Workplace Learning: The 70:20:10 Model in Action First Webinar in the EFMD 'Future Series'. 24 May 2011

1. EFMD Future Series
24th May 2011
FUTURE SERIES
All content © Duntroon Associates 2011 except where stated. 1
Not to be reproduced or reused without permission

2. 70:20:10 Learning
Approaches
Charles Jennings
Managing Director
Duntroon Associates Ltd.
EFMD Future Series 24th May 2011
2

3. new learning landscapes driving 70:20:10
the 70:20:10 model
the role of L&D in 70:20:10
the role of managers in 70:20:10
practical applications of 70:20:10
3

4. first, a question ..
Photograph licenced to Duntroon Associates
4

5. can you remember one great
learning experience you have had?
5

6. where did this learning
experience occur?
A. in a classroom or workshop?
B. while trying to complete a task?
Photograph licenced to Duntroon Associates
6

7. the Ebbinghaus forgetting curve
Herman Ebbinghaus - 1885
Around 50%
forgotten within
1 hour
7

8. the impact of practice …
Practice
120
100
Remembered %
Ebbinghaus
80
60
Practice
40
20
0
0 mins 10 24 hrs. 1 wk. 1 mo.
mins
8

9. the impact of spaced practice …
Practice
Practice
120
100 Ebbinghaus
Remembered %
80 Practice
Practice
60
Practice
40 Practice
20 Less is forgotten
after spaced
0 practice
0 mins 10 mins 24 hrs. 1 wk. 1 mo.
9

10. 7 challenges for the 21st century workforce
(and „lack of knowledge‟ isn‟t one of them)
1. rapid information growth
2. increasingly unstructured
information
3. shortening information half-life
4. expectation to be always connected
5. dealing with increasingly complex
interactions
6. dealing with higher levels of
ambiguity that require judgement
7. an increasing % of tacit interactions
10

11. we‟re working in a world of
increasing complexity
11

12. Cynefin framework
(pr. „kenefin‟)
Cynefin describes problems,
situations & solutions
The Cynefin framework was developed in 1999 by Dave Snowden for
Knowledge Management and Org Strategy
12
http://en.wikipedia.org/wiki/Cynefin

13. Cynefin framework
(pr. „kenefin‟)
Cynefin describes problems, Training can
situations & solutions address these
13

14. 14

18. our
challenge
18

19. the
“Information Problem”
19
19

20. In 2006 the amount of technical
information was
doubling every 2 years

21. By 2010 it was
doubling every 72 hours

22. “In 2009 more data was generated by
individuals than in the entire history of
mankind through 2008”
Harvard Business Review
The Social Data Revolutions
22

23. “There was 5 exabytes of information
created between the dawn of civilization
through 2003 …. that much information is
now created every 2 days, and the pace
is increasing...People aren't ready for the
technology revolution that's going to
happen to them.”
Eric Schmidt
CEO, Google
Techonomy Conference, Lake Tahoe
August 2010
23

26. Or what we learned on the
course 6 months ago
is likely to be
out-of-date
(or wrong)
when we want to use it

27. 27

28. what do we need to know?
“What percentage of the knowledge you need to do your job is
stored in your own mind?”
Robert Kelley, Carnegie-Mellon University
1986: 75%
1997: 15-20%
2006: 8-10%
28

29. learning maturity model
know-
know- how
who
know yet many learning
- what interventions are still:
 information-rich
 interaction-poor
29

30. the emerging
70:20:10
model
30

31. 31

32. the 80:20 model
80% 20%
„INFORMAL‟ LEARNING FORMAL LEARNING
Jay Cross, Internet Time Alliance
“Informal Learning: Rediscovering the
Pathways that Inspire Innovation and
Performance”
32

33. the 80:20 model
80% 20%
„INFORMAL‟ LEARNING FORMAL LEARNING
“Informal learning is generally more effective,
less expensive and better received than its
formal counterpart”
33

34. Informal Learning
is not “haphazard” or “random.”
34

35. formal / informal - it‟s not either / or
Learning to ride a bicycle is
mostly informal
Learning maths is mostly formal
35

36. to help people thrive
in this new environment …
70:20:10
..we needed a framework
for thinking outside
classes, courses and
curricula
36
36

37. the 70:20:10 model
70% 20% 10%
LEARN & DEVELOP
LEARN & DEVELOP LEARN & DEVELOP
THROUGH
THROUGH THROUGH
STRUCTURED
EXPERIENCE OTHERS
COURSES & PROGRAMS
90% = EXPERIENTIAL
LEARNING & DEVELOPMENT
37

38. 70:20:10
Painting: Deborah Russell
38

39. The basis of 70:20:10
“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
Painting: Deborah Russell
Source: Jay Cross and others
39

40. 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
we proportion formally than veterans
know • veterans will rely more on informal
that learning
• formal works best with explicit
• informal works best with tacit
40

41. The origins of 70:20:10
Prof Alan Tough (1936 - )
“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- “look below the waterline”
school learning is extensive”
in „The Adult‟s Learning Projects‟ 1971
41

42. The origins of 70:20:10
42

43. The origins of 70:20:10
“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)
43

44. Managers and 70:20:10
top 5 frequently used activities (% of managers)
Also seen as
most effective
Also seen as
most effective
Source: Peter Casebow & Owen Ferguson: GoodPractice.com survey of leaders and
managers, January 2010 44

45. 45

46. 70:20:10 in practice
46

47. 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
47

48. 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
 ……….
48

49. 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
 …..
49

50. 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.)
 …..
50

51. The role of L&D in
70:20:10
51

52. 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 – Manage Workscapes
courses, programmes, curricula (work/learning environments)
Design and develop course Focus on supporting learning
materials for formal, structured experiences in the workplace
learning
Course-centric role (with a little Performance-centric role.
coaching and ancillary activities) Helping people Work Smarter
Classroom-based blended with Many channels – classroom,
some structured eLearning eLearning, virtual labs, learning
„nuggets‟, workplace support etc.
Learning-focused Performance and productivity-
focused
52

53. some tangible actions for L&D to deliver
results through 70:20:10
Support the informal Help workers improve Create a supportive org.
learning process their learning skills culture
Provide time for informal learning Explicitly teach workers how to Establish a budget for informal
in the workplace learn effectively learning
Create useful peer-rated FAQs and Support opportunities for meta- Support innovation and help make
knowledge bases learning failure „OK‟
Provide places for workers to Share ways others have learned Incorporate informal learning into
congregate and share experiences topics and subject areas the heart of your L&D strategy
Supplement self-directed learning Enlist learning coaches to Position learning as a growth
with mentors and experts encourage reflection experience and not something that
workers need others to „do to them‟
Build networks, blogs, wikis, and Explain the „know-how‟ and „know- Conduct a learning culture audit
knowledge bases to facilitate who‟ framework to facilitate a shift
discovery from „know-what‟
Use smart technology to make it Calculate the lifetime value of a Add learning and teaching
easier to collaborate and network learning customer‟ to L&D objectives and goals to job
descriptions
Encourage cross-functional Encourage learning relationships
gatherings and professional communities
53

54. The role of managers in
70:20:10
54

55. why managers matter
Employees Reporting Employees Reporting
to Manager A to Manager B
Manager A is Manager B is very
ineffective at effective at developing
developing employees 125employees
25 - 27 } 25-27%
Performance
Improvement
100 100 directly attributable to
Manager B‟s
effectiveness at
employee
development
Performance of Employees Reporting to Performance of Employees Reporting to
Manager A Manager B
Source: Corporate Leadership Council / Learning and
Development Roundtable Employee Development Survey
55

56. why managers matter
Employee Retention
Employee Retention Employee Satisfaction
Manager B‟s direct
39.7% reports are almost 40 37.2%
percent more likely
to stay with the
organisation than
Employees Employees Employees Employees
Manager A‟s direct
Reporting to Reporting to Reporting to Reporting to
Manager A Manager B reports. Manager A Manager B
Organisational Commitment Employee Adaptability
Employee
29.4% Adaptability 8.3%
Manager B‟s direct
Employees Employees
reports are more than Employees Employees
Reporting to Reporting to 8 percent better at Reporting to Reporting to
Manager A Manager B responding to change Manager A Manager B
than Manager A‟s
direct reports.
56

57. 15 manager-led activities
that improve performance
Explain Performance Evaluation Standards 19.8%
Ensure Projects Provide Learning 19.8%
Provide Experiences that Develop 19.1%
Assess Development Progress 13.8%
Help Find Training 13.6%
Feedback on Personality Strengths 13.3%
Create IDPs 12.0% A Refreshing
Feedback on Performance Weaknesses 11.9%
Message:
Help Apply New Skills/Knowledge 11.6% things good managers
Pass Along Job Openings 10.3% should do anyway
Pass Along Development Opportunities 8.7%
Feedback on Performance Strengths 8.0%
Teach New Skill or Procedure 7.7%
Ensure Necessary Skills/Knowledge 6.7%
Give Advice from Own Experience 6.7%
Source: Corporate Leadership Council/LDR
57

58. Some Practical Applications of
70:20:10
58

59. Cranfield University / BAE Systems
The “70 & 20” within the “10”
59

60. Cranfield University / BAE Systems
The “70 & 20” within the “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 70%
management”
20%
Bill Shedden, Director of 10%
Customised Executive
Development, Cranfield
University.
60

61. 70:20:10 approach for Managers
Goldman Sachs „Reverse Engineering‟
Leadership Development approach
Photo: Inti Acevedo
61

62. Goldman Sachs „Reverse Engineering‟
Leadership Development approach
• Sample Selection: Senior leaders selected as role models
for commercial success and people-development capabilities
based on line-manager input.
1.
• Interviews: “reflecting over the course of your career; what
would you say have been the most meaningful source of your
development?”
2.
• Outputs: Principal sources:
• On-the-job experiences
• Support from direct manager
• Development of informal mentor network
3. • Formal education and training
*Goldman Sachs Pine Street Leadership Development Incubator - 2000
Photo: Inti Acevedo
62

63. Goldman Sachs „Reverse Engineering‟
Leadership Development approach
Goldman Sachs
experience-
oriented IDP
templates
Photo: Inti Acevedo
63

64. 20%
70%
Job 10%
Families
Job Roles
Competency Framework
70:20:10 model
General Skills
applied here
Professional Skills
64

65. 20%
70% Learning
On the Job 70%
10%
• 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 20% Learning
• Coordinated swaps or secondments
• Stretch assignments through Coaching,
• Interaction with senior management, Feedback, Networks
e.g.: meetings, presentations
• Day to day research, web browsing
• Leadership activities, e.g.; lead a team, • Informal feedback and work debriefs
committee membership, executive • Seeking advice, asking opinions,
directorships sounding out ideas
• Cross functional introductions, • Coaching from manager/others 10% Formal
site/customer visits • 360 feedback
• Research and apply best practice • Assessments with feedback Learning
• Apply standards and processes, e.g. Six • Structured mentoring and coaching
Sigma • Learning through teams/networks • Courses, workshops, seminars
• Work with consultants or internal experts • External networks/contacts • eLearning
• Internal/external speaking engagements • Professional/ Industry association • Professional qualifications/
• Budgeting, Interviewing involvement or active membership accreditation
• Project reviews • Facilitated group discussion, e.g.: • Certification
• Community activities and volunteering Action Learning • Formal education, e.g.: University
65

66. 66

67. linking development objectives to 70:20:10
70:20:10
development
objectives
67

68. are HR and Learning Ready for
70:20:10 ?
Photograph: Sylvain Favé
68

69. how do we manage the 90%?
Wrong
Question!
..embracing, encouraging and
supporting the „70‟ and „20‟ is part of a
greater workplace cultural change
69

70. Critical success factors for
70:20:10
70

71. Critical success factors for
70:20:10
71

72. Critical success factors for
70:20:10
72

73. Questions?
Charles Jennings
Duntroon Associates
email: charles@duntroon.com
Web: www.duntroon.com
Twitter: @charlesjennings  Strategic 70:20:10 Consultancy
LinkedIn: charlesjennings
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 Workplace Learning Reviews
Blog: charles-jennings.blogspot.com
(or from www.duntroon.com)  Informal & Social Learning Consultancy
 Workshops & Webinars
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www.internettimealliance.com & Change Programmes
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