formal - Blogs - DPG Community2024-03-28T22:28:35Zhttps://community.dpgplc.co.uk/blog/feed/tag/formal#WHY702010?https://community.dpgplc.co.uk/blog/why7020102016-04-29T10:56:13.000Z2016-04-29T10:56:13.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/2216863?profile=RESIZE_400x&width=400"></div><div><p><b>#why702010?</b></p>
<p>702010 is a popular framework for helping organisations to consider a blended approach to modernising organisational learning. There has been much debate over what the numbers actually mean with many people challenging why 70, 20 and 10.</p>
<p>To make sense of this, we caught up with Michelle Parry-Slater this week. Michelle runs a consultancy specialising in moving workplace learning away from what she calls the ‘injection education’ of classroom learning. She works with organisations to move them towards a fuller, more modern blend of learning, incorporating all things social and digital. Michelle works closely with Charles Jennings, facilitating his 70:20:10 Practitioner Programme in a joint venture with Corporate eLearning Consortium (CLC).</p>
<p><a href="http://storage.ning.com/topology/rest/1.0/file/get/1357767?profile=original" target="_self"><img src="http://storage.ning.com/topology/rest/1.0/file/get/1357767?profile=original" width="362" class="align-left" height="362"></a></p>
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<p>At CLC’s recent event <i>70:20:10 The Evidence Behind The Numbers</i> with Laura Overton, Charles Jennings & Martin Baker, Michelle was live tweeting from the event. The hashtag for the event was #why702010? But why that? Michelle told us:</p>
<p><span class="font-size-2"><em>Because we need a way to change the conversation. 70:20:10 works as a framework for thinking and conversation. I really enjoyed the recent event particularly as Charles opened with a chat he had recently had with Bob Eichinger, one of the father’s of the original 70:20:10 research. Bob was clear it is not the numbers which matter. He acknowledged the original sample of 200 male executives was flawed in size, in diversity, in population. Indeed Bob later redid the study to include women which switched the numbers to 55:40:05. The numbers in and of themselves are irrelevant – don’t let a brain surgeon near my head with only 10% formal learning, thanks very much! It really is not and never was about the numbers. It is simply about the conversation, the framework for change.</em></span></p>
<p>Michelle supports the wider learning community to consider how to go about this blended, modern approach to learning through a Twitter campaign. Using #TheWhole100 in her tweets, she shares daily tips on how to make changes in workplace learning. We asked Michelle why she does that.</p>
<p><em>I tweet weekdays under the hashtag #TheWhole100 to remind people it is about the fuller and big picture, not about the 70, 20 and 10 buckets. I do it because people need the ‘How’. We are very good at conferences, in academia, in research, in business at saying what we SHOULD be doing and in sharing what the evidence shows, but what does that look like in the real world? At the CLC event, Towards Maturity shared their In Focus report 70+20+10=100. In getting hold of the report, no matter how brilliant the report is, just like Towards Maturity’s case study, benchmark and sector reports, I am always mindful of that sole L&Der in their corporate interpreting, contextualising and making sense of HOW they can implement the recommendation and suggestions within.</em></p>
<p>‘So for you it is more about what do we do with the evidence, with 70:20:10?’</p>
<p><em>Yes absolutely! What is the practical application in the real world. The #why702010 event was really interesting not just for the discussion and presentations in the room, but for the discussion ongoing on Twitter too. It was a perfect union of how 70:20:10 can play out in the real world. People not in the room were following the tweets and joining in the discussion, challenging the assumptions, making us think, informing the questions back in the room. The richness that can come from 140 characters is enlightening. Plus we added in Periscope to further articulate the concept of solutioneering in L&D, which came up in conversation. I love mixing it up.</em></p>
<p>True to form of mixing it up in a blended way, Michelle joined me on a podcast where I was able to find out more to share here on the DPG Community. What is this thing called solutioneering and how is it relevant to 702010?</p>
<p>Have a listen to the discussion we had on 702010 which will give you a better idea of why the numbers don’t really matter and how you too can engage in the wider discussion of modernising organisational learning.</p>
<p>We’d like to hear your thoughts too. <strong>What does 702010 look like in your organisation?</strong> <strong>Do you have a balanced blended approach of formal, informal and social?</strong></p>
<p> </p>
<p></p>
<p><iframe width="100%" height="450" scrolling="no" frameborder="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/261478142&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true"></iframe></p></div>In-Focus: 70+20+10=100: The Evidence Behind The Numbershttps://community.dpgplc.co.uk/blog/in-focus-70-20-10-100-the-evidence-behind-the-numbers2016-04-21T13:08:24.000Z2016-04-21T13:08:24.000ZDebora Figueiredohttps://community.dpgplc.co.uk/members/DeboraFigueiredo<div><img src="https://storage.ning.com/topology/rest/1.0/file/get/2216923?profile=RESIZE_400x&width=400"></div><div><p><i><b>We're proud to share this brand-new In-Focus report from Towards Maturity and Charles Jennings provides fresh evidence looking at the actions behind the numbers and the impact on performance. As a Towards Maturity ambassador we strongly encourage you to read and share this report within your organisation.</b></i></p>
<h2>Why this research?</h2>
<p><i>"I have teamed up with Towards Maturity in order to bring independent evidence to help L&D leaders understand the fact versus the fiction behind 70:20:10. The Towards Maturity team have investigated the impact of adopting new models of learning on business and performance using evidence from over 600 L&D leaders taking part in the 2015 Towards Maturity Benchmark. Together, we aim to de-mystify and de-construct the 70:20:10 model to determine how L&D can encourage and support learning in each of the 3 approaches and dispel some of these myths that have taken centre stage."</i> <br />
<b><i>~ Charles Jennings, co-author of this report</i></b></p>
<p></p>
<h2 dir="ltr">Why now?</h2>
<p dir="ltr">The essence of the 70:20:10 framework is that learning occurs through a range of approaches, being roughly:</p>
<ul>
<li><b>70% </b>from real life and on-the-job experiences, tasks and problem solving.</li>
<li><b>20%</b> from feedback and from observing and working with others</li>
<li><b>10% </b>from formal training such as classes or courses (both face-to-face and online) and reading</li>
</ul>
<p dir="ltr">Towards Maturity has been deconstructing the activities behind the model for many years to understand the extent to which the principles have been applied. However, there has been considerable debate lately about the framework. This report, co-authored by Towards Maturity and Charles Jennings, provides fresh evidence looking at the actions behind the numbers and the impact on performance.</p>
<h2 dir="ltr">FAST FACTS</h2>
<ul>
<li><b>47%</b> of L&D professionals believe that their approach is shaped by models that support learning in the flow of work<br />
 </li>
<li>Independent analysis showed that compared with peers not using models, they are:
<ul>
<li><b>4x more</b> likely to report they respond faster to business change</li>
<li><b>3x more</b> likely to report improvement in staff motivation<br />
 </li>
</ul>
</li>
<li>They are more likely to deploy a genuine balance of attention to all 3 activity areas<br />
 </li>
<li>They are more likely to use technology to support the activity:
<ul>
<li><b>2x more</b> likely to use performance support tools</li>
<li><b>50% more</b> likely to use learning communities and communities of practice<br />
 </li>
</ul>
</li>
<li>They have higher expectations that managers should play an active role for developing the skills of their staff<br />
 </li>
<li>They are investing in the skills of their teams:
<ul>
<li dir="ltr"><b>2.5x more</b> likely to have skills in facilitating collaboration</li>
<li dir="ltr"><b>Almost 2x more </b>likely to already have blended learning skills and performance consulting skills in-house</li>
</ul>
</li>
</ul>
<h2 dir="ltr">Download the report to find out:</h2>
<ul>
<li dir="ltr">The Myths and realities of 70:20:10
<ul>
<li dir="ltr">How prevalent is it?</li>
<li dir="ltr">What impact does it have?</li>
<li dir="ltr">How is it being applied?<br />
 </li>
</ul>
</li>
<li>Creating firm foundations for success<br />
 </li>
<li>7 common myths about 70:20:10</li>
</ul>
<h2>Use this report to think about:</h2>
<ul>
<li>How your current offering supports the way that  your staff learn</li>
<li>Preconceived ideas about new models of learning that might have hindered you</li>
<li>Practical ways to foster sharing and collaboration</li>
<li>The role of L&D in facilitating learning rather than delivering learning</li>
<li>What action to take</li>
</ul>
<div>
<h2><b>Acknowledgements</b></h2>
<p><i>This In-Focus report is free to download, thanks to the support of Corporate eLearning Consortium and Docebo.</i></p>
<p><a href="http://www.towardsmaturity.org/in-focus/2016/702010" target="_blank">Find out more and download the full report here</a></p>
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