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The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
The 70:20:10 Model in Action
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The 70:20:10 Model in Action

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Workplace Learning: The 70:20:10 Model in Action …

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

Published in: Education, Technology
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  • 1. EFMD Future Series 24th May 2011FUTURE 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 70:20:10the 70:20:10 modelthe role of L&D in 70:20:10the role of managers in 70:20:10practical applications of 70:20:10 3
  • 4. first, a question ..Photograph licenced to Duntroon Associates 4
  • 5. can you remember one greatlearning 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 100Remembered % 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 EbbinghausRemembered % 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 growth2. increasingly unstructured information3. shortening information half-life4. expectation to be always connected5. dealing with increasingly complex interactions6. dealing with higher levels of ambiguity that require judgement7. 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
  • 15. ourchallenge 18
  • 16. the“Information Problem” 19 19
  • 17. In 2006 the amount of technical information wasdoubling every 2 years
  • 18. By 2010 it wasdoubling every 72 hours
  • 19. “In 2009 more data was generated byindividuals than in the entire history of mankind through 2008” Harvard Business Review The Social Data Revolutions 22
  • 20. “There was 5 exabytes of information created between the dawn of civilizationthrough 2003 …. that much information is now created every 2 days, and the paceis increasing...People arent ready for the technology revolution thats going to happen to them.” Eric Schmidt CEO, Google Techonomy Conference, Lake Tahoe August 2010 23
  • 21. 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
  • 22. 27
  • 23. 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
  • 24. learning maturity model know- know- how who know yet many learning - what interventions are still:  information-rich  interaction-poor 29
  • 25. the emerging 70:20:10 model 30
  • 26. 31
  • 27. 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
  • 28. 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
  • 29. Informal Learningis not “haphazard” or “random.” 34
  • 30. formal / informal - it‟s not either / or Learning to ride a bicycle is mostly informal Learning maths is mostly formal 35
  • 31. to help people thrivein this new environment … 70:20:10..we needed a frameworkfor thinking outsideclasses, courses andcurricula 36 36
  • 32. the 70:20:10 model 70% 20% 10% LEARN & DEVELOPLEARN & DEVELOP LEARN & DEVELOP THROUGH THROUGH THROUGH STRUCTURED EXPERIENCE OTHERS COURSES & PROGRAMS 90% = EXPERIENTIAL LEARNING & DEVELOPMENT 37
  • 33. 70:20:10 Painting: Deborah Russell 38
  • 34. 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 thepeople 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 learnedinformally through discussions with co-workers, self-study, mentoring bymanagers and similar methods. 25% were gained from formal training” CapitalWorks study Painting: Deborah Russell Source: Jay Cross and others 39
  • 35. working smarter70:20:10 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
  • 36. The origins of 70:20:10 Prof Alan Tough (1936 - )“about 70% of all learning projectsare 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
  • 37. The origins of 70:20:10 42
  • 38. 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
  • 39. Managers and 70:20:10 top 5 frequently used activities (% of managers)Also seen asmost effective Also seen as most effective Source: Peter Casebow & Owen Ferguson: GoodPractice.com survey of leaders and managers, January 2010 44
  • 40. 45
  • 41. 70:20:10 in practice 46
  • 42. 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
  • 43. 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
  • 44. 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
  • 45. 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
  • 46. The role of L&D in 70:20:10 51
  • 47. 70:20:10 fundamentally changes therole 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
  • 48. some tangible actions for L&D to deliver results through 70:20:10Support the informal Help workers improve Create a supportive org.learning process their learning skills cultureProvide time for informal learning Explicitly teach workers how to Establish a budget for informalin the workplace learn effectively learningCreate useful peer-rated FAQs and Support opportunities for meta- Support innovation and help makeknowledge bases learning failure „OK‟Provide places for workers to Share ways others have learned Incorporate informal learning intocongregate and share experiences topics and subject areas the heart of your L&D strategySupplement self-directed learning Enlist learning coaches to Position learning as a growthwith 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 auditknowledge bases to facilitate who‟ framework to facilitate a shiftdiscovery from „know-what‟Use smart technology to make it Calculate the lifetime value of a Add learning and teachingeasier to collaborate and network learning customer‟ to L&D objectives and goals to job descriptionsEncourage cross-functional Encourage learning relationshipsgatherings and professional communities 53
  • 49. The role of managers in 70:20:10 54
  • 50. 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 developmentPerformance 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
  • 51. 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 BOrganisational 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
  • 52. 15 manager-led activitiesthat improve performanceExplain 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
  • 53. Some Practical Applications of 70:20:10 58
  • 54. Cranfield University / BAE SystemsThe “70 & 20” within the “10” 59
  • 55. Cranfield University / BAE Systems The “70 & 20” within the “10” BAE Systems Commercial Leadership Programme“more and more we are beingasked to work with organisationson what they often refer to as the70/20/10 approach to talent 70%management” 20% Bill Shedden, Director of 10% Customised Executive Development, Cranfield University. 60
  • 56. 70:20:10 approach for Managers Goldman Sachs „Reverse Engineering‟ Leadership Development approach Photo: Inti Acevedo 61
  • 57. 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
  • 58. Goldman Sachs „Reverse Engineering‟ Leadership Development approachGoldman Sachs experience- oriented IDP templates Photo: Inti Acevedo 63
  • 59. 20% 70% Job 10%Families Job Roles Competency Framework 70:20:10 model General Skills applied here Professional Skills 64
  • 60. 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
  • 61. 66
  • 62. linking development objectives to 70:20:10 70:20:10 development objectives 67
  • 63. are HR and Learning Ready for 70:20:10 ? Photograph: Sylvain Favé 68
  • 64. how do we manage the 90%? Wrong Question! ..embracing, encouraging andsupporting the „70‟ and „20‟ is part of a greater workplace cultural change 69
  • 65. Critical success factors for 70:20:10 70
  • 66. Critical success factors for 70:20:10 71
  • 67. Critical success factors for 70:20:10 72
  • 68. Questions? Charles Jennings Duntroon Associates email: charles@duntroon.com Web: www.duntroon.com Twitter: @charlesjennings  Strategic 70:20:10 Consultancy LinkedIn: charlesjennings Skype: charlesjennings  Learning & Performance Audits  Workplace Learning Reviews Blog: charles-jennings.blogspot.com (or from www.duntroon.com)  Informal & Social Learning Consultancy  Workshops & Webinars Internet Time Alliance  Support & Mentoring for Transformation www.internettimealliance.com & Change ProgrammesBlog: http://internettime.posterous.com  Strategic Learning and Performance Consultancy and Workshops All content © copyright Duntroon Associates or licensed for Duntroon use except where stated. Not to be distributed in electronic format without prior permission. 73 No content to be copied without prior permission

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