The 70:20:10 Framework

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The 70:20:10 Framework for Building Workforce Capability. …

The 70:20:10 Framework for Building Workforce Capability.
Uploaded August 2011.
(c) 2011 Charles Jennings

Re-uploaded August 2014

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  • 1. 70:20:10 Learning Approaches Charles Jennings Internet Time Alliance All content © copyright Charles Jennings except where stated. Not to be distributed in electronic format without prior permission.
  • 2. 2 first, a question ..
  • 3. 3 can you remember one great learning experience you have had? Maybe it was when you first realised you could read, or move from the tricycle to a bicycle, or learned algebra. Or it may have been at work when you learned a particular skill…
  • 4. 4 where did this learning experience occur? A. in a classroom, seminar or workshop? B. while trying to complete a task?
  • 5. 5 where did this learning experience occur? I have posed this question to hundreds, if not thousands, of people over the past 5 years. Answers are consistent. Approx. 80% - while completing the task Approx. 20% - in a formal learning environment This may not be a scientifically valid experiment, but it does indicate that most people feel their ‘great learning’ occurs in context of their work.
  • 6. 6 yet many formal learning interventions are still: information-rich interaction-poor and ignore the power of experiential and social learning We are moving from a ‘know-what’ world to a ‘know-who’ and ‘know- how’ world. know-what know-who know-how learning maturity
  • 7. 7 the emerging 70:20:10 framework Photograph © Charles Jennings
  • 8. 8
  • 9. the 80:20 model 20% ‘INFORMAL’ LEARNING FORMAL LEARNING 80% Jay Cross, Internet Time Alliance “Informal Learning: Rediscovering the Pathways that Inspire Innovation and Performance”
  • 10. 20% ‘INFORMAL’ LEARNING FORMAL LEARNING 80% “Informal learning is generally more effective, less expensive and better received than its formal counterpart” the 80:20 model
  • 11. 11 Informal Learning is not “haphazard” or “random.”
  • 12. formal / informal it’s not an either / or decision Learning to ride a bicycle is mostly informal Learning maths is mostly formal
  • 13. 13 ..we need a framework for thinking outside the classes, courses and curricula mind-set to help people thrive in this new environment … 70:20:10
  • 14. 14 20% 10% LEARN & DEVELOP THROUGH EXPERIENCE LEARN & DEVELOP THROUGH OTHERS LEARN & DEVELOP THROUGH STRUCTURED COURSES & PROGRAMS 70% 90% = EXPERIENTIAL AND SOCIAL LEARNING & DEVELOPMENT the 70:20:10 framework
  • 15. 15 70:20:10 Painting © Deborah Russell
  • 16. 16 70:20:10 It’s not about the numbers Image © Adam Weisblatt http://weisblatt.wordpress.com Used with permission. 70:20:10 is a reference model not a rule. the context in which it is used will determine the ratios.
  • 17. 17 “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) “80% or more of corporate learning is found to be informal” Peter Henchel, Executive Director, Institute for Research on Learning “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 “Approximately 75% of the skills employees use on the job were learned informally through discussions with co-workers, self-study, mentoring by managers and similar methods. 25% were gained from formal training” CapitalWorks study Source: Jay Cross and others The basis of 70:20:10 Painting: © Deborah Russell
  • 18. working smarter* 70:20:10 is an approach to address proven facts: •people learn more about their work informally than formally •novices will learn a greater proportion formally than veterans •veterans will rely more on informal learning •formal works best with explicit •informal works best with tacit we know that * see Internet Time Alliance website
  • 19. The 70:20:10 framework 70:20:10 is a reference model for creating and exploiting: New and Challenging Experiences Opportunities for Practice Rich Conversations and Networks Spaces for Reflection
  • 20. “look below the waterline” The origins of 70:20:10 Prof Allen Tough (1936 - 2012 ) “about 70% of all learning projects are planned by the learner himself” “we also interviewed 10-year-olds and 16-year-olds. Their out-of- school learning is extensive” in ‘The Adult’s Learning Projects’ 1971
  • 21. 21 The origins of 70:20:10
  • 22. 22 “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: The CAREER ARCHITECT Development Planner (1996) The origins of 70:20:10
  • 23. 23 top 5 frequently used activities (% of managers) Source: Peter Casebow & Owen Ferguson: GoodPractice.com survey of leaders and managers, January 2010 Also seen as most effective Also seen as most effective Managers and70:20:10
  • 24. 24 Some organisations using the 70:20:10 reference model
  • 25. 25 70:20:10 in practice Photograph © Charles Jennings
  • 26. 20% 10% LEARN & DEVELOP THROUGH OTHERS LEARN & DEVELOP THROUGH STRUCTURED COURSES & PROGRAMS 70% LEARN & DEVELOP THROUGH EXPERIENCE the70:20:10 framework on-the-job experience applying new learning in real situations solving problems, special assignments project reviews, reading guides & manuals, new work within role, increased span of control, exposure to other departments and roles stretch assignments, community activities mentoring, reverse mentoring coaching, informal feedback internal and external networks teamwork, professional associations action learning structured programmes activity-based workshops seminars and masterclasses professional development, business schools eLearning modules and courses
  • 27. 27 Typical “70” activities Opportunities to apply new learning and skills in real situations Opportunities to reflect and learn from projects Assignments focused on new initiatives The chance to work as a member of a small team Assignments providing cross- divisional or cross-regional experience Co-ordinated swaps and secondments Photograph © Charles Jennings
  • 28. 28 Typical “70” activities The opportunity to carry out day- to-day research The opportunity to develop a specific expertise niche An assignment providing new product experience ………. Photograph © Charles Jennings
  • 29. 29 Typical “20” activities Formal and informal mentoring Informal feedback and work debriefs Learning through team work Building strong internal and external networks Professional and industry association membership Facilitated group discussion Action Learning  ….. Photograph © Charles Jennings
  • 30. 30 Typical “10” activities Structured induction/onboarding programmes Activity-based workshops Immersive and interactive eLearning Simulations and game-based learning Structured development delivered via multiple channels (F2F, ‘e’, ‘m’ etc.) ….. Photograph © Charles Jennings
  • 31. 31 The role of L&D in 70:20:10
  • 32. 32 70:20:10 fundamentally changes the role of HR and Learning professionals Traditional HR and L&D Role 70:20:10 HR and L&D Role Build and maintain catalogues – courses, programmes, curricula Manage Workscapes (work/learning environments) Design and develop course materials for formal, structured learning Focus on supporting learning experiences in the workplace Course-centric role (with a little coaching and ancillary activities) Performance-centric role. Helping people Work Smarter Classroom-based blended with some structured eLearning Many channels – classroom, eLearning, virtual labs, learning ‘nuggets’, workplace support etc. Learning-focused Performance and productivity- focused
  • 33. 33 Support the workplace learning process Help workers improve their learning skills Create a supportive org. culture Provide time for self-directed learning in the workplace Explicitly teach workers how to learn effectively Establish a budget for workplace and social learning Create useful peer-rated FAQs and knowledge bases Support opportunities for meta- learning Support innovation and help make failure ‘OK’ Provide places for workers to congregate and share experiences Share ways others have learned topics, subject areas and specific tasks Incorporate the ‘70’ and ‘20’ aspects of learning into the heart of your L&D strategy Supplement self-directed learning with mentors and experts Enlist learning coaches to assist and encourage reflection Position learning as a growth experience and not something that workers need others to ‘do to them’ Build networks, blogs, wikis, and knowledge bases to facilitate discovery Explain the ‘know-how’ and ‘know- who’ framework to facilitate a shift from ‘know-what’ Conduct a learning culture audit Use smart technology to make it easier to collaborate and network Calculate the lifetime value of a learning customer’ to L&D Add learning and teaching objectives and goals to job descriptions Encourage cross-functional gatherings and sharing Encourage learning relationships and professional communities some tangible actions for L&D to deliver results through 70:20:10
  • 34. 34 34 The role of managers in 70:20:10
  • 35. 100 125 Performance of Employees Reporting to Manager A Performance of Employees Reporting to Manager B Source: © Corporate Leadership Council / Learning and Development Roundtable Employee Development Survey. Used with permission. Employees Reporting to Manager A Manager A is ineffective at developing employees Employees Reporting to Manager B Manager B is very effective at developing employees } 25-27% Performance Improvement directly attributable to Manager B’s effectiveness at employee development 100 25 - 27 why managers matter in 70:20:10
  • 36. Employees Reporting to Manager A Employees Reporting to Manager B 29.4% Organisational Commitment Employees Reporting to Manager A Employees Reporting to Manager B 37.2% Employee Satisfaction Employees Reporting to Manager A Employees Reporting to Manager B 39.7% Employee Retention Employee Retention Manager B’s direct reports are almost 40 percent more likely to stay with the organisation than Manager A’s direct reports. Employees Reporting to Manager A Employees Reporting to Manager B 8.3% Employee Adaptability Employee Adaptability Manager B’s direct reports are more than 8 percent better at responding to change than Manager A’s direct reports. why managers matter in 70:20:10 Source: © Corporate Leadership Council / Learning and Development Roundtable Employee Development Survey. Used with permission.
  • 37. 6.7% 6.7% 7.7% 8.0% 8.7% 10.3% 11.6% 11.9% 12.0% 13.3% 13.6% 13.8% 19.1% 19.8% 19.8% Give Advice from Own Experience Ensure Necessary Skills/Knowledge Teach New Skill or Procedure Feedback on Performance Strengths Pass Along Development Opportunities Pass Along Job Openings Help Apply New Skills/Knowledge Feedback on Performance Weaknesses Create IDPs Feedback on Personality Strengths Help Find Training Assess Development Progress Provide Experiences that Develop Ensure Projects Provide Learning Explain Performance Evaluation Standards Experiential Learning has far greater impact than ‘teach new skills’ 15 manager-led activities that improve performance Source: © Corporate Leadership Council / Learning and Development Roundtable.. Used with permission.
  • 38. 38 Some Practical Applications of 70:20:10
  • 39. 39 The “70 & 20” within the “10” Cranfield University / BAE Systems
  • 40. 40 The “70 & 20” within the “10” Cranfield University / BAE Systems 70% 20% 10% BAE Systems Commercial Leadership Programme “more and more we are being asked to work with organisations on what they often refer to as the 70/20/10 approach to talent management” Bill Shedden, Director of Customised Executive Development, Cranfield University.
  • 41. 41 70:20:10 approach for Managers Goldman Sachs ‘Reverse Engineering’ Leadership Development approach Photo: Inti Acevedo
  • 42. 42 Photo: Inti Acevedo 1. •Sample Selection: Senior leaders selected as role models for commercial success and people-development capabilities based on line-manager input. 2. •Interviews: “reflecting over the course of your career; what would you say have been the most meaningful source of your development?” 3. •Outputs: Principal sources: •On-the-job experiences •Support from direct manager •Development of informal mentor network •Formal education and training *Goldman Sachs Pine Street Leadership Development Incubator - 2000 Goldman Sachs ‘Reverse Engineering’ Leadership Development approach
  • 43. 43 Photo: Inti Acevedo Goldman Sachs ‘Reverse Engineering’ Leadership Development approach Goldman Sachs experience- oriented IDP templates
  • 44. 44 Job Families 70:20:10 model applied here 10% 20% 70% Job Roles Competency Framework General Skills Professional Skills
  • 45. 45 •Apply new learning in real situations •Use feedback to try a new approach to an old problem •New work within role •Increased span of control •Solving problems in role •Increased decision making •Champion and/or manage changes •Cover for others on leave •Exposure to other departments/roles •Take part in project or working group •Coordinated swaps or secondments •Stretch assignments •Interaction with senior management, e.g.: meetings, presentations •Day to day research, web browsing •Leadership activities, e.g.; lead a team, committee membership, executive directorships •Cross functional introductions, site/customer visits •Research and apply best practice •Apply standards and processes, e.g. Six Sigma •Work with consultants or internal experts •Internal/external speaking engagements •Budgeting, Interviewing •Project reviews •Community activities and volunteering 70% Learning On the Job •Informal feedback and work debriefs •Seeking advice, asking opinions, sounding out ideas •Coaching from manager/others •360 feedback •Assessments with feedback •Structured mentoring and coaching •Learning through teams/networks •External networks/contacts •Professional/ Industry association involvement or active membership •Facilitated group discussion, e.g.: Action Learning 20% Learning through Coaching, Feedback, Networks •Courses, workshops, seminars •eLearning •Professional qualifications/ accreditation •Certification •Formal education, e.g.: University 10% Formal Learning 10% 20% 70%
  • 46. 46
  • 47. linking development objectives to 70:20:10 70:20:10 development objectives
  • 48. 48 are HR and Learning Ready for 70:20:10 ? Photograph: Sylvain Favé
  • 49. how do we manage the 90%? Wrong Question! ..embracing, encouraging and supporting the ‘70’ and ‘20’ is part of a greater workplace cultural change
  • 50. 50 Critical success factors for 70:20:10
  • 51. 51 Critical success factors for 70:20:10
  • 52. 52 Critical success factors for 70:20:10 Photograph © Charles Jennings
  • 53. Charles Jennings Twitter: @charlesjennings LinkedIn: charlesjennings Skype: charlesjennings Blog: charles-jennings.blogspot.com Internet Time Alliance www.internettimealliance.com Strategic 70:20:10 Consultancy Strategic Learning and Performance Consultancy and Workshops Keynotes, Management Briefings, Workshops & Webinars Workplace Learning Reviews Learning & Performance Audits Informal & Social Learning Consultancy Support & Mentoring for Transformation & Change Programmes All content © 2006-2011 Charles Jennings and Duntroon Associates or licensed for use except where stated. Not to be distributed in electronic format without prior permission. No content to be copied without prior permission