effective learning with 70-20-10 whitepaper
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By Charles Jennings& Jrme Wargnier
The new frontier for the extended enterprise
Effective Learning
with 70:20:10
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Contents
Forward........................................................................................................................................................................................2
Key Strategic Challenges.................................................................................................................................3
FourStrategicChallenges........................................................................................................................................................................ 4
TheChangingDemandsonBusiness .................................................................................................................................... 7
Major Learning Trends..........................................................................................................................................9
BreakingtheRichness/ReachTrade-off......................................................................................................................... 10
ExtendingwithinOrganisationalWalls:The70:20:10Model ....................................................... 13
Advice for a CLO on the 70:20:10 model..........................................................................22
Whatquestions...................................................................................................................................................................................................... 23
Whenquestions..................................................................................................................................................................................................... 25
Howquestions........................................................................................................................................................................................................ 28
HowMuchquestions ..................................................................................................................................................................................... 30
CrossKnowledge Value Proposition..............................................................................................32
Whereisthechange?................................................................................................................................................................................... 33
Takingthebestoutofthe10 ..................................................................................................................................................... 34
20:theArtofbuildingLearningCommunities .................................................................................................. 36
70:CreatingLearnscapesforeverydaylearning ........................................................................................ 38
TheCrossKnowledgeMethodology............................... ................................. ................................. ................................ ......40
Engaging Managers in Training.........................................................................................................42
Principles......................................................................................................................................................................................................................... 43
Managersinvolvement............................................................................................................................................................................ 49
Research.......................................................................................................................................................................................................................... 54
Takeaways...........................................................................................................................................................................56
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ForwardMarcPrensky1writesthattoomanyteachersseeeducationaspreparingkidsforthe
past,notthefuture.Inthesameway,toomanyLearningandDevelopmentdepart-
mentsarepreparinglearningcontentforanenvironmentofthepast,notthefuture.
Workers in the 21st century are less and less likely to want, or need, to leave
their working environment to learn. They are increasingly demanding that their
development meshes with their work. In fact, many now realise that work is
becominglearningandlearningisbecomingpartofwork2.
ThisdocumentinvestigatesthenewterritoriesoflearningsuchasSocial,Workplace,
InformalorExperientialLearning.Itisbasedonrecognizedexpertsworksbutalso
ontheprojectswehadthepleasuretoleadtheselastyearswithnumerousL&D
teams.
Wehopeitwillbeasourceofinspirationforyouandaninvitationtoafascinating
andprotablejourney!
1BackupEducation?
MarcPrensky.EducationalTechnology,
Vol48No1,Jan-Feb2008
2HaroldJarche,Oct2010
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Key
StrategicChallenges
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Four Strategic Challenges
TheworldthatHumanResourceDirectorsandChiefLearningOfcersinhabittoday
wasunimaginableeventenyearsago.Theirroleshaveevolvedfromoverseeing
and leading their teams in executing a suite of predominantly straightforward
transactionaltaskstomanagingstrategicfunctionswhoseimportanceshouldnot
beunderestimatedaskeycontributorsofvaluetotheirorganisations.
HRDsandCLOsarestillresponsiblefortheessentialworkofattracting,recruiting,
developing and retaining high-quality staff. However most of the transactional
elementsoftheseactivitieshavebeendelegatedtocomputersystems,outsourced,
off-shored,orreducedinscope.
ThekeytasksandchallengesHRDsandCLOsfacetodayareinthestrategicdomain.
Theymuststillkeepaweathereyeonunderpinningtransactionalprocesses,butthe
realvalueofHRandLearningandDevelopmentdepartmentsliesintheirstrategic
contribution.
DavidUlrichandWayneBrockbankoftheUniversityofMichiganreported3that43%
ofHRsvaluecomesfromthestrategiccontributionsmadebythefunction.They
alsofoundthatcompanieswhereHRstrategyisalignedwithbusinessstrategy,and
whichdevelopHRprofessionalswhounderstandtheirbusinessandmakestrategiccontributions,canshowuptoa250%increaseinbusinessperformancecompared
tocompanieswithamoretactical/transactionalHRfunctions.
Inotherwords,asignicant,evenagame-changing,impactonbusinessperfor-
mancecanbeachievedwhenHRhasabroader,morestrategicview.
Otherstudieshaveshownsimilarresults.IntheLearningarena,thewell-respected
Bersin & Associates organisation found4 that, of all of the tasks executed bya
performance-driven Learning function,performanceconsultingyields the highest
businessvalue.However,effectiveperformanceconsultingonlyoccurswhenthe
LearningandDevelopmentfunctioniscloselyalignedwithitskeystakeholdersandfocusedondeliveringagainststrategicpriorities.
Learning and Developments value to an organisation is not a simple prot vs.
costorROIvaluation.Itisdeterminedbyhowwellthefunctionhelpsleadersand
employeesdotheirjobs.
3TheRLBGroup
Research,2006.
4Buildinga Learning
Culture,JoshBersininChief
LearningOfficer
Magazine,April2008
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ThevalueofferedbyLearningandDevelopmentisdeliveredinfourareas,andthese
representthekeystrategicchallengesfacedbyallorganisations.
Strategic Challenge 1
How does Learning and Development bestcontribute to current and future strategy?
MostHRDirectorsandChiefLearningOfcersfocusonsupportingtheirorganisa-
tionscurrentstrategy.Howeverresearch5hasshownthatbusinessleaders,theC
suite,expectthemalsotobeworkingandplanninghowtobuildworkforcecapability
insupportoffutureorganisationalstrategy.Thefactthatthisrarelyhappensisdue
bothtoHRDsandCLOslackoffocusonstrategicobjectives,andthebusywork
requiredtokeepthewheelsturningandmeetimmediatedemands.
Strategic Challenge 2
How does Learning and Development best
contribute to organisational growth?
Organisational growth brings with it organisational change. Ideally, both HR and
LearningandDevelopmentshouldbermlyembeddedandrapidlyresponsiveto
growth and change initiatives. Evidence suggests this is not the case for many
5The C-Leveland the Valueof Learning,ASTDandIBM.T&DMagazine,October2005
Current & FutureStrategy
Transformation
OrganisationalProductivity
OrganisationalGrowth Value
Current & FutureStrategy
Transformation
OrganisationalProductivity
OrganisationalGrowth Value
Current & Future
Strategy
Transformation
OrganisationalProductivity
OrganisationalGrowth Value
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organisations.Onesurvey6 foundthat66%ofrespondentssaidthatHR was not
responding fast enough to the strategic challenges related to protable new
growth.Withtherecenteconomicdownturnandshortageofgreenshoots,wecanassumethatasimilarpercentagewillagreeonceglobalgrowthrestarts.Many
of the respondents in this survey were HR professionals themselves. The main
reasonsgivenforthislackofresponsewasthatseniorHRleadersareontheside-
linesandinspot-rolessuchastalentacquisitionratherthanbeingdeeplyinvolved
insupportingtheorganisationalgrowthprocessitself.
Likewise,LearningandDevelopmentisveryoftenfollowingratherthanbeingpart
of,orevenleading,organisationalgrowthactivities.ThechallengefortheLearning
and Developmentfunctionis how tobuildits own capabilities tomeetorganisa-
tionalgrowthrequirements.Theseincludestrategic-thinkingandplanningcapability,
strategicplanning,andhigh-levelconsultancycapabilitiesamongothers.
Strategic Challenge 3
How does Learning and Development best
contribute to organisational productivity?
ManyChiefLearningOfcersandtheirteamsarefocusedonthedetailsoflearning
inputs.ThemajorityofaLearningandDevelopmentteamstimeisspentfollowing
throughadenedprocessforthedevelopmentoflearningsolutions,suchas theADDIEModel7 orsimilar models oflearning service.However, strategic valueis
deliveredthroughunerringfocusontheoutputsoflearningintheformofincreased
individual,teamandorganisationalperformanceandproductivity.Focusonindividual
andteamproductivitywillimpactorganisationalproductivity.
Strategic Challenge 4
How does Learning and Development best
contribute to transformation?
Thereisnogreaterchallengeforthegrowingknowledgeworkforcetodaythanthat
ofadaptingtosurviveandthriveinthenewpost-industrialInternetage.Newwaysof
workingalsorequirenewwaysoflearning.LearningandDevelopmentdepartments
needtoadapttheirmodusoperanditomeetthenewchallengesofdevelopingthe
capabilityofnewwavesofmobileanddistributedworkforcesandvirtualteamswith
always-onconnectivity,andofanewgenerationofentrantsintotheworldofwork
thathasdifferentexpectationsanddifferentrequirements.
6Researchfindings by
the HumanResourcePlanning
Society (HRPS)in partnership
with theInstitute forCorporate
Productivity(i4cp),2007
7ADDIEAnalysis,
Design,Development,
Implementation,Evaluation
Current & FutureStrategy
Transformation
OrganisationalProductivity
OrganisationalGrowth Value
Current & FutureStrategy
Transformation
OrganisationalProductivity
OrganisationalGrowth Value
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The Changing Demands
on Business
The challenges of a world awash with information
No-oneworkingtodayisunawareoftheoverwhelmingvolumesofinformationthat
workersneedtodealwith.Ouremailinboxesarefullandwendourselvesswimming
inanoceanofdata.ThechallengewasneatlyencapsulatedbyEricSchmidt,CEO
ofGoogleInc.whenhesaid8:
Between the birth of the world and 2003, there were ve exabytes of information
created. We now create ve exabytes every two days. See why its so painful to
operate in information markets?
Eric Schmidt, CEO, Google
Ofcourse,Schmidtisactuallytalkingaboutdataratherthaninformation,somuch
ofthis volume is, for example,nancial data generated aspart oftransactional
processesorasdatafeedsintotheglobalnancialmarkets.
But,importantly,asignicantportionofthedataisUGCusergeneratedcontent.
TheimpactthatUGCishavingonourworkingliveswasdramaticallydescribedbyAndreasWeigend,formerChiefScientistatAmazon.com.WritingintheHarvard
BusinessReviewbloginMay2009Weigendpointedoutthefollowingfact9:
In 2009, more data will be generated by individuals than in the entire history of
mankind through 2008. Information overload is more serious than ever. What are
the implications for marketing?
AndreasWeingend,FormerChiefScientist,Amazon.com
FortheLearningandDevelopmentfunction,thekeypointhereisnotsimplythe
volumeofinformation.Itisthefactthatmostoftheinformationthatworkersneed
todealwithonadailybasisisunstructuredandconstantlychanging.Andthehalf-lifeofmuchoftheinformationthatwedealwithisgettingshorter.Intodaysworking
environmentthereistheneedbothtomanageinformationandtondinformation
whenweneedit.Informationsuppliedtousinastructuredtrainingordevelopment
sessionmonthsagowilloftenbeout-of-datebythetimeweneedtouseit.
A world awash with information requires new ways of approaching employee
capability.LearningandDevelopmentprofessionalsneedtounderstandthisand
8EricSchmidt,CEO,Google
speakingattheAtmosphere2010conference,CaliforniaApril2010
9AndreasWeingend,TheSocial DataRevolution(s)
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adoptapproachesthatbestreectaworldwherealmostanyinformationcanbe
foundandretrievedatthetouchofamouse.
ThechallengehereisfortheLearningandDevelopmentworldtomoveawayfrom
tooexclusiveafocusonthedesign,developmentanddeliveryofstaticinformation
andknowledgeembeddedincourses,andtowardsabroaderfocuswhichincludes
approachesthatworkinthisdynamicinformation-richworld.
The challenges of new ways of working
Manyworkersinbusinessenterprisesareadoptingtotallynewwaysofworking.
Thischangecaneasilybeseeninknowledgeindustrysectorswherepeoplework
withtheirheadsratherthanwiththeirhands.
The changes are profound. In many cases workers rarely use a single desk in
an ofce any more. Increasing numbers ofemployees work on the move using
mobiledevices.Moreandmorepeopleworkfromhotelsandcafs,ontrainsand
aeroplanes,andtheyincreasinglyworkfromhomeoutsideoftraditionalworking
hours.Theyexpect-andareexpected-tobeconnectedallofthetime.
At the same time, research10 is showing that workers are dealing with more
complexity and using more tacit knowledge. All of these challenges mean that
Learning and Development professionals need to re-evaluate their traditionalapproachestobuildingworkforcecapability.Inotherwords:
New ways of working require new ways of learning
10McKinseyReport:The
Coming
Imperative forthe Knowledge
Economy
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Major
LearningTrends
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Anumberofmajordevelopmentshavehadaprofoundimpactonlearninginorgani-
sationsoverrecentyears.Thesehaveeitheropenedopportunitiesthatsimplydid
notexistbefore,orhaveswungthependulumawayfromembeddedpracticesandtowardsthedevelopmentofnewbusinessandoperationalmodels.Eitherway,they
haveirrevocablyalteredthewayLearningandDevelopmentprofessionalsneedto
approachthejobofbuildingworkforcecapability.
The massive changes in telecommunications over the past 20 years, and the
riseoftheInternetinparticular,havechangedforeverourapproachtoLearning
and Development.Huge opportunities have been opened up by the breaking of
therichness/reachtrade-off11.Nolongerarerichlearningexperiencesconnedto
workerswhocanattendclasses.Theycanbemadeavailableacrosstheworldat
theclickofamouse.
The most signicant development to impact organisational learning in the past
tenyearshasundoubtedlybeentheriseofWeb2.0andtheSocialWeb.This,in
turn,hasopenedupopportunitiestodevelopinnovativeapproachestonetworked
andsociallearning.Ithasalsoincreasedthefocusonopportunitiesforworkforce
developmentthroughinformalandworkplacelearning.
Breaking the Richness/Reach Trade-off
In2000PhilipEvansandThomasWursteroftheBostonConsultingGrouppublished
theirground-breakingbookBlown to Bits12.Inittheyexplainedhowthecommuni-
cationsrevolutionand,particularly,theriseoftheInternetweremakingtraditional
businessmodelsredundant.Newapproaches,theyobserved,werereplacingthe
traditionalatbreakneckpace.
Priortothecommunicationsrevolutionbusinessmodels(andworkforcedevelopment
models) were based on a trade-off between richness and reach. Suppliers (and
learningprofessionals)hadanalternativetoprovideservicesthatwererichand
lackedreachortoprovidethosethathadreachbutnecessarilylackedrichness
inordertoobtainthatreach.Theyofferedrichface-to-faceexperiencesorpoorer
servicesatadistance.Oftenthecostofdistributionofknowledgeorofproduct
ledtothistrade-offhavingtobemade.
11PhilipEvans&ThomasS
WursterBlown
to Bits: How theNew Economics
of InformationTransforms
Strategy.Harvard
BusinessSchoolPress.
(2000)ISBN0-87584-877-X
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Inthe10yearssinceEvansandWursterspublication,wehaveseentheirprediction
cometrue.Therichness/reachtrade-offisdissolvingindramaticwaysacrossmany
sectors,suchasthenewspaperindustry,thetravelindustry,theautomanufacturingandretailingindustriesandmanypartsoftheretailindustry.Wehavealsowitnessed
thedramaticemergenceofnewmodels,suchasthedemiseoftheEncyclopaedia
BritannicaanditsreplacementbyonlineservicessuchasWikipedia,andtheriseof
Amazon.comwithitsimpactonthebookretailingindustry.
Disintermediationanddeconstructionofsupplychains,theeaseofinteraction,and
theloweringofcommunicationbarriershasheraldedimmensechange.Theworld
oflearningandpeopledevelopmentisfarfromimmunetotheseeffects.Infact,
thebreakingofthisrichness/reachtrade-offisextremelyimportantinthecontextof
learninganddevelopment.Wenowhavepowerfulnewwaystodeliverlearningand,
moreimportantly,toconnectandengagewithlearnerswithouttheconstraintsof
timeanddistance.Andthishasopeneduparangeofopportunitiesforexcitingnew
educationandtrainingservices.
Reach
Richness
High
Low
Classroom/WorkshopRichness: highReach: low
Legacy Distance LearningRichness: lowReach: high
The traditional richness/reach trade-off is dissolving
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Prior to the communications revolution, rich learning experience could only be
offeredthroughclassroom-basedeventsorworkshops.Howeverthismodeldoesntscalewell.Resourcerequirements andcostsincreasearithmeticallywith scaling.
Subsequently,organisationswishingtoachieveconsistencyandscaleusingface-
to-face Learning and Development approaches inevitably incurred high costs.
Thealternativewastooffertraditionaldistanceeducationwithitslowerlevelsof
engagementandlessrichlearningenvironments.
Withthedevelopmentsoverthepastdecade,thistrade-offhasnowbeenthoroughly
broken.Thesmartuseoftechnologyandnetworksnowallowstheprovisionofrich
learningenvironmentsfreeofbothtimeandlocation.
Reach
Richness
High
CommunicationsTechnologies
Low
Classroom/WorkshopRichness: highReach: low
New WorldWorkplace Learning
Richness/ReachTrade-offis broken
Breaking the Richness/Reach Trade-off.The move from classroom to the cloud
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Extending Within
Organisational Walls:The 70:20:10 Model
Empirical research and surveys over manyyearshave produceddata indicating
thatworkerslearnmostofwhattheyneedtoknowtoeffectivelydotheirjobsinthe
workplaceratherthanintheclassroom.
80% or more of corporate learning is found to be informal
Peter Henchel, Executive Director, Institute for Research on Learning
Thisfacthassignicantimplicationsfortheapproacheswetaketolearningandto
developingworkforcecapability.
70% of what people know about their jobs, they learn informally from the people
they work with
Education Development Center, Massachusetts (1997)
2-year study involving Boeing, Ford Electronics, Siemens, Motorola
Inhis2006bookJayCross13,anexpertoninformallearning,listedanumberof
surveysandresearchpapersthatconrmedthisfact.Althoughtheguresvary,
hisoverallndingwasthatapproximately80%oflearningwithinorganisationsis
informalandaround20%isformal.Crosswentontoquestiontheoverwhelming
focusonformallearninginlightofthisevidence.Hearguedthatthereisaneed
forrealignmentofresourcesandfocusawayfrompurelyformallearningiforgani-
sations are toutilise the most effective ways tosupport learningand employee
development.
Approximately 75% of the skills employees use on the job were learned informally
through discussions with co-workers, self-study, mentoring by managers and similarmethods. 25% were gained from formal training
CapitalWorks study
13JayCrossInformalLearning:Rediscoveringthe NaturalPathwaysThat InspireInnovation andPerformance,Pfeiffer(2006)ISBN:978-078798
1693
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70:20:10
AmodelsimilartoCross80:20rulehasemergedfromworkbyotherresearchers.Thisisthe70:20:10rule.
People learn 70% of what they know about their jobs informally
US Bureau of Labor Statistics (1996)
Loewenstein and Spletzer (Formal and Informal Training: Evidence from the NLSY)
70:20:10hasbecomethebasisoforganisationallearningstrategyinanincreasing
numberoflargecorporationsoverthelastfewyears,includingwell-knownbrands
suchasSunMicrosystems,GoldmanSachs,Nokia,Maersk,Mars,BankofAmerica,
Coca Cola, Microsoft, HP, Wal-Mart, Reuters, American Express, Caterpillar and
manyothers.
70:20:10 has its origins in the work of Morgan McCall, Robert Eichinger and
MichaelLombardoattheCenterforCreativeLeadershipinNorthCarolinainthe
mid-1990sandevenearlierwithAlanTough,nowEmeritusProfessoratToronto
University.AbookbyEichingerandLombardo 14publishedin1996laidoutthebasis
for70:20:10.Init,theauthorsnoted:
Lessons learned by successful and effective managers are roughly:
70% from tough jobs
20% from people (mostly the boss) 10% from courses and reading
Lombardo & Eichinger. 1996
Itisimportanttobeawarethatneitherthe80:20approachnor70:20:10areintended
asrigidmodelsorrecipes.Therearereferencemodelsdrawnfromempiricaldata
andsurveys.Theysimplyvalidatethefactthatnotalllearninghappensinformal
learningsettings,whethertheseareclassroomsorstructureddigitalenvironments
suchasvirtualclassroomsandeLearningcourses.
Learningisnolongeranisolatedactivitythatiscarriedoutawayfromtheeveryday
world of the workplace. Work and learning are becoming intermingled, and the70:20:10modelprovidesa frameworkforthinkingoutsidetheclasses/courses/
curriculummind-setoflearningandfocusingontheentirespectrumworkplace,
socialandformal.
14TheCAREERARCHITECT
DevelopmentPlanner.
Eichinger&Lombardo.
Lominger(1996)ISBN:
978-0965571210
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Practical Examples of 70:20:10
Organisations implementing the 70:20:10 model need to adapt it to their own
context.Howeverthetablebelowisanexampleofsomedevelopmentactivitiesthatyoucanundertakeineachcategory:
70 Learn & Develop Through Experience
Applynewlearninginrealsituations
Usefeedbacktotryanewapproachtoanoldproblem
Newworkandsolvingproblemswithinrole
Increasedspanofcontrol
Increaseddecisionmaking
Championand/ormanagechanges
Coverforothersonleave
Exposuretootherdepartments/rolesTakepartinprojectorworkinggroup
Coordinatedroleswapsorsecondments
Stretchassignments
Interactionwithseniormanagement,e.g.meetings,presentations
Dayto-dayresearch,webbrowsing
Leadershipactivities,e.g.leadateam,committeemembership,executivedirectorships
Crossfunctionalintroductions,site/customervisits
70%
90%
20% 10%
Learn&developthroughexperience
Learn&developthrough
structuredcourses&programmes
=Experientiallearning&development
Learn&develop
throughothers
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Researchandapplybestpractice
Applystandardsandprocesses,e.g.SixSigma
WorkwithconsultantsorinternalexpertsInternal/externalspeakingengagements
Budgeting
Interviewing
Projectreviews
Communityactivitiesandvolunteering
20 Learn & Develop Through Others
Informalfeedbackandworkdebriefs
Seekingadvice,askingopinions,soundingoutideas
Coachingfrommanager/others
360feedback
Assessmentswithfeedback
Structuredmentoringandcoaching
Learningthroughteams/networks
Externalnetworks/contacts
Professional/Industryassociationinvolvementoractivemembership
Facilitatedgroupdiscussion,e.g.ActionLearning
10 - Learn & Develop Through Structured Courses
Courses,workshops,seminars
eLearningProfessionalqualications/accreditation
Certication
Formaleducation,e.g.University,BusinessSchool
From content to action
There is an increasing emphasis on learning by doing rather than learning by
knowing.Thishasbeendrivenby:
Therapidlyincreasingvolumesofinformationthatknowledgeworkersneedto
dealwitheachday.Thefactthatmostofthisinformationisunstructured.
Thedynamicnatureofmuchoftheinformationneeded-wheretheaveragehalf-life
oforganisationalinformationisdecreasingyear-on-year.
We are moving from STOCKS of knowledge to FLOWS of knowledge
John Seely Brown, November 2010
Deloitte Center for the Edge (former Chief Scientist, Xerox PARC)
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Asthepaceofchangeandtheowsofinformationincrease,itisbecomingless
possibletokeepup-to-datethroughcontent-focusedlearning.Theanswerisnotto
knowmore,butactuallytoknowlessandtobeabletondtherelevantinformationwhenneeded.
JohnSeelyBrownandhisco-authorsdescribethischallengeintheseterms:
To succeed now, we have to continually refresh our stocks of knowledge by parti-
cipating in relevant ows of knowledge interactions that create knowledge to
transfer it across individuals. These ows occur in any social, uid environment that
allows rms and individuals to get better faster by working with others15
In an ever-changing world, continuous learning is the only sustainable advantage
Takingworkersawayfromtheirworkplaceandintoclassroomstolearncontentis
nolongerafeasiblesolutionformostpurposesotherthanpreparingthemforentry
intoanewroleororganisation,orforchangemanagementactivities.
Otherthanforthesespecicapplications,weneedtostopthinkingoflearningas
enablingwork,or(thedominantmodelinthepast)oflearningasseparatefrom
work.Insteadweneedtobaseourlearningsolutionsontheprinciplethatlearning
istheworkandthatworkingislearning.
Toeffectthesechanges,thelearningprofessionalsroleneedstobecomeoneofa
facilitator,curatorandpromoterofinformalandsociallearning.
From storing knowledge to nding knowledge
Ininformation-richanddynamicworkingenvironmentswearediscoveringthatitis
bettertoknowwheretondtheinformationweneedthantotryandholditinour
heads.
Todays productivity is in the ACTIONS of people, not the information in their heads
The concept ofthe outboard brain isemerging.Our work may require that wememoriseandstorecoreconceptsandstrategiesinourheads,butwedontneed
to memorise all of the additional data, information or knowledge necessary to
completeeverytask;wesimplyneedamapofwheretolocateit.
ProfessorRobertKelleywhoworksattheTepperSchoolofBusinessatCarnegie
MellonUniversity,carriedoutalongitudinalstudylookingathowmuchinformation
knowledgeworkersneededtoholdintheirinboardbraininordertodotheirjob.
15The Powerof Pull.ByJohnSeelyBrown,JohnHageland
LangDavidson.2010.
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Over a period of 20 years, his team asked knowledge workers the following
question:What percentage of the knowledge you need to do your job is stored in
your own mind?
In1986,whenthesurveybegan,subjectsrespondedthattheyfelttheyneededto
holdintheirheadatleastthree-quarters(75%)oftheinformationtheyneededtodo
theirjob.By1997thisgurehaddroppeddramaticallytobetween15%and20%.
DuringtheinterveningtimetheWebemergedanddatabasetechnologybecame
muchmorewidespread.
Find-AccessModelofLearningJennings&Clarke
Primarily WHAT? learning Primarily HOW? WHY?And WHAT IF? learning
CORE SKILLS including: Critical thinking skills Communication skills Analytical skills MindFind skills
CORE SKILLS developed
through: Experiential learning Practice Conversation Reflection
MindFind Learning
Core
Content in theCloud
Traditional Learning
Core
Content
Content
Content
Existing content-rich learning transfermodel
MindFind experience-rich content in the cloudmodel
Focus on core skill development(including MindFind skills) means thatstructured learning plays a smaller partin the overall learning process. Changeof focus in developing core skills throughexperiential learning approaches means
a move from focus on knowledge to afocus on action.
EXISTINGcontent rich
experience-poorapproach
FUTUREexperience rich
content-findapproach
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WhenKelleyrantheresearchagainin2006,hissubjectsfeltthattheyonlyneeded
tokeeparound8%to 10%oftheinformation/knowledgetheyneededtodotheir
jobsintheirinboardbrain.Theresttheycouldgetfromtheiroutboardbrainwhentheyneededit.
Focusingontheabilitytondinformationandknowledgeratherthanneedingto
storehas profoundimplications.Traditionalapproachesto formallearning,which
tend to focus on content and knowledge transfer, need to be reviewed. New
approaches,suchtheFind-AccessModel 16describeachangedfocusoncontent
andanincreasedfocusonndandotherassociatedskills.
From Event to Process
Allofthedevelopmentsdescribedsofararepartofalargerchangetakingplace,
themigrationawayfromlearningeventsastheexclusivetoolofferedbytraining
andlearningdepartments.Many21stCenturylearningprofessionalsarerealising
thattheyneedtomovetowardsnewpracticesandacultureofcontinuouslearning.
Real learning can only be demonstrated by a change in behaviour. Knowledge
acquisition is not a demonstration of learning until it is put into action
Thismovetoamodelofcontinuouslearningisinevitable.Ithasalwaysbeenunder-
stoodthatreallearningandcapability-buildingoccursnotasaseriesofevents,butovertimethroughaseriesofprocessesthroughexperience,throughtakingthe
opportunitytopractice,throughworkingandconversingwithothersinnewways,
andthroughhavingthetimetoreectonbehaviouralchanges.
The evolution of learning from being primarily event-based to being primarily
process-drivenrepresentsoneofthemostprofoundchangesinthewayorganisa-
tionsstructureandsupportthedevelopmentoftheirworkers.
The Rise of Learnscapes
Oneemergingapproachtolearningthatincorporatesboththe80:20modelandthe
70:20:10modelisthatof learnscapes17orlearningecosystems.Alearnscape
incorporatesalltheinteractions,tools,relationshipsandelementsthatmakeupa
holisticlearningenvironment.Learnscapesmayincludeformal,structuredlearning,
buttheyalsoincludeinformalandserendipitouslearning.
16Find AccessModel for21st CenturyLearningJennings&Clarke,2009
17Cross,J(2007)andQuinn,C.(2009).Populating theLearnScape:e-Learning asStrategy.InM.Allen,Ed.MichaelAllenseLearningAnnual2009.Pfeiffer:San
Francisco
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A learnscape is the platform where knowledge workers collaborate, solve problems,
converse, share ideas, brainstorm, learn, relate to others, talk, explain, commu-
nicate, conceptualize, tell stories, help one another, teach, serve customers, keepup-to-date, meet one another, forge parnerships, build communities, and distribute
information. Learnscapes are where and how modern work is performed-including
workplace learning.
Cross, J, Learnscape Architecture eLearn Magazine, Aug 2008
Learnscape Architecture18 and the 80:20and 70:20:10models require learning
professionalstoadoptanewwayofthinkingaswellasdifferent,andoftennew,
skills.
These skills are more closely aligned to facilitation and architecting learning
environmentsthantothetraditionaldesign,developanddeliverapproachusedfor
traditionalformallearningactivities.
Traditional L&D Role Emerging L&D Role
Buildandmaintaincataloguescourses,programs,curricula
ManageWokspaces(work/learning/environments)
Designanddevelopcoursematerialsforformal,structuredlearning
Focusonsupportinglearningexperiencesintheworkplace
Course-centricrole(withalittlecoachingandancillaryactivities)
Performance-centricrole.HelpingpeopleWorkSmarter
Predominatelyclassroom-basedwithsomestructuredeLearning
Manychannelsclassroom,eLearning,virtuallabs,learningnuggets,workplacesupport,etc.
Learning-focused Performanceandproductivity-focused
Migratingtowardsnewroles
From Learning to Performance
Thenaltrendthatisapparentinthechanginglandscapeoforganisationallearning
is the increasing focus onthe outcomes of learning rather than the process oflearning.
Clearly the process of learning needs continued focus, but the outcomes,
results and impact ofthe processneedto bethe drivers ofthe processrather
thantheconverse.Organisationsareincreasinglyawareoftheneedtoevaluate
learning impact, and many are moving beyond traditional nance-centric Return
onInvestment(ROI)modelstowardsmoreusefulmetricsforwhatisundoubtedly
18Cross,JLearnscaping:Getting Things
Done inOrganisations
October2008
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themostimportant intangibleassetinanyorganisationtheperformanceand
potentialofitsworkforce.ReturnonExpectation(ROE)isnowseenasamoreuseful
metricandothersarealsoemerging,suchasReturnonInvestmentinInteraction(ROII)19,ameasureofincreasingproductivityandvaluebasedontheprinciplesof
MetcalfsLawofnetworks.
19The WorkingSmarterFieldbook.Cross,Hart,Husband,Jarche,Jennings&Quinn(2009)
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Advice for aCLO on the70:20:10
model
Advice
for a CLOon the
70:20:10
model
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Atourrecentlecturesandworkshops,wevehadmoreandmorepracticalquestions
fromCLOsregardingthebestwaytoimplementthe70:20:10modelwithintheir
organisation.Wedecidedtogatherouranswersinthissectionandsorttheminto
What,When,HowandHowMuchcategories.
Why?questionsaredirectlylinkedtotheCLOchallengeswedescribedintherst
sectionofthispaper.However,thesemaybemademorecomplexbytheaddition
ofnewobjectivesorconstraintssuchasdoingmorewithlessoraddressingGen
Ysexpectationsofinnovation.
What QuestionsWhat is 70:20:10 and where does it come from?
The70:20:10modelemergedfromempiricalresearchandsurveyswhichshowed
thatworkingadultslearnmostoftheknowledgeandskillstheyneedtodotheirjobs
intheworkplace,notintheclassroom.
Morgan McCalland hiscolleagues atthe Center for Creative Leadershipin North
Carolinadevelopedthe70:20:10modelinresponsetodatatheyobtainedthatshowed
successfulandeffective managerslearned 70% oftheirlessonsfromtough jobs,
20%fromotherpeople(mainlytheirmanager)and10%fromcoursesandreading.
Other individuals and organisations have built on McCalls model to rene the
70:20:10model.
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I know about the 10 but could you help me understand moreabout the 20?
JeromeBruner,thefamouseducationalpsychologist,oncesaidourworldisothers.
The20referstothelearningweobtainfromotherpeople.Inrecentyears,there
hasbeenalotoffocusonthe20,especiallywiththedevelopmentofWeb2.0and
SocialLearning.SocialLearningisfocusedonthewayweinteractandlearnfrom
others,whetherthroughinformalcoaching,mentoring,havingtherightpersonal
networktohelpsolveproblemsatwork,orsimplyknowingtherightpersontoask.
Learningfromotherscanbeassimpleaprocessaswatchingsomeoneshowyou
howtoperformatask,oritmaybeascomplexasafullwork-shadowingactivity.
Would you more precisely dene what the 70 part of the model is?
The70partofthe70:20:10modelisfocusedonlearningbydoing.Mostofour
learningcomesthroughexperienceandtheopportunitytopractice,andpractice
again.Ifyouthinkabouthowyougainedmasteryinalmostanyskill,youllrealise
thatittooktime(experience)andpractice.Probablyitalsoinvolvedsomepersonal
reectiononhowyouwereprogressing.
Imaginelearningapracticalworkskill;saytouch-typing.Youmightgototyping
classes,andthosewouldhelpyouwithtechnique,butthereallearningwouldtake
place when you practiced. Any work skill requires time and practice to achieveresultsand,eventually,excellence.
How is all this related to formal and informal learning?
The70:20:10modeltsquitenicelywiththeseparationoflearningintoinformal
andinformal.However,denitionsof formalandinformalaredifcultand prone
tovariation.Forinstance,learningtorideabicycleismostlyaninformalprocess
(practiceandexperience),butitmayhavesomeformalaspect.Learningtrigono-
metryismostlyaformalprocess(theory)butalsoinvolvesindividualpractice,which
islikelytobeinformal.
So,dontthinkthatyouneedtoaimtoachieveanexactratioof70:20:10inyourlearning
provision.Theexactratiowillvaryfromindustrytoindustry,fromorganisationtoorgani-
sation,andfromsituationtosituation.Useitasareferencemodel,notasarecipe.
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The younger generation seems to be more 60:35:05 than70:20:10. What about them?
Theresnodoubtthatsocialmediaandtheread/writeInternethavepredisposed
youngerpeople,justnowenteringtheworkforce,towardsthetypeofinteractions
andtoolsthatareusedforsociallearning.Itmaybethatovertimethe70:20:10
modelmovesmorethatway,toowithagreateremphasisonagrowing20anda
shrinking10.Weshouldntexpectthingstoremainthesame,notevenourlearning
models.
When QuestionsIs there a best time to launch my companys rst 70:20:10 project?
Yes.Thedaywhenyoureconvincedthat70:20:10isthebestwaytoaddressyour
companysdevelopmentneedsandreduceyourownL&Dconstraintswillbethe
daytostart!
Nevertheless,trytoavoidturbulenttimes,periodsofcriticalinternalchange,such
asmergers,anewCEOorHRDandsoon.AnyothertimewillbeOK.Youmightalsochooseafavorable3Tmix(topic,target,andtrainingtype)toreduce
uncertaintyandgiveyouthebestchanceofsuccess.
Onenaltip;dontrelytoomuchonbeginnersluckbytargetingtheC-Suitewitha
controversialpost-mergerteambuildingprocess!
Are there pre-requisites for implementing a 70:20:10 approach?
Not really. But success factors doexist, such asa strong buy-infromthe HRD
and ideally from the whole C-Suite, as well as structured communication aboutthebenetsthatL&Dteammembersandtheirstakeholderscanexpecttosee.
Becausethemainchangeswilloccurattheirlevel,notatthelearnerslevel.
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Is changing our learning culture a pre-requisite?
No,notatall.ThisisthesametypeofconcernthatweobservedwheneLearningandcollaborativelearningwererstintroducedaslearningsolutions.Manyorganisa-
tionshavefoundthattheirlearningculturechangesnaturallyaspartoftheprocess,
whateverits attributeswerebeforetheimplementationof70:20:10.Incidentally,
thischangeofcultureisforthebest!ItleadsyourorganisationtobecomewhatHR
andL&DpeoplehavebeendreamingofsincePeterSengerstwroteonlearning
organisations.
Is technology a pre-requisite? How can I know that my HRIS is70:20:10 compatible?
Thisisoftentherstquestionpeopleask.Inourexperience,focusingontechnology
attheoutsetisnotthebestwaytoproceed.Itmakesthetransitionto70:20:10a
technicalchallengeinsteadofstrategyforcreatingL&Dvalue,andcanalsodramati-
callydelayimplementation.Focusingontechnologyrstcanshiftyourstrategyfrom
goalstomeans,andcancauseyoutolosetime,sponsors,opportunitiesandvalue.
But70:20:10canbe understoodandimplementedwithouttechnicaltools.Itcan
becomepartofthelearningarsenalinthesamewayasco-coachingandworkplace
training(likeTWI).Itcouldbethattheonlytoolsyourequirearethecoffeemachine
andthecommunicationtoolsthatyoualreadyhave.
Takeastep-by-stepapproachtomasteringtheonlineconversation
Collaboration
Conversation
Opinions
Pull
Push
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However,toolswillhelpthewidespreadapplicationof70:20:10.Avastmajorityof
organisationsalreadyhavetoolsinplace,suchastheirintranet,theirmailsystems
and,sometimes,collaborativetools.Ouradviceistousetheexistingtoolsyouhaveanddesigntherelevantstep-by-stepapproachtoimplementnewfeaturesasyour
audiencemasterstherstsetandclimbsthematuritycurveofonlineconversation
(seegraphic).
What possible resistance will I have to deal with? How shall I do?
Makeamapofthestakeholdersandtargetsinvolvedinyourproject(seegraphic).
Placetheminamatrixanddeneyourcommunicationstrategyaccordingly.
a) Identifyandengageyoursponsorsandchampions.
b) Explain the plan, its roles and its responsibilities. Focus rst on the people
involved (L&D team, managers and others), provide them with relevant infor-
mationandsupport,andoutlinetheexpectedoutcomesforallstakeholders.
c) Addressskepticismandlackofengagementbydemonstratingeffectivenessvia
benchmarks.Buildandcommunicateonanyquickwinsyouachievewithinyour
company.
NeutralThey have no opinion
Something to gain
Nothing to gain
Nothingto lose
Somethingto lose
Its in their interestto collaborate
Allies
Try and get them to work federatively.Identify your advocates
They are hesitant aboutgetting involved
Waverers
Listen to them and take on boardtheir concerns and recommendations
OpponentsIts not in their interest
to collaborate
Dont waste your timeTheir power defines you Go/NoGo
Make sole wins and convincethem with these examples
Map your stakeholders and targets
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How Questions
Do you have an implementation approach for 70:20:10 that hasproved successful? Please, say yes!
Sorry,butthereisntone.Eachcaseisasdifferentasthecompaniesthatwantto
makethe70:20:10principlepartoftheirlearningstrategy.Yourlearningculture,
yourL&Dteam,yourIndustryanditstrainingpriorities,tonamejustafewfactors,
willhaveasignicantimpactonthewayyoushouldimplement70:20:10.Butthere
iscertainlyasetofquestionstoask,which,ifaddressed,willhelptooptimiseyour
implementation.
What is your advice in terms of 3T for the rst 70:20:10 approach?
Regardingthetopic,picksomethingactionable(ratherthanconceptual)intheshort-
term,soyouhaveanopportunitytodemonstrateandcommunicatetheefciency
oftheapproach.
The topic should also be familiar to managers, so they can be involved in the
workplace learningphase for example,by giving advice, setting and adapting
objectivestostimulatetransfer,andmonitoringhowthingsareputintoaction.
Aswithanyotherkindoftraining,theidealtargetisanaudiencethatbelievesyour
chosentopicisofclearvaluetothemintheirwork.Ifyouplantousenewcolla-
borativetools,makesurethatyouremployeesunderstandtheiruse;andanticipate
ademandforcommunication,support,andrecognitionasyourprojectrollsout.
The training typetobuildonistheclassicclassroom-trainingmodel.Butchoose
anewoneratherthanre-engineeringanexistingcourse;itwillbequickerandyou
wontneedtomeasureyourrstprojectagainstanythingotherthanitsownKey
PerformanceIndicators.
Combiningthesethreeleverswillhelpyouachievearstquick win.Afterthat,youllneed
tobereadytorespondtomanymorerequestsfromenthusiasticinternalcustomers.
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What do we have to change in terms of instructional design?
The major change is the fact that you cant design a 70:20:10 approach as athree-stepplan,startingwith10%structuredlearning,movingonto20%learner-to-
learnerfeedback,andendingwith70%learninginworkplace.Youmayneedtomix
theseelementsupalittle.
Aswithanytrainingmodel,itsbesttostartbyclarifyingtheresultsyouwantto
see,andthenlistingthedifferentwaysyoumightachieveyourinstructionalobjec-
tives.Thisisthepointatwhichtoconsidercollaborationandworkplacelearningas
helpfullevers.Then,traditionaldesignwillfollowincludingstory-telling,manager
involvement,andthelearningactivitiesthatbestengagethetargetaudience.
How does this impact project management?
As soon as you step away from a structured curriculum, your classical linear
planningtechniqueswilllosepartoftheirpowerandwillhavetobecombinedwith
amoreagileapproach.
The main deliverables and milestones can be planned as usual, butyou should
forecastanextraworkloadofbetween10%and20%toallowyoutoremainexible
andavailableforcommunicationandsupport.Thisratiowilldecreasequicklywith
your second and subsequent projects, as you become more familiar with theprocess.
What new competences are required to deploy such a project?
TheclassicalcompetencesofaneffectiveL&Dteamshouldworkforyou,butmay
requireanadditionalpinchofconsultancy,communicationandperformancemeasu-
rement.
Ofcourse, tomake the mostof new tools, and tosupportlearners,L&D practi-
tionersneedtoleadbyexample,primingtheconversationsandsupportingpeopleinusingthem.
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What if I lose control of the project?
Thegoodnewsisthatyouwereneversupposedtokeepit!Assoonaslearningmigratesfromtheclassroomtotheworkscape,youllndthatyourrolebegins
changing;fromtrainertolearningenabler.Thedevelopmentoftheprogramwillbe
supervisedbymanagersand,believeus,auto-regulationisverystrongwhenyou
haveengagedlearnersandmanagerswhobelieveinwhatyouvesetouttoachieve.
Observeandlisten.Stimulatewhennecessaryandcelebrateeverysuccess.You
mayhavedreamtofanorganisationalcultureoflearning,sodontpanicwhenit
becomesareality!
How will I know that I have achieved my implementation?
70:20:10ismoreamind-setandasetofprocessesthanareachablegoal.As
such,itisanever-endingstory.However,itsanexcitingjourneytoaccompanythe
developmentofindividuals,teamsandorganisations.So,wewishyoua safeand
enjoyablejourney!
How much QuestionsWhat type of an investment is this?
Ifyoudontusetechnologybeyondthatalreadyavailableinyourorganisation,budget
willnotbemuchofaconcern.Simplyanticipateextraworkloadforinstructional
design,communication(withsponsors,managers,theL&Dteamandlearners)and
learnersupport.
Ifyouwishtoexpandtheprojectbyaddingonlinetools,makesuretoselectand
implement them appropriately and at the right time. Having an open discussion
withyourITdepartmentwillpayhighdividends,aswillbenchmarkingand,possibly,externalconsulting.
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What kind of results can I expect from a 70:20:10 project? Andhow will I demonstrate value creation to the stakeholders?
Asmentionedearlier,youneedtostarttheprocessbydeningtheresultsyouaim
toachieve;letscallthatbusiness-drivenlearning.Suchaprocess,willcertainly
generateclassicalresultsconsistentwiththeKirkpatrickmodel:satisfaction,acqui-
sitionandretentionofknowledge,changeofbehavior,and(mainly)businessimpact.
Consultingcloselywithoperationswillhelpyoufocusonbusinessimpact.
Besides,assoonasyouaredealingwithcommunity,anewsetofKPIswillemerge;
sitetrafc,qualityofcriticalthinkinganddiscussion,levelofcontribution(comments,
posts,bestpracticesandsoon).
Toclosetheloop,iftheobjectivesandKPIshavebeensetwithmanagers,andif
youengagetheminthedeploymentprocess,youwillbeunitedwhenthetimeto
measurevaluecomes.Thereshouldbenothingtodemonstrate,justasuccess(or
failure)toshare.
Last but not least, whats in it for me?
ThevastmajorityofL&Dpractitionersdreamofchangingtheirorganisationintoa
learningorganisation.Introducing70:20:10isonepathtoachievingthisoutcome
bybuildingacultureofautonomouslearning,settingupnewrulesfordevelopment,
andensuringmanagersplayaroleinpeopledevelopment.
Youwillalsobehelpingpeopletondgreaterfulllmentintheirwork.Theywillbe
abletoperformtheirjobsinamoreeffectiveandbalancedway,whilecontributing
tothewiderperformanceoftheorganisation.
Ontopof personalachievements,sucha projectmayalsoopendoorsto many
otherprofessionalopportunities.
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Advice for aCLO on the70:20:10
model
Cross-
KnowledgeValue
Proposition
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When Charles and I rst met two years ago (the equivalent of decades in the
pre-Internet world), CrossKnowledge had just achieved an alchemic blend of
classroomtrainingandeLearning.AtthattimewewerepursuingourexplorativejourneyintothevastworldofWeb2.0andlaunchingourrstcollaborativesolutions.
Justaswepublishedawhitepaperoncommunities20,Charlestoldus:Gentlemen,
youre certainly doing great with this 10% of the learning potential (referring to
the70:20:10model)andwhatyouredesigningfortherestisquitepromising!
Something ofa cold shower perhaps not surprisingly, asit was Novemberin
London.
With Charles help, we realised that there was another frontier beyond the one
betweenclassroomlearningandeLearning.Ournewchallengewastocombinethe
formalandinformalapproaches.TheaimofthisdescriptionoftheCrossKnowledge
valuepropositiononExperientialLearningistosharewhatwediscoveredinthe
process.
Where is the change?
AsweimplementedtherstWeb2.0featuresinlearningsolutionswithourclientsandpartners,weobservedthatwhatweweredoingrepresentednogreatchange
foremployees.Avastmajorityofthem,eventhosewhousedtosaytheywould
neverconnectwithaneLearningcurriculum,hadaproleonFacebookorLinkedIn
andwereshoppingoninternet.Atwork,theywerealreadysharinginformationvia
emailorinternalprojectmanagementtools,usingCRM,andvisitingblogsandwikis.
Someofthemwereevencontributingtonewslettersorcollaboratinginnetworks.
EmployeeswerealreadyembracingWeb2.0!
In fact the real change was for the L&D practitioners who had to rethink their
practices, and become familiarwith new tools,new approaches, and even new
counterparts in their organisation (namely the IT Department). We became aferrymanbetweenthePushandPullshoresoftraining.Inlinewithbothourinterests
wesupportednotonlythegrowthofdistancelearningsolutions,butalsofacilitated
L&Dsmigrationfromtheroleoftrainingprovidertothatoflearningenabler.
AskingShouldwemakethisjourney?isanoutdatedquestion.Weveseeninthe
previoussectionsofthispaperthetremendousbenetsofamorecomprehensive
training approach, and of embedding collaboration and workplace learning. The
20CrossKnowledgeWhitepaper:The Companyas Community
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importantquestionisHowcanwe,theL&Dexperts,leadthewayinthesenew
learnscapes21?
Firstweneedaplan.Then,welldeneandlistthenewcompetences,tools,content
andprotocolsweneedtoachieveourgoals.CrossKnowledgehasneverclaimedto
havealltheanswersbutwearemorethanhappytosharewithyouthepractices
wehaveformalisedwithourcustomers,andthefeatureswehavedevelopedto
servethem.
Taking the best out of the10Asapurelearningandtrainingproviderformorethan10yearsandthecurrent
Europeanleaderinthedistancelearningindustry,CrossKnowledgehasexperienced
all possible instructional formats. Now that blended learning has become the
touchstone, you might assume that instructional designers have mastered this
approach.Farfromit.
Letsstepback.Initially,therewasonlyclassroomtrainingwithone-to-manycoursesand, perhaps, one-to-one coaching. Then technology gave us eLearning. Mixing
approachesweobtainedtherstblendedlearningsolutionswhichwerereallyvery
poorindeed.Theymainlyinvolvedputtingonlineresourcesbeforeandafterexisting
classroomcourses(asandwichapproach).Themainmoreweobtainedwasmore
expensive.
We simply had the wrong recipe!
Fortunately, we have made tremendous progresses since those dark ages of
eLearning.Wenowknowthatdesigninganintegratedlearningsolutiontakesrealskillsandastructuredapproach.
Thisisafour-stepprocessthatinvolves:
Instructionaldesignwithtopqualitylearningactivities/resources.
Cleverlearnermarketingtodevelopbuy-inandloyalty.
Anengagednetworkofstakeholders,namelyC-Suitesponsors,HR,L&Dteam
andmanagers.
Goodsteerageoftheprojectuntilyoucandemonstratevaluecreation.
21JayCROSS
inInformalLearning,2005
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Joiningthedotswith70:20:10isaverysimplethingifyoudontthinkoftheblended
learningelementasthe10ofthewhole.Infact,ithastoincludethe20and70
initsDNA.Youcantjustdecreethatagroupisacommunityandthatitwillshare,collaborate,andcarryonlearningintheworkplace.Collaborationmustbeginas
soonaswecreatethegroup,withintroductionspriortothestructuredpartofthe
training,onlineicebreakers,commonactivities,workshopsandsoon.Likewise,
theclassroomtrainingmustconsolidatethesenseofbelongingandcultivatecolla-
borativebehaviors.
Deploymentmustremainsimple,eveniftheequationgetsabitmorecomplex.The
RussianDollsgivesyouarstindicationofthepathtobefollowed.Youcanstart
outbydevelopingcoursessplitinto70:20:10partsforgreatereffectiveness.Then
moveontoricherworkplace-basedLearnscapes.
Whatyougetattheendofthisprocessisacomprehensiveandeffectivelearning
experience,ajourneythatleadstomeasurableperformanceimprovement22.
BelowisanillustrationofwhataSales Performancecurriculummightlooklike
online.
Tolltheremainingblankswemustlooktothe20partofthe70:20:10model.
TheCallforActionEditorialwrittenbyaCharismaticSponsor
ThestructuredBlendedCurriculumwith70&20Stepslike:
SetyourPriorities(meetingwithmanager)
Improve&Share(workshop)DeneyourActionPlan
22MoreinformationandactionablepracticeswillbeavailableinthecomingsoonPostTheNewFrontierthatwillbededicatedtothisdouble
blendofILT/DistanceandFormal/Informal.
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20: the Art of Building
Learning CommunitiesNotsolongagowetriedturningatwo-dayseminarintoatwo-monthintegrated
learningexperience.Theresults,intermsofknowledgegainedandretainedand
of observed behavioral change, were between 20% and 40% higher than those
achievedusingclassroomtrainingalone.
Studentsgottoknoweachotherandhadagreatexperience,theyworkedtogether
and shared real-life action plans and then the curriculum ended. Everyone
agreedtokeepintouchandcarryonsharing;atasteofholidaysending.Andwhat
happenedafterthesetwomonths?Theparticipantswentbacktotheirworkplaces,
theirassignments,andtheirobjectives.Thefabulouspowerofthegroupquickly
evaporatedinthefaceofthepressureofoperations!Itwasfrustratingforsure,but
aboveallitwasadramaticwasteofenergy,andofpotentialforcollaborationand
improvedperformance.
Being optimistic, we assume that most ofthe time when a worker needs infor-
mationsheasksherworkneighbourintheofce,Googlesthequestion,orcalls
acolleague.Mostofthetime,shegetstheinformationsheneeds.Butwithmore
sensitivetopics,suchasleadershipsorleanmanagement,employeesneedtobe
abletodrawonlocalexpertise,sharedexperiencesandrelevantbestpractice.
Clearlyweneedtogivegroupsmorepowerwhenwebuildlearningcommunities.
To achieve this CrossKnowledge has worked with practitioners and learners to
observethewaypeoplelearnandshareinformally,andtogatherawishlistof
features for a relevantand effectivecommunity solution. Here aresome typical
requests:
Ineedtrainingon,oratleastanexplanationof,thesenewcollaborativetools.
Iwanttobuildmypersonallibraryanddevelopmentplanbytaggingcontentand
tobeadvisedbyfellowstudentsofrelevantreading,activitiesorcourses.
Idliketosharequestionsandexperienceswithcolleaguesinamutualcoachingspirit.Ineedtondactionablesolutionstomyday-to-dayconcerns,andIneedexperts
whocansupportmewithproblemsthataremorecomplex.
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Addressingtheseneedscantjustbeamatterofwidget-pluggingonacollaborative
portal.So,CrossKnowledgesservicesinclude:
Helpingcommunitieslearntousenewcollaborativefeatures.
Organisingandsupervisinggroupactivities,suchasicebreakersandpeerassign-
ments,beforebringinggroupstogether.
Organisingreectiveactivitiesafteraworkshop.
Postingideasandrunningminutesurveystolivenupthecollaborativespacewith
recurrentactivities.
Supportingandcelebratingtherst,andthefollowingcollaborations,andbroad-
castingcontributionsacrossglobalnetworks.
Helpinggroupexpertsandmentorstogetoutofapassivepush-mode,andto
encouragemoreactive,andmoreexciting,contributionfromtheirgroup.
Ontopofcoachingandservices,hereareafewexamplesofthefeatureswecan
providetohelpdevelopasharingculture.
Ask a question... and get an answer (peers, coach or expert)
Rate, share and contribute
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Of course, measuring ROI gets less easy as we move further away from the
well-knownparadigms of structured learning. In this new approach, we continue
to monitor satisfaction, as online conversation feeds on positive feelings andrelationships.Butmeasuringtheknowledgegainislessstraightforward.However,
wecanfollowthenumberoftransactions:posts,bestpracticesformalisedand
shared,questionsasked,expertinterventionsmadeandsoon,whichgivesusa
powerfulsetofmetricswithwhichtomeasureengagementandknowledgesharing.
70: Creating Learn-scapes for everydaylearningIsitpossibletooptimiselearningtransfertotheworkplaceandturntheworkplace
intoalearningenvironment?Inourattemptstoanswerthiscriticalquestionweset
outtodiscoverwhatourclientsemployeesmostneeded,whichturnedouttobe:
Relevantandusefulinformationlinkeddirectlywiththeirlearningtopics.Materialandsupportthatletsthemndsolutionstorealproblemsintheworkplace.
Supportduringtheimplementationphasetohelpthemturnlearningintoperformance.
Thereismuchworktodoinordertoaddresstheseneeds,andtheprincipalissues
arenotactuallythoseofcontentandtechnology.Wealsohavetodealwithissues
ofchangemanagement,communication,L&Dpracticesandmanagerinvolvement.
Information
TodescribehowCrossKnowledgeaddressestheinformationdomain,letstaketheexampleofaskilledandpromisingmanager,Elliot,whohasjustattendedacourse
onTheFundamentalsofFinance,andenjoyedit.TheBudgetperiodisinOctober,
fourmonthsfromnow,withthesummerbreakbeforeit.Ifwedontwanthimtofeel
lostwhentheCFOeventuallyknocksonhisdoor,weneedtokeephimpostedand
toencouragehimtodelveintothetopicfrequentlyoverthenextfourmonths.
TheCrossKnowledgepropositioninvolvescollaborationwiththeL&D,Communica-
tionsandFinancedepartmentstodesignandrunacommunicationplanthatfeeds
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Elliotwiththelatestcompanynewsandindustrytrends,newsletters,suggested
readingandbusinessdigests,tomakesurethathestillfeelspartoftheprocess,
andtokeephimup-to-dateonanychangesanddevelopments.
Solutions
Employees often face challenging situations that need immediate solutions, for
exampleconictwithintheteam,ormakingatoughcustomercall.Ifarestarts
inyourwastepaperbasketyoudontwaitfortheremantoputitout;yougraban
extinguisherandyouuseitstraightaway!Withaproblem-solvingrefeatureslike
SearchEngineandTagCloudprovidequickandeasyaccesstosolutionsandbest
practice.Inadditiona corporateToolboxthat gatherstogetherforms,processes
andbestpracticesisalwayshelpful.Thereisnodoubtthatwelearnbetterwhen
facingaproblemthaninanyothercircumstances;andprovidingthiskindofhelpis
apowerfullevertoreplaceJust-In-CasetrainingwithJust-in-TimeTraining.
Implementation
Ultimatelytheonlythingthatreallymattershereiswhetherchangesinbehavior
generateapositiveimpactonbusiness.Theoldcarrots-and-sticksapproachisno
longerefcientinaworldinhabitedbypurpose-seekingemployees.Theonlyway
tochangethelearningparadigmtomigrateittowardstheworkplaceistond
alliesandovercomeresistance.
Thereareundoubtedlychampionsamongthefast-trackersandyoucanusetheir
testimonies to demonstrate the power of workplace learning. Some companiesevencallforvolunteerstoactasrolemodelsandtomentortothefollowingcohort
oflearners.Suchindividualsoftendo greatworksupportinglearnersthroughthe
rst stages of collaboration and supervising them as they put what they have
learnedintoaction.
Butourstrongestandmostreliableallieswillberecruitedfromtheranksofline
managers.Thisispartlybecausesettingobjectives,coaching,leadingbyexample,
appraising and recognising achievement is part of their job, and cant be done
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betterbyanyoneelse.Butitismainlybecausedevelopingpeoplehasalwaysbeen
atremendoussourceofachievementandsatisfactionforeverygenuinemanager.
Nevertheless, good intentions need to be supported by the right set of skills,suchascoaching,communication,runningworkshops,appraisingpeople,giving
feedback,andsettingIndividualDevelopmentPlansandsoon.
CrossKnowledge makes all the best practices gathered over the last decade
available to L&D Teams; for example, identifying champions, communicating
successstoriesand coachingemployees.Wealsoprovidestakeholderswiththe
necessarytoolstotakeontheirmission:includingtrainersupporttoolsets,manager
guides,mentoringkits,actiontips,checklists,IDPsandthetrainingcoursesonthe
CrossKnowledgeAcademy.
What does it look like at the end of the process?
Wehavelistedalotoffeaturesand
material in presenting the portal the
wayitwouldlooklikeifweonlywere
addressing the structured learning
partofthe70:20:10modelthe10.
Areyoureadynowforaguidedtour
withsomepossibleadd-ons?
The CrossKnowledge
MethodologyMoreandmoreofourclientsareaskingwhatCrossKnowledgeoffersintermsof
ExperientialLearning.Mostlytheseenquiriescomeintheformofwhat?andhow?
questionsand the expectationis that wewilloffer upa selection ofclient case
studies,demonstratesomeusefultechnicalfeatures,andhighlightafewpotential
pitfallsandobstaclesonthepath.
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Wedoourbesttorespondtotheserequests,butitisalsoimportanttolookatthe
issuesofwhy?andwhatfor?,whichiswhywealwaysbeginourcasestudieswitha
descriptionoftheproject,itswiderbusinesscontextandthestakesinvolved.
Unfortunately, there is no xed recipe for Experiential Learning, but there is
a sequence that is more efcient than others. The graphic opposite shows this
sequentialapproach,andwevefoundthisprogressiontobeveryeffective.
Wealwaysbeginbydeningthebusiness-drivenobjectivesandendbymeasuring
thevaluecreatedattheoperationallevel.Aswearenolongermovingintheworldof
structuredlearningitisfrequentlynecessarytoreassesssub-goalsandmeans.So
anagileapproachtoprojectmanagementisusuallyhelpful,iteratingcontingently
revisitingstepsinthesequencedependingontheaudiencereaction,thetoolsand
activitiesusedandthe involvementof stakeholders.Meanwhile,collaborationhas
emerged as the most if not the only effective approach, with workscapes
provingespeciallyproductive.
Strategy
Context & Stakes
Stakeholders mapping
Objectives (business driven)
Means & Constraints
Project scope
General principles
Team & Methodology
Communication & Change
Project management
Tools & Content (selectionand integration)
Instructional design
Empowerment
Performance (business impact)
ROE (survey, focus groups...)
ROI (TCO, usage...)
Performance
ConsultingDeployment
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Engaging
Managersin Training
2
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Whena childfalls sickhis parentstakehimto the doctor.The doctor examines
anddiagnosesthechildandwritesaprescription.Theparentsbuythedrugsand
makesurethechildtakesthemuntilherecovers.Fewparentswouldchallengethedoctorsdiagnosisorprescriptionorstopthechildtakingthedrugs,orinterruptthe
treatmentpart-waythroughthecourseoftreatment.
But when it comes to skills development, this is commonly what happens. The
recommendations made by the L&D manager are often questioned and the
programsfollowedloosely.However,thisdoesnotstopeveryonefromholdingthe
CLOaccountablefortheeffectivenessofthetrainingintervention!
Thissituationiscounter-productiveanduncomfortableforboththeCLOandhisor
herkeystakeholders.Butit oftenoccursinorganisationswithanegativeattitude
towardstrainingaresulteitherofissueswithlinesofcommandorwithperceptions
oftheroleandexpertiseofthetrainingfunction.Themostpowerfullevertoaddress
boththesebarriersto effectivetraining isto involvemanagementthroughoutthe
process,fromdesigntovaluemeasurement.
When it comes to experiential learning, what chance is there of successfully
deliveringthe70:20:10approach,inparticulartheworkplacelearningelement,if
managersdonotplaytheirpart?
Wewouldliketosharesomeofthekeystosuccessfulmanagerengagementthat
wehavediscoveredandformalisedwithourcustomersovertheyears.
Principles
Building a project collectively
Itis importantto determinetheoveralllevelofmanagerinvolvementrequiredforthesuccessofatrainingprogrambeforetheprogrampropergetsunderway.This
shouldhappenup-front,whileyouaredeningandagreeingobjectives,establishing
therulesofthegame,andclarifyingindividualresponsibilities.
IfthisstepisoverlookedtheL&Dfunctioncanbecastinasupplierrole,whichputs
L&Dmanagersintoaweakpositionwhendealingtheirinternalcustomers.Butif
youareclearaboutthetimecommitmentyouneedfrommanagersyouwillbeina
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strongerpositionwhenyoucallonthoseresourcesduringthedifferentphasesof
thetrainingprogram.
Successinthisearlyscopingphasemaydependasmuchontheassertivenessof
L&Dmanagersasontheirexpertise.
Therearethreereasonswhysecuringmanagerbuy-inissoimportant:
Inadditiontoidentifyingspecicskillrequirements,managersaretheidealifnot
theonlypeopletodescribethebehavioralchangesandoperationalimpactsthat
shouldbetheoutcomeofthetraining.IfmanagershelptosetSMARTobjectives,
theyaremorelikelytoseethepotentialoperationalbenetsfortheirownteams.
Andiftheirinputissoughtonwhichkeyperformanceindicatorstomonitor,they
aremorelikelytoshareownershipoftrainingdelivery.
When managers give input on requirements, objectives and KPIs it becomes
naturalforthemalsotodenetherulesofthegameandtheconsequencesof
breakingtherules.Thisputsmanagersinchargeofthoseaspectsofatraining
programthatnaturallybelongwithintheorganisationalhierarchy.
Finally,managersintimateknowledgeoftheirteamsisaninvaluablesourceofinfor-
mation.AndL&Dmanagercanuseinformationaboutlevelsofexpertiseobservedon
thejob,oraboutemployeesavailability,resistanceormotivation(perhapsgathered
throughindividualpre-courseinterviews)bettertocalibrateanddenethetraining.
So,sharingcommongoalsisanimportantwaytoinvolvemanagersintheearly
stages of the process. Let us now look at how you can keep them involved
throughoutthetrainingprogram.
Drawing people into the planning phase
WithSMARTobjectivesandfullbriefnowdened,anL&Dmanagerwillbenetgreatly
fromcontinuingtocollaboratewithmanagersduringtheplanningphaseoftheprogram.
Amanagerscontributionswillincludehelpingtodevelopthecasestudies,illustrativeexamplesandexercisesthatemployeeswillneedtobeabletodrawconceptualconclu-
sionsfromconcreteworkplacesituations.AnL&Dmanagercannotbuildthesewithout
theassistanceoflinemanagers.Tobecredibleandengagingsuchmaterialsmustuse
therightvocabularyandpresenttraineeswithrealistic,relevantscenarios.
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Of course a managers contribution does not preclude further analysis by theL&D
managerthroughquestionnaires,interviews,oronthejobobservations.Yetinvolving
managersinthisaspectofplanningisalltoooftensidelinedduetolackoftimeand/orresources,butatacostasitaddsignicantcredibilitytothetrainingprogram.
Invitingmanagerstoparticipateinthedenitionofthedeliverablesisanotherexcellent
waytocollecttheirfeedbackattheoutsetandthentomaketheadjustmentsnecessary
toheadoffpotentialcriticismsfurtherdowntheline.
What youve created at the end of the planning process should be the result of a
collectiveeffortandeveryoneshouldbeengaged,becontributingandberootingfor
success.Ifyouvedonethisjobwellmanagerswillalsobewillingtogetactivelyinvolved
throughoutthedeploymentprovidedtheyhavetheinformationandtoolsrequired.
Involving the entire management lineThe next step is to involve the entire management line and to turn individual
managersintoactivesupportersandrelays.Youcanachievethisthroughacombi-
nationofinformationandmotivationinitiatives.
First,providemanagerswithacleardescriptionofthetrainingprogramandits
objectives. Dontunderestimatethe importanceof marketing.Yourgoalshould
betoselltheprojectbymakingthemanagersandtheirteamsapromisethatisrelevanttotheirownobjectivesandconcerns.Thisinformationcanbe circu-
latedthroughanumberofchannelsinternalmemos,postingsonthecorporate
intranet, seminars, or statement by an opinion leader delivered through the
companysinternalmedia.
Next,communicatetomanagerswhat contributions are expected of them
forexample,attendingmeetings,activeparticipationastrainersortutors,or
helpingtomeasureperformance.Explainandselleachcontributionrequirement
individuallytominimiseproblemsandissuesduringthedeploymentphase.
Lastly,andthismaybeastretch,addtheincentiveofnancialaccountabilitybytying part ofmanagersvariable compensation tothedeliveryoftraining objec-
tives.Quiteanumberofcompaniessetobjectivesformanagerstieddirectlytothe
developmentofteammembers,andrecogniseandhonourtheresultsachieved,but
notmanycorporationsbackthisupwithanancialincentiveaswell.
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An example: when the L&D manager of a large international communications agency
took over his new position he wondered why participation and subsequent deployment
of training sessions were so desperately low until he uncovered the fact that noreference was made to staff development either in the job descriptions or the objec-
tives of the managers. The indicators changed drastically in less than six months after
Senior Management made clarications and set clear objectives for this.
Equipping managers to be efcient coaches
Simplyhavingthewilltodevelopstaffisnotenough;manymanagersfeeluncomfor-
tablewhenaskedtopreparetheirteamsfortraining,ortocoachthemafterwards.
Formanagerstobeabletocoacheffectivelyyouneedmanagement practices
thatpromoteteamsharing(Learningthroughothers)andthatencourageemployees
toapplywhattheylearntodailytasks(WorkplaceLearning).Theseprocessesare
notparticularlyintuitivesospecicadhoctrainingmaybenecessarytoachieve
effectiveoutcomes.ThisisasoundinvestmentandwillhelptoensuretheROIof
therestofthetrainingeffortbecauseitopensthepathforoptimalandsustainable
developmentofindividualstaffmembers.
OurexperienceswithourcustomersinthisareahaveshownthatithelpsifL&D
managerscommunicatewithmanagersearlyon:
Setupmanager trainingontopicsthatstaffareabouttobetrainedon,evenifonlyanabridgedversion.Clientswhodothisndthatitpreventsbreakdownsin
communicationandwinstheactiveandimmediatesupportofmanagement.Dont
assumethatmanagersunderstandatopiccheckbeforehand.Otherwiseyou
runtheriskofputtingmanagersinanembarrassingposition,diminishingtheir
credibility,andmakingthemresistanttothechangeeffort.
Deliver formal briengstomanagerstopresentthepotentialbenetsofthe
curriculumandto setexpectations.Thisensuresthat thetrainingdevelopment
planisreectedinthepersonalobjectivessetduringannualappraisals.Lookupon
thisbriengasablueprintagainstwhichtraineescanlaterplottheirprogressandshareitwiththeirmanagers.
Youshouldalsogivemanagersearlywarningofwhattheywillbeexpectedtodo:
Managers must be able to conduct debrieng and monitoring interviews
bothattheendofeachstepofthetrainingandonaregularbasisthroughout
thelessformalphaseofputtinglearningintoaction.Coachingintuitivelyisnot
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enough,sotrainingmanagersinthefundamentalsofcoachingwillhelptoprevent
mistakesincommunicationorobjectivesetting.
Finally, following through the coaching logic. Managers must be able tobring
closure to the training. The trainee needs the opportunity to reect on key
learnings,toassessprogresses,andtodrawtherightlessonsforthefuture.
A closing interviewisaparticularlyimportantmanagementmomentandone
thatcontributesconsiderablytobuildingupsustainableskillsandmotivation.It
is also an important opportunity for a manager to provide positivefeedback
by acknowledging accomplishments and paying tribute to the efforts made
throughouttheprocess.
AsthetrainingisrolledouttheL&Dmanagermustgivemanagerstoolsthatwill
empowerthemtostepintothecoachingrole:
Provideapresentation kitforcommunicatingwithteamsandformallyrequestthat
managersholdakick-offmeetingwiththeirstaff.Thisisapopularwaytoensure
thatstandardisedinformationiscirculatedefciently.Italsohasthebenecialeffect
ofreducingthenumberoftraineeswhoattendwithnoexpectations.
Produce and circulategood practice guides to managers. This applies the
sameprinciplesasabovetothemanagementrolesinvolved.
As soon as the training starts make log books available for monitoring andmeasuringperformance.Thesemightcontainobservationmatrices,scorecards
linkingprogramsimplemented,andoperationalindicatorsetc.Sharethesewith
allyourstakeholders.
When managers become trainers
Askingmanagerstotakepartinthedifferentphasesoftrainingiscommonpractice.
Theirinvolvementdemonstratestheimportanceoftheprogramanditsrelevanceto
thecompanysoverallstrategy.
In the case of Structured Learning such contribution may range fromopening
sessionstopresentingcasestudiesormoderatingseminarsandworkshops.
WhenitcomestoLearningThroughOthersamanagercancontributebyaddingthe
discussionofpotentialdifculties,achievementsorbestpracticesasanagenda
itemfortheirteam meetings.
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Finally,as farasworkplacelearningisconcernedthemostcommonstrategyfor
turning work into trainingistodeneoperationaltargetsforeachstaffmember
and link them directly with theirdevelopment objectives for example, throughproblemsolvingoraspecialassignment.
Insummary,getmanagersusingtheirPeople Development skillsitwillhelpto
createopportunitiesforallstaffmemberstomakeprogresseveryday.
Towards engagement 2.0
Aswementionedearlier,applyingnewtechnologiestotrainingisapowerfulway
toequipandreinforcethestrategiesofLearningThroughOthersandWorkplace
Learning.Collaborativetoolsandsearchenginesmakeitpossibletoshareand
searchforsolutionsandteachingcontentatthespeedofthemouseclick.However
technologychangesfast.Onceagain,ifyouexpectyoumanagerstostepenthu-
siasticallyintounfamiliarterritoryithelpsifyouinformthemaboutwhatisexpected
ofthemandabouttheapproachestheycanfollow.
First,letuspointoutthatwhilethemajorityofcompaniestalkaboutWeb2.0onlya
minorityhavemigratedtoLearning2.0.Amongstclientswhohavetakenthisstep
wehaveobservedmanagersmakingpowerfulcontributionsby:
Settingaclear,strongexamplethroughcontributiontodiscussionforumsand
contentproduction.Severalofourclientsnowconsidertherateofcontribution,
andtheabilitytosharethroughinternalnetworks,askeyleadershipqualities.
Settingupblogs,feedingwikisandmoderatingforumsontopicsofimportance
tothem.Suchactivitiesareusuallymetwithinitialsuspicion,butlaterencouraged
astheydemonstratetheirabilitytocreatevalue.
Identifyinggood practiceswithintheirteamsandthenformalisingand publish
theseforusebyothers.
Recognising and rewarding staff who contribute tothe learningof others and
toteamperformance. Sharing isthe basis ofLearning Through Others, but it
onlyprovesdurablewhenthecontributorsgetsomethingfromtheireffortsa
quid pro quo.Anindividualslevelofsharingshouldbeoneoftheirperformance
indicators.
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Closing the loop
Intheirbook The Value of Learning,dedicatedtoevaluatingtheperformanceoftraining,PatriciaandJackPhillipsidentiedthelackofmanagementengagement,
andlackofmanagementsupportoftrainees,astheprimarycausesoffailure.
Giventheenormousannualsumscompaniesinvestindevelopingtheskillsetsof
theirstaffitwouldbeveryunwisetoneglectsuchaneffectiveleverforimproving
training performance. So, managers need to get much more engaged in (as
opposedtoconcernedby)thetrainingoftheirteams.
And while were aiming to engage management let us also target those at the
top of theorganisation.Forward-thinking C-Suite executivesalreadyregardskills
development as a majorstrategic lever and differentiator for theirorganisation.
Gettingthemengagedintrainingcanmakeasignicantcontributiontoitseffecti-
veness.
Managers Involvement
Nowletsplaywithalltheavailablebricksandbuildasolidexperientialcurriculum.Tostartweneedagenuineblendedlearningpath.Notthekindthatjustcombines
e-before, classroom training, and then e-after. The results of that approach are
disappointinguptake,unsatisedlearners,confusedtrainers,andhighercosts.
E-learningpre-requisites
ClassroomTraining
E-learningPost-session
MixLearning
Happily,instructionaldesignershavebeensmartandinventiveenoughnottostaytrapped in this depressing set-up. They have formulated new rulesand sourced
newtoolstoenhancetheperformanceoftheblend;offeringamorevaluableand
pleasant learning experience, decreasing downtime and unnecessary expense,
extendingreachandgainingagility.The real blendhasdemonstrateditsvalueand
becomethetrainingindustrystandard.
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AssessYourself
Kick-OffMeeting
FollowUpMeeting
GroupContract
IndividualDevPlan
ExpectationsVSWorkshop
CoreCurriculum
IndividualCurriculum
Measureyourprogress
Workshop
ThemeWorkshop
ThemeWorkshop
ClosingEvent
ReturnonExperience
Individual
Curriculum
RealBlendedLearning
While marketing and communication techniques are essential for delivering a
solutionliketheoneshownabove,wewillfocusinsteadonthemanagersrole.
Managershaveavitalcontributiontomakeinboththe20andthe70partsofthe
70:20:10approach.Wellexplorethesecontributionsinthefollowingcategories:
Preparation
Coaching
Supervision
Preparation
IntheprevioussectionwestressedthatL&Dpractitionersshouldgetmanagers
involvedas soon asproject scoping begins. Managerscan help them todene
therequirementsmoreclearly.Buteventhoughcommonsensetellsustodenea
problembeforeproposingasolution,L&Ddepartmentsalltoooftenaccepttraining
requestsfromoperationswithlittlemorethanatopicoutline,atargetanddelivery
date.Howeveramanagercaneasilydescribetheissuesandday-to-daydifculties
thatemployeesfaceandidentifyrelatedpracticesandcompetences.Andthemore
concretethisdescription(thinkfactsandgures)is,theclearertheprojectscope
willbe.
ManagerscanalsohelptodenetheexpectedtrainingoutcomesandtodetermineKPIsintermsofbusinessimpactandobservablebehavioralchange.Atthesame
timetheL&Dpractitionercanworkwiththemanagertomakeaninventoryofthe
managementcontributionrequiredandtoolsandsupportneededtodeliverit.At
theendofthepreparationstageyoushouldhavecommonobjectivesandashared
actionplan.
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Inourview,managersshouldntbemakinganydecisionsduringthedesignphase.A
managerisnotaninstructionalexpertandshouldnotbeexpectedtothinklikeone.
SotheL&Dmanagermustbeassertiveenoughtopresentanddefendasolutionandtohandlecommentsandinputwhilestillkeepinganeyeonwhatsatstakefor
thebusiness.
Oncethecurriculumisreadyforlaunch,anothertypeofpreparationisrequired.
Thevastmajorityofmanagersarenotadequatelypreparedtosupporteitherformal
trainingortrainingattheworkplace.L&Dpractitionersneedtoprovidemanagers
withtherightinformation,therighttoolsandeventrainingtomakesuretheyprovide
effectivesupport.
Coaching
EvenmanagerswhoconsidertheHRaspectoftheirjobsimportantndincreasing
operationalpressuresmakeitdifculttofollowthroughwithcoaching.L&Dpracti-
tioners need to be aware of this and invest in the development of managers
coachingskills.Askingmoreofamanagerstimecanbetrickybutitsessential
giventheworkplacelearningcannotbedeliveredeffectivelywithoutthem.So,the
moreyoucanequipandsupportthemforthemission,thebetterchanceyouhave
of keeping them engaged. And this will enhance the performance of the whole
curriculum.
Providingmanagerswithasetoftoolstheycanuseandsharewiththeirteamcan
beverypowerful.Someexamplesare:
Curriculumpresentations(e.g.handbooks,kitsandconceptcards)
Calendars(e.g.postersformeetingroomsandremindermails)
Meetingmaterials(e.g.quizzesanddebriengquestions)
Observationgridstobuildcomprehensivefeedback.
Examplesofworkplaceactivitiesandassignmentsrelatedtothetopic.
Dashboardswithgeneralandteam-selectedKPIs.
Specicsectionsintheannualappraisalform.
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Theimagebelowshowssomeexamplesofamanagerscontributiontothe real
blendwelookedatearlier.Thepotentialvalueofthatcontributionshouldbeself
evident!
AssessYourself
Kick-OffMeeting
FollowUpMeeting
GroupContract
IndividualDevPlan
ExpectationsVSWorkshop
CoreCurriculum
IndividualCurriculum
Measureyourprogress
Workshop
ThemeWorkshop
ThemeWorkshop
ClosingEvent
ReturnonExperience
IndividualCurriculum
Scopingexpectedoutcomes&Helprequiredfrommanager
OverallAssessment(LinkedwithPerformanceManagement)
HelpformalisingReturnonExperience
AssessingAssignments
Reection&SharingTeamMeetings
WorkshopBrieng
&Debrieng
ImprovementAnalysisCongratulations&Support
Reection&SharingTeamMeetings
HelpsettingprioritiesofIDP(LinkedwithPerformanceManagement)
AppointingPracticeLeaders&MentorswithinTeam
Deningactionplan,Selectingworkshop
Individualassignments
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Supervision
Supervision represents the minimum level of involvement you should expectedfrommanagerstoguaranteeapaybackontheirinvestment(ofbudget,downtime
etc).Theimagebelowshowsanidealschemeincludingalonglistofsupervision
activities.
AssessYourself
Kick-OffMeeting FollowUpMeeting GroupContract
IndividualDevPlan
ExpectationsVSWorkshop
CoreCurriculum
IndividualCurriculum
Measureyourprogress
Workshop
ThemeWorkshop
ThemeWorkshop
ClosingEvent
ReturnonExperience
IndividualCurriculum
Attend/Runthekick-offmeeting
LinkwithHRProtocolsAnnualappraisal,CareerReview,C&B...
Attend/RunClosingEvent
ImpactAnalysis/TeamActionPlan
MonitorCompletionProvideinstructions
MonitorCompletionProvideinstructions
Prepare/Attend/RunFollow-upMeeting
Workshopopeninga/oclosingspeech
MonitorCompletionProvideinstructions
IdentifyrolemodelswithintheteamSetmentoringobjectives
Presentcurriculumobjec-
tivesandrelatedstakestotheteamTeammembersworkshopregistration
Winningtheenthusiasticandunreservedinvolvementofmanagersinourtraining
coursesisacherisheddreamformany