1. introduction · 2. scope of this document this document covers the four forms of field practice...

Field Practice Handbook 3

1. INTRODUCTIONThis handbook is developed to serve as a set of guidelines to the students as they embark upon their various field practice components. Field practice is an integral part of the MA Development programme. MA Development programme is conceptualized and designed on two mutually reinforcing pedagogies of learning – classroom and experiential. Students from Azim Premji University belong to diverse socio-economic and educational backgrounds. During their field engagements, they will encounter people and communities living in diverse environments, including rural, forest, coastal, mountainous, arid and urban. These contexts are likely to be very different from what the students may have earlier experienced. It is well known that cultural norms in many of these settings are determined by caste, class, ethnicity and gender relations. Further, development organizations are also diverse in their character, motivation, and work style. It is therefore important for the students to be aware of and sensitive to these norms so that work and learning obtained from field practice are maximized. This handbook aims to guide them so that they are able to handle any situation that may emerge in the field; as well as to enhance their effectiveness to perform well.

2. SCOPE OF THIS DOCUMENT This document covers the four forms of field practice of the MA Development Programme, namely Course Practicum, Immersion, Internship and Field Project.

Each of these components has a specific purpose, process, output and grading. This document refers to all forms of experiential learning as ‘field practice‘. Field practice includes components such as data collection, mobilization, training, documentation, institution building, advocacy campaigns, evaluation, among others. Much like class room norms to be followed by students, field engagements that entail interaction with individuals and communities in specific cultural settings have their own norms. These norms must be understood and followed by students to gain effective results out of field practice.

The document is divided into three sections.

Section 1This section provides the overall purpose of field engagement in the MA Development Programme irrespective of the specific components.

Section 2This section provides an overview of the four types of field engagements, namely course practicum, immersion, internship and field project.

Section 3This section provides the guidelines to be followed by the students during their field practice.

Field Practice Handbook

Azim Premji University4

SECTION 1

3. OVERALL PURPOSE OF FIELD PRACTICEEach component of field practice namely course practicum, immersion, internship and field project, has its own specific purpose which will be described in respective sections. There are however, a few over-arching purposes of field engagement in the context of the MA Development programme. These are mentioned below.

InteractionEach form of the field practice is an opportunity to learn how to interact with individuals, households, groups and communities, whose work and lives are probably different than that of the students. These people may be farmers, handicraft workers, fisher-folk, forest dwellers, Dalits, Tribals, ethnic minorities and women from various background to activists, advocates, technical professionals, academics, politicians and social workers. The ability to listen to them, converse with them, learn from them provides an opportunity to rediscover or renew the self as a development practitioner. For students this is vital as it generates questions about our societal and intellectual positions, and often provides clues to rethink our role.

Trust, Transparency and RelatabilityLearning how to build trust, transparency, and relatability in the place of field work is essential for a development professional. Trustworthiness, transparency of behaviour, and relatability with the local context have two components: (a) Shaping day-to-day interactions with the community/field context, and (b) ethical considerations of the confidentiality of data collected about human beings. For a better understanding of (b) please refer to section 6.8. Interaction with individuals and communities also slowly generates the ability to relate to their lives and enhance the ability not only to converse with them effectively, but also abilities of building trust, working relationships, mutual respect and transparency in the relationship. Further it provides insights into various cultural practices, norms, and individual and collective behavior, which are useful for any development practitioner.

Application of KnowledgeField practice provides an opportunity to apply theoretical knowledge within the context of specific realities. By using concepts, perspectives and technical skills already obtained in class rooms, students are able to experience firsthand the value of such knowledge as well as the specific challenges that may emerge while applying such knowledge and practicing the skills in the field. These insights will enrich students and enhance their effectiveness when they embark upon their professional career after graduation.

Communication and Conflict NavigationThe last but not the least: these interactions and activities done with individuals and communities enhances communication skills, provides scope for conflict navigation, as well as dealing with a variety of people.


SECTION 2

4. FIELD PRACTICE COMPONENTS

4.1 Field ImmersionField Immersion refers to the field engagement for two weeks, where a group of usually 10 students are sent to experience a reality that is unfamiliar to their own. The students are sent to various states of the country. The students are expected to stay with the community and with a local organization embedded in the community. Students are required to be part of the daily life of the community, understand the local context and issues related to their daily life and learn from them. Students are also expected to work in groups in order to learn how to work together as a team.

4.1.1 PurposeThe purpose of this experience is for the student to understand the reality of diverse physical, social and cultural environments and learn to appreciate the complexities of the various settings that they encounter. It is also to provide an opportunity to work in a group, interact and reflect in a collective manner.

4.1.2 ScopeField immersion is a two week programme during which the students are expected to interact with the community in a free flowing manner, experiencing and observing their life and trying to relate those with what they have by then learnt in the classroom. This is an opportunity to collectively work, interact and form ideas and gain experiences. It also provides opportunity to the students to interrogate each other‘s intellectual positions and opinions, and make an attempt to form a shared understanding.

Typically, a host organization facilitates this interaction and also arranges the boarding and lodging of the students. However, the primary purpose of the field immersion experience is not to familiarize the students with the interventions of the host organization. That is only peripheral to the exercise.

It may be noted here that research, data collection, community mobilization, etc. are not the intended activities or outputs of the field immersion.

4.1.3 ProcessThe field practice team of the university in consultation with the School of Development finalizes the list of locations and host organizations for Field Immersion. About 20 such host organizations are identified each year. The field practice team is in charge of students‘ group formation as well as the logistics of group travel to the destinations. Each student group is supposed to elect a coordinator. Faculty from the School of Development and the field practice team run three orientation workshops for the students, one is to facilitate logistical arrangements, another to help students understand appropriate social norms and the last is an academic orientation.

4.1.4 Academic CreditThe field immersion is eligible for two credits. Students will be assessed on the final group presentation and their final individual report.


4.1.5 Time LineThe Field Immersion occurs about halfway into the first semester, between the 1st and 3rd Week of September.

4.1.6 Key PeopleThe Key people involved in Field Immersion are

University: Programme Coordinator, the Field Practice Coordinator and the Field Practice Programme Manager.

Host organization: Either the secretary or the director of the host organization.

Students: Each group has one student coordinator.

These people apart, faculty are involved in orientation of the students as well as assessment of field immersion outputs.

4.1.7 Documents and Outputs

Documents:

Each Student Group has to carry the following documents to the field.

• University ID of each student

• A personal ID (Passport, Voter ID, Aadhar Card, PAN Card, etc.)

• A letter from the university attesting to the bonafide of the student

• The name, address, direction, key person of the host organisation.

• Medical kit. Students with specific medical issues should inform the Field Practice coordinator and carry essential medicines.

Output:

Each student is required to maintain a daily journal writing the daily experiences during the Field Immersion. The daily journal is not a listing of daily activities for record. The daily journal is meant to capture the new experience, new learning, emerging questions in mind, change in perception, new information obtained, etc. More information on writing of the daily journal will be provided during the orientation workshops. In addition, each student group has to make a presentation to the faculty upon their return.

4.2 Field InternshipField internship is an opportunity for each student to work in a development organization for six weeks. It is aimed at students gaining organizational experience of engaging in development action. Each student has to go and work in an organization either of their choice or chosen by the university. Here the nature of the engagement is individual and not in a group. Even if a number of students are placed at the same organization, it is expected that each student will do his/her individual work and not work as a group.

4.2.1 Purpose The purpose of the summer internship is to help the student develop an understanding of the nature and role played by the particular NGO, activist organization, Foundation, Government agency, Governmental Department or other organizations engaged in development, in which they are placed. It also provides an opportunity for students to understand development from the perspective of the organisation concerned.

In addition, the student will learn to engage in a project / fieldwork to understand the nature of development


action, interventions, its objectives, strategy, output, and possible outcomes. This will help to deepen practical knowledge of various interconnected issues such as education, health, gender equality, livelihoods, agriculture, energy, water, forests and/or the specific areas of work of the specific organization. The internship experience helps the students to make informed decisions on electives and specialisations in the 2nd year of the MA-Dev Programme.

4.2.2 ScopeThe scope of Field Internship is to work with a development organization in a chosen thematic area as mutually agreed by the student and the host organization for a period of six weeks. The nature of work can span many domains such as mobilization, institution building, training, campaign, data collection and analysis, field documentation, programme design and evaluation design, etc. The students have to spend at least 30 working days (not calendar days) in the field.

4.2.3 ProcessEach student is encouraged to decide his/her preferred organization and thematic area. The university field practice team also facilitates this selection. The School of Development assigns about 5-6 students to one faculty mentor. The host organization is expected to provide the student with work opportunity as well as assign a Field Mentor. The student has to prepare a work plan, and work according to this plan. The faculty mentor as well as the field mentor are expected to grade the work of the student. The student has to make a presentation to a faculty team about their work.

4.2.4 Academic CreditThe summer internship is eligible for three credits.

4.2.5 Timeline The Field Internship takes place between the 2nd and the 3rd semester, usually between mid-May and early July every year.

4.2.6 The Key peopleThe key people involved in Field Internship are:

University:

a. Field Practice Team: The Field Practice Coordinator and the Field Practice Programme Manager.

b. School of Development: The Programme Coordinator and the Faculty Mentor.

Host Organization: The person who is in charge of all interns and the individual field mentor.

4.2.7 Documents and OutputsDocuments:

Each Student group has to carry the following documents to the field.

• University ID

• A personal ID (Passport, Voter ID, Aadhaar Card, PAN Card, etc.)

• A letter from the university attesting to the bonafide of the students

• The name, address, direction, key person of the host organisation.


Output:

The student is expected to maintain a daily journal, and produce an internship report. If the host organization wants a separate report the student has to comply with that expectation. And finally, the student has to make a presentation of his/her work after return.

4.3 Field ProjectThe Field Project offers an opportunity for the students to take up a development issue or a problem and work under faculty guidance on the chosen topic. As such, the eight weeks Field Project is designed as the most extensive opportunity for students to critically connect their classroom knowledge with the complexities and nuances of field realities. Here again, the nature of the work is individual and not group work.

4.3.1 PurposeThe field project is aimed at providing students an opportunity a) to gain confidence in devising, researching and writing up a project proposal on their own b) enhance the professional preparedness of students as reflexive development practitioners and c) to craft a concrete, coherent and well-designed, and well-argued product.

For the purposes of this project the word `field‘ is defined as a site, outside the university, where the project proposal will be implemented. Such a site could be, for example, a development organisation or a social movement or a community. It is possible that a host organisation‘s logistical support is needed to implement the proposal, and this may be accessed/arranged for by the student. It is also possible that an organisation desires to have a specific project designed and implemented by a student. The student may opt to do that as well. The field project must lead to a definite product demonstrating the learning of the project.

4.3.2 ScopeThe scope of the field project can be a case study, the development of a photo-documentation, a video film, training modules, set of awareness and communication materials, a project proposal or an evaluation. This can be done anywhere in India on any development issue, policy or intervention, in any setting. The duration of the winter project is 8 weeks. Students are expected to spend at least 45 working days in the field

4.3.3 ProcessRather than work experience, the field project is about doing work on a development issue, policy or intervention based in the field. In this context, each student would have to develop a project proposal under the guidance of a faculty mentor assigned to him/her. Once the project proposal is developed, and the faculty mentor is satisfied that the student can now go for the work, he/she is allowed to proceed.

To help the students pick up projects, faculty will publish their preferred topics of interest. The field practice team will collect available field projects from known organizations. The students can choose from these or he/she can decide a project of his/her own in consultation with the faculty mentor.

4.3.4 Academic CreditThe winter project is eligible for four credits.

4.3.5 Time lineThe field project is to be done by the students typically from Mid-November to Mid-January, for eight weeks. The work of field project will start from early September when the students starts interacting with their faculty mentors to develop their project proposal.


4.3.6 Key PeopleThe key people involved with the field project are:

University:

a. Field Practice Team: The Field Practice Coordinator and Field Practice Programme Manager.

b. School of Development: The Programme Coordinator and the Faculty Mentor.

In case a host organization is involved:

Host organization: The concerned person who is providing the logistical support.

4.3.7 Documents and Outputs Document:

Each Student group has to carry the following documents to the field.

• University Badge/ID

• A personal ID (Passport, Voter ID, Aadhar Card, PAN Card, etc.)

• A letter from the university attesting to bonafide of the students

• The name, address, direction, key person of the host organisation (in case a host organisation is involved)

• The Project proposal approved by the faculty mentor

Output:

The student must develop a project proposal before she proceeds to do the field project. The student is expected to send at least two interim progress reports to the faculty mentor. The first interim report should be sent at the end of 3rd week, and the 2nd interim report should be sent at the end of 6th week. At the end of eight weeks, a final product is submitted to the university. As mentioned earlier, various kinds of products can be planned for the field project. In case the host organization is involved and if they want a separate report, the student has to comply with that expectation. And finally, the student has to make a presentation of his/her work after return.

4.4 Course Practicum The course practicum is an arrangement connected to a specific set of courses where students individually or collectively in groups, learn from various institutions, processes, and interventions in Bangalore. This happens on every Wednesday of the week, when students go to visit, interact and learn from people, institutions, and processes. A few courses have field trips outside Bangalore and are conducted during the weekends.

Each practicum is connected to a specific course and is usually a graded subunit of the course. Typically in a semester, 16 Wednesdays are available and those are divided across a number of courses to do their practicum.

Typically, a course may get about 3 practicum days. In special cases, practicum days can be used as specific workshops connected to a course.

4.4.1 Purpose The course practicum is an opportunity to connect classroom learning with ground realities, or supplement and or complement classroom learning by learning from the field in connection to a course.


4.4.2 Scope The scope of the practicum is limited to about 3 days per course. The scope is also limited by the fact that it is done on Wednesday, which is preceded and followed by class days, so that students have to necessarily limit it in and around Bangalore.

Within this limitation, the practicum is planned by the course instructor to either conduct a day trip or to give specific tasks to students that they can accomplish in the four Wednesdays allocated.

There is also a possibility to plan practicum in a manner so that students, in addition to the four Wednesdays, can utilize their other off times. The practicum is often graded.

4.4.3 Process Practicum for a course is decided by the course instructor. The course instructor is expected to explain the nature of the practicum and also assign tasks either to individuals or groups according to his plan.

4.4.4 Academic CreditThe practicum is a part of the course you have enrolled in. Please contact your individual course instructors for further information. It‘s part of the learning assessment plan of the course

4.4.5 TimelineThe practicum is planned during the semester and is held, as mentioned, on Wednesdays.

4.4.6 Key PeopleIn this case, the key person is the course instructor.

4.4.7 Documents and OutputsBoth Documents and Output are decided by the course instructor and differ from course to course. Please note that the documents may be in the form of presentations, reports, assignments and practical exercises that may or may not be graded.

Field Components

Component Duration Timeline Credit

Field Immersion Two weeks Mid-September, Semester I 02

Internship Six weeksMay – July

End of Semester II 03

Field Project Eight WeeksNovember – January

End of semester III04

Course practicum

Every Wednesday

Linked to individual courses in Semester II, III, IV

Linked to course assignments


5. FINANCIAL SUPPORT Presently financial support is available to all students only for Field Immersion. Field Immersion being a group activity and the choice of sending the student groups to a desired location is decided by the Institution, the provision of financial assistance is available for all the students.

For internships and field projects, financial support is available only to students with scholarship. Financial assistance of any kind is subject to fulfilling certain criteria decided by the Registrar‘s Office. No financial support is available for course practicums. The Field Practice Coordinators can be contacted for details.

6. NON COMPLETION OF FIELD PRACTICE COMPONENTSAll field practice components are integral part of the MA Development programme and must be completed in full towards completion of the MA degree. In any circumstances, if a student cannot complete one component of the field practice, he/she shall have to find the next available opportunity to complete it. If, for medical reasons, a student cannot even the start any one of the field practice component, he/she will have to find the next available opportunity to complete it. In the particular case of field project, where a student cannot proceed for field project due to non-approval of his/her project proposal by the faculty mentor, he/she may avail another opportunity at the same time next year.

SECTION 3This section captures the field practice guidelines to be followed by the students irrespective of the four types of practice components. Most of the guidelines refer to ethical issues, and at the end, some logistical advise is also mentioned. The students are at a field-site to learn about the practices and perspectives of a particular community – and these guidelines will help them effectively navigate an unfamiliar terrain, riddled with ethical pitfalls, and create the conditions under which their research subjects might be persuaded to open up to them and share something of their lives and experiences to them.

7. ETHICAL GUIDELINES FOR SUCCESSFUL FIELD PRACTICE

7.1 Respecting Cultural norms • Dos

◊ Respect local culture. For example, if the villagers want to take you to a religious place, respect their wishes and go. In case you do not want to go for any reason, please be polite and make sure the villagers do not misunderstand you.

◊ Many communities have their own way of welcoming a newcomer. Respect that cultural practice, do not refuse to participate.

◊ Do make an attempt to learn a few words of the local language.

◊ If you are speaking to government officials use the term ‘sir‘ or ‘madam‘ or ‘ji‘ and never call them by their first names. Likewise for all other individuals of a community. It is best to use the local expressions of Bhai, Ben, Dada, Ji, Anna and Akka as used in different places.


◊ Make sure that the tone of speech when communicating with the villagers or any other stakeholders is always polite and respectful.

◊ Make sure that your body language is respectful.

◊ Please remember to be accepting of a different kind of living, environment and people.

◊ While being aware of cultural sensitivities, be friendly and open with villagers.

◊ Always sit at the same level with the individual or the community. Often you will be offered a bench or a chair and they will sit on the ground. Politely refuse and take your seat with them on the ground.

• Don’ts

◊ Do not drink or smoke while interacting with the individuals and communities. If you must smoke, do so discreetly without bringing attention to yourself.

◊ Do not drink liquor or smoke in places where these activities are deemed to be socially unacceptable.

◊ Never use ‘Tum‘ or ‘Tu‘ or its other Indian language equivalent while talking to any individual or community or any other stakeholder. Always use ‘Aap‘ or any other Indian language equivalent.

◊ Do not react to social and political environments in the surrounding. Remember that you are a student in this scenario.

◊ Do not engage in arguments about party politics. While its certainly alright to discuss contemporary politics, and attempt to understand how politics is discussed, remember it does not serve your purpose to antagonize your interlocutor since what you are trying to is to understand how he/she is making sense of the political world.

◊ Do not come across as condescending and superior.

◊ Do not laugh at any answer or response you receive. That will alienate you from the community.

◊ Do not wear sun glasses while talking. The other person(s) will not trust you if they do not see your eyes.

7.2 Respecting Household and Hostel-Mess norms • If you are staying with any household, you must follow household norms. (One simple illustration; Often residents

keep the shoes outside and enter the house barefoot. Another example, some families before touching food pray to god for a minute. If you do not want to pray, at least make sure that you do not start eating before their prayer is finished.)

• Do not smoke in the house you are staying, never smoke in front of elders. Do not drink alcohol and enter the house.

• If you are staying with any family for a week or longer, please offer rent that you can afford, if that is not pre-settled.

• Please offer money for food. Often the households refuse, but if you nicely pursue usually they accept it after some conversation. If at all they do not, please consider giving back a token of gift while departing. A general practice is to get gifts for children. Alternatively, you could purchase a quantity of rice/flour/dal and present it to your hosts just before you leave.

• If you are staying for a week or longer, try to help the family by doing some domestic labour that you can do.

• If you are staying with a family of another religion, make sure to ask what household norms you must obey. Do as they advise.


• If you are staying with a family of another caste, if they know that you are an upper caste than theirs, their behavior might change due to caste norms. It is unwelcome to enjoy upper caste privileges. Conversely, if you are staying with a caste socially known to be upper than yours, the family might start behaving discriminatory following their upper caste norms. If you find it uncomfortable, talk to the field mentor and decide what is possible.

• If you are meeting a person of opposite sex on a one on one conversation in a house, make sure that you are meeting at a relatively open space. If you are meeting the person inside a room, keep the doors and windows open.

• Respect the cultural and moral boundaries of the village/community/host family.

• While you are staying with a family, wear culturally acceptable dresses inside the house. Socially appropriate clothing is imperative during field practice.

• If you are staying in an accommodation provided by the host organisation (not a hotel or a Dharmshala) follow the norms followed in the accommodation. These norms could be

a. Return to your room by a specific time in the night

b. No smoking or drinking alcohol inside the room

c. Prudent use of water in the rest room

d. Norms related to the use of washing and drying places

e. Cleaning the room

f. Handing over the key to caretaker when going out

g. Conserving electricity

h. No person of opposite sex in your room after a certain time in the night

i. Any others that your host mentions as being important

• If you are staying in a religious place (Guest house of a Christian organisation, or a Dharmshala, for example) follow the norms as told to you. Offending those norms may land you in trouble and it reflects poorly on the university.

• If you are having your food at the organisation run canteen, follow the norms of the canteen. These could be

a. Timing of having the food

b. Washing the plates after use

c. Vegetarian food (do not bring non veg food to the table without asking)

d. Designated seating places

e. On-spot cash payment

f. Not taking the utensils to rooms

g. Others

7.3 Food, Clothing and Accessories Norms • Make sure that you wear simple clothes. Avoid clothes that are culturally alien. For example, shorts or half-

pants are considered inappropriate attire for either gender in many places, and are best avoided.


• If you are visiting a government and panchayat office or schools, please make sure to wear formals and not casuals.

• Avoid taking out or flaunting your accessories like ipod, MP3 player, headphones laptops, pads, tablets, etc. while you are interacting with individuals and communities or visiting Government offices. Always carry your ID and bonafide letter while visiting Government officials

• Women and men should not carry their expensive non-electronic accessories and display those while interacting with individuals and communities. (Sunglasses, Jewelry, Cigarette Packet, vanity bag, etc.)

• Please make an effort to understand the eating habits of the place.

• Do not waste food on your plate. Try to take less, and ask more if needed, rather than taking a lot and wasting it.

• Do not litter with plastic bottles, tissue papers, pouch, sachet, etc. Dispose any litter in designated areas.

7.4 Norms for formal interaction (for conversing with individuals and groups of people) • Please greet the person or group with ‘Namaskar’

• Please introduce yourself, and show your bonafide letter even when not asked.

• Please thank the person or the group for giving time.

• No matter who the person or the group is, always address him or them with ‘Aap‘

• Please indicate the time it would take for you to complete the interaction.

• Please mention the use of the interview or the focused group discussion (FGD) or any other data collection method to be employed

• Please ensure that you sit on the same level with the person or the group

• If it is a group, please try to make sure that a rounded sitting arrangement can be made. Typically, if people sit one behind the other, the lower castes, or people of minorities will sit in the back and will be silent.

• If you are a group of students, please do not talk together. It would be more appropriate that one person talks and the other person watches the people and their gestures and takes note of the conversation. You can switch roles after some time.

• If you are taking pictures or videos, you must take permission. And you must show the pictures to the people whose pictures you have taken. Sometime they ask for a copy. Try to see if you can send a few copies through the organization or someone else.

• If you are taking pictures of children, you must first procure permission from their parents

• If you are audio-recording a conversation, you must take permission before you start recording the conversation. You should generally avoid recording conversation when you are talking with government officials, school teachers, Panchayat leaders, staff, political leaders, etc. These people having formal position tend not to open their mind if the conversation is recorded.

• Do not ever laugh in a mocking way on any response. That will spoil the spirit of the conversation. Recognize that what you might consider harmless laughter might not be perceived as such by the persons you are interacting with.


• Do not use academic jargon in any formal conversation with individuals and communities and government officials, panchayat leaders, staff, and political and religious leaders. That makes them feel inferior and their responses will be biased.

• Do not give any instruction of ‘do this‘ or ‘why don‘t you do this?‘ type, unless that is a part of the planned conversation.

• Do not smoke while talking.

• Do not wear sunglasses while talking

• Make sure to thank the person or the group after your conversation is over. (Always remember that you are representing the university. Your behavior will reflect in their opinion of the university itself).

[These are general guidelines for any formal conversation irrespective of the intent of it. There are more technical guidelines available for specific qualitative techniques of research. Those are beyond the scope of this handbook]

7.5 Norms of Working in Groups Sometimes you will have to work in pairs or groups. The following norms are to be followed in such cases.

• Make sure that you know the names of each member of the group.

• Discuss and decide how you would like to call each other (by name or by surname, or anything else).

• Elect a coordinator of the group.

• In the very first meeting of the group, discuss the task before the group, the number of days required, where you have to travel, people to meet, what to write and so on. The task in all its details must be known to all members of the group.

• Discuss and make sure the following basic norms of a group work

◊ Group work is not a summation of individual work—everyone does it independently and then it is collated as a group work. If that is the process, then it‘s not a group work.

◊ The Group must meet a number of times to decide how to go about the work.

◊ When division of labour is necessary, make sure that each part is done in at least pairs, or more, and not individually unless absolutely necessary.

◊ When the group is made up of male and female members, please make sure that the division of labour is gender sensitive. For example, tasks considered important, such as interviewing or conducting discussions, should be shared by both genders. Similarly, tasks considered as routine or menial, like entering data, editing reports, should be shared by both genders.

◊ When the group consists of male and female members, develop a protocol of inter-personal behavior, so that any issue of POSH can be avoided. For further details, please refer to the POSH section of your student handbook.

◊ The group must meet a number of times as the work progresses, brainstorm on the progress and change track if necessary. Please make sure you set a schedule of group meetings prior to the start of the work and that it is duly followed.

◊ The group members should share their mobile numbers among each other, and clearly make the point in the meeting to all members that this sharing is only for the purpose of group work related conversation. No other conversation may be entertained.


◊ All information about work, outputs, process, responsibilities, provisions, must be known to all members without fail

◊ Any monetary transaction related to group work must take place only after discussion in the group. The accounts of all transactions must be placed before the group.

◊ The group members must refrain from monetary transaction at personal level. If it‘s necessary (for example if a member has lost money by pickpocket and another member is helping out) such transaction must be known to two other members of the group.

◊ If any member for any genuine reason is lagging behind, the group must discuss it and make alternate and supportive arrangement.

◊ If any member by intention is not giving his/her best for the group, it must be brought to notice of the group and discussed, and if necessary it must be reported to the faculty mentor and or the field mentor.

◊ Decide a norm of resolving difference of opinions in the group. Either the coordinator has the last word, or it may be decided by majority.

• In any presentation by the group at any forum, all the members must be present

• The presentation must be planned in a way that each member gets a chance to present one part. The group must meet beforehand, to discuss how the presentation is to be made.

• If the group is meeting any government official, panchayat leader and staff, political leader, religious leader, community leader, or a group from the community, the following norms must be followed.

◊ Please ensure that all the group members sit in rows

◊ Introduce each one of you. One good way is also to have the coordinator introducing other members of the group.

◊ Please do not forget to greet the person you are meeting with Namaskar

◊ Select two persons who would do the talking. If a third member wants to ask a follow up question, ask the main spokesperson for permission before you proceed. Never talk in parallel or in a haphazard way.

◊ Never whisper anything on another person‘s ears. If you want to say anything to another person, write a chit and let that be visible.

◊ While the main conversation is on, never start any bilateral talk among two of you or start a bilateral talk with members of the community.

◊ Ask for permission to take photographs/videos/photocopies

◊ When as a group you are meeting a group from the community, one good way of sitting is to spread your members among the members of the community.

7.6 Working norms in an organization during Field Internship During internship you are required to work in an organization. You are expected to follow the general norms of the organization as follows:

• All organizations have working hours. Make sure that you know them and follow the working hours

• Often in many organizations, the staff works beyond declared working hours when necessary. If you are asked to do, you have to do it.


• When working with communities, it is often necessary to adjust your time with theirs, to get the best. This is absolutely necessary.

• Many organizations have different conventions of addressing each other and seniors. These vary from organization to organization. Please follow the organizational norms. Play it safe by respectfully addressing every person in the organization.

• Do not be absent from work without prior permission. If you have to take leave, follow the organizational procedure.

• Many organizations have customary conventions on dress codes. Know that and follow it.

• Often the organization provides a place of stay and food to the students. Follow the board and lodging norms. (for example, the accommodation may be a non-smoking zone, or you may have to wash the plates after eating, or may be the girls and boys are not allowed to stay with each other after 10 pm)

• Many organizations may have email etiquette. Follow the etiquette. (For example, you cannot use sms type language, or there may be norms of cc-ing, or of default response time). Typically these email etiquettes are important in international organizations, where people of various countries and cultures work together.

• Some organizations even have behavior norms while working with communities. (For example, an organization may have the norm not to accept any gift from anyone, or not to engage in any form of monetary transaction at an individual level with any member of the community.) Please check about such norms and follow it.

• While working on internship, the organization may have shared with you items, books, accessories, etc. Please make a list of those to remember and make sure to return those while taking leave from the organization. In case you wish to keep anything, please take formal permission from the relevant person.

• If you take photographs/vieos of staff, make sure that you share the photographs/videos with the staff. If you have taken photographs/videos while doing your work, make sure to share those with the organization.

• In case, you use any photograph or other resource in your report, make sure to acknowledge the organization.

• In case you come across any person from a donor (who funds the organization), and you receive any request from the donor about the work of the organization, you are duty bound to formally report it to the organization and only with the permission of the organization, you share anything with the donor. Remember you have no obligation to the donor but you are obligated to the organization that hosted you.

• In case you come across any media person, and you are asked to share anything about the organization, you are duty bound to formally report it to the organization, and only with the permission of the organization, you share anything with the media. Do not ever give any sound bytes to any TV media without the presence of a member of organization staff.

• Before you take leave after completing the internship, make sure that you meet (or talk) to key staff who helped in your work, take their leave and thank them.

• Try to meet the director or the secretary or the next possible senior person, and thank him for providing you with the opportunity. Make sure you must meet the field mentor to express your sense of gratitude and thanks.

Be sensitive while engaging/ attempting to engage in political and public action. Please speak with relevant people in your host organization before making the decision to engage in any political action like attending a strike, dharna, morcha, or any other form of public protest. Some organization would encourage you to participate as


representatives of their organization. But others may prefer that you participate in your individual capacities rather than as organizational representatives.

7.7 Norms with regard to data collection An ethical orientation towards data collection requires you to be (i) aware of the history of research malpractice, (ii) committed to ensuring that your research intervention does not deliberately or inadvertently compound the vulnerability of your research subjects, (iii) clear about the laws governing research with children such as POCSO 2012.

• Prior Informed Consent: You must seek permission of the individual or the group of individuals respondents before you start recording any information in a notebook or in an electronic recorder. You have to explain the context and purpose of why you are collecting this information. In this process you will have to convey what rights the respondents have, such as they can, if they wish, not divulge information, or even withdraw from the conversation. The consent of the respondent(s) could be in oral, or as the case may be, in a written form.

• Confidentiality of data: Any data obtained as a part of your study remains confidential as to the name of the person(s), the place they belong to, their individual political or sexual orientation. When you present the data to a third party, including to other students and faculty, you must obscure these information by changing their names, identities, so that no one can make use of this data to take any action against or in favour of these people. The actual identity of the respondent(s) must be protected by you. If you are collecting data on behalf of the organisation, do share the original data with the organisation.

• Empathy: The ability to share and understand the feelings of people whom you encounter during your field practice is something that we hope you will build over time. It is not easy for people to tell you sensitive things about their lives. Similarly it is not easy for you to listen to these sensitive things knowing that you can do little (or sometimes nothing at all) to improve their situation immediately. Nevertheless, the fact that people will disclose to you the intimate workings of their lives should cause you to react with empathy and humility. Being empathetic also means that you are as comfortable answering the same question posed to your respondent, if the question is posed back to you.

8 LOGISTICAL GUIDELINES:

8.1 Managing self, managing time, managing work • When you are staying in the university hostel or staying outside hostel in Bangalore, you follow a daily

routine. Be aware that your time schedule, your daily work rhythm, and your allocation of time for yourself will get altered while you are in the field. Timings of the organization and their staff, your accommodation, mess timing, daily travel, interacting times with individuals and communities, availability of electricity, water will influence and make you develop a new schedule.

• Try to get a sense of the various timings within first 3-5 days and think through to plan your daily routine. Get to know the information on water supply, electricity, bus services, shop timings, mess time, organizational meeting days and time and so on. This information will help you configure your daily schedule.

• Develop a daily routine for you based on your work. It is good if you discuss your daily routine with your field mentor and the organizational contact as the case may be.


• One important thing to remember is that in many areas, you may not get cell phone signals. That will impact your access to social media, audio-video, and other internet dependent activities. Be prepared for such eventualities and be patient. It‘s often seen that the students cannot do their field work well just because they are disturbed by lack of access to telecom signal.

• You must develop a routine in such manner that almost every day you find time to write a daily journal. This is not only a requirement for the university, but it‘s a great way to remember your work.

• Make sure you prepare a list of activities that you have to do during your field practice. Make a time estimate for each activity. Identify the top priority ones and the least priority ones.

• You must be in constant touch with your field mentor and faculty mentor

• Keep all the contact details of the persons you meet (if they give you) in one allotted page of your notebook.

• In addition to the guidelines listed above, there may be other challenges during your work in the field. The following preparedness will help you navigate these logistical challenges

◊ Carry a torch with you

◊ Always store drinking water in your room at the first opportunity

◊ Carry mosquito repellent of your preferred choice (Odomos, coil, liquid, etc. We recommend Odomos or equivalent because it does not require power. Or you can use coils)

◊ Carry a few Band-Aids or equivalent

◊ Carry a few general medicines and of course carry your medicine for special needs. Please remember, getting even ordinary medicines may be difficult in many areas

◊ Carry a bunch of tissue paper

◊ Carry sanitary napkins

◊ Please carry a card with information on your blood group and

◊ Emergency contact information (who to contact in your family or otherwise, if you have an emergency)

8.2 Wrapping upYour field practice will come to an end one day.

You will have to leave the place, the household you stayed with or the accommodation you stayed in, the mess where you ate, the organization you may have worked with, the field mentor who guided you, the other staff of the organization who helped you, and the community you have interacted with, and learnt from.