The first step was to understand requirements such as expected learning outcomes and constraints like availability of learners, preferred format, etc.

The organisation had pre-identified the skills they wanted Harappa to focus on. However, the availability of learners for live sessions was limited. Hence, the skills had to be prioritised, and the highest priority skills were mapped to in-person, live sessions. The remaining skills were supported by asynchronous self-paced learning.

For the identified competencies, Harappa identified the learners' current skill levels, the situations where they needed to apply these skills, and their beliefs and challenges through interviews and industry insights.

For example, for the competency of active listening, questions like - "What are certain gaps observed in their skill of listening actively?", "What are some situations where leaders have failed to listen well to their team members?" helped them better understand the learner's context concerning each identified competency.

A tailored learning journey was then created by Harappa based on the competencies and constraints shared by the organisation, with clear learning outcomes for each module and elements that would keep the learner motivated to complete sessions & apply their learnings.

The journey was divided into three segments and designed to start with in-person sessions to set clear expectations, followed by online courses and end with another set of in-person sessions. It would be spread over five months to allow enough time to internalise learning and start changing behaviour.

Harappa's expert faculty leveraged readily available resources from their concept library to incorporate relatable examples and ensured practical applicability grounded in research and real-world relevance.

Concepts such as the MECE (Mutually Exclusive, Collectively Exhaustive) framework for problem-solving and practical case studies were employed to encourage learners to apply 'Thrive Skills.' Behavioural science principles were also incorporated into session design to promote active participation.

Harappa's solution emphasised interactivity to engage the learners and ensure they build their skills through practical application. Pre- and post-program and module-wise assessments were used to measure participants' progress.

Masterclasses and online courses included activities, discussions, role-plays, and habit drills. Assessments helped quantify improvements and evaluate the effectiveness of the training.

Harappa collected feedback from participants after each course and used it to refine the content and delivery. This iterative approach ensured the solution remained responsive to learners' needs.

For instance, after the initial live sessions, learners shared that they struggled to retain their learning concepts. To address this, learning aids were shared at the end of each course, which summarised all the key ideas in an easy-to-recall format.

The post-training assessment was used to identify learner-specific or content-specific challenges.

Personalised recommendations like 1-on-1 coaching for learners who understood the concepts but struggled to apply them were suggested as post-training next steps.