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A new blend
Robin Hoyle sets out the "universal concepts" that make
70:20:10 a successful nnodel

rainers like a good huzz word. We per cent from conversations with more experienced

T also like something that appears
scientific, concerned as we are that
mayhe the rest of the world thinks
of us as prone to a hit of mumho
jumho. If we can put numbers in there somewhere
- hallelujah!
people and 70 per cent from getting our hands dirty
and doing things.
I have no argument with that as a concept hut
let's be clear - that's what it is. It isn't - as far as I
can see - based on empirical research. (I'd love to be
proved wrong - if someone has more information
on research that shows this is how things actually
W e l c o m e to 70:20:10 happen, please let me know.) As far as I can tell,
You might have seen the ratios 70:20:10 used no one has analysed how people gained their skills
elsewhere in relation to organisational training and and determined that the proportions of experience
development. I have come across it spoken about and input outlined in the 70:20:10 model is actually
a lot in papers, presentations at conferences and what happens.
business's learning strategies. It resonates because
it makes sense and represents how we think about Read more...
how we learned to do the things we do. In fact, the 70:20:10 learning concept was
Essentially, the concept says that we learn 10 per developed by Morgan McCall, Robert W Eichinger
cent of our skills and knowledge through formal and Michael M Lombardo at the Center for
training inputs - workshops, e-learning etc - 20 Creative Leadership in North Carolina. It is

www.trainingjoumal.com January 2012 TJ

we can do without the e-learning for reinforcement and refreshers - them and simply throw our people in at the deep either specifically designed online aides mémoires end. The Maybe this will be followed by a workshop that model goes on to suggest that the learner then concentrates on learning activities based on this needs to plan the 70 per cent . More way through simply doing the job. The work tasks. What is interesting when you go to the source of Done right. the traditional blended process allows the model is that the focus is not on some ad hoc the learning journey to be considerably advanced process by which skills are developed in an organic without a significant increase in resources. The e-learning As with any concept. Perhaps there'U be some e-learning mechanism .perhaps deliver the different components of a training some of it as formal feedback using a 360" process. by Lombardo and Eichinger. The planning for the 10 per cent .is to identify which media I starting from. anytime. the benefit is time and money - concept requires planning and management if it is simply put. though. Eichinger. ie where do I want to be and where am idea . the start point is a learner taking a long The traditional blend of learning concerns itself hard look at himself and defining his ideal self and with a mix of activities around formal LScD. Maybe. which is how they'll learn anyway! Except that or just a fresh eye on the same stuff.the experiences and level playing field of shared understanding. and the learning needed to bridge the gap. If there was any focus on after-course learning. and which intervention will most effectively Through conversations with others . the same amount of content can be to provide the benefits envisaged by its creators. "Anyplace. can be practised and feedback given. delivered with less time off the job. just maybe. The his real self. Instead.we get to a gap analysis of some up-front to get everyone to a similar level of description.formal Benefits are obvious .FEATURE specifically mentioned in The Career Architect face-to-face time devoted to active learning. whole raft of new and interesting challenges for the In the model. the often. learning naturally happens" and it's a short leap anywhere" was the original Martini mantra of the from here to 'let's concentrate on the 70 per cent e-learning industry and in some respects this still rather than just the 10 per cent' as though the holds good. This defines the behaviours required knowledge and understanding of key concepts. as outlined by Lombardo and LôdD professional. I have seen it described as "the way in a less disruptive fashion. nirvana of training is upon us. been moved into the pre-attendance e-learning. it can be misinterpreted component can be undertaken when convenient and misused.with a greater proportion of learning including the traditional blend described TJ January 2012 w . skills Development Planner. it if courses and formal training are so unimportant was generally assumed that learners would re-visit in the skills development mix.if used well . because much of what him the experiences that will help him build the would have been included in presentations has required skills. The 70:20:10 misses out the planning and development bit and model provides a whole new set of challenges in presents not a get-out-of-training-free card but a designing this blend. projects and assignments that will give activities come to the fore.

supported by learning geared managers. taking an honest and reflective look at where they job learning simply doesn't achieve that on its own. they are usually the in organisations where on-the-job learning is the exception. the ones that work are He can be other learners. around here'. it often slips down to priority and reinforced.acts as the glue in the whole learning process. As outlined While we can all recognise that supporting the above. coaches are a pre-requisite Those of you who have been wrestling with these for this process to work properly. The question put The modem blend to the learner is what would you need to know and learn hefare you engaged in those experiences? The eoncept goes ivell answer to that question is the subject of the courses he attends and the e-learning he completes. The second is that some rigour about what with alacrity and are extremely skilled hut. and cent. There are two reasons for this. So the modern blend concept goes well beyond In some organisations. adopt the skills and behaviours needed to support and approaches seem new. cycle is one of those and 70:20:10 will work as a via www. coaches and previously described peers .ask News International! • planned work experiences and tasks with What happens if the requirement for the training deadlines and anticipated outcomes is to institute change and innovation? One formal • a process of guided discovery to learn the input to contextualise this required planning process essentials before embarking on the projects.leeds. Some managers take to this role them. In our experience. We find two things work: holistic blend of learning activities when it stays infinitylearn • some ideas and explanations of the kind of true to those universal concepts. the process will fail.uk/ldu/ Hoyle important 20 per cent. They may need issues in the past will recognise that this looks a lot considerable help to adapt to this role and to have like the elements of the Learning Cycle developed Robin those quality conversations making up that all. The thing is. support reflection and are the basis The second challenge is to engage with those for further planning.ac. This doesn't have to be an exhaustive or those whose buy-in to this process is required. these coaches need based on some pretty universal ideas. are now and where they want to be Don't take my word for it .conversations and informal learning with subject matter experts. Culture change is sometimes • individual training planning with each individual the most important and urgent need and on-the. that internal and well what we have previously described as 'blended entrenched culture is not what is needed or learning'. as we want people to learn is necessary.ldu. It requires: desirable in the future. current practice and behaviours become entrenched if it's there at all. If they food for thought think that this is a chance to replace formal training • crib sheets about the things to look out for and and development with unplanned on-the-job observe and the feedback to be provided. by David Kolb (see http://www. but should give some ideas and understand what it is you're trying to do. the model is based on the idea of planned development of individuals is a key role for people work experiences. who will act as the glue in the learning process.php for more is head go around the 70:20:10 cycle themselves in order to information). definitive list. supporting reflection. as ^blended learning^ So where are the challenges? on-the-job tasks that will comprise the 70 per The first is in ensuring the organisation. achievement. What happens everyone in training knows. The learning is 'how we do things number 27. managers. TJ ing. the reality is that it is done with very to ensure that maximum henefit is derived from variable results. Building individual and team capacity only game in town is that the existing culture and is not often on many managers' to-do lists and. while lots of concepts of Infinity Learning. tasks may be to share information about why innovation and assignments that will form the on-the-job is required and what benefits will flow from doing learning activities things differently. beyond what ive have The 20 per cent . We need to be flexible about • quality conversations that acknowledge where and how we deploy the 10 per cent. Experts. The learning contacted practical support. experiences.co. providing feedback and adding information as and when required.ahove .uk January 2012 TJ . Many of them will need to sddu_multimedia/kolb/static_version.is then framed within the context of the planned activities and experiences.

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