70:20:10 supporting continuous learning - CEdMA Europe Conf...use 70:20:10 1. master the basics (usually in a structured way) 2. have hundreds of hours of practice under guidance 3

Content © 2014 Charles Jennings except where stated

Not to be used or copied without permission 1

70:20:10 supporting continuous

learning

70:20:10 strategies and

practices that work in the

technology training world





why 70:20:10 ?

Flickr/creative commons

Yann Caradec

Phil Chambers



high performance relies on

continuous improvement

in any field



continuous learning

is the only sustainable

advantage

S&P 500

growth of intangible assets

source: ocean tomo

Most of the value in your organisation

and in those of your clients resides in

intangible assets:

In people

In brands / goodwill

In technology

the good news



the not-so-good news

“what got us here won’t get us there”

“what an experience and a great time of learning..”

Derek Daly 1984 206mph crash



Leaders and HR directors

require at least a 20%

improvement in employee

performance to meet their

goals*

* Source: Corporate Executive Board. ‘Building High Performance

Capability for the New Work Environment’

CEB survey of 7,000 business leaders, managers and HR directors

across the world, 2012

Used with permission

Improvements in traditional

classroom training will yield

only 4% performance gain in

the new work environment



1 Corporate Executive Board ‘Building High Performance

Capability for the New Work Environment’ 2012

used with permission



“continuing to invest in

standard improvements

based on yesterday’s

work environment will

not yield breakthrough

performance” functional management

standard methods

‘best practice’

workers as part of “the machine”



change in learning approaches

2012 – 2013

Learning & Performance Institute

(formerly Institute for IT Training)


Not to be used or copied without permission

Data © 2014 Learning and Performance Institute Used with permission



CEdMA Europe Market Barometer

2nd Quarter 2014 and forecast for 3rd Quarter 2014

© CEdMA Europe 2014



some important

points about

real learning



let’s not confuse

training with learning

and performance

(it’s only part of the

story)



learning is a

much-misunderstood

concept

“Real learning is not what most

of grew up thinking it was.

Experience plus reflection is the

learning that lasts”

Professor Charles Handy



“learning is the ability

to acquire new ideas

from experience and

retain them as

memories”

Eric Kandel

Columbia University

(Nobel Laureate for work on

Learning & Memory)



Increasing COMPLEXITY

“What percentage of

the knowledge needed

to do your job is stored

in your own mind?”

Longitudinal research study by

Prof. Robert Kelley, Tepper

Business School, Carnegie-

Mellon University

changing world of work

1986

75%

1997

15-20%

2006

8-10%

2014

?



from Content to Context learning through

knowing rather than

learning through

doing

experience-rich

learning rather

than content-rich

learning

from ‘Know What’’

to ‘Know How’


Not to be used or copied without permission

• people learn more about their

work informally in the workplace

than formally in classes

• 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 now know that

© Jay Cross 2012



tacit knowledge is best

developed through

conversations and social

relationships

collaboration and

knowledge sharing are

critical if your organisation

is to remain ahead of the

curve.

tacit knowledge



Photograph: Josh Chin/creative commons

changes in thinking about ‘learning styles’

Dr Deborah Compeau Professor of Management Information Systems Ivey Business School Ontario, Canada



employees in a large

petrochemical company

developing technology (IT)

skills

mix of learning going on

formal, informal, and incidental Formal: ‘traditional training’

classroom/eLearning

Informal: unstructured, self-

motivated, to complete a task or ‘just

find something new’

Incidental: ‘happenstance’, hitting

the wrong key, watching a co-worker



1. Purposive Planners

2. Explorers

3. Visionaries

4. Problem Solvers

5. Reluctant Learners

6. Pinballs

Structured, self-disciplined - ‘detail people’

Self-motivated, find time to learn - ‘wanderers’

Study new technologies - ‘’can this help us?”

Not interested in technology - ‘task-focused

See no value in technology - ‘just surviving’

No focus on learning – ‘bounce, but learn’

Compeau’s learner types



1. Purposive Planners

2. Explorers

3. Visionaries

4. Problem Solvers

5. Reluctant Learners

6. Pinballs

target for structured learning

targets for informal & incidental learning

Compeau’s learner types



Learning Categories

Formal Dependent

(Instruction)

10

Formal / Dependent

Learning

Informal

Interdependent

(Social &

Collaborative)

20 (‘through others’)

Informal / Self-Directed

/ Interdependent

Learning

70 (through

experience and

practice)

Informal / Self-Directed

/ either Interdependent

or Independent

Independent

(Supported by

tools &

Information)

© 2012 Charles Jennings, Harold Jarche & Jane Hart © 2012 Charles Jennings, Harold Jarche & Jane Hart

L&D

can

manage

L&D

can

support &

learn from

categories of learning



the 70:20:10 model

©2014 Adam Weisblatt

. Experience . Exposure . Education .

. Practice . People . Programmes .

an approach to extend learning and build

performance



70:20:10 is not about the numbers it’s about change

10 70 20 the way high

performers

learn

5 40 55 highly innovative &

flexible

organisation

50 30 20 highly regulated

& low innovation

organisation

‘formal’ ‘through others’ ‘through experience’



70

20

10 SOCIAL

LEARNING

SOCIAL

LEARNING

EXPERIENTIAL

LEARNING

EXPERIENTIAL

LEARNING

FORMAL

LEARNING

FORMAL

LEARNING

realised

value

Point Solutions

learning separate

from work

Continuous Development

learning integrated

with work

extending learning into the workflow



Access Phase Learning is ‘separate from’ work/tasks

Integration Phase Learning is ‘enabling’ work/tasks

On Demand Learning is ‘embedded in’ work/tasks

Cost Control

Blended Delivery Models

Increased Learner Control

Supports Targeted Business Performance

Embedded in Processes

Self Sustaining and Transformational

Dynamic Learner Content/Context

Pervasive & Embedded Infrastructure

Business Innovation Focused

Event-driven Point Solutions

Learning Integrated to Role/Process

Business Alignment and Focus

Broadly Available

Enterprise-wide Learning Systems

Speed & Success in New Initiatives

Realised

Valu

e

Source: © IBM Consulting Services (core model)

10 + 20 70 + 10



20 LEARN & DEVELOP

THROUGH

OTHERS

LEARN & DEVELOP

THROUGH

EXPERIENCE 70

LEARN & DEVELOP

THROUGH

STRUCTURED

COURSES & PROGRAMS

10

tough assignments,

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

project de-brief, 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,

eLearning modules and courses

examples of 70:20:10 development activities



high

performance

Collection: National Portrait Gallery, Canberra

how do high performers

reach the heights?



high performing people use 70:20:10

1. master the basics (usually in a

structured way)

2. have hundreds of hours of practice

under guidance

3. are embedded in a professional

community with coaches, mentors

and support from managers

4. have on-the-job performance

support at fingertips

5. Have thousands of hours of

independent experience and

reflection

10 10 10

10 10 10 20 20 20

20 20 20

70 70 70

70 70 70



using 70:20:10

some examples



Adding Learning to Work

Embedding Learning within

Work

Extracting Learning from Work

Sharing Learning with Work

Colleagues

learning-focus

performance-focus

performance-focus

other people

performance-focus Based on work by Corporate Executive Board, Gloria Gery

and others

collaboration-focus



AFT

ER

Adding Learning to Work

learning-focus

Embedded the 70:20:10 framework in design of a

Commercial Leadership programme

residentials reduced

action learning introduced

workplace learning supported

Outcomes

less time away from work

lower costs

encouraging a culture of continuous learning

70% 20%

10%

BAE Systems Commercial Leadership

Programme

reduce ‘formal’ course

link with workplace learning

GLOBAL TECHNOLOGY &

DEFENCE COMPANY



Sales force from ‘handy delivery service’

to consultative role; advising and

educating customers

Migrated Sales training from classroom

to flexible eLearning

Rapid eLearning development

Supporting Sales training in the field - the

‘70’ and ‘20’ with flexible ‘10’

Outcomes

Rapid development & deployment of

content

Repurposing individual eLearning for

group-based use facilitated by line

leaders

Integrated with learning journal activities

learning-focus Adding Learning to Work

GLOBAL DRINKS PRODUCT

COMPANY



Embedding Learning within

Work

performance-focus

other people


and others

performance support

ePSS

social support

referenceware



embedding learning

through

access to the right tools

Books24x7 IT Pro Referenceware

service rolled out to 1250 Reuters

staff

Service targeted specifically at

employees working in technical

roles

After 3 years - 4,000 licences

After 8 years - 5,500 licences

GLOBAL MULTIMEDIA

INFORMATION COMPANY



Question % Agree /

Strongly

Agree

would you recommend this referenceware

to others? 90.7%

has this referenceware saved you time? 62.2% Yes

time saved per month – (for those

answering ‘yes’ above)

91% > 2 hrs

per month

(Av=4.9 hrs

per month)

reduced Perceived need for classroom

courses 41.1% Yes

classroom course reduction – (for those

answering ‘yes’ above)

Av 1.88

courses per

annum

returns from Books24x7 technical library

saves time: 62.2%

time saved per

month: 4.9hrs

productivity gain:

45,500 hrs/yr

ROI > 1,000%



“One of the 70:20:10

approches we implemented

reduced training costs by

70% and increased right first

time on orders by 60%

Saving were around £10

million to the business”.

embedding learning

through

social and performance

support tools

GLOBAL

TELECOMMUNICATIONS

COMPANY



Extracting Learning from Work performance-focus

other people


and others

narrating work

storytelling



extracting learning through storytelling

‘52 Weeks’ programme

Weekly email:

Storytelling approach

Shares information, communicates and reinforces culture, values, attitudes and behaviours

On-boards new employees

Managed by the Learning Center

GLOBAL HIGH TECH HARDWARE

COMPANY



Sharing Learning with Work

Colleagues

other people

performance-focus

Based on work by Corporate Executive Board, Gloria Gery

and others

collaboration-focus

reflective practice

expert-led sessions

pizzas

sharing learning



after action reviews or debriefs

1. What did we set out to do?

2. What actually happened?

3. Why did it happen?

4. What will we do next time?









photograph: www.army.mil/flickr

Used with permission

leader-led reflective practice

MILITARY



‘3 Questions’ card

1. What challenges and

successes have you

experienced since we

last met?

2. What would you do

differently in similar

situations in the future?

3. What learning can you

take away from these

experiences?


successes have you


last met?






experiences?


successes have you


last met?






experiences?

for team leaders

to use during one-

to-one meetings

to help extract

learning from

daily work



70:20:10 and pizzas

learning through

Sharing Learning

with work colleagues GLOBAL MULTIMEDIA

INFORMATION COMPANY



5,000 IT

professionals in

65 development

centres across

more than 30

countries

Reduce to <20

development

centres

With two major

centres in

Bangkok and

Beijing



Software Centre Thailand

recruited 1,800 employees in 15 months

average employee age = 24

recruited 1,000 employees in approx. 18 months average employee age = 28

Development Centre, Beijing



extracting learning through conversations

technical team ‘pizza

sessions’

2-hour ‘conversations’

to share technical expertise

focused on challenging

projects

sessions managed and

‘facilitators’ coached by L&D

team

collaborative peer networks

ongoing support just-in-time

impact



a final point about

VALUE, WORTH

and ROI

“Value: the regard that something

is held to deserve”

Oxford English Dictionary

buyer determines value

seller determines price

W(orth) = V(alue)

P(rice)



fulfilment vs. strategic

services

fulfilment services are

generally low value,

often volume-focused,

easily replaced,

“might as well buy a book or

Google it…”

look to add sustainable value by

focusing on outputs

(performance/value), not on

inputs (learning/price)

STAKEHOLDER METRICS

(determine the value/outputs)

L&D METRICS

(determine the efficiencies/inputs)



“Learning is the Work” Harold Jarche

Harold Jarche

jarche.com

“learning is the work”

53

contact details

Charles Jennings

LinkedIn / Twitter

@charlesjennings

email

[email protected]

Documents

70:20:10 supporting continuous learning - CEdMA Europe Conf...use 70:20:10 1. master the basics (usually in a structured way) 2. have hundreds of hours of practice under guidance 3