Effective Learning With 70-20-10 Whitepaper

7/15/2019 Effective Learning With 70-20-10 Whitepaper

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By Charles Jennings& Jrme Wargnier

The new frontier for the extended enterprise

Effective Learning

with 70:20:10


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Contents

Forward........................................................................................................................................................................................2

Key Strategic Challenges.................................................................................................................................3

FourStrategicChallenges........................................................................................................................................................................ 4

TheChangingDemandsonBusiness .................................................................................................................................... 7

Major Learning Trends..........................................................................................................................................9

BreakingtheRichness/ReachTrade-off......................................................................................................................... 10

ExtendingwithinOrganisationalWalls:The70:20:10Model ....................................................... 13

Advice for a CLO on the 70:20:10 model..........................................................................22

Whatquestions...................................................................................................................................................................................................... 23

Whenquestions..................................................................................................................................................................................................... 25

Howquestions........................................................................................................................................................................................................ 28

HowMuchquestions ..................................................................................................................................................................................... 30

CrossKnowledge Value Proposition..............................................................................................32

Whereisthechange?................................................................................................................................................................................... 33

Takingthebestoutofthe10 ..................................................................................................................................................... 34

20:theArtofbuildingLearningCommunities .................................................................................................. 36

70:CreatingLearnscapesforeverydaylearning ........................................................................................ 38

TheCrossKnowledgeMethodology............................... ................................. ................................. ................................ ......40

Engaging Managers in Training.........................................................................................................42

Principles......................................................................................................................................................................................................................... 43

Managersinvolvement............................................................................................................................................................................ 49

Research.......................................................................................................................................................................................................................... 54

Takeaways...........................................................................................................................................................................56


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ForwardMarcPrensky1writesthattoomanyteachersseeeducationaspreparingkidsforthe

past,notthefuture.Inthesameway,toomanyLearningandDevelopmentdepart-

mentsarepreparinglearningcontentforanenvironmentofthepast,notthefuture.

Workers in the 21st century are less and less likely to want, or need, to leave

their working environment to learn. They are increasingly demanding that their

development meshes with their work. In fact, many now realise that work is

becominglearningandlearningisbecomingpartofwork2.

ThisdocumentinvestigatesthenewterritoriesoflearningsuchasSocial,Workplace,

InformalorExperientialLearning.Itisbasedonrecognizedexpertsworksbutalso

ontheprojectswehadthepleasuretoleadtheselastyearswithnumerousL&D

teams.

Wehopeitwillbeasourceofinspirationforyouandaninvitationtoafascinating

andprotablejourney!

1BackupEducation?

MarcPrensky.EducationalTechnology,

Vol48No1,Jan-Feb2008

2HaroldJarche,Oct2010


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Key

StrategicChallenges


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Four Strategic Challenges

TheworldthatHumanResourceDirectorsandChiefLearningOfcersinhabittoday

wasunimaginableeventenyearsago.Theirroleshaveevolvedfromoverseeing

and leading their teams in executing a suite of predominantly straightforward

transactionaltaskstomanagingstrategicfunctionswhoseimportanceshouldnot

beunderestimatedaskeycontributorsofvaluetotheirorganisations.

HRDsandCLOsarestillresponsiblefortheessentialworkofattracting,recruiting,

developing and retaining high-quality staff. However most of the transactional

elementsoftheseactivitieshavebeendelegatedtocomputersystems,outsourced,

off-shored,orreducedinscope.

ThekeytasksandchallengesHRDsandCLOsfacetodayareinthestrategicdomain.

Theymuststillkeepaweathereyeonunderpinningtransactionalprocesses,butthe

realvalueofHRandLearningandDevelopmentdepartmentsliesintheirstrategic

contribution.

DavidUlrichandWayneBrockbankoftheUniversityofMichiganreported3that43%

ofHRsvaluecomesfromthestrategiccontributionsmadebythefunction.They

alsofoundthatcompanieswhereHRstrategyisalignedwithbusinessstrategy,and

whichdevelopHRprofessionalswhounderstandtheirbusinessandmakestrategiccontributions,canshowuptoa250%increaseinbusinessperformancecompared

tocompanieswithamoretactical/transactionalHRfunctions.

Inotherwords,asignicant,evenagame-changing,impactonbusinessperfor-

mancecanbeachievedwhenHRhasabroader,morestrategicview.

Otherstudieshaveshownsimilarresults.IntheLearningarena,thewell-respected

Bersin & Associates organisation found4 that, of all of the tasks executed bya

performance-driven Learning function,performanceconsultingyields the highest

businessvalue.However,effectiveperformanceconsultingonlyoccurswhenthe

LearningandDevelopmentfunctioniscloselyalignedwithitskeystakeholdersandfocusedondeliveringagainststrategicpriorities.

Learning and Developments value to an organisation is not a simple prot vs.

costorROIvaluation.Itisdeterminedbyhowwellthefunctionhelpsleadersand

employeesdotheirjobs.

3TheRLBGroup

Research,2006.

4Buildinga Learning

Culture,JoshBersininChief

LearningOfficer

Magazine,April2008


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ThevalueofferedbyLearningandDevelopmentisdeliveredinfourareas,andthese

representthekeystrategicchallengesfacedbyallorganisations.

Strategic Challenge 1

How does Learning and Development bestcontribute to current and future strategy?

MostHRDirectorsandChiefLearningOfcersfocusonsupportingtheirorganisa-

tionscurrentstrategy.Howeverresearch5hasshownthatbusinessleaders,theC

suite,expectthemalsotobeworkingandplanninghowtobuildworkforcecapability

insupportoffutureorganisationalstrategy.Thefactthatthisrarelyhappensisdue

bothtoHRDsandCLOslackoffocusonstrategicobjectives,andthebusywork

requiredtokeepthewheelsturningandmeetimmediatedemands.


How does Learning and Development best

contribute to organisational growth?

Organisational growth brings with it organisational change. Ideally, both HR and

LearningandDevelopmentshouldbermlyembeddedandrapidlyresponsiveto

growth and change initiatives. Evidence suggests this is not the case for many

5The C-Leveland the Valueof Learning,ASTDandIBM.T&DMagazine,October2005

Current & FutureStrategy

Transformation

OrganisationalProductivity

OrganisationalGrowth Value


Transformation



Current & Future

Strategy

Transformation




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organisations.Onesurvey6 foundthat66%ofrespondentssaidthatHR was not

responding fast enough to the strategic challenges related to protable new

growth.Withtherecenteconomicdownturnandshortageofgreenshoots,wecanassumethatasimilarpercentagewillagreeonceglobalgrowthrestarts.Many

of the respondents in this survey were HR professionals themselves. The main

reasonsgivenforthislackofresponsewasthatseniorHRleadersareontheside-

linesandinspot-rolessuchastalentacquisitionratherthanbeingdeeplyinvolved

insupportingtheorganisationalgrowthprocessitself.

Likewise,LearningandDevelopmentisveryoftenfollowingratherthanbeingpart

of,orevenleading,organisationalgrowthactivities.ThechallengefortheLearning

and Developmentfunctionis how tobuildits own capabilities tomeetorganisa-

tionalgrowthrequirements.Theseincludestrategic-thinkingandplanningcapability,

strategicplanning,andhigh-levelconsultancycapabilitiesamongothers.



contribute to organisational productivity?

ManyChiefLearningOfcersandtheirteamsarefocusedonthedetailsoflearning

inputs.ThemajorityofaLearningandDevelopmentteamstimeisspentfollowing

throughadenedprocessforthedevelopmentoflearningsolutions,suchas theADDIEModel7 orsimilar models oflearning service.However, strategic valueis

deliveredthroughunerringfocusontheoutputsoflearningintheformofincreased

individual,teamandorganisationalperformanceandproductivity.Focusonindividual

andteamproductivitywillimpactorganisationalproductivity.



contribute to transformation?

Thereisnogreaterchallengeforthegrowingknowledgeworkforcetodaythanthat

ofadaptingtosurviveandthriveinthenewpost-industrialInternetage.Newwaysof

workingalsorequirenewwaysoflearning.LearningandDevelopmentdepartments

needtoadapttheirmodusoperanditomeetthenewchallengesofdevelopingthe

capabilityofnewwavesofmobileanddistributedworkforcesandvirtualteamswith

always-onconnectivity,andofanewgenerationofentrantsintotheworldofwork

thathasdifferentexpectationsanddifferentrequirements.

6Researchfindings by

the HumanResourcePlanning

Society (HRPS)in partnership

with theInstitute forCorporate

Productivity(i4cp),2007

7ADDIEAnalysis,

Design,Development,

Implementation,Evaluation


Transformation




Transformation




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The Changing Demands

on Business

The challenges of a world awash with information

No-oneworkingtodayisunawareoftheoverwhelmingvolumesofinformationthat

workersneedtodealwith.Ouremailinboxesarefullandwendourselvesswimming

inanoceanofdata.ThechallengewasneatlyencapsulatedbyEricSchmidt,CEO

ofGoogleInc.whenhesaid8:

Between the birth of the world and 2003, there were ve exabytes of information

created. We now create ve exabytes every two days. See why its so painful to

operate in information markets?

Eric Schmidt, CEO, Google

Ofcourse,Schmidtisactuallytalkingaboutdataratherthaninformation,somuch

ofthis volume is, for example,nancial data generated aspart oftransactional

processesorasdatafeedsintotheglobalnancialmarkets.

But,importantly,asignicantportionofthedataisUGCusergeneratedcontent.

TheimpactthatUGCishavingonourworkingliveswasdramaticallydescribedbyAndreasWeigend,formerChiefScientistatAmazon.com.WritingintheHarvard

BusinessReviewbloginMay2009Weigendpointedoutthefollowingfact9:

In 2009, more data will be generated by individuals than in the entire history of

mankind through 2008. Information overload is more serious than ever. What are

the implications for marketing?

AndreasWeingend,FormerChiefScientist,Amazon.com

FortheLearningandDevelopmentfunction,thekeypointhereisnotsimplythe

volumeofinformation.Itisthefactthatmostoftheinformationthatworkersneed

todealwithonadailybasisisunstructuredandconstantlychanging.Andthehalf-lifeofmuchoftheinformationthatwedealwithisgettingshorter.Intodaysworking

environmentthereistheneedbothtomanageinformationandtondinformation

whenweneedit.Informationsuppliedtousinastructuredtrainingordevelopment

sessionmonthsagowilloftenbeout-of-datebythetimeweneedtouseit.

A world awash with information requires new ways of approaching employee

capability.LearningandDevelopmentprofessionalsneedtounderstandthisand

8EricSchmidt,CEO,Google

speakingattheAtmosphere2010conference,CaliforniaApril2010

9AndreasWeingend,TheSocial DataRevolution(s)


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adoptapproachesthatbestreectaworldwherealmostanyinformationcanbe

foundandretrievedatthetouchofamouse.

ThechallengehereisfortheLearningandDevelopmentworldtomoveawayfrom

tooexclusiveafocusonthedesign,developmentanddeliveryofstaticinformation

andknowledgeembeddedincourses,andtowardsabroaderfocuswhichincludes

approachesthatworkinthisdynamicinformation-richworld.

The challenges of new ways of working

Manyworkersinbusinessenterprisesareadoptingtotallynewwaysofworking.

Thischangecaneasilybeseeninknowledgeindustrysectorswherepeoplework

withtheirheadsratherthanwiththeirhands.

The changes are profound. In many cases workers rarely use a single desk in

an ofce any more. Increasing numbers ofemployees work on the move using

mobiledevices.Moreandmorepeopleworkfromhotelsandcafs,ontrainsand

aeroplanes,andtheyincreasinglyworkfromhomeoutsideoftraditionalworking

hours.Theyexpect-andareexpected-tobeconnectedallofthetime.

At the same time, research10 is showing that workers are dealing with more

complexity and using more tacit knowledge. All of these challenges mean that

Learning and Development professionals need to re-evaluate their traditionalapproachestobuildingworkforcecapability.Inotherwords:

New ways of working require new ways of learning

10McKinseyReport:The

Coming

Imperative forthe Knowledge

Economy


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Major

LearningTrends


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Anumberofmajordevelopmentshavehadaprofoundimpactonlearninginorgani-

sationsoverrecentyears.Thesehaveeitheropenedopportunitiesthatsimplydid

notexistbefore,orhaveswungthependulumawayfromembeddedpracticesandtowardsthedevelopmentofnewbusinessandoperationalmodels.Eitherway,they

haveirrevocablyalteredthewayLearningandDevelopmentprofessionalsneedto

approachthejobofbuildingworkforcecapability.

The massive changes in telecommunications over the past 20 years, and the

riseoftheInternetinparticular,havechangedforeverourapproachtoLearning

and Development.Huge opportunities have been opened up by the breaking of

therichness/reachtrade-off11.Nolongerarerichlearningexperiencesconnedto

workerswhocanattendclasses.Theycanbemadeavailableacrosstheworldat

theclickofamouse.

The most signicant development to impact organisational learning in the past

tenyearshasundoubtedlybeentheriseofWeb2.0andtheSocialWeb.This,in

turn,hasopenedupopportunitiestodevelopinnovativeapproachestonetworked

andsociallearning.Ithasalsoincreasedthefocusonopportunitiesforworkforce

developmentthroughinformalandworkplacelearning.

Breaking the Richness/Reach Trade-off

In2000PhilipEvansandThomasWursteroftheBostonConsultingGrouppublished

theirground-breakingbookBlown to Bits12.Inittheyexplainedhowthecommuni-

cationsrevolutionand,particularly,theriseoftheInternetweremakingtraditional

businessmodelsredundant.Newapproaches,theyobserved,werereplacingthe

traditionalatbreakneckpace.

Priortothecommunicationsrevolutionbusinessmodels(andworkforcedevelopment

models) were based on a trade-off between richness and reach. Suppliers (and

learningprofessionals)hadanalternativetoprovideservicesthatwererichand

lackedreachortoprovidethosethathadreachbutnecessarilylackedrichness

inordertoobtainthatreach.Theyofferedrichface-to-faceexperiencesorpoorer

servicesatadistance.Oftenthecostofdistributionofknowledgeorofproduct

ledtothistrade-offhavingtobemade.

11PhilipEvans&ThomasS

WursterBlown

to Bits: How theNew Economics

of InformationTransforms

Strategy.Harvard

BusinessSchoolPress.

(2000)ISBN0-87584-877-X

12ibid


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Inthe10yearssinceEvansandWursterspublication,wehaveseentheirprediction

cometrue.Therichness/reachtrade-offisdissolvingindramaticwaysacrossmany

sectors,suchasthenewspaperindustry,thetravelindustry,theautomanufacturingandretailingindustriesandmanypartsoftheretailindustry.Wehavealsowitnessed

thedramaticemergenceofnewmodels,suchasthedemiseoftheEncyclopaedia

BritannicaanditsreplacementbyonlineservicessuchasWikipedia,andtheriseof

Amazon.comwithitsimpactonthebookretailingindustry.

Disintermediationanddeconstructionofsupplychains,theeaseofinteraction,and

theloweringofcommunicationbarriershasheraldedimmensechange.Theworld

oflearningandpeopledevelopmentisfarfromimmunetotheseeffects.Infact,

thebreakingofthisrichness/reachtrade-offisextremelyimportantinthecontextof

learninganddevelopment.Wenowhavepowerfulnewwaystodeliverlearningand,

moreimportantly,toconnectandengagewithlearnerswithouttheconstraintsof

timeanddistance.Andthishasopeneduparangeofopportunitiesforexcitingnew

educationandtrainingservices.

Reach

Richness

High

Low

Classroom/WorkshopRichness: highReach: low

Legacy Distance LearningRichness: lowReach: high

The traditional richness/reach trade-off is dissolving


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Prior to the communications revolution, rich learning experience could only be

offeredthroughclassroom-basedeventsorworkshops.Howeverthismodeldoesntscalewell.Resourcerequirements andcostsincreasearithmeticallywith scaling.

Subsequently,organisationswishingtoachieveconsistencyandscaleusingface-

to-face Learning and Development approaches inevitably incurred high costs.

Thealternativewastooffertraditionaldistanceeducationwithitslowerlevelsof

engagementandlessrichlearningenvironments.

Withthedevelopmentsoverthepastdecade,thistrade-offhasnowbeenthoroughly

broken.Thesmartuseoftechnologyandnetworksnowallowstheprovisionofrich

learningenvironmentsfreeofbothtimeandlocation.

Reach

Richness

High

CommunicationsTechnologies

Low

Classroom/WorkshopRichness: highReach: low

New WorldWorkplace Learning

Richness/ReachTrade-offis broken

Breaking the Richness/Reach Trade-off.The move from classroom to the cloud


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Extending Within

Organisational Walls:The 70:20:10 Model

Empirical research and surveys over manyyearshave produceddata indicating

thatworkerslearnmostofwhattheyneedtoknowtoeffectivelydotheirjobsinthe

workplaceratherthanintheclassroom.

80% or more of corporate learning is found to be informal

Peter Henchel, Executive Director, Institute for Research on Learning

Thisfacthassignicantimplicationsfortheapproacheswetaketolearningandto

developingworkforcecapability.

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

Inhis2006bookJayCross13,anexpertoninformallearning,listedanumberof

surveysandresearchpapersthatconrmedthisfact.Althoughtheguresvary,

hisoverallndingwasthatapproximately80%oflearningwithinorganisationsis

informalandaround20%isformal.Crosswentontoquestiontheoverwhelming

focusonformallearninginlightofthisevidence.Hearguedthatthereisaneed

forrealignmentofresourcesandfocusawayfrompurelyformallearningiforgani-

sations are toutilise the most effective ways tosupport learningand employee

development.

Approximately 75% of the skills employees use on the job were learned informally

through discussions with co-workers, self-study, mentoring by managers and similarmethods. 25% were gained from formal training

CapitalWorks study

13JayCrossInformalLearning:Rediscoveringthe NaturalPathwaysThat InspireInnovation andPerformance,Pfeiffer(2006)ISBN:978-078798

1693


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70:20:10

AmodelsimilartoCross80:20rulehasemergedfromworkbyotherresearchers.Thisisthe70:20:10rule.

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)

70:20:10hasbecomethebasisoforganisationallearningstrategyinanincreasing

numberoflargecorporationsoverthelastfewyears,includingwell-knownbrands

suchasSunMicrosystems,GoldmanSachs,Nokia,Maersk,Mars,BankofAmerica,

Coca Cola, Microsoft, HP, Wal-Mart, Reuters, American Express, Caterpillar and

manyothers.

70:20:10 has its origins in the work of Morgan McCall, Robert Eichinger and

MichaelLombardoattheCenterforCreativeLeadershipinNorthCarolinainthe

mid-1990sandevenearlierwithAlanTough,nowEmeritusProfessoratToronto

University.AbookbyEichingerandLombardo 14publishedin1996laidoutthebasis

for70:20:10.Init,theauthorsnoted:

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. 1996

Itisimportanttobeawarethatneitherthe80:20approachnor70:20:10areintended

asrigidmodelsorrecipes.Therearereferencemodelsdrawnfromempiricaldata

andsurveys.Theysimplyvalidatethefactthatnotalllearninghappensinformal

learningsettings,whethertheseareclassroomsorstructureddigitalenvironments

suchasvirtualclassroomsandeLearningcourses.

Learningisnolongeranisolatedactivitythatiscarriedoutawayfromtheeveryday

world of the workplace. Work and learning are becoming intermingled, and the70:20:10modelprovidesa frameworkforthinkingoutsidetheclasses/courses/

curriculummind-setoflearningandfocusingontheentirespectrumworkplace,

socialandformal.

14TheCAREERARCHITECT

DevelopmentPlanner.

Eichinger&Lombardo.

Lominger(1996)ISBN:

978-0965571210


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Practical Examples of 70:20:10

Organisations implementing the 70:20:10 model need to adapt it to their own

context.Howeverthetablebelowisanexampleofsomedevelopmentactivitiesthatyoucanundertakeineachcategory:

70 Learn & Develop Through Experience

Applynewlearninginrealsituations

Usefeedbacktotryanewapproachtoanoldproblem

Newworkandsolvingproblemswithinrole

Increasedspanofcontrol

Increaseddecisionmaking

Championand/ormanagechanges

Coverforothersonleave

Exposuretootherdepartments/rolesTakepartinprojectorworkinggroup

Coordinatedroleswapsorsecondments

Stretchassignments

Interactionwithseniormanagement,e.g.meetings,presentations

Dayto-dayresearch,webbrowsing

Leadershipactivities,e.g.leadateam,committeemembership,executivedirectorships

Crossfunctionalintroductions,site/customervisits

70%

90%

20% 10%

Learn&developthroughexperience

Learn&developthrough

structuredcourses&programmes

=Experientiallearning&development

Learn&develop

throughothers


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Researchandapplybestpractice

Applystandardsandprocesses,e.g.SixSigma

WorkwithconsultantsorinternalexpertsInternal/externalspeakingengagements

Budgeting

Interviewing

Projectreviews

Communityactivitiesandvolunteering

20 Learn & Develop Through Others

Informalfeedbackandworkdebriefs

Seekingadvice,askingopinions,soundingoutideas

Coachingfrommanager/others

360feedback

Assessmentswithfeedback

Structuredmentoringandcoaching

Learningthroughteams/networks

Externalnetworks/contacts

Professional/Industryassociationinvolvementoractivemembership

Facilitatedgroupdiscussion,e.g.ActionLearning

10 - Learn & Develop Through Structured Courses

Courses,workshops,seminars

eLearningProfessionalqualications/accreditation

Certication

Formaleducation,e.g.University,BusinessSchool

From content to action

There is an increasing emphasis on learning by doing rather than learning by

knowing.Thishasbeendrivenby:

Therapidlyincreasingvolumesofinformationthatknowledgeworkersneedto

dealwitheachday.Thefactthatmostofthisinformationisunstructured.

Thedynamicnatureofmuchoftheinformationneeded-wheretheaveragehalf-life

oforganisationalinformationisdecreasingyear-on-year.

We are moving from STOCKS of knowledge to FLOWS of knowledge

John Seely Brown, November 2010

Deloitte Center for the Edge (former Chief Scientist, Xerox PARC)


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Asthepaceofchangeandtheowsofinformationincrease,itisbecomingless

possibletokeepup-to-datethroughcontent-focusedlearning.Theanswerisnotto

knowmore,butactuallytoknowlessandtobeabletondtherelevantinformationwhenneeded.

JohnSeelyBrownandhisco-authorsdescribethischallengeintheseterms:

To succeed now, we have to continually refresh our stocks of knowledge by parti-

cipating in relevant ows of knowledge interactions that create knowledge to

transfer it across individuals. These ows occur in any social, uid environment that

allows rms and individuals to get better faster by working with others15

In an ever-changing world, continuous learning is the only sustainable advantage

Takingworkersawayfromtheirworkplaceandintoclassroomstolearncontentis

nolongerafeasiblesolutionformostpurposesotherthanpreparingthemforentry

intoanewroleororganisation,orforchangemanagementactivities.

Otherthanforthesespecicapplications,weneedtostopthinkingoflearningas

enablingwork,or(thedominantmodelinthepast)oflearningasseparatefrom

work.Insteadweneedtobaseourlearningsolutionsontheprinciplethatlearning

istheworkandthatworkingislearning.

Toeffectthesechanges,thelearningprofessionalsroleneedstobecomeoneofa

facilitator,curatorandpromoterofinformalandsociallearning.

From storing knowledge to nding knowledge

Ininformation-richanddynamicworkingenvironmentswearediscoveringthatitis

bettertoknowwheretondtheinformationweneedthantotryandholditinour

heads.

Todays productivity is in the ACTIONS of people, not the information in their heads

The concept ofthe outboard brain isemerging.Our work may require that wememoriseandstorecoreconceptsandstrategiesinourheads,butwedontneed

to memorise all of the additional data, information or knowledge necessary to

completeeverytask;wesimplyneedamapofwheretolocateit.

ProfessorRobertKelleywhoworksattheTepperSchoolofBusinessatCarnegie

MellonUniversity,carriedoutalongitudinalstudylookingathowmuchinformation

knowledgeworkersneededtoholdintheirinboardbraininordertodotheirjob.

15The Powerof Pull.ByJohnSeelyBrown,JohnHageland

LangDavidson.2010.


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Over a period of 20 years, his team asked knowledge workers the following

question:What percentage of the knowledge you need to do your job is stored in

your own mind?

In1986,whenthesurveybegan,subjectsrespondedthattheyfelttheyneededto

holdintheirheadatleastthree-quarters(75%)oftheinformationtheyneededtodo

theirjob.By1997thisgurehaddroppeddramaticallytobetween15%and20%.

DuringtheinterveningtimetheWebemergedanddatabasetechnologybecame

muchmorewidespread.

Find-AccessModelofLearningJennings&Clarke

Primarily WHAT? learning Primarily HOW? WHY?And WHAT IF? learning

CORE SKILLS including: Critical thinking skills Communication skills Analytical skills MindFind skills

CORE SKILLS developed

through: Experiential learning Practice Conversation Reflection

MindFind Learning

Core

Content in theCloud

Traditional Learning

Core

Content

Content

Content

Existing content-rich learning transfermodel

MindFind experience-rich content in the cloudmodel

Focus on core skill development(including MindFind skills) means thatstructured learning plays a smaller partin the overall learning process. Changeof focus in developing core skills throughexperiential learning approaches means

a move from focus on knowledge to afocus on action.

EXISTINGcontent rich

experience-poorapproach

FUTUREexperience rich

content-findapproach


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WhenKelleyrantheresearchagainin2006,hissubjectsfeltthattheyonlyneeded

tokeeparound8%to 10%oftheinformation/knowledgetheyneededtodotheir

jobsintheirinboardbrain.Theresttheycouldgetfromtheiroutboardbrainwhentheyneededit.

Focusingontheabilitytondinformationandknowledgeratherthanneedingto

storehas profoundimplications.Traditionalapproachesto formallearning,which

tend to focus on content and knowledge transfer, need to be reviewed. New

approaches,suchtheFind-AccessModel 16describeachangedfocusoncontent

andanincreasedfocusonndandotherassociatedskills.

From Event to Process

Allofthedevelopmentsdescribedsofararepartofalargerchangetakingplace,

themigrationawayfromlearningeventsastheexclusivetoolofferedbytraining

andlearningdepartments.Many21stCenturylearningprofessionalsarerealising

thattheyneedtomovetowardsnewpracticesandacultureofcontinuouslearning.

Real learning can only be demonstrated by a change in behaviour. Knowledge

acquisition is not a demonstration of learning until it is put into action

Thismovetoamodelofcontinuouslearningisinevitable.Ithasalwaysbeenunder-

stoodthatreallearningandcapability-buildingoccursnotasaseriesofevents,butovertimethroughaseriesofprocessesthroughexperience,throughtakingthe

opportunitytopractice,throughworkingandconversingwithothersinnewways,

andthroughhavingthetimetoreectonbehaviouralchanges.

The evolution of learning from being primarily event-based to being primarily

process-drivenrepresentsoneofthemostprofoundchangesinthewayorganisa-

tionsstructureandsupportthedevelopmentoftheirworkers.

The Rise of Learnscapes

Oneemergingapproachtolearningthatincorporatesboththe80:20modelandthe

70:20:10modelisthatof learnscapes17orlearningecosystems.Alearnscape

incorporatesalltheinteractions,tools,relationshipsandelementsthatmakeupa

holisticlearningenvironment.Learnscapesmayincludeformal,structuredlearning,

buttheyalsoincludeinformalandserendipitouslearning.

16Find AccessModel for21st CenturyLearningJennings&Clarke,2009

17Cross,J(2007)andQuinn,C.(2009).Populating theLearnScape:e-Learning asStrategy.InM.Allen,Ed.MichaelAllenseLearningAnnual2009.Pfeiffer:San

Francisco


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A learnscape is the platform where knowledge workers collaborate, solve problems,

converse, share ideas, brainstorm, learn, relate to others, talk, explain, commu-

nicate, conceptualize, tell stories, help one another, teach, serve customers, keepup-to-date, meet one another, forge parnerships, build communities, and distribute

information. Learnscapes are where and how modern work is performed-including

workplace learning.

Cross, J, Learnscape Architecture eLearn Magazine, Aug 2008

Learnscape Architecture18 and the 80:20and 70:20:10models require learning

professionalstoadoptanewwayofthinkingaswellasdifferent,andoftennew,

skills.

These skills are more closely aligned to facilitation and architecting learning

environmentsthantothetraditionaldesign,developanddeliverapproachusedfor

traditionalformallearningactivities.

Traditional L&D Role Emerging L&D Role

Buildandmaintaincataloguescourses,programs,curricula

ManageWokspaces(work/learning/environments)

Designanddevelopcoursematerialsforformal,structuredlearning

Focusonsupportinglearningexperiencesintheworkplace

Course-centricrole(withalittlecoachingandancillaryactivities)

Performance-centricrole.HelpingpeopleWorkSmarter

Predominatelyclassroom-basedwithsomestructuredeLearning

Manychannelsclassroom,eLearning,virtuallabs,learningnuggets,workplacesupport,etc.

Learning-focused Performanceandproductivity-focused

Migratingtowardsnewroles

From Learning to Performance

Thenaltrendthatisapparentinthechanginglandscapeoforganisationallearning

is the increasing focus onthe outcomes of learning rather than the process oflearning.

Clearly the process of learning needs continued focus, but the outcomes,

results and impact ofthe processneedto bethe drivers ofthe processrather

thantheconverse.Organisationsareincreasinglyawareoftheneedtoevaluate

learning impact, and many are moving beyond traditional nance-centric Return

onInvestment(ROI)modelstowardsmoreusefulmetricsforwhatisundoubtedly

18Cross,JLearnscaping:Getting Things

Done inOrganisations

October2008


23/64 2

themostimportant intangibleassetinanyorganisationtheperformanceand

potentialofitsworkforce.ReturnonExpectation(ROE)isnowseenasamoreuseful

metricandothersarealsoemerging,suchasReturnonInvestmentinInteraction(ROII)19,ameasureofincreasingproductivityandvaluebasedontheprinciplesof

MetcalfsLawofnetworks.

19The WorkingSmarterFieldbook.Cross,Hart,Husband,Jarche,Jennings&Quinn(2009)


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Advice for aCLO on the70:20:10

model

Advice

for a CLOon the

70:20:10

model


25/64 2

Atourrecentlecturesandworkshops,wevehadmoreandmorepracticalquestions

fromCLOsregardingthebestwaytoimplementthe70:20:10modelwithintheir

organisation.Wedecidedtogatherouranswersinthissectionandsorttheminto

What,When,HowandHowMuchcategories.

Why?questionsaredirectlylinkedtotheCLOchallengeswedescribedintherst

sectionofthispaper.However,thesemaybemademorecomplexbytheaddition

ofnewobjectivesorconstraintssuchasdoingmorewithlessoraddressingGen

Ysexpectationsofinnovation.

What QuestionsWhat is 70:20:10 and where does it come from?

The70:20:10modelemergedfromempiricalresearchandsurveyswhichshowed

thatworkingadultslearnmostoftheknowledgeandskillstheyneedtodotheirjobs

intheworkplace,notintheclassroom.

Morgan McCalland hiscolleagues atthe Center for Creative Leadershipin North

Carolinadevelopedthe70:20:10modelinresponsetodatatheyobtainedthatshowed

successfulandeffective managerslearned 70% oftheirlessonsfromtough jobs,

20%fromotherpeople(mainlytheirmanager)and10%fromcoursesandreading.

Other individuals and organisations have built on McCalls model to rene the

70:20:10model.


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I know about the 10 but could you help me understand moreabout the 20?

JeromeBruner,thefamouseducationalpsychologist,oncesaidourworldisothers.

The20referstothelearningweobtainfromotherpeople.Inrecentyears,there

hasbeenalotoffocusonthe20,especiallywiththedevelopmentofWeb2.0and

SocialLearning.SocialLearningisfocusedonthewayweinteractandlearnfrom

others,whetherthroughinformalcoaching,mentoring,havingtherightpersonal

networktohelpsolveproblemsatwork,orsimplyknowingtherightpersontoask.

Learningfromotherscanbeassimpleaprocessaswatchingsomeoneshowyou

howtoperformatask,oritmaybeascomplexasafullwork-shadowingactivity.

Would you more precisely dene what the 70 part of the model is?

The70partofthe70:20:10modelisfocusedonlearningbydoing.Mostofour

learningcomesthroughexperienceandtheopportunitytopractice,andpractice

again.Ifyouthinkabouthowyougainedmasteryinalmostanyskill,youllrealise

thatittooktime(experience)andpractice.Probablyitalsoinvolvedsomepersonal

reectiononhowyouwereprogressing.

Imaginelearningapracticalworkskill;saytouch-typing.Youmightgototyping

classes,andthosewouldhelpyouwithtechnique,butthereallearningwouldtake

place when you practiced. Any work skill requires time and practice to achieveresultsand,eventually,excellence.

How is all this related to formal and informal learning?

The70:20:10modeltsquitenicelywiththeseparationoflearningintoinformal

andinformal.However,denitionsof formalandinformalaredifcultand prone

tovariation.Forinstance,learningtorideabicycleismostlyaninformalprocess

(practiceandexperience),butitmayhavesomeformalaspect.Learningtrigono-

metryismostlyaformalprocess(theory)butalsoinvolvesindividualpractice,which

islikelytobeinformal.

So,dontthinkthatyouneedtoaimtoachieveanexactratioof70:20:10inyourlearning

provision.Theexactratiowillvaryfromindustrytoindustry,fromorganisationtoorgani-

sation,andfromsituationtosituation.Useitasareferencemodel,notasarecipe.


27/64 2

The younger generation seems to be more 60:35:05 than70:20:10. What about them?

Theresnodoubtthatsocialmediaandtheread/writeInternethavepredisposed

youngerpeople,justnowenteringtheworkforce,towardsthetypeofinteractions

andtoolsthatareusedforsociallearning.Itmaybethatovertimethe70:20:10

modelmovesmorethatway,toowithagreateremphasisonagrowing20anda

shrinking10.Weshouldntexpectthingstoremainthesame,notevenourlearning

models.

When QuestionsIs there a best time to launch my companys rst 70:20:10 project?

Yes.Thedaywhenyoureconvincedthat70:20:10isthebestwaytoaddressyour

companysdevelopmentneedsandreduceyourownL&Dconstraintswillbethe

daytostart!

Nevertheless,trytoavoidturbulenttimes,periodsofcriticalinternalchange,such

asmergers,anewCEOorHRDandsoon.AnyothertimewillbeOK.Youmightalsochooseafavorable3Tmix(topic,target,andtrainingtype)toreduce

uncertaintyandgiveyouthebestchanceofsuccess.

Onenaltip;dontrelytoomuchonbeginnersluckbytargetingtheC-Suitewitha

controversialpost-mergerteambuildingprocess!

Are there pre-requisites for implementing a 70:20:10 approach?

Not really. But success factors doexist, such asa strong buy-infromthe HRD

and ideally from the whole C-Suite, as well as structured communication aboutthebenetsthatL&Dteammembersandtheirstakeholderscanexpecttosee.

Becausethemainchangeswilloccurattheirlevel,notatthelearnerslevel.


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Is changing our learning culture a pre-requisite?

No,notatall.ThisisthesametypeofconcernthatweobservedwheneLearningandcollaborativelearningwererstintroducedaslearningsolutions.Manyorganisa-

tionshavefoundthattheirlearningculturechangesnaturallyaspartoftheprocess,

whateverits attributeswerebeforetheimplementationof70:20:10.Incidentally,

thischangeofcultureisforthebest!ItleadsyourorganisationtobecomewhatHR

andL&DpeoplehavebeendreamingofsincePeterSengerstwroteonlearning

organisations.

Is technology a pre-requisite? How can I know that my HRIS is70:20:10 compatible?

Thisisoftentherstquestionpeopleask.Inourexperience,focusingontechnology

attheoutsetisnotthebestwaytoproceed.Itmakesthetransitionto70:20:10a

technicalchallengeinsteadofstrategyforcreatingL&Dvalue,andcanalsodramati-

callydelayimplementation.Focusingontechnologyrstcanshiftyourstrategyfrom

goalstomeans,andcancauseyoutolosetime,sponsors,opportunitiesandvalue.

But70:20:10canbe understoodandimplementedwithouttechnicaltools.Itcan

becomepartofthelearningarsenalinthesamewayasco-coachingandworkplace

training(likeTWI).Itcouldbethattheonlytoolsyourequirearethecoffeemachine

andthecommunicationtoolsthatyoualreadyhave.

Takeastep-by-stepapproachtomasteringtheonlineconversation

Collaboration

Conversation

Opinions

Pull

Push


29/64 2

However,toolswillhelpthewidespreadapplicationof70:20:10.Avastmajorityof

organisationsalreadyhavetoolsinplace,suchastheirintranet,theirmailsystems

and,sometimes,collaborativetools.Ouradviceistousetheexistingtoolsyouhaveanddesigntherelevantstep-by-stepapproachtoimplementnewfeaturesasyour

audiencemasterstherstsetandclimbsthematuritycurveofonlineconversation

(seegraphic).

What possible resistance will I have to deal with? How shall I do?

Makeamapofthestakeholdersandtargetsinvolvedinyourproject(seegraphic).

Placetheminamatrixanddeneyourcommunicationstrategyaccordingly.

a) Identifyandengageyoursponsorsandchampions.

b) Explain the plan, its roles and its responsibilities. Focus rst on the people

involved (L&D team, managers and others), provide them with relevant infor-

mationandsupport,andoutlinetheexpectedoutcomesforallstakeholders.

c) Addressskepticismandlackofengagementbydemonstratingeffectivenessvia

benchmarks.Buildandcommunicateonanyquickwinsyouachievewithinyour

company.

NeutralThey have no opinion

Something to gain

Nothing to gain

Nothingto lose

Somethingto lose

Its in their interestto collaborate

Allies

Try and get them to work federatively.Identify your advocates

They are hesitant aboutgetting involved

Waverers

Listen to them and take on boardtheir concerns and recommendations

OpponentsIts not in their interest

to collaborate

Dont waste your timeTheir power defines you Go/NoGo

Make sole wins and convincethem with these examples

Map your stakeholders and targets


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How Questions

Do you have an implementation approach for 70:20:10 that hasproved successful? Please, say yes!

Sorry,butthereisntone.Eachcaseisasdifferentasthecompaniesthatwantto

makethe70:20:10principlepartoftheirlearningstrategy.Yourlearningculture,

yourL&Dteam,yourIndustryanditstrainingpriorities,tonamejustafewfactors,

willhaveasignicantimpactonthewayyoushouldimplement70:20:10.Butthere

iscertainlyasetofquestionstoask,which,ifaddressed,willhelptooptimiseyour

implementation.

What is your advice in terms of 3T for the rst 70:20:10 approach?

Regardingthetopic,picksomethingactionable(ratherthanconceptual)intheshort-

term,soyouhaveanopportunitytodemonstrateandcommunicatetheefciency

oftheapproach.

The topic should also be familiar to managers, so they can be involved in the

workplace learningphase for example,by giving advice, setting and adapting

objectivestostimulatetransfer,andmonitoringhowthingsareputintoaction.

Aswithanyotherkindoftraining,theidealtargetisanaudiencethatbelievesyour

chosentopicisofclearvaluetothemintheirwork.Ifyouplantousenewcolla-

borativetools,makesurethatyouremployeesunderstandtheiruse;andanticipate

ademandforcommunication,support,andrecognitionasyourprojectrollsout.

The training typetobuildonistheclassicclassroom-trainingmodel.Butchoose

anewoneratherthanre-engineeringanexistingcourse;itwillbequickerandyou

wontneedtomeasureyourrstprojectagainstanythingotherthanitsownKey

PerformanceIndicators.

Combiningthesethreeleverswillhelpyouachievearstquick win.Afterthat,youllneed

tobereadytorespondtomanymorerequestsfromenthusiasticinternalcustomers.


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What do we have to change in terms of instructional design?

The major change is the fact that you cant design a 70:20:10 approach as athree-stepplan,startingwith10%structuredlearning,movingonto20%learner-to-

learnerfeedback,andendingwith70%learninginworkplace.Youmayneedtomix

theseelementsupalittle.

Aswithanytrainingmodel,itsbesttostartbyclarifyingtheresultsyouwantto

see,andthenlistingthedifferentwaysyoumightachieveyourinstructionalobjec-

tives.Thisisthepointatwhichtoconsidercollaborationandworkplacelearningas

helpfullevers.Then,traditionaldesignwillfollowincludingstory-telling,manager

involvement,andthelearningactivitiesthatbestengagethetargetaudience.

How does this impact project management?

As soon as you step away from a structured curriculum, your classical linear

planningtechniqueswilllosepartoftheirpowerandwillhavetobecombinedwith

amoreagileapproach.

The main deliverables and milestones can be planned as usual, butyou should

forecastanextraworkloadofbetween10%and20%toallowyoutoremainexible

andavailableforcommunicationandsupport.Thisratiowilldecreasequicklywith

your second and subsequent projects, as you become more familiar with theprocess.

What new competences are required to deploy such a project?

TheclassicalcompetencesofaneffectiveL&Dteamshouldworkforyou,butmay

requireanadditionalpinchofconsultancy,communicationandperformancemeasu-

rement.

Ofcourse, tomake the mostof new tools, and tosupportlearners,L&D practi-

tionersneedtoleadbyexample,primingtheconversationsandsupportingpeopleinusingthem.


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What if I lose control of the project?

Thegoodnewsisthatyouwereneversupposedtokeepit!Assoonaslearningmigratesfromtheclassroomtotheworkscape,youllndthatyourrolebegins

changing;fromtrainertolearningenabler.Thedevelopmentoftheprogramwillbe

supervisedbymanagersand,believeus,auto-regulationisverystrongwhenyou

haveengagedlearnersandmanagerswhobelieveinwhatyouvesetouttoachieve.

Observeandlisten.Stimulatewhennecessaryandcelebrateeverysuccess.You

mayhavedreamtofanorganisationalcultureoflearning,sodontpanicwhenit

becomesareality!

How will I know that I have achieved my implementation?

70:20:10ismoreamind-setandasetofprocessesthanareachablegoal.As

such,itisanever-endingstory.However,itsanexcitingjourneytoaccompanythe

developmentofindividuals,teamsandorganisations.So,wewishyoua safeand

enjoyablejourney!

How much QuestionsWhat type of an investment is this?

Ifyoudontusetechnologybeyondthatalreadyavailableinyourorganisation,budget

willnotbemuchofaconcern.Simplyanticipateextraworkloadforinstructional

design,communication(withsponsors,managers,theL&Dteamandlearners)and

learnersupport.

Ifyouwishtoexpandtheprojectbyaddingonlinetools,makesuretoselectand

implement them appropriately and at the right time. Having an open discussion

withyourITdepartmentwillpayhighdividends,aswillbenchmarkingand,possibly,externalconsulting.


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What kind of results can I expect from a 70:20:10 project? Andhow will I demonstrate value creation to the stakeholders?

Asmentionedearlier,youneedtostarttheprocessbydeningtheresultsyouaim

toachieve;letscallthatbusiness-drivenlearning.Suchaprocess,willcertainly

generateclassicalresultsconsistentwiththeKirkpatrickmodel:satisfaction,acqui-

sitionandretentionofknowledge,changeofbehavior,and(mainly)businessimpact.

Consultingcloselywithoperationswillhelpyoufocusonbusinessimpact.

Besides,assoonasyouaredealingwithcommunity,anewsetofKPIswillemerge;

sitetrafc,qualityofcriticalthinkinganddiscussion,levelofcontribution(comments,

posts,bestpracticesandsoon).

Toclosetheloop,iftheobjectivesandKPIshavebeensetwithmanagers,andif

youengagetheminthedeploymentprocess,youwillbeunitedwhenthetimeto

measurevaluecomes.Thereshouldbenothingtodemonstrate,justasuccess(or

failure)toshare.

Last but not least, whats in it for me?

ThevastmajorityofL&Dpractitionersdreamofchangingtheirorganisationintoa

learningorganisation.Introducing70:20:10isonepathtoachievingthisoutcome

bybuildingacultureofautonomouslearning,settingupnewrulesfordevelopment,

andensuringmanagersplayaroleinpeopledevelopment.

Youwillalsobehelpingpeopletondgreaterfulllmentintheirwork.Theywillbe

abletoperformtheirjobsinamoreeffectiveandbalancedway,whilecontributing

tothewiderperformanceoftheorganisation.

Ontopof personalachievements,sucha projectmayalsoopendoorsto many

otherprofessionalopportunities.


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Advice for aCLO on the70:20:10

model

Cross-

KnowledgeValue

Proposition


35/64 3

When Charles and I rst met two years ago (the equivalent of decades in the

pre-Internet world), CrossKnowledge had just achieved an alchemic blend of

classroomtrainingandeLearning.AtthattimewewerepursuingourexplorativejourneyintothevastworldofWeb2.0andlaunchingourrstcollaborativesolutions.

Justaswepublishedawhitepaperoncommunities20,Charlestoldus:Gentlemen,

youre certainly doing great with this 10% of the learning potential (referring to

the70:20:10model)andwhatyouredesigningfortherestisquitepromising!

Something ofa cold shower perhaps not surprisingly, asit was Novemberin

London.

With Charles help, we realised that there was another frontier beyond the one

betweenclassroomlearningandeLearning.Ournewchallengewastocombinethe

formalandinformalapproaches.TheaimofthisdescriptionoftheCrossKnowledge

valuepropositiononExperientialLearningistosharewhatwediscoveredinthe

process.

Where is the change?

AsweimplementedtherstWeb2.0featuresinlearningsolutionswithourclientsandpartners,weobservedthatwhatweweredoingrepresentednogreatchange

foremployees.Avastmajorityofthem,eventhosewhousedtosaytheywould

neverconnectwithaneLearningcurriculum,hadaproleonFacebookorLinkedIn

andwereshoppingoninternet.Atwork,theywerealreadysharinginformationvia

emailorinternalprojectmanagementtools,usingCRM,andvisitingblogsandwikis.

Someofthemwereevencontributingtonewslettersorcollaboratinginnetworks.

EmployeeswerealreadyembracingWeb2.0!

In fact the real change was for the L&D practitioners who had to rethink their

practices, and become familiarwith new tools,new approaches, and even new

counterparts in their organisation (namely the IT Department). We became aferrymanbetweenthePushandPullshoresoftraining.Inlinewithbothourinterests

wesupportednotonlythegrowthofdistancelearningsolutions,butalsofacilitated

L&Dsmigrationfromtheroleoftrainingprovidertothatoflearningenabler.

AskingShouldwemakethisjourney?isanoutdatedquestion.Weveseeninthe

previoussectionsofthispaperthetremendousbenetsofamorecomprehensive

training approach, and of embedding collaboration and workplace learning. The

20CrossKnowledgeWhitepaper:The Companyas Community


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importantquestionisHowcanwe,theL&Dexperts,leadthewayinthesenew

learnscapes21?

Firstweneedaplan.Then,welldeneandlistthenewcompetences,tools,content

andprotocolsweneedtoachieveourgoals.CrossKnowledgehasneverclaimedto

havealltheanswersbutwearemorethanhappytosharewithyouthepractices

wehaveformalisedwithourcustomers,andthefeatureswehavedevelopedto

servethem.

Taking the best out of the10Asapurelearningandtrainingproviderformorethan10yearsandthecurrent

Europeanleaderinthedistancelearningindustry,CrossKnowledgehasexperienced

all possible instructional formats. Now that blended learning has become the

touchstone, you might assume that instructional designers have mastered this

approach.Farfromit.

Letsstepback.Initially,therewasonlyclassroomtrainingwithone-to-manycoursesand, perhaps, one-to-one coaching. Then technology gave us eLearning. Mixing

approachesweobtainedtherstblendedlearningsolutionswhichwerereallyvery

poorindeed.Theymainlyinvolvedputtingonlineresourcesbeforeandafterexisting

classroomcourses(asandwichapproach).Themainmoreweobtainedwasmore

expensive.

We simply had the wrong recipe!

Fortunately, we have made tremendous progresses since those dark ages of

eLearning.Wenowknowthatdesigninganintegratedlearningsolutiontakesrealskillsandastructuredapproach.

Thisisafour-stepprocessthatinvolves:

Instructionaldesignwithtopqualitylearningactivities/resources.

Cleverlearnermarketingtodevelopbuy-inandloyalty.

Anengagednetworkofstakeholders,namelyC-Suitesponsors,HR,L&Dteam

andmanagers.

Goodsteerageoftheprojectuntilyoucandemonstratevaluecreation.

21JayCROSS

inInformalLearning,2005


37/64 3

Joiningthedotswith70:20:10isaverysimplethingifyoudontthinkoftheblended

learningelementasthe10ofthewhole.Infact,ithastoincludethe20and70

initsDNA.Youcantjustdecreethatagroupisacommunityandthatitwillshare,collaborate,andcarryonlearningintheworkplace.Collaborationmustbeginas

soonaswecreatethegroup,withintroductionspriortothestructuredpartofthe

training,onlineicebreakers,commonactivities,workshopsandsoon.Likewise,

theclassroomtrainingmustconsolidatethesenseofbelongingandcultivatecolla-

borativebehaviors.

Deploymentmustremainsimple,eveniftheequationgetsabitmorecomplex.The

RussianDollsgivesyouarstindicationofthepathtobefollowed.Youcanstart

outbydevelopingcoursessplitinto70:20:10partsforgreatereffectiveness.Then

moveontoricherworkplace-basedLearnscapes.

Whatyougetattheendofthisprocessisacomprehensiveandeffectivelearning

experience,ajourneythatleadstomeasurableperformanceimprovement22.

BelowisanillustrationofwhataSales Performancecurriculummightlooklike

online.

Tolltheremainingblankswemustlooktothe20partofthe70:20:10model.

TheCallforActionEditorialwrittenbyaCharismaticSponsor

ThestructuredBlendedCurriculumwith70&20Stepslike:

SetyourPriorities(meetingwithmanager)

Improve&Share(workshop)DeneyourActionPlan

22MoreinformationandactionablepracticeswillbeavailableinthecomingsoonPostTheNewFrontierthatwillbededicatedtothisdouble

blendofILT/DistanceandFormal/Informal.


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20: the Art of Building

Learning CommunitiesNotsolongagowetriedturningatwo-dayseminarintoatwo-monthintegrated

learningexperience.Theresults,intermsofknowledgegainedandretainedand

of observed behavioral change, were between 20% and 40% higher than those

achievedusingclassroomtrainingalone.

Studentsgottoknoweachotherandhadagreatexperience,theyworkedtogether

and shared real-life action plans and then the curriculum ended. Everyone

agreedtokeepintouchandcarryonsharing;atasteofholidaysending.Andwhat

happenedafterthesetwomonths?Theparticipantswentbacktotheirworkplaces,

theirassignments,andtheirobjectives.Thefabulouspowerofthegroupquickly

evaporatedinthefaceofthepressureofoperations!Itwasfrustratingforsure,but

aboveallitwasadramaticwasteofenergy,andofpotentialforcollaborationand

improvedperformance.

Being optimistic, we assume that most ofthe time when a worker needs infor-

mationsheasksherworkneighbourintheofce,Googlesthequestion,orcalls

acolleague.Mostofthetime,shegetstheinformationsheneeds.Butwithmore

sensitivetopics,suchasleadershipsorleanmanagement,employeesneedtobe

abletodrawonlocalexpertise,sharedexperiencesandrelevantbestpractice.

Clearlyweneedtogivegroupsmorepowerwhenwebuildlearningcommunities.

To achieve this CrossKnowledge has worked with practitioners and learners to

observethewaypeoplelearnandshareinformally,andtogatherawishlistof

features for a relevantand effectivecommunity solution. Here aresome typical

requests:

Ineedtrainingon,oratleastanexplanationof,thesenewcollaborativetools.

Iwanttobuildmypersonallibraryanddevelopmentplanbytaggingcontentand

tobeadvisedbyfellowstudentsofrelevantreading,activitiesorcourses.

Idliketosharequestionsandexperienceswithcolleaguesinamutualcoachingspirit.Ineedtondactionablesolutionstomyday-to-dayconcerns,andIneedexperts

whocansupportmewithproblemsthataremorecomplex.


39/64 3

Addressingtheseneedscantjustbeamatterofwidget-pluggingonacollaborative

portal.So,CrossKnowledgesservicesinclude:

Helpingcommunitieslearntousenewcollaborativefeatures.

Organisingandsupervisinggroupactivities,suchasicebreakersandpeerassign-

ments,beforebringinggroupstogether.

Organisingreectiveactivitiesafteraworkshop.

Postingideasandrunningminutesurveystolivenupthecollaborativespacewith

recurrentactivities.

Supportingandcelebratingtherst,andthefollowingcollaborations,andbroad-

castingcontributionsacrossglobalnetworks.

Helpinggroupexpertsandmentorstogetoutofapassivepush-mode,andto

encouragemoreactive,andmoreexciting,contributionfromtheirgroup.

Ontopofcoachingandservices,hereareafewexamplesofthefeatureswecan

providetohelpdevelopasharingculture.

Ask a question... and get an answer (peers, coach or expert)

Rate, share and contribute


40/648

Of course, measuring ROI gets less easy as we move further away from the

well-knownparadigms of structured learning. In this new approach, we continue

to monitor satisfaction, as online conversation feeds on positive feelings andrelationships.Butmeasuringtheknowledgegainislessstraightforward.However,

wecanfollowthenumberoftransactions:posts,bestpracticesformalisedand

shared,questionsasked,expertinterventionsmadeandsoon,whichgivesusa

powerfulsetofmetricswithwhichtomeasureengagementandknowledgesharing.

70: Creating Learn-scapes for everydaylearningIsitpossibletooptimiselearningtransfertotheworkplaceandturntheworkplace

intoalearningenvironment?Inourattemptstoanswerthiscriticalquestionweset

outtodiscoverwhatourclientsemployeesmostneeded,whichturnedouttobe:

Relevantandusefulinformationlinkeddirectlywiththeirlearningtopics.Materialandsupportthatletsthemndsolutionstorealproblemsintheworkplace.

Supportduringtheimplementationphasetohelpthemturnlearningintoperformance.

Thereismuchworktodoinordertoaddresstheseneeds,andtheprincipalissues

arenotactuallythoseofcontentandtechnology.Wealsohavetodealwithissues

ofchangemanagement,communication,L&Dpracticesandmanagerinvolvement.

Information

TodescribehowCrossKnowledgeaddressestheinformationdomain,letstaketheexampleofaskilledandpromisingmanager,Elliot,whohasjustattendedacourse

onTheFundamentalsofFinance,andenjoyedit.TheBudgetperiodisinOctober,

fourmonthsfromnow,withthesummerbreakbeforeit.Ifwedontwanthimtofeel

lostwhentheCFOeventuallyknocksonhisdoor,weneedtokeephimpostedand

toencouragehimtodelveintothetopicfrequentlyoverthenextfourmonths.

TheCrossKnowledgepropositioninvolvescollaborationwiththeL&D,Communica-

tionsandFinancedepartmentstodesignandrunacommunicationplanthatfeeds


41/64 3

Elliotwiththelatestcompanynewsandindustrytrends,newsletters,suggested

readingandbusinessdigests,tomakesurethathestillfeelspartoftheprocess,

andtokeephimup-to-dateonanychangesanddevelopments.

Solutions

Employees often face challenging situations that need immediate solutions, for

exampleconictwithintheteam,ormakingatoughcustomercall.Ifarestarts

inyourwastepaperbasketyoudontwaitfortheremantoputitout;yougraban

extinguisherandyouuseitstraightaway!Withaproblem-solvingrefeatureslike

SearchEngineandTagCloudprovidequickandeasyaccesstosolutionsandbest

practice.Inadditiona corporateToolboxthat gatherstogetherforms,processes

andbestpracticesisalwayshelpful.Thereisnodoubtthatwelearnbetterwhen

facingaproblemthaninanyothercircumstances;andprovidingthiskindofhelpis

apowerfullevertoreplaceJust-In-CasetrainingwithJust-in-TimeTraining.

Implementation

Ultimatelytheonlythingthatreallymattershereiswhetherchangesinbehavior

generateapositiveimpactonbusiness.Theoldcarrots-and-sticksapproachisno

longerefcientinaworldinhabitedbypurpose-seekingemployees.Theonlyway

tochangethelearningparadigmtomigrateittowardstheworkplaceistond

alliesandovercomeresistance.

Thereareundoubtedlychampionsamongthefast-trackersandyoucanusetheir

testimonies to demonstrate the power of workplace learning. Some companiesevencallforvolunteerstoactasrolemodelsandtomentortothefollowingcohort

oflearners.Suchindividualsoftendo greatworksupportinglearnersthroughthe

rst stages of collaboration and supervising them as they put what they have

learnedintoaction.

Butourstrongestandmostreliableallieswillberecruitedfromtheranksofline

managers.Thisispartlybecausesettingobjectives,coaching,leadingbyexample,

appraising and recognising achievement is part of their job, and cant be done


42/640

betterbyanyoneelse.Butitismainlybecausedevelopingpeoplehasalwaysbeen

atremendoussourceofachievementandsatisfactionforeverygenuinemanager.

Nevertheless, good intentions need to be supported by the right set of skills,suchascoaching,communication,runningworkshops,appraisingpeople,giving

feedback,andsettingIndividualDevelopmentPlansandsoon.

CrossKnowledge makes all the best practices gathered over the last decade

available to L&D Teams; for example, identifying champions, communicating

successstoriesand coachingemployees.Wealsoprovidestakeholderswiththe

necessarytoolstotakeontheirmission:includingtrainersupporttoolsets,manager

guides,mentoringkits,actiontips,checklists,IDPsandthetrainingcoursesonthe

CrossKnowledgeAcademy.

What does it look like at the end of the process?

Wehavelistedalotoffeaturesand

material in presenting the portal the

wayitwouldlooklikeifweonlywere

addressing the structured learning

partofthe70:20:10modelthe10.

Areyoureadynowforaguidedtour

withsomepossibleadd-ons?

The CrossKnowledge

MethodologyMoreandmoreofourclientsareaskingwhatCrossKnowledgeoffersintermsof

ExperientialLearning.Mostlytheseenquiriescomeintheformofwhat?andhow?

questionsand the expectationis that wewilloffer upa selection ofclient case

studies,demonstratesomeusefultechnicalfeatures,andhighlightafewpotential

pitfallsandobstaclesonthepath.


43/64 4

Wedoourbesttorespondtotheserequests,butitisalsoimportanttolookatthe

issuesofwhy?andwhatfor?,whichiswhywealwaysbeginourcasestudieswitha

descriptionoftheproject,itswiderbusinesscontextandthestakesinvolved.

Unfortunately, there is no xed recipe for Experiential Learning, but there is

a sequence that is more efcient than others. The graphic opposite shows this

sequentialapproach,andwevefoundthisprogressiontobeveryeffective.

Wealwaysbeginbydeningthebusiness-drivenobjectivesandendbymeasuring

thevaluecreatedattheoperationallevel.Aswearenolongermovingintheworldof

structuredlearningitisfrequentlynecessarytoreassesssub-goalsandmeans.So

anagileapproachtoprojectmanagementisusuallyhelpful,iteratingcontingently

revisitingstepsinthesequencedependingontheaudiencereaction,thetoolsand

activitiesusedandthe involvementof stakeholders.Meanwhile,collaborationhas

emerged as the most if not the only effective approach, with workscapes

provingespeciallyproductive.

Strategy

Context & Stakes

Stakeholders mapping

Objectives (business driven)

Means & Constraints

Project scope

General principles

Team & Methodology

Communication & Change

Project management

Tools & Content (selectionand integration)

Instructional design

Empowerment

Performance (business impact)

ROE (survey, focus groups...)

ROI (TCO, usage...)

Performance

ConsultingDeployment


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Engaging

Managersin Training

2


45/64 4

Whena childfalls sickhis parentstakehimto the doctor.The doctor examines

anddiagnosesthechildandwritesaprescription.Theparentsbuythedrugsand

makesurethechildtakesthemuntilherecovers.Fewparentswouldchallengethedoctorsdiagnosisorprescriptionorstopthechildtakingthedrugs,orinterruptthe

treatmentpart-waythroughthecourseoftreatment.

But when it comes to skills development, this is commonly what happens. The

recommendations made by the L&D manager are often questioned and the

programsfollowedloosely.However,thisdoesnotstopeveryonefromholdingthe

CLOaccountablefortheeffectivenessofthetrainingintervention!

Thissituationiscounter-productiveanduncomfortableforboththeCLOandhisor

herkeystakeholders.Butit oftenoccursinorganisationswithanegativeattitude

towardstrainingaresulteitherofissueswithlinesofcommandorwithperceptions

oftheroleandexpertiseofthetrainingfunction.Themostpowerfullevertoaddress

boththesebarriersto effectivetraining isto involvemanagementthroughoutthe

process,fromdesigntovaluemeasurement.

When it comes to experiential learning, what chance is there of successfully

deliveringthe70:20:10approach,inparticulartheworkplacelearningelement,if

managersdonotplaytheirpart?

Wewouldliketosharesomeofthekeystosuccessfulmanagerengagementthat

wehavediscoveredandformalisedwithourcustomersovertheyears.

Principles

Building a project collectively

Itis importantto determinetheoveralllevelofmanagerinvolvementrequiredforthesuccessofatrainingprogrambeforetheprogrampropergetsunderway.This

shouldhappenup-front,whileyouaredeningandagreeingobjectives,establishing

therulesofthegame,andclarifyingindividualresponsibilities.

IfthisstepisoverlookedtheL&Dfunctioncanbecastinasupplierrole,whichputs

L&Dmanagersintoaweakpositionwhendealingtheirinternalcustomers.Butif

youareclearaboutthetimecommitmentyouneedfrommanagersyouwillbeina


46/644

strongerpositionwhenyoucallonthoseresourcesduringthedifferentphasesof

thetrainingprogram.

Successinthisearlyscopingphasemaydependasmuchontheassertivenessof

L&Dmanagersasontheirexpertise.

Therearethreereasonswhysecuringmanagerbuy-inissoimportant:

Inadditiontoidentifyingspecicskillrequirements,managersaretheidealifnot

theonlypeopletodescribethebehavioralchangesandoperationalimpactsthat

shouldbetheoutcomeofthetraining.IfmanagershelptosetSMARTobjectives,

theyaremorelikelytoseethepotentialoperationalbenetsfortheirownteams.

Andiftheirinputissoughtonwhichkeyperformanceindicatorstomonitor,they

aremorelikelytoshareownershipoftrainingdelivery.

When managers give input on requirements, objectives and KPIs it becomes

naturalforthemalsotodenetherulesofthegameandtheconsequencesof

breakingtherules.Thisputsmanagersinchargeofthoseaspectsofatraining

programthatnaturallybelongwithintheorganisationalhierarchy.

Finally,managersintimateknowledgeoftheirteamsisaninvaluablesourceofinfor-

mation.AndL&Dmanagercanuseinformationaboutlevelsofexpertiseobservedon

thejob,oraboutemployeesavailability,resistanceormotivation(perhapsgathered

throughindividualpre-courseinterviews)bettertocalibrateanddenethetraining.

So,sharingcommongoalsisanimportantwaytoinvolvemanagersintheearly

stages of the process. Let us now look at how you can keep them involved

throughoutthetrainingprogram.

Drawing people into the planning phase

WithSMARTobjectivesandfullbriefnowdened,anL&Dmanagerwillbenetgreatly

fromcontinuingtocollaboratewithmanagersduringtheplanningphaseoftheprogram.

Amanagerscontributionswillincludehelpingtodevelopthecasestudies,illustrativeexamplesandexercisesthatemployeeswillneedtobeabletodrawconceptualconclu-

sionsfromconcreteworkplacesituations.AnL&Dmanagercannotbuildthesewithout

theassistanceoflinemanagers.Tobecredibleandengagingsuchmaterialsmustuse

therightvocabularyandpresenttraineeswithrealistic,relevantscenarios.


47/64 4

Of course a managers contribution does not preclude further analysis by theL&D

managerthroughquestionnaires,interviews,oronthejobobservations.Yetinvolving

managersinthisaspectofplanningisalltoooftensidelinedduetolackoftimeand/orresources,butatacostasitaddsignicantcredibilitytothetrainingprogram.

Invitingmanagerstoparticipateinthedenitionofthedeliverablesisanotherexcellent

waytocollecttheirfeedbackattheoutsetandthentomaketheadjustmentsnecessary

toheadoffpotentialcriticismsfurtherdowntheline.

What youve created at the end of the planning process should be the result of a

collectiveeffortandeveryoneshouldbeengaged,becontributingandberootingfor

success.Ifyouvedonethisjobwellmanagerswillalsobewillingtogetactivelyinvolved

throughoutthedeploymentprovidedtheyhavetheinformationandtoolsrequired.

Involving the entire management lineThe next step is to involve the entire management line and to turn individual

managersintoactivesupportersandrelays.Youcanachievethisthroughacombi-

nationofinformationandmotivationinitiatives.

First,providemanagerswithacleardescriptionofthetrainingprogramandits

objectives. Dontunderestimatethe importanceof marketing.Yourgoalshould

betoselltheprojectbymakingthemanagersandtheirteamsapromisethatisrelevanttotheirownobjectivesandconcerns.Thisinformationcanbe circu-

latedthroughanumberofchannelsinternalmemos,postingsonthecorporate

intranet, seminars, or statement by an opinion leader delivered through the

companysinternalmedia.

Next,communicatetomanagerswhat contributions are expected of them

forexample,attendingmeetings,activeparticipationastrainersortutors,or

helpingtomeasureperformance.Explainandselleachcontributionrequirement

individuallytominimiseproblemsandissuesduringthedeploymentphase.

Lastly,andthismaybeastretch,addtheincentiveofnancialaccountabilitybytying part ofmanagersvariable compensation tothedeliveryoftraining objec-

tives.Quiteanumberofcompaniessetobjectivesformanagerstieddirectlytothe

developmentofteammembers,andrecogniseandhonourtheresultsachieved,but

notmanycorporationsbackthisupwithanancialincentiveaswell.


48/646

An example: when the L&D manager of a large international communications agency

took over his new position he wondered why participation and subsequent deployment

of training sessions were so desperately low until he uncovered the fact that noreference was made to staff development either in the job descriptions or the objec-

tives of the managers. The indicators changed drastically in less than six months after

Senior Management made clarications and set clear objectives for this.

Equipping managers to be efcient coaches

Simplyhavingthewilltodevelopstaffisnotenough;manymanagersfeeluncomfor-

tablewhenaskedtopreparetheirteamsfortraining,ortocoachthemafterwards.

Formanagerstobeabletocoacheffectivelyyouneedmanagement practices

thatpromoteteamsharing(Learningthroughothers)andthatencourageemployees

toapplywhattheylearntodailytasks(WorkplaceLearning).Theseprocessesare

notparticularlyintuitivesospecicadhoctrainingmaybenecessarytoachieve

effectiveoutcomes.ThisisasoundinvestmentandwillhelptoensuretheROIof

therestofthetrainingeffortbecauseitopensthepathforoptimalandsustainable

developmentofindividualstaffmembers.

OurexperienceswithourcustomersinthisareahaveshownthatithelpsifL&D

managerscommunicatewithmanagersearlyon:

Setupmanager trainingontopicsthatstaffareabouttobetrainedon,evenifonlyanabridgedversion.Clientswhodothisndthatitpreventsbreakdownsin

communicationandwinstheactiveandimmediatesupportofmanagement.Dont

assumethatmanagersunderstandatopiccheckbeforehand.Otherwiseyou

runtheriskofputtingmanagersinanembarrassingposition,diminishingtheir

credibility,andmakingthemresistanttothechangeeffort.

Deliver formal briengstomanagerstopresentthepotentialbenetsofthe

curriculumandto setexpectations.Thisensuresthat thetrainingdevelopment

planisreectedinthepersonalobjectivessetduringannualappraisals.Lookupon

thisbriengasablueprintagainstwhichtraineescanlaterplottheirprogressandshareitwiththeirmanagers.

Youshouldalsogivemanagersearlywarningofwhattheywillbeexpectedtodo:

Managers must be able to conduct debrieng and monitoring interviews

bothattheendofeachstepofthetrainingandonaregularbasisthroughout

thelessformalphaseofputtinglearningintoaction.Coachingintuitivelyisnot


49/64 4

enough,sotrainingmanagersinthefundamentalsofcoachingwillhelptoprevent

mistakesincommunicationorobjectivesetting.

Finally, following through the coaching logic. Managers must be able tobring

closure to the training. The trainee needs the opportunity to reect on key

learnings,toassessprogresses,andtodrawtherightlessonsforthefuture.

A closing interviewisaparticularlyimportantmanagementmomentandone

thatcontributesconsiderablytobuildingupsustainableskillsandmotivation.It

is also an important opportunity for a manager to provide positivefeedback

by acknowledging accomplishments and paying tribute to the efforts made

throughouttheprocess.

AsthetrainingisrolledouttheL&Dmanagermustgivemanagerstoolsthatwill

empowerthemtostepintothecoachingrole:

Provideapresentation kitforcommunicatingwithteamsandformallyrequestthat

managersholdakick-offmeetingwiththeirstaff.Thisisapopularwaytoensure

thatstandardisedinformationiscirculatedefciently.Italsohasthebenecialeffect

ofreducingthenumberoftraineeswhoattendwithnoexpectations.

Produce and circulategood practice guides to managers. This applies the

sameprinciplesasabovetothemanagementrolesinvolved.

As soon as the training starts make log books available for monitoring andmeasuringperformance.Thesemightcontainobservationmatrices,scorecards

linkingprogramsimplemented,andoperationalindicatorsetc.Sharethesewith

allyourstakeholders.

When managers become trainers

Askingmanagerstotakepartinthedifferentphasesoftrainingiscommonpractice.

Theirinvolvementdemonstratestheimportanceoftheprogramanditsrelevanceto

thecompanysoverallstrategy.

In the case of Structured Learning such contribution may range fromopening

sessionstopresentingcasestudiesormoderatingseminarsandworkshops.

WhenitcomestoLearningThroughOthersamanagercancontributebyaddingthe

discussionofpotentialdifculties,achievementsorbestpracticesasanagenda

itemfortheirteam meetings.


50/648

Finally,as farasworkplacelearningisconcernedthemostcommonstrategyfor

turning work into trainingistodeneoperationaltargetsforeachstaffmember

and link them directly with theirdevelopment objectives for example, throughproblemsolvingoraspecialassignment.

Insummary,getmanagersusingtheirPeople Development skillsitwillhelpto

createopportunitiesforallstaffmemberstomakeprogresseveryday.

Towards engagement 2.0

Aswementionedearlier,applyingnewtechnologiestotrainingisapowerfulway

toequipandreinforcethestrategiesofLearningThroughOthersandWorkplace

Learning.Collaborativetoolsandsearchenginesmakeitpossibletoshareand

searchforsolutionsandteachingcontentatthespeedofthemouseclick.However

technologychangesfast.Onceagain,ifyouexpectyoumanagerstostepenthu-

siasticallyintounfamiliarterritoryithelpsifyouinformthemaboutwhatisexpected

ofthemandabouttheapproachestheycanfollow.

First,letuspointoutthatwhilethemajorityofcompaniestalkaboutWeb2.0onlya

minorityhavemigratedtoLearning2.0.Amongstclientswhohavetakenthisstep

wehaveobservedmanagersmakingpowerfulcontributionsby:

Settingaclear,strongexamplethroughcontributiontodiscussionforumsand

contentproduction.Severalofourclientsnowconsidertherateofcontribution,

andtheabilitytosharethroughinternalnetworks,askeyleadershipqualities.

Settingupblogs,feedingwikisandmoderatingforumsontopicsofimportance

tothem.Suchactivitiesareusuallymetwithinitialsuspicion,butlaterencouraged

astheydemonstratetheirabilitytocreatevalue.

Identifyinggood practiceswithintheirteamsandthenformalisingand publish

theseforusebyothers.

Recognising and rewarding staff who contribute tothe learningof others and

toteamperformance. Sharing isthe basis ofLearning Through Others, but it

onlyprovesdurablewhenthecontributorsgetsomethingfromtheireffortsa

quid pro quo.Anindividualslevelofsharingshouldbeoneoftheirperformance

indicators.


51/64 4

Closing the loop

Intheirbook The Value of Learning,dedicatedtoevaluatingtheperformanceoftraining,PatriciaandJackPhillipsidentiedthelackofmanagementengagement,

andlackofmanagementsupportoftrainees,astheprimarycausesoffailure.

Giventheenormousannualsumscompaniesinvestindevelopingtheskillsetsof

theirstaffitwouldbeveryunwisetoneglectsuchaneffectiveleverforimproving

training performance. So, managers need to get much more engaged in (as

opposedtoconcernedby)thetrainingoftheirteams.

And while were aiming to engage management let us also target those at the

top of theorganisation.Forward-thinking C-Suite executivesalreadyregardskills

development as a majorstrategic lever and differentiator for theirorganisation.

Gettingthemengagedintrainingcanmakeasignicantcontributiontoitseffecti-

veness.

Managers Involvement

Nowletsplaywithalltheavailablebricksandbuildasolidexperientialcurriculum.Tostartweneedagenuineblendedlearningpath.Notthekindthatjustcombines

e-before, classroom training, and then e-after. The results of that approach are

disappointinguptake,unsatisedlearners,confusedtrainers,andhighercosts.

E-learningpre-requisites

ClassroomTraining

E-learningPost-session

MixLearning

Happily,instructionaldesignershavebeensmartandinventiveenoughnottostaytrapped in this depressing set-up. They have formulated new rulesand sourced

newtoolstoenhancetheperformanceoftheblend;offeringamorevaluableand

pleasant learning experience, decreasing downtime and unnecessary expense,

extendingreachandgainingagility.The real blendhasdemonstrateditsvalueand

becomethetrainingindustrystandard.


52/640

AssessYourself

Kick-OffMeeting

FollowUpMeeting

GroupContract

IndividualDevPlan

ExpectationsVSWorkshop

CoreCurriculum

IndividualCurriculum

Measureyourprogress

Workshop

ThemeWorkshop

ThemeWorkshop

ClosingEvent

ReturnonExperience

Individual

Curriculum

RealBlendedLearning

While marketing and communication techniques are essential for delivering a

solutionliketheoneshownabove,wewillfocusinsteadonthemanagersrole.

Managershaveavitalcontributiontomakeinboththe20andthe70partsofthe

70:20:10approach.Wellexplorethesecontributionsinthefollowingcategories:

Preparation

Coaching

Supervision

Preparation

IntheprevioussectionwestressedthatL&Dpractitionersshouldgetmanagers

involvedas soon asproject scoping begins. Managerscan help them todene

therequirementsmoreclearly.Buteventhoughcommonsensetellsustodenea

problembeforeproposingasolution,L&Ddepartmentsalltoooftenaccepttraining

requestsfromoperationswithlittlemorethanatopicoutline,atargetanddelivery

date.Howeveramanagercaneasilydescribetheissuesandday-to-daydifculties

thatemployeesfaceandidentifyrelatedpracticesandcompetences.Andthemore

concretethisdescription(thinkfactsandgures)is,theclearertheprojectscope

willbe.

ManagerscanalsohelptodenetheexpectedtrainingoutcomesandtodetermineKPIsintermsofbusinessimpactandobservablebehavioralchange.Atthesame

timetheL&Dpractitionercanworkwiththemanagertomakeaninventoryofthe

managementcontributionrequiredandtoolsandsupportneededtodeliverit.At

theendofthepreparationstageyoushouldhavecommonobjectivesandashared

actionplan.


53/64 5

Inourview,managersshouldntbemakinganydecisionsduringthedesignphase.A

managerisnotaninstructionalexpertandshouldnotbeexpectedtothinklikeone.

SotheL&Dmanagermustbeassertiveenoughtopresentanddefendasolutionandtohandlecommentsandinputwhilestillkeepinganeyeonwhatsatstakefor

thebusiness.

Oncethecurriculumisreadyforlaunch,anothertypeofpreparationisrequired.

Thevastmajorityofmanagersarenotadequatelypreparedtosupporteitherformal

trainingortrainingattheworkplace.L&Dpractitionersneedtoprovidemanagers

withtherightinformation,therighttoolsandeventrainingtomakesuretheyprovide

effectivesupport.

Coaching

EvenmanagerswhoconsidertheHRaspectoftheirjobsimportantndincreasing

operationalpressuresmakeitdifculttofollowthroughwithcoaching.L&Dpracti-

tioners need to be aware of this and invest in the development of managers

coachingskills.Askingmoreofamanagerstimecanbetrickybutitsessential

giventheworkplacelearningcannotbedeliveredeffectivelywithoutthem.So,the

moreyoucanequipandsupportthemforthemission,thebetterchanceyouhave

of keeping them engaged. And this will enhance the performance of the whole

curriculum.

Providingmanagerswithasetoftoolstheycanuseandsharewiththeirteamcan

beverypowerful.Someexamplesare:

Curriculumpresentations(e.g.handbooks,kitsandconceptcards)

Calendars(e.g.postersformeetingroomsandremindermails)

Meetingmaterials(e.g.quizzesanddebriengquestions)

Observationgridstobuildcomprehensivefeedback.

Examplesofworkplaceactivitiesandassignmentsrelatedtothetopic.

Dashboardswithgeneralandteam-selectedKPIs.

Specicsectionsintheannualappraisalform.


54/642

Theimagebelowshowssomeexamplesofamanagerscontributiontothe real

blendwelookedatearlier.Thepotentialvalueofthatcontributionshouldbeself

evident!

AssessYourself

Kick-OffMeeting

FollowUpMeeting

GroupContract

IndividualDevPlan


CoreCurriculum


Measureyourprogress

Workshop

ThemeWorkshop

ThemeWorkshop

ClosingEvent

ReturnonExperience


Scopingexpectedoutcomes&Helprequiredfrommanager

OverallAssessment(LinkedwithPerformanceManagement)

HelpformalisingReturnonExperience

AssessingAssignments

Reection&SharingTeamMeetings

WorkshopBrieng

&Debrieng

ImprovementAnalysisCongratulations&Support

Reection&SharingTeamMeetings

HelpsettingprioritiesofIDP(LinkedwithPerformanceManagement)

AppointingPracticeLeaders&MentorswithinTeam

Deningactionplan,Selectingworkshop

Individualassignments


55/64 5

Supervision

Supervision represents the minimum level of involvement you should expectedfrommanagerstoguaranteeapaybackontheirinvestment(ofbudget,downtime

etc).Theimagebelowshowsanidealschemeincludingalonglistofsupervision

activities.

AssessYourself

Kick-OffMeeting FollowUpMeeting GroupContract

IndividualDevPlan


CoreCurriculum


Measureyourprogress

Workshop

ThemeWorkshop

ThemeWorkshop

ClosingEvent

ReturnonExperience


Attend/Runthekick-offmeeting

LinkwithHRProtocolsAnnualappraisal,CareerReview,C&B...

Attend/RunClosingEvent

ImpactAnalysis/TeamActionPlan

MonitorCompletionProvideinstructions


Prepare/Attend/RunFollow-upMeeting

Workshopopeninga/oclosingspeech


IdentifyrolemodelswithintheteamSetmentoringobjectives

Presentcurriculumobjec-

tivesandrelatedstakestotheteamTeammembersworkshopregistration

Winningtheenthusiasticandunreservedinvolvementofmanagersinourtraining

coursesisacherisheddreamformany

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