NEW

PERSPECTIVES
ON 70:20:10
A GoodPractice Research Paper

Stef Scott, Content Marketing Manager

Owen Ferguson, Chief Operating Officer

Second edition - October 2016

1
 Foreword
The concept of 70:20:10 has relatively Since we produced the original report in
quickly worked its way into the firmament November 2014, new evidence has been
of learning and development practice. published by Towards Maturity, among
From humble beginnings as a somewhat others, showing that organisations who
niche way of looking at how L&D supports adopt 70:20:10 get better results from
business, 70:20:10 is now incorporated into their L&D function. Alongside that, we’ve
the CIPD’s professional map and regularly improved our own understanding of
referenced at industry conferences. 70:20:10, through conversations with
clients and leading industry figures.
It’s not going away any time soon.
In this update to the original report, we
But for all its popularity, there are reasonable have expanded the content to consider
criticisms of 70:20:10. If the exact numbers the importance of an audience’s
aren’t important, why are they used in the expertise in relation to a performance
name? Do those numbers accurately reflect improvement initiative, and how their
the vastly differing needs of novices and intrinsic motivation level affects the
experts? Do the percentages marginalise selection of the best approach. We’ve also
the importance of formal interventions in significantly expanded the sections offering
learning complex new skills? practical advice on getting started with
70:20:10, which should be equally valuable
It was with these criticisms in mind, but still to anyone who has already embarked
very much open to the benefits of 70:20:10, on the journey.
that we first published New Perspectives
on 70:20:10, which has consistently been one Owen Ferguson
of the most popular resources downloaded GoodPractice Chief Operating Officer
from our website. October 2016

Acknowledgements
GoodPractice would like to extend thanks We would also like to thank Nigel Paine,
to all of the L&D experts who contributed to Clive Shepherd, Jane Hart, Harold Jarche
this research report. In particular we would and Ger Driesen for their participation in
like to thank Charles Jennings for providing the research interviews.
advice and guidance during the early stages
of the project.

2
Contents

1. What is 70:20:10? 4

1.1 About the report 4

1.2 70:20:10 explained 4
1.3 Origins of 70:20:10 and rise to prominence 6
1.4 Building on 70:20:10 8

2. 70:20:10 in context 10

2.1 Why learning leaders are interested in 70:20:10 10

2.2 Impact on organisational performance 12
2.3 Uptake of informal learning 13
2.4 Benefits of 70:20:10 14
2.5 Criticisms of 70:20:10 15
2.5.1 Using the numbers as a prescription 15
2.5.2 Lack of empirical evidence 16
2.5.3 Dangers of extrapolation 17

3. 70:20:10 in practice 18

3.1 What does a 70:20:10 strategy look like? 18

3.2 What do 70:20:10 activities look like? 19
3.3 Considering learner expertise 21
3.4 Degree of learner care 23

4. Guidance for using 70:20:10 24

4.1 The theory versus the practice of 70:20:10 24

4.1.1 Changing mindsets about learning 24
4.1.2 Opening up the lines of communication 25
4.1.3 Developing communities of practice 26
4.1.4 Providing high quality on-demand resources 27
4.2 Getting started with 70:20:10 - five key questions to ask 28
4.2.1 How are people learning in your organisation? 28
4.2.2 Will your organisation’s most senior people get behind 70:20:10? 29
4.2.3 Does L&D have the skills to promote all aspects of 70:20:10? 30
4.2.4 Is 70:20:10 the right mix for your organisation? 31
4.2.5 How can your managers best support learning? 32

5. Summary 33

6. References 34

7. Appendices 35

7.1 Overview of the research methodology 35

7.2 About GoodPractice 35
 

3
 1 What Is 70:20:10?
1.1 About the report
Updated for 2016, this report begins with an
introduction to the 70:20:10 framework for
learning and development. We review the
The third section looks at 70:20:10 in
practice, first by examining what a 70:20:10
strategy looks like, and then by highlighting
research and literature that has emerged the kinds of learning activities which support
to date on 70:20:10, charting the early learning across the 70, the 20 and the 10
development of the framework and its elements of the framework. It also discusses
recent rise to prominence across the the importance of issues such as learner
L&D landscape. care and learner expertise when designing
solutions using 70:20:10.
The second section places 70:20:10 in
context - why learning leaders are so The fourth and final section offers practical
interested in what it has to offer and suggestions for how L&D practitioners can
the evidence to support its impact on bring the underlying principles of 70:20:10
organisational performance. This section to life for their organisation. We suggest
also presents the views and opinions of five critical questions that L&D
leading L&D thinkers and practitioners on practitioners can ask of themselves and
the benefits of 70:20:10 and some of its the wider organisation to help get started
major criticisms. with 70:20:10.

An overview of the research methodology

can be found in Appendix 7.1.

1.2 70:20:10 explained

70:20:10 has a number of different At its heart, 70:20:10 asserts that people
interpretations and applications. The most get the bulk of the skills and knowledge
common view is that it describes how we they need to perform effectively in
learn at work. It states that: their roles from on-the-job learning
experiences, rather than from classroom

70%
or course-based learning.

In addition to being a description of how

of our learning comes from challenging people learn, 70:20:10 is also something of
assignments and on-the-job experiences a prescription for how L&D should seek to
organise and model its learning activity,

20%
with different activities supporting learning
in each category. Additionally, 70:20:10 is a
change agent which organisations can use
of our learning is developed from our to review the existing spread of learning
relationships with other people, our activities offered by its L&D function.
networks and the feedback we receive
Perhaps unsurprisingly, this has led to

10%
confusion about what 70:20:10 is, and how
organisations should make best use of it.

of our learning comes from formal

training, such as courses, workshops
and programmes

4
 Realised
value

10 20 70
Formal Social Experiential
Learning Learning Learning
Low

Charles Jennings illustrates

Point70:20:10 as follows:
Solutions Continuous development
learning separate from work learning integrated with work

70:20:10 Framework

High

70
Experiential
Learning

Realised
value 20
Social
Learning

10
Formal
Learning

Low

Point Solutions Continuous development

learning separate from work learning integrated with work

Charles Jennings, 2014

5
 1 What Is 70:20:10?
1.3 Origins of 70:20:10 and rise to prominence
A review of the literature shows that the
origins of what is now known as the
70:20:10 framework can be traced to a
Important parallels can be drawn with
Jay Cross’s widely-referenced 80:20 model
of learning. This states that, on average,
number of sources. An early reference around 80% of work-related learning in an
was made by Professor Allen Tough in his organisation is informal, and around 20% is
1968 study Why Adults Learn.¹ He found formal.3 Cross outlines a plethora of research
that most adult learning is self-directed. which appears to confirm these broad ratios.
Although he didn’t refer directly to 70:20:10, He attributes the original source of the 80%
Tough’s later work in the 1980s began to informal learning figure to Peter Henschel at
bring the idea together more coherently. the Institute for Research on Learning.
It identified that around:
As Cross explains, Henschel’s work
found that:

70% of all
learning projects 80% or more
are planned of corporate
by the learner learning is found
himself.2 to be informal.4

1. T
 ough, A. Why Adults Learn: A Study of the Major Reasons 3. C
 ross, J. (2006) Informal Learning: Rediscovering the Natural
for Beginning and Continuing a Learning Project (Ontario Pathways That Inspire Innovation and Performance (John
Institute for Studies in Education, Toronto, 1968). Wiley & Sons, 2006).

2. Tough, A. The Adult’s Learning Projects: A Fresh Approach 4. Jay Cross and The Internet Time Group, “Where did the 80%
to Theory and Practice in Adult Learning (Toronto Institute come from?” Available at : http://www.informl.com/where-
for Studies in Education, 1971). did-the-80-come-from/ (accessed 25 October 2014).

6
 70%
An international expert on informal learning,
Cross led the way in questioning the
strong emphasis that organisations have
traditionally placed upon formal learning.
He has also called for a realignment of From tough jobs
L&D thinking in order to support informal and assignments
learning activity.

20%
The bulk of the credit for developing
70:20:10 as a formal framework is
attributable to the authors Michael
Lombardo and Robert Eichinger at
the Center for Creative Leadership in From other people
North Carolina. (mainly their manager)
Based on the results of research they

10%
conducted with senior business executives
about the factors they felt made them
successful, their 1996 publication,
The Career Architect Development Planner,
set out the ways in which people learn, using From going on
the 70:20:10 format for the first time.5 courses and reading
They found that over the course of their
careers, the most successful executives had
gained their most valuable learning in the
following ways:

5. E
 ichinger, R. and Lombardo, M. The Career Architect
Development Planner (Lominger Ltd, 1996).

7
 1 What Is 70:20:10?
1.4 Building on 70:20:10
Since then, others have built upon the
initial research that provided a basis for the
70:20:10 framework. The work of Charles
As part of the Flat Army approach,
Pontefract discusses the realities of how
people learn, arguing that this is different
Jennings, a leading thinker in this area, is from the methodology set out by the
most notable. He has helped to turn 70:20:10 70:20:10 framework.
from a conceptual set of numbers into a
practical tool, which is relevant for today’s He stresses that learning is pervasive,
L&D practitioners. Jennings has written and which is:
co-authored a number of key reports which
have helped to bring 70:20:10 into sharp
focus. In 70:20:10 Framework Explained and
Effective Learning With 70:20:10, Jennings
provides a comprehensive overview of the The switch from a ‘training is an
framework. More importantly, he offers event’ fixed mindset, to
sound practical advice on how organisations ‘learning is a collaborative,
can best implement 70:20:10 to deliver continuous, connected and
better learning experiences.6 community-based’ mindset.8

Other notable contributors to the debate

include Dan Pontefract, who presents an
alternative to the 70:20:10 framework in his
book Flat Army.7 The book is primarily about
reversing the traditional command and
control style of leadership that has held sway
for so long in many organisations. It aims to
help leaders create a collaborative culture
for their organisation, which will engage,
empower and encourage all employees.

6. J ennings, C. 70:20:10 Framework Explained (2013). 7. Pontefract, D. Flat Army: Creating a Connected and
Available at: https://www.702010forum.com/about-702010- Engaged Organization (Wiley Sons, 2013).
publication (accessed 20 October 2014) and Jennings,
C. and Wargnier, J. Effective Learning With 70:20:10,
8. Ibid.
CrossKnowledge White Paper (January 2012). Available at:
http://www.crossknowledge.com/en_GB/elearning/media-
center/news/702010.html (accessed 10 October 2014).
8
Pontefract’s 3:33 model of pervasive learning
presents an alternative perspective on the
reality of how we learn and how leadership is
wikis
formed. It suggests that: discussions

33% 33% 33%

user-generated content
ratings • blogs • videos
comments • instant messaging tools

SOCIAL

coaching e-learning
of learning happens by is informal (e.g. via
PERVASIVE is social (e.g. via user-
role shadowing physical classroom
formal means (e.g.inmentoring
a mentoring, LEARNING
coaching, generated content, wikis,
• webinars virtual classrooom
physical or virtual webinars,
reading books • podcasts • case studies reading books roadshowsblogs, videos, discussions,
• conferences
classroom, at conferences and case studies, comments, ratings and
INFORMAL FORMAL
and roadshows and listening to podcasts instant messaging tools etc.)
via e-learning) and role shadowing)

wikis

discussions

ratings • blogs • videos

user-generated content

SOCIAL
comments • instant messaging tools

coaching PERVASIVE e-learning

podcasts LEARNING physical classroom
role shadowing
mentoring • webinars virtual classrooom
reading books • case studies roadshows • conferences

INFORMAL FORMAL

Dan Pontefract, 2013

9
 2 70:20:10 in context
2.1 Why learning leaders are interested in 70:20:10
It is fair to say that 70:20:10 has captured the
attention of the L&D world, both in the UK
and internationally, in a big way. Since the
For this research, we felt it was important to
ask our interviewees to comment on why
they felt 70:20:10 had picked up such a high
publication of Jay Cross’s Informal Learning, level of interest from those responsible for
the L&D industry as a whole has been abuzz delivering organisational learning. As Nigel
with change.9 Paine comments:

The book describes workplace learning as

something that happens naturally, as people
find out how best to do their jobs by working 70:20:10 puts a framework on
through day-to-day-challenges. People learn something that is blindingly
informally by trial and error, from talking to obvious, which is that a learning
their colleagues, engaging with a subject- event isn’t the whole story about
specific forum or phoning a help desk. In learning. We’re talking about three
short, informal learning has a major impact areas that comprise the learning
on a person’s ability to do their job by experience, and that’s why people
providing answers when and where they are interested.10
are needed.

The more recent interest in 70:20:10 can be

considered as an extension of Cross’s view of Charles Jennings points to the simplicity of
informal learning. The 70:20:10 framework 70:20:10 itself as a catalyst for change across
is seen by many commentators as a way for the whole L&D function:
the L&D function to achieve transformational
change and move away from its historically
strong focus on formal learning activities.
L&D people (and other people
outside the learning function)
see it as a really simple way to
change. It’s actually a change
agent. It’s really simple to get the
message across to people that
it’s about expanding learning,
extending learning beyond classes.
It’s accepting that learning is a
process, and not a series of events.11

9. Cross, J. Informal Learning: Rediscovering the Natural 11. G

 oodPractice interview with Charles Jennings, conducted
Pathways that Inspire Innovation and Performance by Stef Scott (8 October 2014). Charles is a recognised
(John Wiley & Sons, 2006). international expert on 70:20:10. Former Global Head of
Learning at Thomson Reuters, he has written and co-
authored many reports on this topic and also founded the
10. GoodPractice interview with Nigel Paine, 70:20:10 Forum.
conducted by Stef Scott (13 October 2014).

10
Harold Jarche points out that L&D’s He argues that this kind of L&D function
traditional role has hindered the scope of cannot influence the majority of learning
its organisational value. Viewing workplace that is already happening across
learning through the lens of 70:20:10 can organisations; the 70% that comes from our
provide a solution for L&D functions that on-the-job experiential learning, and the
need to broaden their approach: 20% that is derived from our experiences
and relationships with other people.13

Harold Jarche takes this a step further,

One of the problems is that L&D, pointing out:
in a lot of cases, has become a
deliverer of products and not a
co-solver of problems. 70:20:10
puts formal instruction where it If you (meaning L&D), don’t
belongs, which is as a very targeted understand the business, if
and focused type of intervention. you’re not connected to the
It says that even if you are building organisation and what’s happening
the best courses and things like to people, then you’re not doing
that, you are still only dealing with your job in supporting learning.
10%. What are you doing with the It’s understanding the 70:20 of
other 90%?12 70:20:10. That’s 90% of workplace
learning. If you’re not involved
in that, then you’re pretty well
As mentioned above, Clive Shepherd agrees irrelevant.14
that part of the interest in 70:20:10 stems
from the narrow nature of L&D’s traditional
training delivery role. He points out that
many L&D functions have had a blinkered
focus, which has primarily been about
designing and delivering formal training,
often from a handbook or coursebook.

12. GoodPractice interview with Harold Jarche, conducted 13. G

 oodPractice interview with Clive Shepherd, conducted
by Stef Scott (17 October 2014). Harold is current by Stef Scott (20 October 2014). Clive is an expert in the
chairman of the Internet Time Alliance and an field of workplace learning and author of
independent L&D consultant based in Canada. The New Learning Architect. Find out more at:
Find out more at: http://jarche.com/. http://clive-shepherd.blogspot.co.uk/.

14. GoodPractice interview with Harold Jarche,

conducted by Stef Scott (17 October 2014).
11
 2 70:20:10 in context
2.2 Impact on organisational performance
In 2016, Towards Maturity and Charles
Jennings co-authored 70+20+10=100:
The Evidence Behind the Numbers.15 As
In general, organisations using an approach
informed by 70:20:10 report a greater
impact on the overall business and
well as presenting data to suggest that employees, more benefits from
organisations using 70:20:10 are likely to technology-enabled learning and fewer
be more successful, the report aimed barriers to a modernised learning strategy.
to dispel many of the myths and However, to what extent is the positive
misconceptions around the application impact on organisational performance
and success of 70:20:10. caused by the adoption of 70:20:10?

Using data from more than 600 L&D leaders One possible explanation for the results is
who completed the Towards Maturity 2015 that 70:20:10 is more likely to be adopted by
Benchmark survey, this report found that progressive, forward thinking organisations
47% of L&D leaders use an approach which who keep abreast of the latest thinking in
is “shaped by models that support learning L&D. It is reasonable to question whether
directly in the flow of work - such as 70:10:10”. these improvements in performance would
This rises to 86% for so-called ‘Top Deck’ have occurred in these organisations anyway,
organisations - the top 10% of the Towards whether 70:20:10 had been adopted or
Maturity Index. not. However, the evidence presented in
70+20+10=100: The Evidence Behind the
Using 70:20:10 is linked to improved Numbers is a first step in establishing a
organisational performance, as organisations link between the 70:20:10 framework and
with a 70:20:10 approach in place report improved performance.
they are:

4x
as likely to report that they are
responding faster to business change

3x
more likely to report an improvement
in staff motivation

2x
more likely to report a customer
satisfaction increase

15. J ennings, C., Overton, L. and Dixon, G. ‘In Focus:

70+20+10=100: The Evidence Behind the Numbers’,
Towards Maturity White Paper (February 2016).
Available at: www.towardsmaturity.org/article/2016/02/02/
in-focus-702010-100-evidence-behind-numbers/
12 (accessed 10 August 2016).
2.3 Uptake of informal learning
Another recent contribution to the debate
on 70:20:10 and the impact of informal Some L&D practitioners can
learning in the workplace comes from the view 70:20:10 as only the ‘icing’
Dutch Central Planning Bureau’s longitudinal of their L&D activities – when it
report Supply of Labour 2016.16 Based on reality it should go much deeper
a large sample of 4,500 respondents, this than that. To get the best from
research presents some interesting results 70:20:10, it needs to be tailored
regarding the uptake of informal learning to each situation and the unique
across different groups of employees: performance gap that exists.

— Employees with less education and The process should start with
formal training (e.g. courses and a good analysis of why the
workshops) do not compensate for performance levels of each specific
this with more informal learning. group of people are not being met
in the current situation – this might
— Employees who receive lots of formal be caused by their work processes,
training throughout their careers are also the work environment or a lack of
those who learn a lot via informal methods capability.
in the course of their daily work.
Doing this reveals specific ‘clues’
— Low-skilled employees, older workers about the right mix of interventions
and those on flexible working contracts (some of which might be learning
report that they receive little in the way of solutions) that can best meet those
training, either formal or informal. needs and challenges – this will be
different every time.17
These findings certainly add credence
to the argument that the 70:20:10 ratios
are irrelevant, and that the model should
not be adopted as panacea for how we This new research also highlights the
all learn. It also suggests that formal and critical significance of the relationship
informal learning are not necessarily between formal and informal learning.
independent of each other – indeed there The importance of formal learning within
is a marginalised sub-set of employees the overall learning mix often suffers in
who remain untouched by both formal discussions about 70:20:10 – the focus
and informal learning. As Ger Driesen, CEO can often lean too heavily towards the
of the Challenge Leadership Development ‘70’ – informal learning.
Academy comments:
However, exposure to and uptake of formal
learning can be a powerful catalyst for the
development of a positive attitude and
motivation to continue learning by informal
means. Formal learning experiences can
be highly formative for many people,
broadening their horizons and kick-starting
a lifelong affinity for informal learning.

16. T
 he Netherlands Institute for Social Research, ‘Supply 17. GoodPractice interview with Ger Driesen, conducted by
of Labour in 2016: Working, caring and learning in a Stef Scott ( 26 September 2016).
flexible labour market’, (30 August 2016). Available at:
www.scp.nl/english/Publications/Summaries_by_year/
Summaries_2016/Supply_of_labour_2016 (accessed 23
September 2016). 13
 2 70:20:10 in context
2.4 Benefits of 70:20:10
In recent years, 70:20:10 has moved from
the fringes of the L&D landscape to rapidly
take hold as a mainstream idea. For many,
We’ve seen that 70:20:10 can be used as
a prism through which L&D can examine
and assess its current spread of learning
the most important benefit to be gained interventions and activities. It is important
from 70:20:10 is that it encourages L&D to recognise that 70:20:10 is not about
practitioners to shift their mindset on how ignoring the 70 and 20 areas ‘because they
to approach the delivery of learning in are happening anyway’, but to instead think
their organisation. about how best to support and cultivate
these learning activities.
70:20:10 offers a framework that enables L&D
practitioners to critically assess their existing It prompts identification of gaps in learning
practice of learning delivery. It asks them to provision, helping L&D to prioritise the
consider whether they are addressing and development and implementation of
appropriately supporting all areas where learning initiatives to support the different
people engage in learning. Based on the areas of the 70:20:10 framework. It does not
70:20:10 rationale, L&D must use evidence to mean that L&D should allocate 70% of its
inform and adapt its approach. time to developing ways of boosting
on-the-job experiential learning, 20%
The majority of our interviewees were to developing networks of experts and
in agreement that 70:20:10 could offer communities of practice and 10% to course
organisations and their L&D functions a development, but rather that each of these
way of improving what they deliver for areas should be reviewed and supported in
their stakeholders. Not only does it provide a way which takes account of learners’ needs
a strong impetus for change, it also offers and requirements.
a mechanism through which current L&D
practice can be examined and assessed. As
Charles Jennings points out, 70:20:10 helps
both learning functions and organisations
become much more intentional about how
they build high performance:

It gives them a structure in which

they can focus on building a culture
of continuous development and
high performance.18

18. GoodPractice interview with Charles Jennings, conducted 20. Donald Clark, ‘Lingering Doubts About the 70:20:10 Model’,
by Stef Scott (8 October 2014). Big Dog and Little Dog’s Performance Juxtaposition blog.
Available at: http://bdld.blogspot.co.uk/2011/11/lingering-
doubts-about-702010-model.html
19. T
 here are two individuals named Donald Clark who are key (accessed 27 October 2014).
contributors and influencers across the L&D profession.
Please note that the Donald Clark quoted in this report is
the US-based author of the ‘Big Dog Little Dog’ blog, and
14 not the UK-based Donald Clark and former CEO of Epic.
2.5 Criticisms of 70:20:10
Alongside all the enthusiasm and positive Furthermore, Donald Clark, a key contributor
interest we have seen in 70:20:10, it is to this debate, has also voiced what he
apparent that there are also some significant calls ‘lingering doubts’ regarding the highly
problems - the framework is not without prescriptive nature of 70:20:10.19 He strongly
its critics. There has been something of a advises against using 70:20:10 as the basis
backlash not only from L&D practitioners for an organisation’s learning strategy.20
themselves, but also from a number of L&D This view is echoed by Clive Shepherd,
experts and authorities. who says that caution should be exercised
when it comes to estimating the scope
In recent years, a number of people have and relevance of 70:20:10. He argues that
identified various flaws and problems if 70:20:10 has any practical use, it is not as
associated with 70:20:10, with varying a prescription for future projects but as a
degrees of voracity. The following sections way of reflecting back on a period of career
take a look at some of the key criticisms of development and thinking about what we
the framework. have learned and how we learned it.21

Bearing these in mind, our interviewees In relation to this point, the Australian
agreed that misconceptions often arise researchers who worked on the
when organisations start getting to Demystifying 70:20:10 research report
grips with 70:20:10, which limit its found that while the original three areas
overall usefulness. outlined in the framework were valid,
organisations that tried to apply them in a
2.5.1 Using the numbers as a prescription strict way had considerably less success than
those that chose a more flexible approach
One of the major criticisms of 70:20:10 and used 70:20:10 as a broad guideline. 22
concerns how the framework can be
misinterpreted by organisations and their In our interview, Nigel Paine talked
L&D teams. The danger is that people view about that fact that 70:20:10 has become
the ratios as a strict ‘prescription’ rather something of an L&D mantra that is
than something which can be applied more often quoted by practitioners without an
fluidly and flexibly. For example, Nigel Paine understanding of the fact that their practice
notes the following anecdotal evidence needs to change. He reflected that:
about the way 70:20:10 can be misused:

The worst elements are people Some L&D people go around

who are determined to get the saying, ‘Oh yes, we’re doing
boxes full up, so they look for the 70:20:10’ without actually getting
70% and they look for the 20% at changing the learning itself.23
and they’re not happy until they’ve
managed to produce something
and say, ‘Well, we’ve now got our
70% of this, and 20% of that.’
People who over-simplify it get
into trouble.

21. G
 oodPractice interview with Clive Shepherd, conducted by 23. GoodPractice interview with Nigel Paine, conducted
Stef Scott (20 October 2014). by Stef Scott (8 October 2014). Former Head of People
Development at the BBC, Nigel is a well known learning
and development writer, speaker and consultant. He is
22. Kajewski, K. and Madsen, V. Demystifying 70:20:10 White author of The Learning Challenge. Find out more at:
Paper, DeakinPrime (Deakin University, 2012). www.nigelpaine.com/.

15
 2 70:20:10 in context
2.5 Criticisms of 70:20:10
2.5.2 Lack of empirical evidence

Another criticism often levelled at 70:20:10 Despite these misgivings, the majority
is the perception that there is an apparent of interviewees who participated in this
lack of available evidence to confirm the research felt that a firm research base
validity of the concept. Critics maintain that confirming the validity of the 70:20:10
70:20:10 was only developed as a theoretical concept does exist. Some of the
hypothesis, which hasn’t been rigorously interviewees felt that this discussion and
tested and proved by empirical evidence. For debate about the supposed origins of
example, commentators such as Ben Betts 70:20:10 and the credibility of the research
and on which it is based actually miss the
Nick Howe argue that there is a distinct point about why it is so important.
lack of peer reviewed literature available As Nigel Paine explains:
to corroborate the underlying basis
of 70:20:10. 24 Writing in the Oxford
Handbook of Leadership and
Organisations, researchers from the There’s been a whole bunch of
University of Michigan asserted that: arguments about 70:20:10: it’s not
proven, validated research, and
that it’s composed of ridiculously
There is actually no empirical round figures and all that
evidence supporting this nonsense. We’re not talking about
assumption, yet scholars scientifically proven ratios … it’s
and practitioners frequently the broad concept of learning that
quote it as if it is fact.25 is important.27

Furthermore, the results of the

aforementioned study by researchers from
Deakin University into the origins of 70:20:10
appear to corroborate the view that there is:

A lack of empirical data

supporting 70:20:10 as well as
a lack of concrete certainty
about the origin.26

24. Ibid, and Nick Howe, ‘Let’s kill a few learning holy cows 26. K
 ajewski, K. and Madsen, V. Demystifying 70:20:10 White
– 70:20:10 is dead (or at least seriously ill)’ (9 May 2010). Paper, DeakinPrime (Deakin University, 2012).
Available at: www.nickjhowe.com/2010/05/lets-kill-a-few-
learning-holy-cows/ (accessed 27 October 2014).
27.GoodPractice interview with Nigel Paine, conducted by
Stef Scott (8 October 2014).
25. D. Scott DeRue and Christopher G. Meyers, ‘Leadership
Development: A Review and Agenda for Future Research’.
In D. V. Day (ed.) Oxford Handbook of Leadership and
Organizations (Oxford: Oxford University Press, 2012).
16
2.5.3 Dangers of extrapolation

Critics have also drawn attention to what Building on this issue, Donald Clark warns
they regard as apparent weaknesses with that because 70:20:10 was primarily intended
the purported original source of 70:20:10: as a prescriptive remedy for developing
The Center for Creative Leadership’s 1996 managers to senior and executive positions,
study. 28 The original research sample was it shouldn’t be regarded as a useful model
comprised of a relatively small number of for developing skills in the daily learning and
senior managers. They were asked to look workflow of everyone in an organisation. He
back over their careers and determine warns that this is using the framework in
where they felt their most meaningful a completely different context than it was
development came from. originally designed for. 30

The results gave us the 70:20:10 framework The dangers of not applying a situational
as we know it today. However, critics point context to 70:20:10 are also echoed by
out the dangers of simply extrapolating the Clive Shepherd, who says:
results of this study and using them as a
panacea for how everyone in the workplace
(not just senior executives) learns. 29
[70:20:10 is] not situational. It is
important to recognise that, in
reality, the ratio of informal to
formal learning varies with the
context in which learning is
taking place. 31

28. E
 ichinger, R. and Lombardo, M. The Career Architect 30. Donald Clark, ‘70:20:10 Versus the 3-33 Pervasive
Development Planner (Lominger Ltd, 1996). Learning Model’, Big Dog and Little Dog’s Performance
Juxtaposition blog. Available at: www.nwlink.
29. L
 orri Freifeld, ‘Fear not the 70:20:10’, Training Mag (14 com/~donclark/hrd/media/70-20-10.html
September 2012). Available at: www.trainingmag.com/ (accessed 29 October 2014).
content/fear-not-70-20-10 (accessed 29 October 2014).
31. G
 oodPractice interview with Clive Shepherd,
conducted by Stef Scott (20 October 2014)
17
 3 70:20:10 in practice
3.1 What does a 70:20:10 strategy look like?
For all that has been written about 70:20:10,
what isn’t clear is how learning functions
should actually go about transforming
This lack of clarity can be partly
explained by the existence of two
distinct perspectives about how
the range of learning activities across their 70:20:10 can be applied:
organisation to fit with the ethos of 70:20:10.
For example, what does a good 70:20:10
strategy look like in practice, and how
can organisations get there from where
they are now?

1. TO ASSESS L&D’S 2. TO DESIGN

BIGGER PICTURE: SPECIFIC LEARNING
INTERVENTIONS:
70:20:10 can be used at a macro level across 70:20:10 can also be applied at a micro level
the whole organisation to identify where when L&D is tasked with supporting the
L&D is focusing its efforts, and whether achievement of a particular performance
the balance of activities is appropriate. issue, e.g. “We need to improve how we
For example, is everyone in L&D spending cross-sell our products and services.”
their time designing and delivering courses It serves as a tool to help L&D consider
(the 10), or are efforts being directed at whether the balance of learning activities
supporting informal and social learning for each intervention is appropriate for the
initiatives such as communities of practice specific performance challenge and the
and peer networks (the 70/20)? A 70:20:10 learners themselves.
approach advocates that more time and
effort is spent on 70 and 20 activities than
has been in the past.

The fact that 70:20:10 can be usefully applied

across both macro and micro organisational Instead, L&D professionals should consider
perspectives can be a source of confusion the optimal balance of activities, which
for L&D. Importantly, in neither context is a have traditionally been skewed towards
precise ratio of 70:20:10 the end goal. formal learning.

18
3.2 What do 70:20:10 activities look like?
How people learn in organisations can be described broadly as follows:

1. Experience 2. Exposure 3. Education

Experience (the 70): Exposure (the 20): Education (the 10):
learning gained on-the-job learning with and through learning by attending
by completing daily other people from informal structured courses,
tasks, solving challenges coaching, social learning workshops and
and practice. and collaboration. programmes.

19
 3 70:20:10 in practice
3.2 What do 70:20:10 activities look like?
When it comes to their learning and
development, most employees have a broad
range of activities to choose from. To help
Not only does this act as a checklist against
which L&D practitioners can review their
current approach, it can also ensure that
make sense of what 70:20:10 looks like in opportunities for learning are considered
practice, it is useful to look at each area across each category: 32
and consider the activities that can support
learning in each component.

70 20 10

Problem-solving Peer coaching Courses and workshops

Giving and receiving

Challenging tasks E-learning modules
feedback

Deliberate reflection Action learning Problem-solving

Stretch assignments Mentoring Seminars

Resources Communities of practice Virtual classrooms

This list is by no means exhaustive, and The resources themselves vary, and can
gives a flavour of where L&D departments be anything from online guides and
can align their activities. As an example, we PDF checklists through to videos and
know that providing effective performance mobile apps.
support resources is an effective way L&D
can support on-the-job learning (the 70). Consider where your employees turn first
when they need to remember something
Performance support refers to resources and apply it, check their approach or when
that employees use to work through tasks they face a new problem. We know from
and solve problems more effectively. our previous research that when it comes to
effective performance support, employees
want to access the resources easily and find
an answer fast. 33

32. ‘Practical examples of the 70, 20 and 10’, The 70:20:10 33. O
 wen Ferguson and Justin Anderson, ‘The Secret Learning
Forum. Available at: www.702010forum.com/Posts/view/ Life of UK Manager’s, GoodPractice Research Report
article-practical-examples-of-the-70-20-10 (November 2015). Available at: www.goodpractice.com/ld-
(accessed 18 August 2016). resources/the-secret-learning-life-of-uk-managers/.

20
3.3 Considering learner expertise
When using 70:20:10 at a micro level to A manager’s seniority and consequent level
design individual learning interventions, of expertise has an impact on the areas they
taking account of learner needs seems find most challenging. 34
a straightforward consideration. Our
Inside the Heads of UK Managers research The following categories are a good way to
highlighted considerable differences in the consider learner expertise:35
things managers found most challenging
when the data was broken down by
gender, manager seniority and the size of
organisation in which managers work.

Novice Experienced Expert

Someone who is completely Experienced learners are An expert knows a great

new to something, and has confident about a subject deal about a subject, and
very little or no previous or particular domain of can focus on the critical
experience or expertise knowledge. They have built aspects of a situation
to draw upon. Novice up a degree of previous rather than the peripheral,
learners rely on facts and expertise that they can less significant attributes.
key features of a subject to draw upon. They have a They are highly skilled and
guide their behaviour. Their self-directed approach to knowledgeable, and their
performance is limited their learning and their performance is intuitive
and inflexible. performance is more flexible and automatic. 36
and reflective.

34. Owen Ferguson and Stef Scott, ‘Inside the Heads of UK 36. E
 rtmer, P. and Newby, J. T. ‘The expert learner, strategic,
Managers’, GoodPractice Research Report (May 2016). self-regulated and reflective’. Instructional Science 24:
Available at: www.goodpractice.com/ld-resources/inside- 1-24 (1996). Available at: www.hsu.edu/TLC/images/
the-heads-of-uk-managers/. The%20Expert%20Learner,%20Strategic,%20self%20
regulated,%20and%20reflective.pdf
35. ‘Four Differences Between Experts and Novices’, Cognitive (accessed 11 August 2016).
Performance Group blog (23 July 2014). Available at:
http://cognitiveperformancegroup.com/2013/07/24/4-
differences-experts-novices/ (accessed 11 August 2016).
21
 3 70:20:10 in practice
3.3 Considering learner expertise
Given this spectrum of difference, not
everyone requires the same level of support.
Take underperformance as an example.
Research also shows that where employees
have less formal education (less well
educated groups, often working in low-
Novice, inexperienced managers will require skilled positions) they do not tend to
a different kind of support to successfully compensate for this by learning more
address underperformance in their team. through informal means. 37 L&D needs to be
New managers would benefit from more mindful of these differences when designing
structured support to understand the learning that’s truly effective.
performance process, work closely with
HR to role-play different outcomes, as A person’s background and their level of
well as using a template or script for the prior exposure to learning (both formal
performance meeting itself. and informal) will undoubtedly have
an impact on how they will respond to
The needs of managers with extensive different learning interventions. L&D needs
experience of managing underperformance to consider how best to make their learning
are quite different. Faced with the same interventions appeal to people with little
challenge, they are likely to want to check previous exposure. This also has implications
their approach by quickly accessing an regarding learner care, which is discussed in
online guide, where they can find the the next section.
answer they need.

Novices need more support and guidance

as well as the opportunity to practice and
learn in a safe environment. Experts don’t
need this level of support, as they want a
straightforward way to check their approach
or find an answer to a specific question.
Thinking about how levels of expertise vary
across a whole population of employees
and taking account of this in the design of
subsequent learning interventions will result
in far more targeted, useful solutions.

37. T
 he Netherlands Institute for Social Research, ‘Supply
of Labour in 2016: Working, caring and learning in a
flexible labour market’, (30 August 2016). Available at:
www.spc.nl/english/Publications/Summaries_by_year/
Summaries_2016/Supply_of_labour_2016
22 (accessed 23 September 2016).
3.4 Degree of learner care
Another important area for L&D to consider, The impact of learner care can be illustrated
but which can be forgotten about, is ‘learner by large-scale organisational change
care.’ As Nick Shackleton-Jones explains, this initiatives. Many don’t resonate with front line
is the degree to which people are motivated employees - they simply don’t care enough
to learn and to extend their learning. about the issue at hand to change their
He explains: behaviour. For example, say an organisation
decides it wants employees to embody
a new set of behaviours or organisational
values. Unless these have a direct impact
In overlooking [learner] care in our on employees’ day-to-day jobs, they are
formal learning interventions, we unlikely to care too much about changing
frequently make two big mistakes: their behaviour without something to spark
we disseminate information a reason to care.
without giving people a reason
to care, and we fail to provide At this end of the spectrum, where there is
learning resources to people who a low degree of care, learning interventions
do care, who have an appetite need to be much more immersive. They
for learning but are nevertheless need to give employees a reason to care
starved of information. 38 - whether that’s by engaging them with
stories, providing a rich, real-life scenario or
highlighting a compelling reason for why
If an employee isn’t motivated to care about behaviour needs to change that resonates
a particular organisational initiative, then with the employees emotionally.
they are not particularly driven to change
their behaviour as a result. However, if
people have a high level of intrinsic care
about learning something (for example
where they are keen to solve a problem or
want to improve specific skills), then the
learning media, and its delivery, can be
fairly simple.

38.Nick Shackleton-Jones, ‘Learning as Care’, Aconventional

blog (25 September 2011). Available at: www.aconventional.
com/2011/09/learning-as-care.html
(accessed 11 August 2016).

23
 4 Guidance for using 70:20:10
4.1 The theory versus the practice of 70:20:10
It’s clear that 70:20:10 is based on theory,
rather than something that has emerged
from L&D practice itself. Because of this,
Based on Carol Dweck’s mindset theory,
individuals with developmental mindsets
are far more open to learning, seeing it as an
L&D practitioners can sometimes find it essential aspect of their development that
a challenge to identify effective ways of needs daily work.40 The question for L&D is
putting 70:20:10 to work in their organisation. how can it help people move from a fixed
mindset to a developmental mindset.
While there are tools available to help L&D Multinational food production company
put the framework to practical use, further Danone has addressed this challenge with
examples and case studies showing how its ‘One Learning a Day’ culture. It aims is to
70:20:10 can be brought to life are needed. encourage the development of:
This section provides an insight into how the
principles of 70:20:10 can be implemented,
using examples drawn from the research
interviews and existing case studies. A fresh mindset, so that every part
of an employee’s professional life,
We know that the 70 element of 70:20:10 not just training sessions, becomes
(informal on-the-job learning) is already useful for increasing their skills and
taking place within organisations, as is the helping them grow.41
20 element, which comes from interacting
with and learning from other people. The
questions for L&D are how to make this This approach is about learning through
learning easier for people, and how best to action, where a person’s daily work activities
support and leverage it wherever possible. are regarded as opportunities for learning
Practical suggestions on how to do this and growth. It has helped Danone move
include: away from a culture where development
is merely viewed as a series of events, with
4.1.1 Changing mindsets about learning people attending a variety of training courses
that are far removed from the reality of their
One of the most important areas for L&D day-to-day challenges and responsibilities.
to consider when first looking at 70:20:10 is
how people in their organisation currently
think about the learning process, and what it
means to them. Charles Jennings talks about
the importance of ‘developmental mindsets’
in order to embrace the philosophy of
continuous, self-directed learning that
underpins 70:20:10. 39

39. Charles Jennings, ‘Development Mindsets at 70:20:10’, 40. C

 arol Dweck, Mindset: The New Psychology of Success
Workplace Performance blog (7 October 2014). Available (Random House Publishing Group, 2007).
at: http://charles-jennings.blogspot.co.uk/2014/10/
development-mindsets-and-702010.html
(accessed 31 October 2014). 41. D
 anone – Your Development. Available at: http://www.
danone.com/en/for-you/candidates/growing-in-danone/
24 your-development/ (accessed 31 October 2014).
4.1.2 Opening up the lines
of communication

The 20 aspect of 70:20:10 is about how If a group of managers are working on new
people derive knowledge and learning projects for the first time, for example, can
from others, whether that’s simply talking they be given access to more experienced
to their colleagues about the best way to project managers? Similarly, employees
approach problems and challenges, or by stepping into people management for the
utilising informal networks of contacts to first time will benefit from access to more
help them do their jobs. If people are using experienced team managers, as well as their
informal networks within their department, peer group outside of their own department
team, or across the wider organisation to get or business function. Andrew Jacobs, an
information, L&D can focus on harnessing experienced L&D practitioner, recommends
the potential of this learning channel. Rather going one step further - asking subject
than leaving the development of these matter experts to get directly involved in
networks to chance, L&D can nurture and designing and delivering learning content.42
streamline this process to maximise the
value it adds to learning.

As an example, L&D can provide targeted

assistance by setting up a ‘contacts book’
of internal (and external) subject matter
experts on a range of areas, who are willing
to share their expertise with others. It is
important to make these individuals easy
to access, whether this is online or face-to-
face. With L&D’s support, people can tap into
the best possible tacit knowledge available
in their organisation, rather than relying on
asking their immediate colleagues (who may
not be the most knowledgeable).

42. Andrew Jacobs, ‘50 big ideas to change L&D’, Lost and
Desperate blog (14 March 2014). Available at: http://
lostanddesperate.com/2014/03/14/50-big-ideas-to-
change-l-and-d/ (accessed 3 November 2014).

25
 4 Guidance for using 70:20:10
4.1.3 Developing communities of practice

Communities of practice are groups of

people who share a concern or a passion for
something they do, and learn how to do it
L&D can play a pivotal role in helping
communities of practice find their feet,
get off to a good start and keep up the
better as they regularly interact.43 Members momentum. Although communities of
of a community of practice work together practice can and do develop organically,
to develop and share knowledge of their support from L&D can make them much
area of interest. Examples include a group more efficient, prevent duplication of effort
of first-time managers helping each other and prevent exclusive cliques from forming.
cope with the new demands of their role, L&D can also use communities of practice as
or a group of software engineers working a basis for capturing and managing
to solve complex coding problems. As the wealth of tacit knowledge that exists
James McLuckie, Learning and Performance in organisations.
Solutions Director at GoodPractice,
comments, in a community of practice:

Learning is situated within

authentic activities, context and
culture, and is often facilitated
through the sharing of practical
experience and field-based
storytelling. Members of a
community of practice may
not explicitly frame their
activities as ‘learning’, but as
networking or information and
knowledge sharing.44

43. Beverly and Etienne Wenger-Trayner, 44. McLuckie, J. ‘Social Media and Open Spaces for
‘Intro to Communities of Practice’. Available at: Community Formation: Implications for Learning
26 http://wenger-trayner.com/theory/ and Practice’. Dissertation submitted for the M.Sc. in
(accessed 31 October 2014). E-learning, University of Edinburgh (2011).
4.1.4 Provide high quality, on-demand resources

Research shows that when people need help

with something in the course of their daily
work, in addition to asking their colleagues
or manager about it, they often turn to
internet search engines.45 It is likely that they
will spend time and effort looking through a
wide range of internet search results trying
to access the information they need.

From an L&D perspective, if you know that

people are looking online for information,
it makes sense to simplify the process as
much possible. Providing well-designed
online tools is a positive step that L&D can
take to ensure that people have access to
credible, trustworthy online sources to fill
knowledge gaps when they need to. Andrew
Jacobs argues that L&D should make these
resources, and indeed all learning resources,
completely open and available to everybody
in the organisation in order to maximise
their impact.46

45. Ferguson, O. and Casebow, P. ‘How Managers Learn 46. A

 ndrew Jacobs, ‘50 big ideas to change L&D’, Lost and
(In Their Own Words): A Survey of Managers’ Learning Desperate blog (14 March 2014). Available at: http://
Activities and Their Effectiveness.’ GoodPractice White lostanddesperate.com/2014/03/14/50-big-ideas-to- 27
Paper (January 2010). change-l-and-d/ (accessed 3 November 2014).
 4 Guidance for using 70:20:10
4.2 Getting started with 70:20:10 - five key questions to ask
For some organisations, the adoption and
integration of 70:20:10 into the very fabric of
their L&D approach is a daunting prospect.
In this section, we highlight five key
questions that L&D practitioners can
ask of themselves and the wider
It can be difficult to know where to start and organisation. These questions should help
what to do. them get to grips with applying 70:20:10
in a practical way.

4.2.1 How are people learning in What to do

your organisation?

Before trying to introduce 70:20:10, the — Talk to your managers. Interview a cross-
first step is to understand the dynamics of section of employees and managers face-
learning that is already happening in your to-face with the aim of identifying their
organisation and, critically, how effective it is real, genuine needs. Don’t ask them what
in supporting and improving performance. courses they think they need. Instead,
find out what they find challenging
What sorts of activities are your employees about their role and get some specific
engaging in to help them do their jobs more examples if possible.
effectively? Equally, what learning activities 
are they engaging in that aren’t so valuable? — Run an online survey. To add to the data
Informal learning is already taking place, so you get from the interviews, an online
conducting an ‘L&D audit’ can help identify survey is a good way of getting additional
pockets of successful informal and social insight. Keep the emphasis on uncovering
learning such as fledgling communities of the difficult, challenging aspects of a
practice which would benefit from some manager’s role.
support and guidance.
— F
 ind out where managers get support.
Gathering robust data and insight about the Spend some time identifying what
current state of play, and identifying what’s employees do when they are faced with a
working and what isn’t across the spectrum challenge at work.
of L&D activity, can help you challenge
preconceived ideas (your own and others’) — Review analytics and search terms on
about what people in your organisation your LMS/intranet. Search term analysis
really need to improve their performance. of the things that people look for most
Doing this groundwork will help you build across your LMS or intranet can give you
a strong business case for 70:20:10 that is a powerful insight into where more, or
aligned to what your employees actually better, support might be needed. It can
need and find useful. also corroborate results from previous
interviews and surveys.

28
4.2.2 Will your organisation’s most senior What to do
people get behind 70:20:10?

Like any new idea or initiative, an — Map out who your key stakeholders are
organisation’s top management must at the start of the process and develop
believe in and demonstrate positive support strategies for gaining the commitment
for 70:20:10 in order for it to succeed. Charles and resources you need.
Jennings underlines the critical importance
of senior leadership support to the success — Use the insight gathered from your L&D
of 70:20:10.47 audit and employee feedback to build a
business case for implementing 70:20:10
He points out that senior leaders have which highlights the most successful areas
a fundamental responsibility to provide of L&D provision and those which would
highly visible sponsorship and support for benefit from more attention and support.
the objectives of 70:20:10, to help learning
become something which goes well beyond — Talk to your senior stakeholders about the
the provision of formal courses. benefits of implementing 70:20:10 using
clear, simple language (rather than L&D
jargon) and linking it to key organisational
challenges.

— D
 on’t make it about reducing cost. The
strategic aim of 70:20:10 is to improve
organisational performance by supporting
informal learning, development coaching
and other forms of support in the
workplace through managers, peers,
colleagues, experts, social platforms and
online support.

47. C
 harles Jennings, ‘70:20:10 From Strategy to Action’,
70:20:10 Forum. Available at: www.702010forum.com/
files/702010_Strategy_to_Action.pdf
(accessed 31 October 2014).
29
 4 Guidance for using 70:20:10
4.2 Getting started with 70:20:10 - five key questions to ask
4.2.3 Does L&D have the skills to
promote all aspects of 70:20:10?
What to do

For many organisations, introducing 70:20:10 — T

 ry out and get familiar with different
means that people will need to work in forms of technology - build your
new ways. This realisation will push many confidence with areas such as
L&D people beyond their existing spheres gamification, mobile learning, webinars
of expertise and out of their comfort zones. and virtual classrooms so you can
Although many L&D practitioners are understand and leverage their potential
forward thinking and open to change, some to enhance your organisation’s
may encounter resistance from colleagues learning landscape.
who remain unconvinced by 70:20:10, or
view it as a threat. As Harold Jarche has — D
 evelop your content curation skills so
pointed out, some L&D practitioners can see you are able to use the best of what your
70:20:10 as a threat to their role, particularly organisation has already, so you don’t
where they are heavily involved in the design need to reinvent the wheel every time.
and delivery of courses.48
— S
 pend time building your own Personal
It is likely that many L&D teams will need to Learning Network (PLN) so that you
review their existing skill sets, and determine keep up with key developments and the
how to embrace the non-formal elements evolution of leading thinking and practice.
of the 70:20:10 framework. Most L&D
functions are highly skilled in developing — B
 oosting your social and collaborative
and delivering traditional training, but when learning skills will help you understand
it comes to supporting informal and social how employees in your organisation get
learning, there may be a lack of experience support whilst they are working.
in the team.

As well as mastering these new skills, L&D

practitioners may also need to broaden
their horizons regarding the technologies
and tools that can support 70:20:10. As Sukh
Pabial points out:

There are too many L&Ders who

have their head in the sand about
digital and its capabilities that
they’re just not providing the right
kind of support to the people
they’re trying to support. I’m not
saying that L&Ders need to know
every one type of digital solution
that’s out there, but we do have to
better consider the inclusion of a
range of learning options when it
comes to learning solutions.49

48. G
 oodPractice interview with Harold Jarche, conducted 49. Sukh Pabial, ‘More thoughts on digital skills in L&D’,
by Stef Scott (17 October 2014). Thinking About Learning blog (10 August 2016). Available
at: https://pabial.wordpress.com/author/sukhpabial/
(accessed 17 August 2016).
30
4.2.4 Is 70:20:10 the right mix for What to do
your organisation?

As discussed, one of the key misconceptions — W

 hen designing your learning
around 70:20:10 is that the numbers interventions, take account of different
are set in stone. However, we have seen levels of learner expertise so that they are
that 70:20:10 is most useful as a tool for appropriate for novice, experienced and
questioning how L&D practitioners think expert learners.
about learning - and not just the learning
that takes place in formal settings. When — Think about levels of learner care or
starting out with 70:20:10 it is useful to look motivation to learn and adapt your
at the three areas of the framework - on- learning interventions accordingly. Simple
the-job experiential learning, learning from is best for high care, more immersive and
others and formal learning - and map out engaging interventions are needed where
how L&D is currently supporting each one. learner care is low.
Taking time to understand the function’s
current approach in all areas will be time — Be clear about how 70:20:10 will work for
well spent. each intervention or performance need.
Some areas will need more course-based
The 70:20:10 ratio is not a prescription for teaching, and others less. Resources will
all L&D activity. It is a generalisation of the need to be created to support manager-
learning activity that is taking place in an led coaching, online modules and
organisation and, as such, should be used performance support tools - all of which
in a flexible way to inform and guide L&D need to be appropriately balanced.
practice.
— Focus on providing specific, targeted
It is essential that practitioners take account interventions rather than trying to deliver
of differences in both situation and context a wider range of more generalised tools
when it comes to designing and supporting and resources.
appropriate learning experiences. For
example, learners’ needs differ greatly
depending on their level of experience, and
what they need to learn. There will be times
when sending an employee on a formal
course is the right development solution,
but it shouldn’t be the default option to the
exclusion of other forms of learning. The key
advantage of 70:20:10 is that it encourages
L&D to explore all available options for
learning and not simply to rely upon
formal learning.

31
 4 Guidance for using 70:20:10
4.2 Getting started with 70:20:10 - five key questions to ask
4.2.5 How can your managers best
support learning?
What to do

Line managers have a fundamentally —W

 ithin your 70:20:10 strategy, make
important role to play in cultivating a new expectations for line managers clear -
approach to learning in their teams. embedding a developmental ‘growth’
Managers are the conduit through which mindset is fundamental.
many learning opportunities arise and
become a reality for employees. Managers —F
 ocus on improving line manager
assign tasks, delegate project work, allocate capability in supporting the development
stretching assignments, and agree to of their teams - does the support you
shadowing and secondment opportunities. provide for managers enable them to
hold effective 1:1 conversations, deliver
Managers have huge potential to influence constructive feedback and suggest
the scope of each team member’s appropriate development activities?
development. In order for true change to
occur, managers must consciously consider —S
 upport line managers in encouraging
all of the options available to them to help collaborative, social learning across their
people develop, not simply resort to sending teams, and in sharing positive experiences.
them on courses. In this way, they will
maximise the potential for informal learning — Improve support for line managers to
and experiential, on-the-job learning coach and mentor their teams
opportunities to become an integral part of to help team members maximise
how every member of their team develops. their capabilities.

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5 Summary
When it is understood well, the 70:20:10
framework can be a catalyst for change in
L&D. It acts as a trigger for L&D to review
its current practice and identify whether
enough attention is being focused on the
Through our research, we have found
70:20:10 to be an undoubtedly powerful
motivator, which has shaken up long-held
internal L&D assumptions about how to
support learning in organisations. 70:20:10
non-formal learning activity taking place has also given L&D considerable food for
in organisations. thought about its future direction and role.
It calls for L&D to become a supporter, a
However, organisations and their L&D facilitator and a driver of change, helping
functions also have to be mindful of the people to embrace learning from a more
problems that can arise when interpreting open, pervasive mindset. It also challenges
and implementing 70:20:10. Of foremost current thinking about who is ultimately
importance is the risk of taking the responsible for a person’s learning
numbers too literally, and trying to force a experiences, and how those experiences
rigid framework on the very people that should be organised and supported.
L&D needs to help.
These are exciting times to be involved in
L&D, as the opportunity to empower
people to take control of their learning
has never been greater.

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 6 References
Cross, J. Informal Learning: Rediscovering
the Natural Pathways That Inspire
Innovation and Performance
(John Wiley & Sons, 2006).
McLuckie, J. ‘Social Media and Open Spaces
for Community Formation: Implications
for Learning and Practice’. Dissertation
submitted for the M.Sc. in E-learning,
University of Edinburgh (2011).
DeRue, D. S. and Meyers, C. G. ‘Leadership
Development: A Review and Agenda for The Netherlands Institute for Social
Future Research’. In D. V. Day, (ed.) Oxford Research, ‘Supply of Labour in 2016:
Handbook of Leadership and Organizations Working, caring and learning in a flexible
(Oxford: Oxford University Press, 2012). labour market’, (30 August 2016). Available
at: www.scp.nl/english/Publications/
Dweck, C. Mindset: The New Psychology Summaries_by_year/Summaries_2016/
of Success (Random House Publishing Supply_of_labour_2016 (accessed 23
Group, 2007). September 2016).

Eichinger, R. and Lombardo, M. The Career Pabial, S. ‘More thoughts on digital skills
Architect Development Planner in L&D’, Thinking About Learning blog (10
(Lominger Ltd, 1996). August 2016). Available at: https://pabial.
wordpress.com/author/sukhpabial/.
Ferguson, O. and Casebow, P. ‘How
Managers Learn (In Their Own Words): Pontefract, D. Flat Army: Creating a
A Survey of Managers’ Learning Activities Connected and Engaged Organization
and Their Effectiveness’, GoodPractice (Wiley Sons, 2013).
White Paper (January 2010)
Shackleton-Jones, N. ‘Learning as Care’,
Jennings, C., Overton, L. and Dixon, G. Aconventional blog (25 September
‘In Focus: 70+20+10=100: The Evidence 2011). Available at: www.aconventional.
Behind the Numbers’, Towards Maturity com/2011/09/learning-as-care.html.
White Paper (February 2016). Available
at: http://www.towardsmaturity.org/ Shepherd, C. The New Learning Architect
article/2016/02/02/in-focus-702010-100- (Onlightment, 2011).
evidence-behind-numbers/.
Tough, A. Why Adults Learn: A Study of
Jennings, C. ‘70:20:10 Framework Explained’ the Major Reasons for Beginning and
The 70:20:10 Forum (2013). Continuing a Learning Project
(Ontario Institute for Studies in Education,
Jennings, C. and Wargnier, J. ‘Effective Toronto, 1968)
Learning With 70:20:10’, CrossKnowledge
White Paper (January 2012). Tough, A. The Adult’s Learning Projects: A
Fresh Approach to Theory and Practice in
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70:20:10 White Paper, DeakinPrime in Education, 1971).
(Deakin University, 2012).

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7 Appendices
7.1 Overview of the research methodology

Following a period of desk research and a

review of the available literature on 70:20:10,
a shortlist of possible interview subjects for
7.2 About GoodPractice

GoodPractice has earned a fantastic

reputation for delivering high quality
content, designed to improve the
the project were identified in October 2014. performance of leaders and managers.
Potential interview subjects were targeted
and research interviews were conducted Via toolkits, e-learning and assessment tools,
with five L&D experts during October 2014. over one million people across more than
Questions were formulated in advance, 200 organisations are using GoodPractice’s
and all interviews were recorded via Skype. blended learning solutions to make the most
Major themes, important areas and key of their skills and talents.
quotes were identified from the interview
transcripts for inclusion in the report. The Improving the performance of your leaders
original report was developed during and managers isn’t just good for business, it’s
October and November 2014, and essential. Our business is about helping you
the second edition in September and make that improvement.
October 2016.
— For more information on our solutions, visit
our website www.goodpractice.com.

— For more information about this report

and press enquiries, contact Paul Gray,
Marketing Manager on 0131 221 3100 or
email pgray@goodpractice.com.

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@GoodPractice

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