassroots level.
Revision of Governance Statement

Governance statement between any two stakeholders should be clearly stated and it should be revised in every financial year. It will help all the stakeholders to understand their responsibilities. Whether the stated responsibilities have been undertaken or not, HPCL should monitor time to time basis.
Improve the Employment Opportunity

The success of Swavalamban lies on creating employment opportunity for the unemployed and unskilled youth. HPCL along with CII should develop support system to create wage employment as well as self employment for the beneficiaries through networking with industries. Provision of toolkits for beneficiaries To take self employment as well as wage employment, beneficiaries need toolkits. After midterm evaluation, beneficiaries should be provided required toolkits based on their performance.
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Recognition of training certificate

It is found that industries have doubted Swavalamban as a valid skill training programme. It affected the acceptability of these students as skilled labourers. Involving local industries in this programme will help HPCL and training centers to sort out this problem. Even, some jobs could be created at the HPCL outlets for these beneficiaries.
Proper Channelization of fund

It was found that under Swavalamban, fund was not channelized in time which affected the programme delivery. HPCL and CII should develop proper criteria for fund channelization and monitor the process frequently.
Set yearly target in the first quarter of the financial year

To smoothen the implementation at the grassroots level, a yearly target should be set for the training centers in the first quarter of the financial year and before the starting day of academic session. It will help these centers to implement the project in a better manner.
Revision of course curriculum and training supports

The course curriculum for Swavalamban needs to be revised according to the industrial needs. Otherwise it will not help the beneficiaries to get the wage employment as well as self employment. Other supports like provision of toolkits, provision of travel support, provision of industry-visit, provision of placement at the end of the certification should be considered. Pedagogy of computer course needs to be designed in such a way that students can earn mo0re income. For example, computer language like C, C++, Java as well as account package software like Tally could be incorporated in the syllabus.
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4.3 Alternative model for implementation

In this section, the audit team has recommended two alternative models of implementation for Unnati and Swavalamban Projects.
4.3.1 UNNATI
Figure 4.1: Alternative model for implementation of Unnati
Main Aim Subsidiary Aims Operational Objectives: Policies: Organizational Rules: Value Base: Open process and documentation External SWOT Analysis Stakeholder Record Stakeholder Dialogue Position Analysis Set Objectives
Baseline study + Multistakeholder consultation
Develop Governance Statement for Unnati programme
E q u i t y
R e s p o n s i v e n e s s
P a r t i c i p a t i o n
C o n s e n s u s b a s e d
T r a n s p a r e n c y
A c c o u n t a b i l i t y
Set goals and objectives of Unnati
External stakeholder consultation Develop programme plan Planned actions and measurement Internal stakeholder consultation Monitoring and reporting framework
Internal SWOT Analysis Roles, Tasks, Responsibilities Internal Position Analysis Set Objectives
Firstly, HPCL has to begin with commissioning a baseline study (conducted along with a multistakeholders consultation) in the regions that it wants to work in. Once the study is ready, based on the findings, HPCL should develop a CSR programme with a core governance statement which emerges from the main aims of the organization, its value base, organizational rules and policies and the operational objectives. Using this as a foundation, goals and objectives for Unnati on an annual or biannual process must be set. It is important to follow an open process and documentation for the same as it helps multiple stakeholders be abreast with the programme and increases HPCL and Unnatis credibility. The programme plan must emerge from the needs of the community and other stakeholders which will be revealed through an external SWOT analysis, mapping and profiling of key stakeholders. Once the programme is formulated, a performance management system should be brought into place so that
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monitoring and reporting of the programme becomes easy and the social impact assessment becomes measurable. Another key to the success of Unnati will be an internal stakeholder analysis and consultation so that the internal motivation and understanding of the employees is evaluated and correctly incentivized for their proactive participation. For a successful and sustainable CSR initiative, HPCL will have to inculcate the values of transparency, accountability, equity, consensus orientation, participation and responsiveness within the programme.
4.3.2 SWAVALAMBAN
Previously, audit team mentioned that City and Guild implemented Swavalamban project well during the first three phases. Taking cues from their experience, HPCL can slightly modify its existing implementation plan. Here we have developed an alternative model (given below in figure 2) which is nothing but simple modifications of the existing model through which HPCL can remove the existing lacuna of implementation model. The model can incorporate certain processes like specific structure of stakeholders selection, preparation of timeline for project implementation and budget allocation at the outset of the respective financial year, multi-stakeholders consultation and their SWOT analysis during the process of implementation, proper assessment and provide back up support for placement.
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Figure 4.2: Alternative model for implementation of Swavalamban
Step XII Placement support
Step I Need Assessment Survey
Step II Scientific Cost Assessment of the project Step III Criteria for stakeholder selection
Step XI Impart training & Ensure quality Assessment
HPCL
Step X Multi-stakeholder Consultation and SWOT analysis
(Funding and Overall Supervision)
Step IV Project Development / Timeframe
Step IX Execution & Monitoring the project
Step V
Allocation of Budget
Step VIII MOU between stakeholders Step VII Invite Tender for stakeholder selection
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HPCL CSR Social Audit Report

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Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Samapti Guha Susanta Datta Zainab Kakal

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

1.2 Objectives of Social Audit

1.3 Scope of Social Audit

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

1.4 Methodology Unnati

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

1.5 Outlines of the chapters/ reports

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

2.1.2 Project Description

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

2.1.3 Rationale / Objectives of the project

2.2 Social Audit 2.2.1 Governance Statement

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

2.2.2 As-is Analysis

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

2.2.3 Stakeholder Mapping

2.2.4 Stakeholder Analysis

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

2.3. Social Accounting: Key issues

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Lack of infrastructure in schools

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Lack of incentives for School Management

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Absence of sustainability of the project

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

3.1.2 Project Description

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

3.2. Social Audit 3.2.1 Governance Statement

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

3.2.2 Stakeholder Mapping

Training Center (consider 3 training centre for this study)

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

3.2.3 Stakeholder Analysis

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Figure 3.3: Status of Passed out Students of BIMT, Bathinda, Punjab

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

Report on Social Audit of HPCL-CSR Activities: Unnati and Swavalamban

3.2.4 As-is Analysis