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It's time to ditch 70/20/10 ... and the other L&D myths

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It's time to ditch 70/20/10 ... and the other L&D myths

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Slides from my presentation at World of Learning in Birmingham, UK on 17 October 2018, in the Learning Design Lounge. It's controversial message and topic - thoughts and disagreements welcome!

Transcript

  1. 1. IT’S TIME TO DITCH 70/20/10 … AND THE OTHER L&D MYTHS TOBY HARRIS, SOLUTION ARCHITECT, FILTERED @TOBY_FILTERED
  2. 2. @toby_filtered L&D vs knowledge @toby_filteredPhoto by Elijah Hail on Unsplash
  3. 3. @toby_filtered 70% on the job 20% mentoring & coaching 10% formal learning
  4. 4. assignments, other people, coursework, adverse situations and personal experiences (outside work). Since we were teaching a course about how to develop effective executives, we could not use the adverse situations (can’t plan for or arrange them for people) and personal experiences outside of work (again, can’t plan for them). Those two categories made up 25% of the original 16 categories. That left us with 75% of the Lessons of Success for the other three categories. So the final easy-to-communicate meme was: 70% Learning from Challenging Assignments; 20% Learning from Others; and 10% Learning from Coursework. And thus we created the 70-20-10 meme widely quoted still today. SOURCE: http://www.forthillcompany.com/70-20- 10-origin-research-purpose/ (correspondence cited in blog post, ’70-20-10: Origin, Research, Purpose’ by Cal Wick, 10 August 2016) @toby_filtered Photo by Jake weirick on Unsplash
  5. 5. 'We should never assume that the relatively easy acquisition of biologically primary knowledge outside of formal education is due to the lack of formal guidance. The difference in ease of learning between the two contexts is due to their evolutionary difference, not due to the instructional procedures. Minimal guidance in educational contexts decreases ease of learning’ John Sweller Working Memory, Long-term Memory, and Instructional Design’ Journal of Applied Research in Memory and Cognition 5 (2016), 360-367 (p. 362) BIOLOGICALLY PRIMARY KNOWLEDGE • LISTENING • SPEAKING • SOLVING PROBLEMS • PLANNING • THINKING • LEARNING SECONDARY DOMAIN-SPECIFIC KNOWLEDGE • READING • WRITING • EDUCATION • WORKPLACE TRAINING • CULTURAL ACTIVITY @toby_filtered
  6. 6. Photo by Carli Jeen on Unsplash Feedback - we know that written feedback works better than scores Learning through concrete examples works better than abstraction People learn better when the experience contains surprise and variety People need regular breaks to learn. And they need to sleep (Sources summarised in Pedro de Bruyckere, Paula A. Kirschner & Casper D. Hulsof, Urban Myths About Learning and Education (London: Elsevier, 2015), pp. 86-92) @toby_filtered
  7. 7. Photo by chuttersnap on Unsplash @toby_filtered RUN YOUR LEARNING LIKE A LAB
  8. 8. @toby_filtered
  9. 9. https://learn.filtered.com/magpie-for-ld @toby_filtered
  10. 10. References On 70/20/10 • Chapter 21, ‘Assignmentology: The Art of Assignment Management’ in Michael M. Lombardo and Robert W. Eichinger, The Leadership Machine, Lominger International, 2007) Third Edition, (pp. 314-361) • Cal Wick, ’70-20-10: Origin, Research, Purpose’,10 August 2016, http://www.forthillcompany.com/70-20-10-origin-research-purpose/ ( On what we know about learning • John Sweller, Working Memory, Long-term Memory, and Instructional Design’, Journal of Applied Research in Memory and Cognition, 5 (2016), 360-367 • Chapter 2 (Myth 3), ‘Myths about Learning’ and ‘So, What Exactly Do We Know about Learning’ in Pedro de Bruyckere, Paula A. Kirschner & Casper D. Hulsof, Urban Myths About Learning and Education (London: Elsevier, 2015), pp. 36-39, pp. 86-91 • Paul A. Kirschner, John Sweller & Richard E. Clark, ‘Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching’, Educational Psychologist, 41(2), 75–86 https://www.ou.nl/Docs/Expertise/NELLL/publicaties/Why%20minimal%20guidance%20during%20instruction%20does%20not%20work.pdf On measurement • Lex Donaldson, ‘Evidence-Based Management Using Organizational Facts’, The Oxford Handbook of Evidence-based Management (2012) https://www.cebma.org/wp-content/uploads/Donaldson-EBMgt-Using-Organizational-Facts.pdf • Jeffrey Pfeffer; Robert I Sutton, ‘Treat Your Organization as a Prototype: The Essence of Evidence-Based Management’, Design Management Review (2006), 17 https://www.cebma.org/wp-content/uploads/Pfeffer-Sutton-Treat-your-Organization-as-a-prototype1.pdf @toby_filtered

Description

Slides from my presentation at World of Learning in Birmingham, UK on 17 October 2018, in the Learning Design Lounge. It's controversial message and topic - thoughts and disagreements welcome!

Transcript

  1. 1. IT’S TIME TO DITCH 70/20/10 … AND THE OTHER L&D MYTHS TOBY HARRIS, SOLUTION ARCHITECT, FILTERED @TOBY_FILTERED
  2. 2. @toby_filtered L&D vs knowledge @toby_filteredPhoto by Elijah Hail on Unsplash
  3. 3. @toby_filtered 70% on the job 20% mentoring & coaching 10% formal learning
  4. 4. assignments, other people, coursework, adverse situations and personal experiences (outside work). Since we were teaching a course about how to develop effective executives, we could not use the adverse situations (can’t plan for or arrange them for people) and personal experiences outside of work (again, can’t plan for them). Those two categories made up 25% of the original 16 categories. That left us with 75% of the Lessons of Success for the other three categories. So the final easy-to-communicate meme was: 70% Learning from Challenging Assignments; 20% Learning from Others; and 10% Learning from Coursework. And thus we created the 70-20-10 meme widely quoted still today. SOURCE: http://www.forthillcompany.com/70-20- 10-origin-research-purpose/ (correspondence cited in blog post, ’70-20-10: Origin, Research, Purpose’ by Cal Wick, 10 August 2016) @toby_filtered Photo by Jake weirick on Unsplash
  5. 5. 'We should never assume that the relatively easy acquisition of biologically primary knowledge outside of formal education is due to the lack of formal guidance. The difference in ease of learning between the two contexts is due to their evolutionary difference, not due to the instructional procedures. Minimal guidance in educational contexts decreases ease of learning’ John Sweller Working Memory, Long-term Memory, and Instructional Design’ Journal of Applied Research in Memory and Cognition 5 (2016), 360-367 (p. 362) BIOLOGICALLY PRIMARY KNOWLEDGE • LISTENING • SPEAKING • SOLVING PROBLEMS • PLANNING • THINKING • LEARNING SECONDARY DOMAIN-SPECIFIC KNOWLEDGE • READING • WRITING • EDUCATION • WORKPLACE TRAINING • CULTURAL ACTIVITY @toby_filtered
  6. 6. Photo by Carli Jeen on Unsplash Feedback - we know that written feedback works better than scores Learning through concrete examples works better than abstraction People learn better when the experience contains surprise and variety People need regular breaks to learn. And they need to sleep (Sources summarised in Pedro de Bruyckere, Paula A. Kirschner & Casper D. Hulsof, Urban Myths About Learning and Education (London: Elsevier, 2015), pp. 86-92) @toby_filtered
  7. 7. Photo by chuttersnap on Unsplash @toby_filtered RUN YOUR LEARNING LIKE A LAB
  8. 8. @toby_filtered
  9. 9. https://learn.filtered.com/magpie-for-ld @toby_filtered
  10. 10. References On 70/20/10 • Chapter 21, ‘Assignmentology: The Art of Assignment Management’ in Michael M. Lombardo and Robert W. Eichinger, The Leadership Machine, Lominger International, 2007) Third Edition, (pp. 314-361) • Cal Wick, ’70-20-10: Origin, Research, Purpose’,10 August 2016, http://www.forthillcompany.com/70-20-10-origin-research-purpose/ ( On what we know about learning • John Sweller, Working Memory, Long-term Memory, and Instructional Design’, Journal of Applied Research in Memory and Cognition, 5 (2016), 360-367 • Chapter 2 (Myth 3), ‘Myths about Learning’ and ‘So, What Exactly Do We Know about Learning’ in Pedro de Bruyckere, Paula A. Kirschner & Casper D. Hulsof, Urban Myths About Learning and Education (London: Elsevier, 2015), pp. 36-39, pp. 86-91 • Paul A. Kirschner, John Sweller & Richard E. Clark, ‘Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching’, Educational Psychologist, 41(2), 75–86 https://www.ou.nl/Docs/Expertise/NELLL/publicaties/Why%20minimal%20guidance%20during%20instruction%20does%20not%20work.pdf On measurement • Lex Donaldson, ‘Evidence-Based Management Using Organizational Facts’, The Oxford Handbook of Evidence-based Management (2012) https://www.cebma.org/wp-content/uploads/Donaldson-EBMgt-Using-Organizational-Facts.pdf • Jeffrey Pfeffer; Robert I Sutton, ‘Treat Your Organization as a Prototype: The Essence of Evidence-Based Management’, Design Management Review (2006), 17 https://www.cebma.org/wp-content/uploads/Pfeffer-Sutton-Treat-your-Organization-as-a-prototype1.pdf @toby_filtered

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