70:20:10 Workplace Learning that Works
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- Reynold Randell Parks
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1 70:20:10 Workplace Learning that Works The Adding, Embedding, Extracting Model The frontline of Employee Learning It is well understood that the majority of what and how people learn in the workplace occurs through challenging experiences and by working and interacting with others. Many organisations have recognised the value of workplace learning and are actively adopting the 70:20:10 framework as a strategic approach to improving organisational performance. We re pretty good at the 10, but need to do more of the 70 and the 20 is a comment often heard when speaking with L&OD practitioners. Why is it that, in spite of the fact that teaching by pouring in, learning by passive absorption, are universally condemned, that they are still so entrenched in practice? John Dewey, 1916 Although there is clarity around the need to support experiential and social learning, there is often uncertainty when it comes to identifying specific solutions or knowing where and how to get started. HR and L&OD professionals can t simply tell people to be more social or experiential, and building the scaffolding required to enable people to learn socially and experientially is easier said than done. Many organisations are adopting the 70:20:10 framework as a strategic approach to learning, engagement and performance improvement The aim of this paper is to explain a practical approach to creating targeted experiential and social learning solutions and bringing the 70:20:10 framework to life. It draws heavily on the work of Charles Jennings, the founder of the 70:20:10 Forum and recognised globally for his work in helping many organisations adopt the framework. 1 70:20:10 Workplace Learning That Really Works
2 A renewed focus on Workplace Learning Traditional training and development solutions emphasised the storing of knowledge and a one size fits all approach. Learning functions are now under pressure to increase flexibility, reduce costs and deliver more responsive development solutions that meet the needs of workers wherever they are. There is also demand for access to knowledge and performance support on a just-in-time basis. L&D functions are coming under increasing pressure as a result of the increasing uncertainty, complexity and change impacting organisations. Traditional L&D solutions are often challenged as being inflexible, costly, too slow to develop and largely ineffective. As the half-life of knowledge decreases, the difficulty in maintaining traditional content based solutions is also becoming more apparent. The need for greater responsiveness and flexibility, as well as recognition that the workplace is where most learning occurs, means organisations can no longer leave learning solely to HR or L&D departments. An approach that guides, supports and enables workplace learning is the key to flexibility and success. The workplace learning paradigm supports continuous learning as part of the workflow. Work is the learning and learning is the work Harold Jarche 2 70:20:10 Workplace Learning That Really Works
3 The Adding, Embedding, Extracting Model The Adding, Embedding, Extracting Model (AEEM) for Workplace Learning is a means for exploiting development opportunities in the workplace and making informal learning more effective. Use the AEEM to create deliberate and targeted solutions aligned with business needs and performance outcomes. The AEEM reflects the idea that work and learning are highly experiential and social. The beauty of the model is that it supports learning where it can add the greatest value in the workplace. The AEEM helps build the scaffolding required to support what Jennings describes as Real Learning experiential and social learning that improves performance through a combination of: Challenging experiences; Opportunities to practice; Rich conversations, and; Spaces to reflect. Helping workers solve problems at the point of need Adapted from Corporate Executive Board by 70:20:10 Forum. Building Beyond Formal Learning Formal development solutions have traditionally comprised discrete learning events designed to enable people to perform in the workplace, by taking them out of the workflow. This approach was often limited by the lack of a supportive environment once people were back in the workplace and the fact that learning activities were considered separate from work. The AEEM overcomes the limitations of this approach by integrating learning within the workflow. Solutions under the three elements of the AEEM actively support a culture where workers can explore problems, share ideas, create solutions and learn together as part of the way they work: 3 70:20:10 Workplace Learning That Really Works
4 Adding Learning to Work Embedding Learning within Workflows Extracting Learning from Work Lead Question How will we leverage the workplace to develop knowledge, skills and mindsets? How can we support workers to solve problems and respond to challenges they face in the flow of their daily work? How will we ensure experience is captured and used to drive improved performance? Flow Learning enabling work Learning as part of working Learning from work to improve the work Let us explore each of the three elements in more detail. Adding Learning to Work Adding Learning to Work provides people with workplace learning opportunities that support them to develop in the context of their work. Although Adding Learning to Work has been a traditional focus for learning transfer following formal development programs and courses, there are a number of key opportunities and considerations for fully leveraging this approach. New and Challenging Experiences Experiential learning has often been left to chance in organisations, with no effective mechanism to structure, monitor or measure workplace experiences. A simple scaffold for learning from experiences in the workplace allows you to define: objectives and expectations; impact and outcomes to be achieved, and; support and monitoring requirements. This scaffold matches development needs to experiences, making the approach intentional and setting it up for success. Formal Development Organisations can improve the effectiveness, efficiency and flexibility of formal development by transferring informational content away from formal learning environments and into the workplace. This allows exposure to new information and concepts in context as part of the daily workflow. Removing informational content from face-to-face away-from-work training and development activities can save time, but also provides opportunities to increase value when people come together (virtually or face-to-face). Consider a shift from courses to resources, underpinned by rapid content development and curation practices to make knowledge accessible, digestible and relevant. A flipped classroom approach can also be used to bring people together to share, communicate and collaborate, rather than to be recipients of information. 4 70:20:10 Workplace Learning That Really Works
5 Simple Options for Adding Learning to Work 1. Identify ways to guide, support and enable challenging experiences including: New Experiences; and Stretch Assignments 2. Refocus formal development by transferring informational content to the workplace using rapid content development and curation to support a shift from courses to resources 3. Ensure Development Pathways (linked to core capabilities) include a range of experiential and social opportunities and make them accessible to workers 4. Adapt Individual Development Plan templates (and the process) to capture experiential and social components and equip people managers/workers to commit to balanced solutions 5. Use rich conversations to encourage idea sharing and collaboration Development Plans and Pathways. Linking core capabilities to behaviours and a variety of experiential, social and structured learning opportunities makes it easier for line leaders and reports to create development solutions tailored to their needs. Ensuring development plans are structured to capture a balance of experiential, social and formal development is also important, as much of a person s focus for workplace development will be guided by their Development Plan. Rich Conversations. Promote collaboration by creating and nurturing opportunities for teams and communities to share ideas, solve problems and build knowledge together. This provides the foundation of a high performance team culture. I was joining a company that boasts a culture that shared openly, was not afraid to make mistakes and encouraged learning at rapid cycles by working out loud. Ursula Llabres The workplace environment is critical for successfully Adding and must support people to learn in the context of their work. In addition to the required tools and resources, workers need the active support of their line leader. Line leaders are best placed to provide opportunities and space to practice, ensure peer support is available and remove blockers that might impact the employee. They also provide practical guidance and support in their important role of manager-as-coach. Technology can also play a key enabling role by supporting flexible delivery and/or access, or through enterprise collaboration platforms allowing people to connect, share and seek support together. 5 70:20:10 Workplace Learning That Really Works
6 Measuring the impact of Adding A mix of learning and performance metrics is best used to capture the outcome of Adding solutions. Learning metrics capture the achievement of development goals and performance expectations while performance metrics capture the workplace benefits and outcomes associated with stretch assignments and workplace projects. Flexible delivery modes also allow reduction in elements such as training time and spend to be recognised. Adding Learning to Work Metrics Focus Organisation Wide Impact Learning Metrics Competency Expectations (i.e. time to competence, quality of work) Business Unit Performance Employee Engagement Performance Metrics Project or Assignment Impact, Benefits, Outcomes L&D Efficiency (Reduced Cost) Employee Retention Agility and Resilience Embedding Learning Within Workflows Embedding Learning Within Workflows solutions help workers solve problems and prevent mistakes in the flow of their daily work. Workers face difficult and complex problems every day, whether they are performing a task for the first time or facing a new challenge in work they regularly undertake. Just-in-time HELP to solve workplace problems and to prevent mistakes can have an incredible impact on individual and organisational performance. Performance Support. Performance Support (PS) refers to the practices and tools the organisation provides its people individually and collectively for them to perform their work successfully and efficiently (Gottfredson & Mosher). PS comes in many forms whether it is getting help from the person sitting next to you or a simple laminated checklist, through to help desk support or sophisticated electronic performance support systems. Regardless of the format, there are three basic types of PS solution that respond to different phases of performance: Planners support workers to prepare, Sidekicks support workers to conduct, and Quick-Checks support performers to review and improve (Gottfredson & Mosher). Workers don t think of Performance Support as learning. They view it simply as support to get the job done. 6 70:20:10 Workplace Learning That Really Works
7 There are a number of opportunities to embed learning within the workflow, including the following: Refocusing formal development. Performance Support will only be effective if people are able to utilise it. Ensuring structured learning solutions actively prepare and equip people for the following is critical: To learn continuously (i.e. explore further, build and share knowledge), and To utilise workplace performance support. Line Leader Support. Building a culture where people can learn and share with each other is a powerful way to create solutions and build capability. It is no surprise then that line leaders have a critical role to play in nurturing a collaborative culture in their teams. Building the capabilities of line leaders to develop others and provide workplace coaching support will have a significant impact on helping workers solve problems. Simple Options for Embedding Learning Within Workflows 1. Use flexible performance support solutions to support a shift from courses to resources and to help people to respond to workplace problems and challenges 2. Refocus formal development by: Setting people up to explore further and learn continuously Equipping people to utilise workplace performance support 3. Enable and support line leaders to help workers solve problems (develop others) 4. Ensure every worker creates and manages a Professional Network as part of the support structure for achieving their objectives 5. Use rich conversations to encourage idea sharing, problem solving and collaboration Professional Networks. When people have a problem the natural response is to turn to someone for help. An important social learning opportunity is through making people accountable for developing and maintaining their Personal Learning Networks (PLNs) and Personal Knowledge Networks (PKNs). Simple tools can be used to integrate these within the Development Planning process. Hill and Lineback suggest people consider three different, but related networks: An Operational Network comprising those involved in daily work; A Strategic Network consisting of those who help an employee prepare for the future; and A Development Network including those who help an employee grow and provide personal and emotional support. Embedding provides HR and the Learning function with flexible, responsive and cost effective options for supporting the different experience levels, challenges and preferences of workers. Helping people adapt and perform consistently, efficiently and effectively is of significant value to both the organisation and those seeking support to perform and improve. 7 70:20:10 Workplace Learning That Really Works
8 Measuring the impact of Embedding The close link between Embedding and solving workplace problems means measurement can focus on capturing the impact of solutions on workplace performance. In addition to the impact on workplace productivity, research shows that a focus on performance support can significantly reduce training time and spend (Gottfredson). Embedding Learning Within Workflows Metrics Focus Organisation Wide Impact Performance Metrics Productivity Quality Error Reduction Business Unit Performance Employee Engagement Customer Satisfaction Help Desk Transactions L&D Efficiency (Reduced Cost) Employee Retention Agility and Resilience Extracting Learning from Work Extracting Learning from Work utilises reflective practice to improve individual, process and team performance. Donald Schon describes reflection as an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation. Reflective practice comes in many forms, all of which allow people to draw meaning and insight from previous experiences, which can then be used for future benefit. Simple Options for Extracting Learning from Work 1. Formalise expectations for the conduct of One-on-Ones and provide a simple performance support solution to underpin the discussions 2. Support performance improvement focused team talks to promote collaboration and develop a high performance team culture 3. Create opportunities to review and improve following the use of Performance Support solutions 4. Implement an After Action Review approach to support teams to adopt debriefing as a core part of their work 5. Identify opportunities to use Peer Reviews to share knowledge, promote collaboration and challenge the status quo 6. Explore opportunities for people to narrate their work for individual and collective benefit 8 70:20:10 Workplace Learning That Really Works
9 Consider the language used to promote reflection. Some workplace environments may respond more positively to the idea of process improvement, continuous improvement, debriefs or after action reviews. Regardless of what you call reflective practice, the key objective through Extracting is the creation of a deliberate and continuous cycle of performance improvement. This can be achieved in many ways, including: One-on-One Coaching Sessions. Regular one-on-ones allow line leaders to help their direct reports connect their work to team and organisational priorities, solve problems, and gain support for workplace tasks, whilst helping workers develop critical thinking skills. Team Talks. Regular and scheduled team talks will make time and space to review performance, share issues and problems, and work collaboratively to solve problems and create solutions. These sessions also develop a shared understanding of purpose and focus and support the development of a high performance culture. Performance Support. Utilise the after phase of performance support to reflect on the conduct of core process and tasks and drive continuous improvement. After Action Reviews. Use debriefs, After Action Reviews (i.e. at the end of a task or project) and feedback mechanisms (i.e. peer reviews, job shadowing) to identify, translate and share lessons learned and provide feedback and actions to support future actions. Process improvement methodologies such as Six Sigma or Kaizen include reflective practice to challenge the status quo and identify opportunities to improve performance. Peer Reviews. Seek opportunities for job shadowing, peer coaching and reflective pairs as a means for helping people learn through others and support reflective practice. Narrating Work. Explore opportunities for individuals and teams to work out loud, allowing them to share knowledge and ideas, reflect on their experiences and learn and work together. Enterprise collaboration tools have an increasingly important role to play, as do line leaders and champions, who need to lead by example and nurture a supportive environment to embed practice. Every experience is an opportunity to learn and improve, but in our busy world and workplaces, the biggest challenge is simply creating the time and space to review and reflect. There are many opportunities to integrate reflective process within the flow of work and to use the Extracting approach to drive engagement and performance. Measuring the impact of Extracting If reflective practice is successful, opportunities to improve performance will be identified and actioned. Measurement of these approaches can thus focus on quantifying the improvements in performance. Extracting Learning from Work Metrics Focus Performance (Improvement) Metrics Process Improvement Performance Improvement Productivity Gains Organisation Wide Impact Business Unit Performance Employee Engagement Employee Retention Agility and Resilience 9 70:20:10 Workplace Learning That Really Works
10 The role of line leaders in developing others Each of the elements of the AEEM emphasises the important role of line leaders. Workplace learning solutions cannot effectively be implemented without the active support and involvement of line leaders. Recent research continues to reinforce that developing others is a key weakness for many (Zenger & Folkman), so any strategy that aims to improve the impact of experiential and social learning must include a focus on equipping line leaders to develop others. This critical skillset stresses the role of the line leader in enabling and supporting both formal development and workplace learning. Formalise the expectations for developing others and create performance support solutions that will help line leaders perform their role consistently, efficiently and effectively. The role of L&D in enabling workplace learning Learning professionals and the broader HR function must also adapt if organisations are to enable, support and guide workplace learning effectively. A new set of professional capabilities is required to create and facilitate performance solutions. This new skillset is likely to include performance consulting, content curation, social media and community skillsets amongst others. The operating model of the learning function must also adapt as the command and control model used to manage structured learning is not effective in supporting workplace learning. Conclusion The changing world of work offers exciting opportunities and significant challenges for organisations and their learning functions. The Adding, Embedding, Extracting Model provides a simple and practical means for creating deliberate experiential and social learning solutions as well as supporting a collaborative workplace learning culture. References Gottfredson, C, Show Me the ROI! (accessed 19 February 2014) Gottfredson, C. & Mosher, B. 2011, Innovative Performance Support, McGraw Hill Hill, L.A. & Lineback, K. 2011, Being the Boss, Harvard Business Review Press Jarche, H. 2012, Work is learning and learning is the work, (accessed 26 February 2014) Jennings, C. 2013, The 70:20:10 Framework Explained, Learning & Development Roundtable. 2004, Driving Results through Employee Development, Corporate Executive Board Llabre, U. 2014, Social Technologies: A Catalyst to the practice of Knowledge Management, (accessed 21 January 2014) Schank, R.C. 1995, What we learn when we learn by doing, Institute for the Learning Sciences Northwestern University Schon, D. 1984, The Reflective Practitioner, Basic Books Zenger, J. & Folkman, J. 2013, Bad leaders can change their spots, (accessed 13 January 2013) VISIT OR CONTACT US AT 70:20:10 FORUM info@702010forum.com forum.com :20:10 Workplace Learning That Really Works
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