THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

FACULTY OF SOCIAL WORK

MASTERS OF HUMAN RESOURCES MANAGEMENT
END- SEMESTER EVALUATION REPORT
FIELDWORK AGENCY

AATAPI SEVA FOUNDATION

SUBMITTED BY: -
BHAGYSHRI VASUDEV KORDE
Jr. MHRM
PRN NO.- 8023000595

SUBMITTED TO: -
Ms. SAMINA PATHAN

DATE- 01/12/2023

1
 TABLE OF CONTENTS

Sr.no Title Page no.

1. Acknowledgement 3

2. Agency profile 4

3. Qualitative report 10

4. Summary 19

5. Quantitative report 20

6. Photo gallery 23

2
 ACKNOWLEDGEMENT

I am immensely grateful to Professor Dr. Bhavna Mehta,Associate Dean- Faculty of Social

Work at The Maharaja Sayajirao University of Baroda, for giving me the opportunity to embark
on this fieldwork journey with Aatapi Seva Foundation.

I extend my heartfelt appreciation to Ms. Leena Vaidya, the Senior Program Manager at
Aatapi Seva Foundation, whose guidance and mentorship has helped me in propelling my
energies towards meaningful contributions to the organization.

I am indebted to Professor Ms. Samina Pathan for her continuous evaluation, insightful
guidance, and astute mentoring throughout this endeavour. Her keen eye for detail and
commitment to my professional growth have been instrumental in identifying and honing my
strengths, as well as addressing my weaknesses. Her mentorship has been a beacon of light,
guiding me in the right direction.

I would also like to express my gratitude to the Fieldwork Coordinator Mr. Sardarbhai
Gohil and Fieldwork Mobilizer Mr. Rakeshbhai Vasava and Mr. Sanjaybhai Rathod who
played a pivotal role in assisting us throughout the process. Their unwavering support
facilitated our seamless integration into the fieldwork environment.

I would also like to thank my fieldwork partners Mr.Kaushil A.Prajapati, Ms.Trudy D’souza,
Mr. Deep Das and Mr. Vikas Kumar for their constant support and love, there support as
partners, who stood by me during this process was an important motivating factor.

Bhagyshri Vasudev Korde

Jr. MHRM

3
 AGENCY PROFILE
AATAPI SEVA FOUNDATION

● INTRODUCTION
Aatapi Seva Foundation is a voluntary organization, incorporated under the Companies Act,
2013 (Section 8) as a 'not for profit company' working towards holistic and sustainable
community development through promotion and strengthening of Community-Based
Organisations.
They strive to facilitate the holistic and sustainable development of the community through
need-based interventions voiced by the community. Established in 2008, Aatapi evolved in
response to the needs that emerged in the course of a baseline study conducted in four villages
of Gajera, Piludara, Kareli and Vedach in the Jambusar taluka of Bharuch District, Gujarat.
These needs emerged from a dynamic engagement between the founding corporate and the
local community. Aatapi's field of activity is now concentrated in 53 villages of Jambusar and
Ankleshwar blocks in Bharuch District.
Aatapi's interventions stress financial inclusion, with emphasis on women's empowerment,
natural resource management and conservation, encouraging scientific practices to enhance
traditional sources of livelihood such as agriculture and animal husbandry and developing
alternative sources of livelihoods.
Apart from these, they have also extensively worked on the health and well-being of the
community members especially pregnant and lactating women, adolescents and children under
the age of 5 years. They have also strived toward provision of opportunities aiming for quality
and holistic education of the children. Their program of inclusion has helped them grow in their
deeds of enabling Persons with Disabilities (PwDs) and school dropouts to stand up for their
rights through a collective formation.
Aatapi believes that the journey from disempowerment to empowerment is a process of
negotiating, redefining and pushing boundaries to claim a dignified space in society for the
underprivileged and the marginalized.
● VISION
We envision an inclusive, empowered and just society, enabling equitable opportunities and a
life of dignity for the most marginalized.

● MISSION
To facilitate and empower local communities, especially the most marginalized to realize their
latent potential, and to be active participants and owners of their Inclusive and Sustainable
development.

● PILLARS OF DEVELOPMENT
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1. Livelihood and Economic Development
Gainful Livelihood is seen as the key to economic empowerment of the community.
Strengthening traditional and non-traditional sources of livelihood, capacity building,
leadership development, skill training, community organization, forging linkages with markets,
banks and government schemes and nurturing entrepreneurship are fundamental to the success
of livelihood initiatives.
2. Women Empowerment
Self Help Groups and microfinance have emerged as the primary tools that paved the way for
nurturing the capacities of women and empowering them to take their rightful place in their
homes. As their contribution to the family economy is rendered visible in agriculture, animal
husbandry and small enterprise they have been emboldened to participate in community
development
3. Health and Well-Being
Health and Well Being of the community are addressed by facilitating access to public health
services and entitlements. Preventive health initiatives are a vital aspect of our work in this
sector. Maternal and child health and adolescent health rights are core areas of intervention.
4. Inclusive and Quality Education
Holistic Child Development, promotion of the Rights of the Children and Education for an
informed citizenry are special initiatives undertaken by Aatapi. The participation of children
through Bal Senas is central to this programme
5. Inclusion Empowerment of Persons with Disability
stresses a rights-based approach. Aatapi has encouraged and facilitated the formation of village
level groups of persons with disability A synergy of sharing has built a significant support base
for this disadvantaged group to leverage change from a life of indignity and ostracization to a
life of dignity and inclusion.
● GEOGRAPHY AND OUTREACH
Starting with activities in four villages covering 300 families in 2008-9, the Foundation today
reaches out to more than 2500 small and marginal farmers, 2800 socio-economically
marginalized women, 450 single women, 1200 Persons with Disabilities and 750 adolescent
and children in 53 villages in Jambusar and Ankleshwar blocks of Bharuch District, Gujarat.
In recent times, new projects are being introduced in Silvassa, Dadra & Nagar haveli and
Daman & Diu- Union Territory.

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● WORKING OF THE ORGANISATION
Aatapi strives to maximize a community’s potential to leverage change by facilitating their
movement from self (swa)- to group (samuh) to collective (samuday). The Swa-Samuh-
Samuday approach to community intervention has matured over a decade and led to the
formation of four strong Community based platforms to facilitate social change.
Aatapi’s core values stress working in a collaborative framework to maximize the development
of an area. Aatapi has collaborated with various stakeholders – Community Based
Organisations (CBOs), government and non-government organizations, and corporate to create
symbiotic partnerships.

● COMMUNITY BASED ORGANIZATIONS(CBO)

Three strong community-based platforms are nurtured by Aatapi to facilitate social change.

Ujaas Mahila Bachat Mandali (Women’s Self-Help Group)

Dhiran Grahak Sahakari Mandali
● Women’s cooperative
● >2500 women members
● Savings of >1 Crore
● Turnover of >2 Crore
Four Women Milk Co- operative Societies

• > 400 women farmers

Vivekanand Khedut Mandali (Farmer’s Producer Organisation)
● Farmer Producer Organization (FPO) of >513 farmers (male farmers- 444, female farmers-
69)
Input centre turnover of FPO in year 2022-2023- Rupees 14.14 lakhs

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Viklang Parivartan Sangathan
● Block level association of Persons with Disability
● >1200 members
RECENT DEVELOPMENTS-

• Astitva skill development centre- Astitva skill development centre is a corporate

social responsibility initiative by PGP Glass limited in collaboration with Aatapi Seva
Foundation in Gajera village with aim to provide livelihood to persons with disability.
This initiative is being carried out in skill development centre, where PGP Glass limited
has step up a sorting centre.
• Anaemia program- to be started in Silvassa in Dadra & Nagar Haveli and Daman and
Diu Union territory.

● AWARDS AND RECOGNITION

❖ Aatapi's work in the field of women's empowerment was recognized with a Certificate of
Merit awarded by the Federation of Gujarat Industries, 2017-18.

❖ The Kamboya Wagha Mahila Utpadak Mandali was honored with the Best Dairy Award by
the Bharuch District Development Committee, 2016-17.

❖ The Ujaas Mahila Bachat Dhiran Grahak Sahakari Mandali, a collective of self-help groups,
was honored with the Best Mandali Award by the Gujarat Rajya Sahakari Sangh, 2017-18.

● PARTNERS, COLLABORATORS AND NETWORK ASSOCIATIONS

❖ CORPORATE PARTNERS

➢ TML Industries Ltd

➢ Excel Industries Ltd

➢ Transpek Industries Ltd

➢ Agrocel Industries Pvt Ltd

➢ Shroff Family Charitable Trust

➢ PI Industries Ltd

➢ Sumitomo Chemicals India Pvt Ltd

➢ Barbeque Nation - Sayaji Hotels

➢ Coastal Salinity Prevention Cell

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➢ Piramal Glass Pvt Ltd

➢ Hindalco Industries Ltd

❖ COLLABORATORS

➢ Shaishav - Bhavnagar

➢ SAHAJ - Vadodara

❖ EDUCATIONAL INSTITUTIONS

➢ M.S. University of Baroda, Vadodara

➢ Agriculture College, Bharuch

➢ Gujarat Vidyapith, Ahmedabad

➢ J.C. Kumarappa Mahavidyalaya, Gadhada

➢ Lokbharti - Sanosara Department of Social Work

➢ Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar

➢ S.P. Jain Institute of Management and Research, Mumbai

❖ NETWORKS

➢ Sajjata Sangh, Jan Swasthya Abhiyan, Consortium for Inclusive Education

● ALIGNMENT WITH SUSTAINABLE DEVELOPMENT GOALS

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● EXECUTIVE STRUCTURE
● Governing Body

❖ Gagan Sethi - Chairperson

❖ Tushar Dayal - Founder and Director

❖ Aruna Lakhani - Director

❖ Ramnik Patel - Director

❖ Paresh Saraiya - Director

❖ Bhavna Mehta - Director

❖ Nandini Srivastava - CEO

● OFFICE TEAM

❖ Chandrika Makwana - Program Director

❖ Leena Vaidya - Senior Program Manager

❖ Asmita Shah - Senior Coordinator

❖ Sardarsinh Gohil - Senior Coordinator

❖ Tejas Vyas - Sr. Accountant

❖ Bhupendrasinh Jadav - Accountant

❖ Meghna Patel - HR Manager & Admin

❖ Riya Panchal - HR & Admin

❖ Revti Prajapati - Health Coordinator

❖ Smita Pawar - PwD programs and VTC Coordinator

● OFFICE ADDRESS

❖ Field Office: Lal Bunglow, Gandhi Darwajo, At Post- Gajera Block Jambusar, Dist. -
Bharuch - 3918100

❖ Reg. Office: 901, 'A' Tower, Alkapuri Arcade, R.C. Dutt Road, Vadodara - 390007, Gujarat,
India

9
 QUALITATIVE REPORT

● DEVELOPMENT OF SKILLS WITH HRM PERSPECTIVE AND

APPLICATION OF KNOWLEDGE:

1. Should show evidence of acceptance of individual differences according to their social,

psychological and economic background.
• Understanding Social Backgrounds: People come from various social backgrounds,
includes factors like ethnicity, culture, religion, and upbringing. An empathetic
approach involves recognizing and appreciating the value that diversity puts in team. It
means not making assumptions about someone based on their background and being
open their experiences.
• Acknowledging Psychological Differences: Each person has their own set of
experiences, challenges, and strengths that shape their mental state. An empathetic
approach of student involves being aware of these differences and creating an
environment where individuals feel supported and understood.
• Respecting Economic Backgrounds: Economic backgrounds can significantly impact
an individual's opportunities and resources. In this context, involves recognizing that
not everyone starts from the same place and that some may have faced more significant
challenges in their journey. It means providing equal opportunities for growth and
success, regardless of an individual's financial background.
• Student’s example- the office of Aatapi seva foundation has diversity of people which
includes diversity in educational background, economic state, physical and mental
capabilities etc. while various interactions students learned that some employees have
done bachelor’s and master’s in social work, while others have specialisation in
nutrition, human resources management, general management and computer science.
Also, the office staff includes domestic help who has speech disability, the office staff
treats her very well and communication with her is smooth and comfortable.
2. Should begin to show intellectual grasp of their relationship between classroom work
and field work.

• The student has applied principles of management like planning, organizing, directing,
reporting, coordinating and budgeting in my project FPO feedback system.

• The student has also applied the values of HRM and social work profession like
integrity, honesty, competency, compassion and service as well as respect and
importance of human relation.

• The student has also related business ethics taught in CSR.

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 • During the induction process, Leena Mam made sure to select the appropriate intern for
each project through a scientific approach. (FW taylors scientific selection of
personnel)

• The student has also related some concepts like optimum utilization of resources,
employee engagement, motivation, etc.

• Student’s example – The student when visited Ucchad village for contacting the
farmers who are associated to the farmer’s producer’s organization (Vivekananda
khedut mandali). The student personally interviewed many farmers and she came to
understand that the farmers are in debt trap. This has immensely affected their social
understanding about various other things and how this thing affects their family was
seen clearly.
3. Should begin to show curiosity to how knowledge of human relation and dynamics
applies in field work situation.
Empathy:
• Put yourself in others' shoes to understand their perspectives and feelings.
• Recognize and validate others' emotions, showing that you care about their well-
being.
Effective Communication:
• Listen actively to what others are saying.
• Be clear and concise in your communication.
• Pay attention to non-verbal cues, such as body language and facial expressions.
Building Trust:
• Be honest and transparent in your interactions.
• Follow through on your commitments to establish trust.
• Demonstrate reliability and consistency in your actions.
Conflict Resolution:
• Address conflicts proactively and constructively.
• Focus on the issue at hand, not personal attacks.
• Seek common ground and compromise when necessary.
Cultural Awareness:
• Be mindful of cultural differences and respect diversity.
• Learn about different cultural norms and customs to avoid misunderstandings.
Boundaries:

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 • Understand and respect personal boundaries.
• Communicate your own boundaries clearly and assertively.
Positive Attitude:
• Maintain a positive outlook and attitude.
• Encourage and uplift others, fostering a positive atmosphere.
Adaptability:
• Be open to change and adaptable in different social settings.
• Embrace diversity and different perspectives.
Teamwork:
• Collaborate effectively with others.
• Acknowledge and appreciate the strengths of team members.
Self-awareness:
• Understand your own emotions and motivations.
• Continuously reflect on your actions and their impact on others.
Leadership Skills:
• Lead by example.
• Inspire and motivate others to achieve common goals.
Social Intelligence:
• Develop an understanding of social situations and navigate them effectively.
• Recognize and respond appropriately to social cues.

4. Should show beginning awareness of group dynamics and group functioning,

importance and use of various interventive skills in handling individuals and groups in
different situation.

• Individual • Group • Community

• Communication • Observation • Reporting

• Problem solving • Time Management • Observation

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 • Adaptability • Flexibility • organising

• Active Listening • Proactive Learning • Creativity

• Controlled • Rapport Building • Teamwork

Emotional
involvement

• Student’s example- At individual level intervention the student has visited the student
had face to face interaction with many farmers of FPO, the student tried to understand
their issues relating to farming and their concerns regarding the functioning of FPO. At
group level intervention the student has conducted a meeting with members of FPO to
understand their hesitation and knowledge deficit on natural farming.
5.Should consciously begin to see in practice development of human resources to the
maximum and contribute in development of clientele.
An organization's human resource is a priceless asset. For any business, it is known as hands
and feet. Human resources must be identified and assigned based on their areas of interest,
ability, and willingness in order to utilize them to their full potential. At Aatapi Seva
Foundation, employees are assigned work according to their knowledge, skills and
competencies. Working with individuals and groups is a major part of the agency work and
community-based field mobilizers are assigned for the same. At village level, there are Aarogya
Sathis, Bal Sakhis, Green friends and Ujaas Sakhis are assigned to coordinate with the
beneficiaries of several projects run by the agency. To ensure that these employees are working
efficiently, Monthly Review Meetings are held and their work is reviewed and feedback is
given for growth and development in future.
6. Should begin to use knowledge of social research methods by undertaking studies in
relevant areas related to field work agency.
The student is currently placed in the agriculture project and she had undertaken a survey
project on the issues of members of farmers producer’s organisation. The facilities available to
them and technological and extension gap between the same. She understood that many farmers
lack necessary farm mechanisation due to small land holding and fragmentation of land. The
large families and many heirs of small part of agricultural land would lead to further
fragmentation of land in upcoming generations, there is need to provide skills to the upcoming
generation so that they can adopt different professions and not solely rely on agricultural land
for sustenance.
7. Should begin to identify human resources which could be utilized at an optimum level
by promoting growth of human beings.

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The human resources that can be utilised at an optimum level by promoting growth of human
beings are as following-
Performance Management: Implement a robust performance management system that includes
regular feedback, goal-setting, and performance evaluations. This helps employees understand
their strengths and areas for improvement.
Feedback and Communication Channels: Foster open lines of communication where
employees feel comfortable providing feedback and expressing their concerns. This can help
in addressing issues promptly and maintaining a positive work environment.
Skills Matching and Job Fit: Ensure that employees are placed in roles that align with their
skills, interests, and strengths. This maximizes their potential contribution to the organization.
Knowledge Sharing and Collaboration: Encourage employees to share their knowledge and
collaborate on projects, fostering a culture of continuous learning and improvement.
Student’s example- the students were placed in the projects according to their skill set and
interests, the student is encouraged to share their knowledge and collaborate with different
projects.
8. Should begin to record factual material, show beginning ability to record his
observation of client’s and group behaviour, the power dynamics in the agency and
networking with different organizations.
The student is continuously recording various factual material, she is also journaling what she
feels about the various projects and experiences she is feeling throughout this process of
fieldworks at Aatapi seva foundation. She is punctual in observing the behaviour of employees
towards each other, with their clients and dynamics among the group and in office.

● ADJUSTMENT WITH AGENCY SETTING

1. Should begin to analyse the agency's policies/programmes in relation to the objectives

and target groups.
Aatapi Seva Foundation is a voluntary organization, incorporated under the Companies Act,
2013 (Section 8) as a 'not for profit company' working towards holistic and sustainable
community development through promotion and strengthening of Community-Based
Organisations. They strive to facilitate the holistic and sustainable development of the
community through need-based interventions voiced by the community.
Established in 2008, Aatapi evolved in response to the needs that emerged in the course of a
baseline study conducted in four villages of Gajera, Piludara, Kareli and Vedach in the
Jambusar taluka of Bharuch District, Gujarat. These needs emerged from a dynamic
engagement between the founding corporate and the local community. Aatapi's field of activity
is now concentrated in 53 villages of Jambusar and Ankleshwar blocks in Bharuch District.
Aatapi's interventions stress financial inclusion, with emphasis on women's empowerment,
natural resource management and conservation, encouraging scientific practices to enhance

14
traditional sources of livelihood such as agriculture and animal husbandry and developing
alternative sources of livelihoods.
Apart from these, they have also extensively worked on the health and well-being of the
community members especially pregnant and lactating women, adolescents and children under
the age of 5 years. They have also strived toward provision of opportunities aiming for quality
and holistic education of the children.
Their program of inclusion has helped them grow in their deeds of enabling Persons with
Disabilities (PwDs) and school dropouts to stand up for their rights through a collective
formation. Aatapi believes that the journey from disempowerment to empowerment is a process
of negotiating, redefining and pushing boundaries to claim a dignified space in society for the
underprivileged and the marginalized.
Their areas of work include:
● Livelihood and economic development
● Women empowerment
● Health and well-being
● Inclusive and quality education
● Inclusion
Aatapi Seva Foundation has 6 major sections:
● Rules and Regulations of working
● Directions for administrative process
● Policy for leave
● Safety measures
● Performance appraisal system and
● Intern Policy
2. Should have limited knowledge of man power and competence required power
dynamics and decision making.
Manpower and Competence: Student should have a basic understanding of the manpower
needed to accomplish tasks or projects. This includes knowing the number of people required,
their skill sets, and their availability. Additionally, individuals should be aware of their own
competencies and skills and how they align with the tasks at hand.
Power Dynamics: It's essential for Student to have a foundational understanding of power
dynamics within their organization or team. This includes recognizing formal power structures
(e.g., managers, supervisors) as well as informal sources of influence. Understanding who
holds decision-making authority and who has the ability to influence outcomes is crucial.
Decision-Making: student should be aware of the decision-making processes within their
organization or team. This involves understanding how decisions are made, whether through

15
consensus-building, voting, or through the authority of specific individuals. Additionally,
understanding the criteria and factors that influence decision-making is important.
3. Should be able to function as a HRM student with some self-confidence.
Student intern is a part of MHRM program of the Faculty of Social Work. She is placed in a
CSR agency, Aatapi Seva Foundation as a part of her study program. While doing CSR work,
intern is paying conscious attention to HR aspects involving the ground root level of human
behaviour, needs and problems in people's lives.
While doing her fieldwork at the head office, the student intern was given the task of
preparation of presentation on POSH Act,2013 in detail for conducting a POSH session in semi-
urban area branch office. The next assigned project is to work on details of SAM and MAM-
severe acute malnutrition and moderate acute malnutrition. The HR skill of command on
technology, teamwork and multitasking was of great help here.
4.Should show some evidence of planned utilization of community resources to the
betterment/growth of the agency.
Aatapi strives to maximize a community’s potential to leverage change by facilitating their
movement from self (swa)- to group (samuh) to collective (samuday). The Swa-Samuh-
Samuday approach to community intervention has matured over a decade and led to the
formation of four strong Community based platforms to facilitate social change.
Aatapi’s core values stress working in a collaborative framework to maximize the development
of an area. Aatapi has collaborated with various stakeholders – Community Based
Organisations (CBOs), government and non-government organizations, and corporate to create
symbiotic partnerships.
These 4 Community Based Organizations formed are-

• Ujaas Mahila Bachat and Dhiran Grahak Sahakari Mandli

• Vivekanand Khedut Mandali
• Four Women Milk Cooperative Societies
• Viklang Parivartan Sangathan

● DEVELOPMENT OF CAPACITY TO USE SUPERVISION

1.Should understand the difference between supervisory conferences, class room teaching
and tutorials and see supervision as an essential part of total training programme.
The student understands the difference between supervisory conferences, class room teaching
and tutorials. The classroom teaching are theoretical in nature and supervisory conferences
includes supervisor’s feedback and evaluation on the student’s fieldwork, the conferences are
important for the student’s development in practical knowledge of HR.
2. Should be aware of and have some understanding of his/her need for dependence on
supervisor.

16
The supervisor’s evaluation and feedback are necessary component for getting a critical
evaluation of student’s fieldwork. The supervisor’s role is also crucial in understanding the
connection between the fieldworks and HR perspective. The supervisor also encourages the
student to attend various seminars and convention in and outside faculty to get a wider
perspective of the events happening in HR sphere in contemporary periods. Her empathetic
approach towards the problem of students relieves students from the anxiety and stress of
fieldwork.
3.Should begin to understand his/her own reactions to criticism and supervisor's
guidance.
The MHRM program being professional in nature with regular interaction with various
agencies and organizations, there is a need for a supervisor to guide and assist the student
during the course and thus help them flourish professionally. The supervisor has motivated and
corrected the student intern as and when needed and it helped her improve with time.
The supervisor always asked questions that build curiosity in the interns' minds and asked them
to read and find more on those topics to have discussions. She always asked the interns to
observe each and every minute detail and understand the community in order to effectively
work with them. Being open to her criticism, and having a positive perception towards her
helped the intern develop professionally and also made her more open minded. This is one of
the qualities required as HR professional.

● DEVELOPMENT OF PROFESSIONAL ATTITUDE

1. Should show evidence of empathy, faith, in people and their competencies, self-
discipline, integrity and non-judgemental attitude and conscious realization of
importance of these values and field work practice.
While working in a fieldwork agency, the student intern should never forget that she is a part
of HRM studies and is getting prepared to accept HR as her career. She understands what her
responsibilities would be as a HR manager and what are the skills and values she needs to have
as a HR professional. Student intern worked with the agency employees in the office setting as
well as with individuals in the villages.
She always worked with a non-judgemental attitude and understands that each individual has
different capabilities and competencies. She is placed under the activities undertaken in field
of agriculture. The student doesn’t understand Gujarati and is sometimes not able to relate with
the farmers. Empathetic approach and problem-solving attitude are required here. Self-
discipline can be seen in the regularity of the student in going to the fieldwork and completing
all the projects in time. At the agency, the intern is constantly observing and learning from
different types of problems people have and how they are dealing with the same. She also is
trying to be more accountable and reliable.
2. Should show consistent evidence of responsibilities, sincerity and punctuality and need
for confidentiality.

17
Sincerity and punctuality are basic responsibilities of a manager. As a student of HRM, it is
important to learn these values and for that the intern is supposed to show sincerity,
responsibility and punctuality to her field work in terms of attending the field work, completing
her tasks on time, submitting her Reports and taking the feedback positively and apply it to
improve her behaviour.
The intern, although not well for a few days, still gave her best efforts to be mentally alert and
present also the student was as punctual and considerate to keep the team bonded. As a team,
the intern was always responsible for co-ordinating with supervisor in faculty and supervisors
at fieldwork on behalf of whole team. The student also headed the responsibility of co-
ordinating collateral visits on behalf of team.
The intern was given a task of meeting as many members of FPO as possible to understand
their concerns and issues regarding FPO and taking their feedback on the same. The student
was also assigned to work on agriculture based natural farming project and impart technical
knowledge for the same to farmers. The language barrier didn’t stop the student from
approaching the farmers.
3.Capacity to form new relationships.
The field of HRM is all about relationship building and maintaining on professional as well as
personal level. In order to learn the same, student intern is working on building connections in
and out of her fieldwork agency. She understands that every individual requires a different
approach and has different personalities. At the fieldwork agency the student intern has a good
rapport. She is liked by all the employees and often appreciated by the agency supervisor for
her efforts.
4.Should show efforts to control his/her own prejudice and reactions and openness to
accept new ideas.
Prejudice means having a preconceived opinion that is not based on facts, reason or actual
experience. It can block opportunities to learn and build new positive relationships with others
as an HR student should avoid having any type of prejudice at her workplace and try to be
adaptive with new things.
Prejudice can affect growth and development so the student tries to accept and adopt new
learnings. The student intern always approached her fieldwork partners with an open mind. She
showed her openness to the work and took all assignments given to her positively. She took all
challenges as opportunities to grow and learn

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● SUMMARY

The above set criteria have definitely enabled me to evaluate myself on various parameters. I
felt a positive transformation within myself. After spending 6 weeks at Aatapi Seva Foundation,
I am more self-confident, been better at coordination and interacting, understanding others
perspectives and being more open to others.
Adhering to my Values I have worked with integrity, responsibility and confidentiality. I have
developed better rapport building skills and observation skills. I have learnt about
professionalism. I have worked up on my recording and analysing skills. I really appreciate the
guidance of both the supervisors at the faculty and the agency, without them my learnings will
not be effective.
I have begun to get organized and managed to plan the work and accomplishment of a self-
made deadline on the work. The overall working experience with Aatapi Seva Foundation is
good.
My work in the field work agency has brought me closer to farmers and their issues, I feel I
have done justice to my under-graduation subject and the survey project will further help the
FPO to flourish and increase their profits which will indirectly benefit the farmers by creating
awareness and monetary dividends.

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 QUANTITATIVE REPORT

1. Table of activities performed-

Week no. Dates Activities performed
1 21/08/2023- 27/08/2023 1.Induction in Aatapi Seva Foundation
2.Inaugration of CSR of PGP glass ltd.

2 28/08/2023- 03/09/2023 1.Annual General meeting of Ujaas mandali &

Vivekananda khedut mandali.
2.Proposing ideas for new projects by
students.
3 04/09/2023- 10/09/2023 1.Discussion with co-ordinators to understand
projects assigned to students.
2.Visited FPO & understand it’s working.
3.Imparted technical knowledge on Natural
farming to members of FPO in Kareli village.
4.Visited Astitva Skill development centre.
4 11/09/2023- 17/09/2023 1.Personal interview of members of FPO in
Ucchad village.
5 18/09/2023- 24/09/2023 1.Prepared presentation on POSH act.
6 25/09/2023- 30/09/2023 1.Visited vocational training centre in
Pilundara village for documentation of
dropouts’ students.
2. Visited farm school and library in Pilundara
village.
3.Data collection on severe acute malnutrition
and moderate acute malnutrition.
7 09/10/2023-15/10/2023 1.Conducted a session on soft skills required
in industrial setup.
2.visited Pilundara to collect data on FPO
3.Visited Pilundara for data collection of
remaining farmers
8 16/10/2023-22/10/2023 1.Visited Sarpanch of Gajera.
2.Transit walk in Gajera
3.Visited primary health centre in Gajera
village to understand its role in village
9 23/10/2023-29/10/2023 1.Visit to Talathi office
2.Taking brief of new project of agriculture
department regarding composting, gobar gas
units, trellis system and understanding the
requirements of the organisations.

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10 30/10/2023-05/11/2023 1.Data collection in Uber.
2.Data collection in Uchcchad.
11 13/11/2023-19/11/2023 1.Visited Azim Premji foundation.
2.Preparation of survey report.
12 20/11/2023-26/11/2023 1.Visited RSS affliated boys hostel for
orphans.
2.Preparation of report on NGOs visited.
13 27/11/2023-30/11/2023 1.Presenting the survey report to the fieldwork
agency.
2.Presenting the fieldwork done in this
semester to fieldwork supervisor at the
agency.

2. Table of content- collateral readings-

Serial no. Topics Reference
1 Section 8 of Companies act, 2013 www.mca.gov.in

2 Corporate Social Responsibility www.unido.org

3 Schemes for Agriculture sector by www.pib.gov.in
government of India
4 Green revolution Handbook of agronomy
(singh and ghosh)
5 Theories of motivation- classical IGNOU study material
approach
6 Farm loan waiver Indian express editorial
7 Approaches to industrial relations Industrial relations (C.V.
Memoria) second edition
8 Panchayati raj system in India M. Laxmikanth (sixth
edition)
9 Organisational communication Organisational behaviour
(Dr. Sunil Kumar- 2nd
edition)

10 The factories act, 1948 Labour welfare: legislation

and social security (M.
Veluswamy)
11 Strategic implementation Strategic human resources
management
(dr.D.M.Khandare)
12 Strategic relationship Strategic human resources
management
(dr.D.M.Khandare)

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 13 Evolution of HRM Human resources
management
(K.Ashwathapa)

3. List of collateral visits-

Serial no. Collateral visit

1 KD Hospital, Ahmedabad
2 Government Primary School, Gajera
3 Friend’s Society, Fatehgunj

4 Anganwadi, Pilundara
5 AURA Foundation, Vadodara

4. List of additional sessions-

Serial no. Session Organisers

1 HR/IR convention Society of human resources

Speaker- JJS Pawar Sir professionals, Vadodara
2 Tech HR: Major disruptions Faculty of Social Work,
speaker-Mr. Sumeet MSUB
Varghese, Founding Partner
of Your HR Buddy

3 How to write a good cv Yuvalaay

Speaker- Mr. Rajeev Maniar

4 The fearless life Society of human resources

Speaker- Mr. Sanjay Rawal professionals, Vadodara

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 PHOTO GALLERY
1. Aatapi Seva Foundation office, Gajera- Jambusar

2. Aatapi Seva Foundation office, Alkapuri- Vadodara

23
3. KD hospital, Ahmedabad

4. Kitchen garden and vermicompost site,Gajera

5. Government Primary School, Gajera

24
6. Astitva skill development centre, Gajera

7. HR convention, NIA hall, Nandesari

8. Friend’s Society, Fatehgunj

25
9. Farmer’s meeting for knowledge dessimination on natural farming

10. Farmer’s producer organisation, Gajera

11. Gajera Village

26
12. Farm school and library, Aatapi Seva foundation- Pilundara

13. Annual General Meeting, Vedach village

14. Anganwadi, Pilundara

27
15. Vocational training centre, Pilundara

16. AURA Foundation, Vadodara

17. Talathi office, Gajera

28
18. Project consultation, Gajera office

19. Data collection, Pilundara

20. Soft skill training, Astitva skill centre

29
21. Primary health centre, Gajera

22. Sarpanch, Gajera

30
23. Transit walk, Gajera

24. Azim Premji Foundation, New Tehri

31
25. RSS Affliated Boys hostel for Orphans

32