The 70:20:10 Framework is a learning and development model incorporating three types of learning. The numbers suggest the relative amount of time to be spent on each and, whilst there is some variation (Kajewski & Madsen, 2013), it is usually based on: 70 – Experiential – ‘on-the-job’ learning from day-to-day tasks, challenges and practices; 20 - Social – where learning is supported through interactions with others: mentoring, coaching, personal networks or other co-operative actions; 10 - Formal - learning and development through structured courses and programs.
Based on research supporting the importance of workplace learning (Easterby-Smith & Lyles, 2011), and experiential learning (Kolb & Boyatzis, 2000), the model has been widely championed (for example: 70:20:10 Forum, 2015; Training Industry, 2015) and adopted (for example: APSC, 2014; Swanwick and McKimm, 2012).
However, concerns have been raised regarding the ubiquitousness and efficacy of the 70:20:10 weightings (Kajewski & Madsen, 2013; Ulrich & Dulebohn, 2015) and the tendency to separate the learning elements rather than see the model as a whole (McCauley, DeRue, Yost & Taylor, 2014). Based on a qualitative study on the capabilities, experiences and future of middle management in the Australian Public Service (APS), this paper suggests that, despite considerable focus on formal and social learning, the adoption of 70:20:10 has not led to increased capability.
In our study, numerous factors impeded the ability for the 70:20:10 model to enhance capability. These issues included: senior and middle management giving lip service to ongoing development and waiving actual support; an over focus on achieving outputs and results; insufficient resources allocated to development activities; misunderstandings regarding the learning process; and an assumption that learning would automatically result from experience leading to insufficient support for experiential learning. This paper demonstrates the current developments and concerns regarding 70:20:10 implementation within the APS and makes some suggestions for improved implementation.
References
70:20:10Forum. 2015. 70:20:10 From Strategy to Action: Creating a high performance culture using the 70:20:10 framework. Retrieved from: https://www.702010forum.com//files/ 702010_Strategy_to_Action.pdf
Australian Public Service Commission [APSC]. 2014. A guide to learning on the job in the APS, and making the most of experience-driven development. Retrieved from:
http://www.apsc.gov.au /publications-and-media/current-publications/on-the-job-learning-good-practice-guide.
Easterby-Smith, M. & Lyles, M.A. (Eds.) 2011. Handbook of Organizational Learning and Knowledge Management. John Wiley & Sons: Chichester, Sussex.
Kajewski, K. & Madsen, V. 2013. Demystifying 70:20:10. DeakinPrime, Deakin University: Melbourne, Australia, Retrieved from: http://deakinprime.com/media/47821/002978 _dpw_70-20-10wp_v01_fa.pdf.
Kolb, D.A. & Boyatzis, R.E. 2000. Experiential Learning Theory: Previous Research and New Directions. In R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. Lawrence Erlbaum: NJ.
McCauley, C.D., DeRue, D.S., Yost, P.R. & Taylor, S. 2014. Experience-Driven Leader Development Models, Tools, Best Practices, and Advice for On-the-Job Development. Wiley: San Francisco California.
Swanwick, T., and McKimm, J. 2012. Clinical leadership development requires system-wide interventions, not just courses. Clinical Teacher 9(2): 89-93.
Training Industry. 2015. The 70:20:10 Model for Learning and Development. Retrieved from: https://www.trainingindustry.com/wiki/entries/the-702010-model-for-learning-and-development.aspx
Ulrich, D. & Dulebohn, J.H. 2015.Are we there yet? What's next for HR? Human Resource Management Review 25:188–204.
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