The case for the 70%
The idea that knowledge is gained through a combination of on the job learning (70%), developmental relationships (20%) and classroom experience (10%) is largely accepted and understood. However, when we look at the resources available to support people in learning using 70/20/10 the ratios shift a little in terms of focus. There are multiple courses to support people in the 10% space. There are also excellent resources to support people when they are learning through relationships such as the coaching function and the work being undertaken to progress diverse talent through Accelerating Difference. However, if we asked ourselves the question, “do we know how to learn on the job?” I suspect we could provide an accurate answer.
The reason for this capability gap is that the education system prepares us for the workplace, but we are conditioned early on in our careers to see learning as something that we step outside of the workplace environment to do rather than something we can do on the job. We are encouraged to ‘go on a course’ to learn whatever our PDP highlights as a weakness. To compound this research shows that ‘learning to learn’ is a skill that can be developed, but it is little understood and rarely prioritised.
The research I am undertaking is ongoing, but so far I know that successful on the job learners are able to expose themselves to situations that have maximum developmental potential, extract the learning available from these situations and then put themselves in an environment where they are supported to learn.
What is interesting is that research (1) shows:
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Only 37% of us are exposed to situations that are described as highly managed i.e. have the maximum potential for on the job learning.
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Only a fifth of us believe we are capable learners.
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Only 31% of us believe that we operate in an effective learning environment.
This presents us with a massive opportunity to improve organisational capability in a manner that is relatively cost effective when compared to the investment needed for 10% and 20% learning interventions.
The depth behind the model will be explored in future blogs, but the high level summary is as follows:
Exposure – the notion that not all workplace activity has the same developmental potential. We know that there are certain tasks that are routine and little learning can be gained, but we also know that some tasks are stretching and when reflected on we have learnt a lot from them. It is possible to tailor tasks to make them more developmental.
Extraction – it is not sufficient to be exposed to a situation. We need to take the lessons on offer from the situation. Extraction is the notion that through planning, reflection, motivation, etc, we can take the lessons and then apply them to future work.
Environment – the environment is key to successful on the job learning. Without an environment that is conducive to learning minimal benefit will be gained. Working with your manager, peers, stakeholders and team to seek feedback and pass skills on will enable you to learn effectively.
Takeaways – reflection questions:
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Reflect on your day-to-day work, do you consider it to provide you with the opportunity for development?
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Consider a experience you had that you learnt a lot from, was it a course, or an on the job experience?
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Review your PDP, does it have a combination of development activities that cover the 70/20/10 model?
Your interesting post provoked these thoughts for me Ben. I agree with Naysan Firoozmand - we learn all the time IF we're open to it. It's sometimes a big IF though because typically we don't have mindsets conducive to learning. Scratch the surface and you see these in action; they point to why "only a fifth believe they are capable learners". For example I notice how, over time, people innocently form unhelpful mindsets about work-based learning characterised by phrases such as "I'm not good enough", "Learning and what happens in the real world are unconnected", "Learning is synonymous with compliance; we do it because we have to not because we want to", "Don't have time" etc. Yet once these mindsets shift, people engage in what you describe as 'exposure' willingly. And when the shift happens team by team, they create a leaning-full 'environment' quite naturally. (This can be the case even when that environment has been devoid of learning by minimising 'exposure' opportunities. For example, with helpful mindsets in place people get curious about the historic reasons behind how such an environment developed and what they can do to change it going forward). I've 'exposed' myself to studying what it takes to shift mindsets across the last few years. The learning I've 'extracted' is that in the main we misunderstand this process - it happens from the inside out, not the other way round. Consequently we waste resources trying to solve the wrong problem. (E.g. there's little point encouraging and exhorting managers to create the right learning 'environment' if, deep down, their mindset tells them there's no pay off from doing so.) But get it right by shifting mindsets first, and the way problems in the 'environment' are perceived also shift, making it much easier to make both business and personal change happen simultaneously. Hope you're keeping well.
The 4 A’s of the learning/understanding process. Thought is the mother of the deed; action is the father. You need both to create the understanding and result you seek. --- I like the 4 A's sequence for the learning/understanding process. A1. I am A-void. I don't think and I don't act. A2 - I become Aware. I do think but I don't act. A3 - I Adopt. I do think and I do act. A4 - I become Adept. I act without thinking. --- Learning to drive a car is a perfect example of this process that we have all followed. --- Bruce Lee defined A3 as the key step, “If you want to learn to swim, jump into the water. On dry land no frame of mind is ever going to help you." The intellectual mind prefers A2, and wants to stand on the river-bank and discuss the nature of water. --- Sophocles described the problem with the intellectual mind in 500 BC. "One learns by doing the thing; for though you think you know, you have no certainty until you try."
2015-09-24 - Thanks Ben, for your post. Some comments around the topic: -- 1) Trick: creating 'ultrashort definitions' of any term --> does incite to strip off some ready-made evidences. For instance "Culture = The way to feel at first" (--> this as a definition... ) It helps focus on 'feeling', instead of 'acting' when defining Culture. Valid for Corporate culture and personal as well. In case they would differ. -- 2) My immediate attitude towards the unexpected --> dig my heels in? or adOpt? AdOpt as more appropriate than a generic 'adApt': it challenges flexibility to hustle my anticipations on what ongoing should be, but without any hurt. This is What. Time for How. -- 3) Human: Roots of attitudes are grounded deep inside our development. The earliest the easiest. -- 4) 'Exposure': are there really situations without opportunity for development? To be checked. - 'Extraction': what logic for avoiding to take the lessons on offer from the situations? To be checked. - 'Environment': Both cultures of adOption? To be checked. Best.
It’s an interesting perspective you present but 70:20:10 is intended to highlight the learning opportunity ratios. The reality is we have the chance to learn 100% of the time so to ask the question ‘do we know how to learn on the job?’ is the wrong question. In my experience of people development the question should be ‘does the work environment support learning on the job?’, which links directly to you latter point that we are conditioned to step out of the workplace to learn. But that only applies to traditional, class-room based learning. I don’t agree that the education system prepares us for the workplace – people develop their knowledge but none of the skills required to be effective at a job, nor to manage and rarely to lead. I think the concept of ‘learning to learn’ is also a red-herring since we spend our formative years in education do precisely that. It’s not that it’s forgotten, the primary difference is that no one bothers to ‘mark your work’ in other words taking the time out to give you feedback on what you’ve done (good or bad) and to praise the efforts you’ve made. We all make mistakes but do we still learn from them like we once did when at school? With regards to ‘Exposure’ surely there is learning in any task no matter how repetitive – that’s what leads to mastery. For ‘Extraction’ requires encouragement, permission and reflection (including input from others). The ‘Environment’ must, in addition to the points you raise, foster the chance to practice new skills and develop new habits and behaviours.
Interesting read - thank you. I'd add that the exposure element should contain two key factors: 1) the ability to learn through trial and error, and a culture that supports this (as opposed to a culture of perfectionism and compliance); and 2) the opportunity to observe others at work, given that social learning has long been show to be the most fundamental and instinctive way we internalise ways of working.