TATA TRUSTS: CAREER AND PERFORMANCE PREDICAMENT1

In August 2022, Vishwambhar Vyas, the Area Manager in Direct Implementation of Tata
Trusts, set out for Bahraich to assess the progress of a project implementation in one of Uttar
Pradesh’s aspiration districts. As he drove past the Lucknow border, heavy rain started to pour,
and Vishwambhar took this as an opportunity to break away from the constant reports of project
progress in different districts and appreciate the breathtaking view of the countryside's serene
farms. But his moment of peace was short-lived as he received an instant message from one of
his colleagues in Maharashtra regarding the upcoming hiring cycle and issues with
performance management. This message jolted Vishwambhar back to reality, making him
realize that he could no longer delay decisions related to these two critical issues.
Initially, he planned to address these concerns after his four-day visit to Bahraich. However,
the urgent message reminded him that the longer he postponed these decisions, the greater the
potential risks and negative impact on the organization. Thus, Vishwambhar knew that he had
to act quickly and decisively to ensure the organization’s smooth functioning. He had to look
for two things: career management of the cluster coordinators and their performance appraisal
systems.
Project Background – Education Initiatives of TT in Uttar Pradesh
For over six years, Tata Trusts implemented education initiatives at the grassroots level in two districts
of Eastern Uttar Pradesh (Bahraich and Shravasti). The aspirational districts of Bahraich and Shravasti
were both situated in Uttar Pradesh’s Tarai area. With very low Human Development Index rankings,
both districts were identified as aspirational districts of Uttar Pradesh. The area was plagued with low
levels of literacy, especially among women, high levels of poverty, and migration as a result of unfair
resource distribution.

According to Niti Ayog’s multidimensional poverty index (MPI), Shravasti ranked 1st in 2015-16. The
district had an overall population of 11 lac. Of the population, 53% were male members, and 47% were
female members. According to the 2011 Census, the overall literacy rate was 38%, and the women's
literacy rate was only 13%. Similarly, according to Niti Ayog’s Multidimensional Poverty Index (MPI),
Bahraich ranked 2nd in 2015-16. The district had a total population of 35 lac. Of the population, 53%
were male members, and 47% were female members. According to the 2011 Census, women's literacy
rate was only 15%, while the average literacy rate was 40%.

Although the geography remained the same since the first phase, the scale and approaches changed in
between phases based on lessons learned from the previous phase. Tata Trusts carried out the education
program in two ways: direct implementation and together with partners. The Adolescent Education
Program (AE), the Integrated Approach to Technology in Education Program (ITE), and the School
Learning Improvement Program (SLIP) were three initiatives that Tata Trusts directly implemented.
Currently, Trusts worked with two partners to implement the School Learning Improvement Program
(SLIP) and the Early Child Care and Education (ECCE) program.

The projects aimed to improve student learning quality, grade-appropriate learning, classroom teaching
and learning processes, the school library component, and the learning environment in government

1
Satyendra Pandey wrote this case solely to provide material for class assignment. The author does not intent to
illustrate either effective or ineffective handling of a managerial situation. Some identifying information might
have been masked to maintain confidentiality.
primary and upper primary schools. The main objective of the projects was to provide bottom-of-the-
pyramid students with equal opportunities for quality education. The Adolescent Program aimed to
support students in grades 6 to 8 in developing life skills such as communication, critical thinking, self-
awareness, and managing peer pressure. The ITE program aimed to integrate computer technology into
the classroom teaching of subjects.

Project Level Human Resource

During the first two phases of the program, a team of approximately 200 individuals was deployed at
the program level to achieve the targets and objectives of the projects, which included partner teams.
To execute the projects, a natural hierarchy was created, and the field personnel were assisted in
accomplishing the required project goals. Each component in the first two phases had a district-level
project coordinator, block coordinators, and a field team responsible for working directly with schools
or centers. However, the team size was reduced in the third phase due to a revision in the implementation
plan. District coordinators were assigned to each component at the district level, while the field
coordinator was responsible for 20 schools. In each component, a 1:10 ratio was maintained (1 district
coordinator and 10 field coordinators). In the current phase, a team of 28 personnel was employed on
direct implementation, including 3 cluster coordinators, and a team of 24 personnel was employed on
the School Improvement Program, including 2 partners and 3 cluster coordinators. A few team members
still need to join the project in the upcoming months. The project area has a low and poor level of
education, and it is difficult to recruit experienced and talented team members from within or outside
the region. The project required a professionally trained workforce with technical and managerial
capabilities to meet its objectives. If project coordinators possess specific managerial capabilities or
skills, the project's implementation will be more successful.

During earlier project phases, the team participated in various capacity-building trainings on technical
aspects of education, including subject-specific content and pedagogy such as mathematics, Hindi,
environmental studies, how to use the library with students, and some aspects of the general school
environment. However, they overlooked the importance of strengthening the team’s capabilities on
managerial aspects. The team felt that cluster coordinators (see Exhibit 1 for Job Description of CC)
needed to gain certain managerial skills to better implement projects in the field and coordinate and
support the field team.

It was also observed that cluster coordinators faced issues with following timelines, proper planning of
activities, including the planning of field visits, lack of planning of monthly workshops based on
observations of field visits, and proper and timely communication with reporting managers. Some of
these issues were related to managerial capabilities and behavioural aspects. Cluster coordinators joined
the programme based on their notion of career growth and mobility. In most of the cases the cluster
coordinators joined the trusts for search for meaning as their career driver. They left the organization
feeling that there is more to be achieved and need for recognition, admiration and respect from others,
in addition to this material reward became another reason for some of the cluster coordinators to leave.

Performance Appraisal of Cluster Coordinators

The performance appraisal of the cluster coordinators mimicked the performance appraisal of Area
Managers. Cluster coordinators had their physical targets clearly mentioned in their Annual Work Plan
(AWP). This included for examples, the number of programmes conducted, beneficiaries reached,
enrolments for the schools, library footfalls, teacher training, etc. There was a suggestion that the
performance appraisal has areas of improvements that can be looked at. One independent suggestion
that came to Vishawambhar was on the following lines: Five broad performance categories: “what the
employee accomplishes,” “how the employee works,” “what the employee is,” “what the employee
knows” and “what the employee feels”. The suggestion also included sub-division of categories adding
up to 25 performance dimensions. A five-point rating scale (known as an appraisal code) was proposed
for evaluation and with appraiser having a chance to provide comments on each employee’s
development needs along with the employees’ preferences for shaping their own careers. Subsequently,
a performance appraisal committee (PAC) can analyse the elements of the performance appraised,
commented on employee strengths and identified areas for further development (see Exhibit 2 for the
proposed form).

WAY FORWARD

As Vishwambhar reflected on the urgent message from his colleague, he realized that the decision he
has to make about the hiring cycle would have far-reaching implications for the organization. He
understood that his primary focus is not limited to the recruitment and selection process, but rather on
enabling his cluster coordinators to achieve their career aspirations. Vishwambhar grappled with the
question of whether he, as their direct supervisor, should take on the responsibility of managing their
careers or if they should take ownership of their own development as professionals. Additionally, he
recognized the limitations of the existing performance appraisal system, which solely focused on
meeting targets and failed to recognize other key factors that contribute to success. He knew that he had
to act decisively and quickly to address these critical issues, submitting his observations to the
leadership team.
 EXHIBIT 1: JOB DESCRIPTION OF CLUSTER COORDINATOR

The primary purpose of the role is to effectively support the programs that are being implemented in
selected blocks of Bahraich and Shravasti districts by partners. S/He will be directly reporting to RM
and will be working in close coordination with SPO/PO. Major work includes:

- Plan & organize monthly review and planning meeting and develop monthly plans with
partners’ team;
- Identify training needs of facilitators and volunteers and plan trainings accordingly in
consultation with partners;
- Support partners in developing training content of language, Mathematics, EVS and library.
- Provide handholding support/demonstration classes to facilitators and volunteers at center
level;
- Conduct field visits to centers to cross verify at least 5-10%data of last month’s MIS.
- Participate in monthly meetings, share observations/best practices of fields/ review MIS and
monthly progress report and discuss areas of attention with team.
- Participate in internal review and planning meetings of direct implementation and share
observations of field.
- Coordinate overall library work with Parag Team. Share updates, data and information and MIS
of library work with Parag Team. Work as resource person for library and other subjects’
trainings.
- Develop/create resource material for training and display at centers.
- Support partners in administration of assessments baseline/midline and end line, data
compilation and report writing.
- Participate in capacity building organized or suggested by Tata Trusts.
- Liaison with block and district level Govt. officials for effective implementation of the
program.
- Any other responsibility given by reporting manager or follow the instruction provided by the
reporting manager/program manager to betterment of the program or in the interest of the
organization.
 EXHIBIT 2: PROPOSED PA FORM
Appraisal form for Cluster Coordinator
Personal Details
Name Employee Code Location Date of Joining

Step 1 – Appraise the elements of performance Appraisal Code/Grade 1 to 5

Appraise those factors important to effective 1. Outstanding or exceptional performance
performance in the specific responsibilities of this (usually less than 10% of the total).
position, using the appraisal code. Disregard 2. Performance that is definitely better than
factors that are not applicable. In the spaces normally expected, producing results that
provided, list and appraise other factors which are exceed the requirements of the position
important to this position, and/or comment on how (usually no more than 25% of the group).
effectively the employee performs specific 3. Performance that consistently meets the
responsibilities requirements of the position (typical of a
majority of personnel).
4. Performance that on the basis of
comparative effectiveness requires certain
improvement in one or more basic aspects
of the work.
5. Inadequate performance
A. WHAT THE EMPLOYEE ACCOMPLISHES — Consider the RESULTS of the employee’s
work and that of the employee’s subordinates
QUALITY OF WORK – Calibre of work PROGRAMME OBJECTIVES – Effectiveness
produced or accomplished compared with accepted in meeting programme objectives and in generating
standards of performance. and implementing scalable ideas.
QUANTITY OF WORK – Volume of
acceptable work compared with what may DEVELOPING PEOPLE – Effectiveness in
reasonably be expected selecting and appraising personnel, setting high
COST OBJECTIVES – Effectiveness in standards of performance, and motivating them to
meeting cost objectives and in operation at lowest grow in their capacity to handle increasingly
cost, with minimum personnel, by most efficient difficult work
methods
B. HOW THE EMPLOYEE WORKS — Consider the degree to which the employee applies
sound METHODS in getting the job done
PLANNING – Effectiveness in anticipating WORKING WITH OTHERS –Effectiveness
needs, forecasting conditions, planning and of relationships with subordinates, associates, and
scheduling work, and measuring results supervisors
ORGANIZING –Effectiveness in dividing the COMMUNICATION – Effectiveness in
total work to be done into clear-cut and keeping subordinates, associates, and supervisors
manageable jobs and integrating all components adequately informed.
into a harmonious, smoothly working whole. ANALYSIS - Analysis – Effectiveness in
DELEGATING – Effectiveness in delegating thinking a problem through; in recognizing,
work and assigning responsibilities to subordinates securing, and evaluating relevant facts; and in
and in establishing appropriate controls reaching a conclusion

WHAT THE EMPLOYEE IS — Consider the degree to which the employee’s PERSONAL
QUALITIES contribute to effectiveness
 LEADERSHIP – Effectiveness in motivating DRIVE – Basic urge and energy to get things
others, willingness and desire to work towards a done.
common objective. DEPENDABILITY – Reliability in assuming
JUDGMENT – Soundness of conclusions, and carrying out the commitments and obligations
decisions and action. of the position.
INITIATIVE – Ability to take action without INTEGRITY & HONESTY – Degree of
being told honesty and integrity demonstrated while
performing the job.
D. WHAT THE EMPLOYEE KNOWS — Consider the employee’s KNOWLEDGE in the
functional related fields as well as understanding of environmental matters necessary to effective
perform
ASSIGNED WORK – Knowledge of methods, ORG PHILOSOPHY AND OBJECTIVES –
techniques, and skills in employee’s functional Knowledge of the organization and its objectives,
field that are necessary to the performance of organization structure, and management
responsibilities philosophy.
RELATED WORK – Knowledge of related DEVELOPMENTS IN PROFESSION OR
functions, the understanding of which has an FIELD - Acquaintance with ideas, trends,
influence on assigned work techniques, (both inside and outside the
organization) pertaining to position
E. WHAT THE EMPLOYEE FEELS — Consider general ATTITUDE towards the organization
and colleagues as reflected in the employee’s work.
ADAPTABILITY TO ORG CULTURE – Ability PUNCTUALITY– Regularity in attending work
to adopt local culture and create a sense of and other assignments
belonging.
SOCIAL CONTACTS – Willingness and desire to DEDICATION – Conscientious of job
be social towards colleagues and other people at accomplishment, even beyond the performance of
work duties.