LEARNING BY NUMBERS?


>> 18 GRADUATE RECRUITER


The concept of 70:20:10 continues to gain momentum in the world of Learning and Development (L&D), but with a generation that sees every aspect of life as part of its education, is it a good fit for current graduates? David Williams, CEO & Founder of organisational development experts, Impact International argues that for our newest generation of workers immersive learning is the answer…


F


or many of our clients, the initial concept of 70:20:10 (see box out 1), as conceived by the


Center for Creative Leadership (CCL), is proving a useful model for planned learning. It has been a step forward in encouraging organisations to increase awareness that opportunities for learning are many and varied, and that learning is best achieved in a variety of ways and with a combination of both formal and informal delivery. What is of concern, however, is that the detail of 70:20:10 is being widely misunderstood outside of the L&D function. We are increasingly seeing it used as a blunt instrument – or even a “rule” – to discredit training courses and attack investment in L&D, based on the rationale that “most learning happens on the job, so why invest elsewhere”. This is a cause for concern. We must not lose sight of the fact that by doing your job you will not automatically get better at it. Without being properly integrated with the other 30% of the


learning model, everyday practice can actually result in no learning whatsoever, merely providing evidence for what one already ‘knows’ to be true and resulting in endless repetition of the same actions and behaviours (both good and bad). This is of little use given that the fundamental nature of learning is to evolve and change what we know and even more importantly, what we do with what we know. The danger comes when the model is interpreted as a


prescription for precise quantities of the different learning dimensions. Surely the very “neatness” of the figures in the ratio indicates that it is intended as a guide, rather than a precise mathematical equation based on empirical research. It can’t be expected to act as a definitive, one- size-fits-all model than can be perfectly applied across all levels of learners, in all organisations regardless of sector, culture and L&D maturity. Yet perception of it as a recipe, or “rule”, seems to be on the increase, and maybe this is inevitable due to its mathematical structure.


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