tag:blogger.com,1999:blog-5372675197938052402024-03-13T07:17:54.641+00:00 Charles Jennings | Workplace PerformanceFocused on all things related to learning, performance and organisational productivity, <br>
and to the 70:20:10 model.
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<br> Charles Jennings, Co-founder, 70:20:10 Institute
Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.comBlogger75125tag:blogger.com,1999:blog-537267519793805240.post-59384403772656051092023-08-24T13:03:00.001+01:002023-08-24T13:04:49.965+01:0070-20-10: Origin, Research, Purpose<h3><font size="2" style="font-weight: normal;">This is a<b> re-post of an article</b> by </font><a href="http://70-20.com/blog/author/cal-wick/"><font size="2" style="font-weight: normal;">Cal Wick</font></a><font size="2" style="font-weight: normal;"> of </font><a href="http://www.forthillcompany.com/" target="_blank"><font size="2" style="font-weight: normal;">Fort Hill</font></a><font size="2" style="font-weight: normal;">. The original was on the <a href="http://70-20.com/blog/" target="_blank">70-20 Blog site</a>. There are a few observations from me at the bottom. (first published August 2016).<br /><br /><font style="font-weight: bold;">Calhoun Wick</font></font></h3> <h3 align="justify"><font size="2" style="font-weight: normal;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3W9-nLt79c6FhHzXBExPu8oDOeBltUr6mz9PCJw5ZIeN4-ETntsvXRxl9sqWpKDTKxK05MNXBjgSisuyapuLtz6cP9eLJf7Onuk3p5dffTkwswtWV3JuZp2MIlQ5XP5NbaoTmqyauceyo/s1600-h/Cal-Wick"><img align="right" alt="Cal Wick" border="0" height="124" src="https://lh3.googleusercontent.com/-KQw1SSaqjYQ/Wz4HesKBJgI/AAAAAAAABmo/i2GJlQxtqxQHomT9B8YIxdsIG2dcRVC9gCHMYCw/Cal-Wick_thumb?imgmax=800" style="background-image: none; display: inline; float: right; margin: 0px 0px 0px 6px;" title="Cal Wick" width="124" /></a>Cal is deeply experienced and knowledgeable in the area of workplace learning. He has been studying and supporting it for many years and is co-author of the highly acclaimed <i>Six Disciplines of Breakthrough Learning: How to Turn Training and Development into Business Results</i> (Pfeiffer, 2010). Cal’s company has also developed the <a href="http://70-20.com/" target="_blank">70-20 tool</a>, which supports learning in the workflow in innovative and measurable ways – it is well worth test driving.</font></h3> <p align="right"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO7djHnTRZvniwk4J4YYd7yAQ32Qm-GF87JbLEqJjJl8bg4qvhyREjk0lSI4054qFx31npJkdT9sHCEJWs6wGgt48oXZCfNKSaNJKGc1w7cU2cZDs64EF3FH0VJauAdkM_jij9E0tsyKmA/s1600-h/Cal---Bob---Charles4"><img align="right" alt="Cal - Bob - Charles" border="0" height="199" src="https://lh3.googleusercontent.com/-lDn__3BsL-I/Wz4Hf5MxrEI/AAAAAAAABmw/LPHyLY-oQic-LTtIJ4WSavehnOv5hSLjQCHMYCw/Cal---Bob---Charles_thumb1?imgmax=800" style="background-image: none; border-image: none; border: 0px; display: inline; float: right; margin: 0px 6px 0px 8px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="Cal - Bob - Charles" width="302" /><br /></a></p><p align="right">Learning through Conversation – April 2016<br />Skype discussion between Cal Wick,<br />Bob Eichinger<br />and Charles Jennings</p> <p align="justify"><br /></p> <h3 align="justify"><font size="2"><b></b></font> </h3> <h3 align="justify"><font color="#0080c0">70-20-10: Origin,Research, Purpose <br /></font><font color="#000000"><font style="font-weight: normal;">by Cal Wick</font></font></h3> <h3 align="justify"><font size="2"><b>------------------------</b></font></h3> <h3 align="justify"><font size="2"><font size="3">Where It All Began</font><br /><font style="font-weight: normal;">The 70-20-10 model has been part of the corporate learning and development lexicon for decades. Some people find implementing 70-20-10 brings transformational change to their corporate learning cultures. Others are not quite sure what to make of it or how to leverage the model. A last group discounts it claiming 70-20-10 has no research to back it up and that it provides little value because the numbers are not accurate.</font></font></h3> <p align="justify"><font size="2"><a href="https://lh3.googleusercontent.com/-go0EEC-g0RE/Wz4HgWTxWNI/AAAAAAAABm0/Ypx7u7tmDkEklhXAjy0HDI80aZjOH9SagCHMYCw/s1600-h/Eichinger_Bob%255B1%255D"><img align="left" alt="Eichinger_Bob" border="0" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0s7xuAgvCdLMDaAObYJJTPF3kbdSPpxKyOBfT7F-STWe87bgZuh5SY9Y1QaDC3edtVHqps43uwbUmV63GWkc_PkBXxFDgEt2eOKNrSDe0hjwV496jC3yDHNWEPUEksb7glC9jmSBAVxz0/?imgmax=800" style="background-image: none; display: inline; float: left; margin: 0px 6px 0px 0px;" title="Eichinger_Bob" width="134" /><br /></a></font></p><p align="justify"><font size="2">Recently I had a conversation with <b>Bob Eichinger</b>, one of the original thought leaders who created the 70-20-10 model, about its origin, research, and purpose. I found what Bob said to be so compelling that I asked him to write it up. Bob agreed. </font></p> <p align="justify"><font size="2"></font> </p> <p align="justify"><font size="2">Here is what he shared:</font></p> <p align="justify"><b><font size="2"></font></b> </p><p align="justify"><br /></p><p align="justify"><b><font size="3">To Whom It Apparently Concerns, (Bob Eichinger writes)</font></b> </p><p align="justify"><font size="2">Yes Virginia, there is research behind 70-20-10!</font> </p><p align="justify"><font size="2">I am Robert W. Eichinger, PhD. I’m one of the creators, along with the research staff of the Center for Creative Leadership, of the 70-20-10 meme [the dictionary defines a meme as an “idea, behavior, or style that spreads from person to person”]. Note: see <u>The Leadership Machine</u>, Michael M. Lombardo and Robert W. Eichinger, Lominger International, Inc., Third Edition 2007, Chapter 21, Assignmentology: The Art of Assignment Management, pages 314-361.</font> </p><p align="justify"><font size="2"><a href="https://lh3.googleusercontent.com/-b5t0ajByvdA/Wz4HhQb1weI/AAAAAAAABm8/SujCkesFdksTqadyO3y6EHaMEEhCp9PWwCHMYCw/s1600-h/TheLessionsOfExperience_211_CoverIma"><img align="left" alt="TheLessionsOfExperience_211_CoverImage_1" border="0" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjcHMrPDPYynXZa4dpLVj2s7zhFAYK_BPV6wXkgnndI_NyA5YSlxtILVSCd9hDb_MvqJnFlL5a5Gtf1g-5EMaCWeivzcnRuf4ZtAx44wUqV4qh6A5dA3SBFrOHfrORcG5hnc1XjUBWGws7/?imgmax=800" style="background-image: none; display: inline; float: left; margin: 0px 6px 0px 0px;" title="TheLessionsOfExperience_211_CoverImage_1" width="168" /></a>At the time in the late 1980s, Michael Lombardo and I were teaching a course at the Center called <i><b>Tools for Developing Effective Executives</b></i>. The course was basically a summary of the findings of <i><b>The Lessons of Experience</b></i> study done over a 13-year period at the Center and published in 1988. My job was to convert the study’s findings into practical practices. Mike represented the CCL research staff and I was a practitioner at PepsiCo, and then at Pillsbury.</font></p> <p align="justify"><font size="2">We were working on a section of the course on planning for the development of future leaders. One of the study’s objectives was to find out where today’s leaders learned the skills and competencies they were good at when they got into leadership positions.</font> </p><p align="justify"><font size="2">The study interviewed 191 currently successful executives from multiple organizations. As part of an extensive interview protocol, researchers asked these executives about where they thought they learned things from that led to their success – <i>The Lessons of Success</i>. The interviewers collected 616 key learning events which the research staff coded into 16 categories.</font> </p><p align="justify"><font size="2">The 16 categories were too complex to use in the course so we in turn re-coded the 16 categories into five to make them easier to communicate.</font> </p><p align="justify"><font size="2">The five categories were learning from challenging assignments, other people, coursework, adverse situations and personal experiences (outside work). Since we were teaching a course about how to develop effective executives, we could not use the adverse situations (can’t plan for or arrange them for people) and personal experiences outside of work (again, can’t plan for them). Those two categories made up 25% of the original 16 categories. That left us with 75% of the <i>Lessons of Success </i>for the other three categories.</font> </p><p align="justify"><font size="2">So the final easy-to-communicate meme was: <b>70% Learning from Challenging Assignments</b>; <b>20% Learning from Others</b>; and <b>10% Learning from Coursework</b>. And thus we created the 70-20-10 meme widely quoted still today.</font> </p><p align="justify"><font size="2">The basic findings of the <i>Lessons of Success</i> study have been duplicated at least nine times that I know of. These include samples in China, India and Singapore and for female leaders, since the original samples of executives in the early 80s were mostly male. The findings are all roughly in line with 70-20-10. They are 70-22-8, 56-38-6 (women), 48-47-5 (middle level), 73-16-11 (global sample), 60-33-7, 69-27-4 (India), 65-33-2 (Singapore) and 68-25-7 (China). A number of companies including 3M have also replicated the study and found roughly the same results.</font> </p><p align="justify"><font size="2">So some have said that 70-20-10 doesn’t come from any research. It does. Some have said the 70-20-10 is just common sense. It is now. Experience has always been the best teacher. Still is.</font> </p><p align="justify"><font size="2">I might add that there is a lot of variance between organizations and levels and types of people. These studies were mostly about how to develop people for senior leadership positions in large global companies. The meme for other levels of leadership and different kinds of companies might be different. There might also be other memes for different functional areas.</font> </p><p align="justify"><font size="2">Sincerely,<br />Bob</font></p> <p align="justify"><b><font size="3">From My Perspective (Cal Wick writes)</font></b> </p><p align="justify"><font size="2">From my perspective, Bob and Mike’s genius was to take the 16 sources of learning present in the 616 key learning events, as recounted by the participants in the <i>Lessons of Success </i>study, drop out the 25% of learning that comes from hardship and beyond work, and turn the remainder into a meme of three sources of learning now known around the world as 70-20-10. As a meme or reference model, it both validates the importance of Formal Courses – the “10” as well as opening up the opportunity of intentionally activating Learning from Challenging Assignments – the “70” and Learning from Others – the “20.”</font></p> <p><b><font size="3">Implications</font></b> </p><p align="justify"><font size="2"><a href="https://lh3.googleusercontent.com/-M_jnrlpLBd0/Wz4Hi4YxTtI/AAAAAAAABnE/WfL-3DaBWAEcu2oltg0coYVIt87KVCvdACHMYCw/s1600-h/702010piewithbiggershadow3"><img align="right" alt="702010piewithbiggershadow" border="0" height="244" src="https://lh3.googleusercontent.com/-cViv6QVJ88o/Wz4HjaztZ-I/AAAAAAAABnI/tUc-WBVsDJAlkt-vcCrhHmAycupGKpWvACHMYCw/702010piewithbiggershadow_thumb?imgmax=800" style="background-image: none; display: inline; float: right; margin: 0px 0px 0px 6px;" title="702010piewithbiggershadow" width="185" /></a>1. Bob and Mike’s 70-20-10 meme made visible that learning takes place both in formal settings (the 10) as well as in experience (the 70) and through relationships (the 20). As a model, its value is not in trying to determine with precision the exact numbers to the left or right of a decimal point, but instead to use it to open our eyes to learning that is happening all the time on-the-job, but is largely invisible.</font> </p><p align="justify"><font size="2">2. When 70-20 learning becomes visible and intentional, the implication is that Learning & Development has the opportunity to harness its potential. The challenge is how can L&D activate and support informal and social learning in an intentional, high impact way that builds a vibrant learning culture? And this learning culture leads to higher performance as employees embrace continuous development on the job. The 70-20 learning of today’s workforce is largely self-directed. Just look at the web searches you have done in the last week. The opportunity for L&D is to add value by making available the resources, people, expertise and digital tools to support and accelerate the 70-20 learning that happens every day and everywhere.</font> </p><p align="justify"><font size="2">3. It turns out that there is now significant research that supports the reality and value of learning <a href="https://lh3.googleusercontent.com/-qst_9MmjoE4/Wz4HkJMUPPI/AAAAAAAABnM/LgFfzxDNd4IjZpMWKhTXDv18Z6t1mFWbwCHMYCw/s1600-h/EXLlargewshaddow3"><img align="left" alt="EXLlargewshaddow" border="0" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLvO5BKYLh4xtcWvKArVXZtKoqwBoOJBk1fCLo-3Bj61mkJBqicP3VU1U1Ornuhtr7OS0v40PcGyZs3XAZ3B8j-v7PgUJAl4QXgLCQIpg_F98jKYaaz6gZmC0tGrFyqr5IZzmYXgelXGPE/?imgmax=800" style="background-image: none; display: inline; float: left; margin: 0px 6px 0px 0px;" title="EXLlargewshaddow" width="180" /></a>beyond the formal “10.” </font><font size="2">For example, David Kolb in his Second Edition of <b>Experiential Learning</b> cites nearly 4,000 bibliographic research and application references. The question is how can L&D best take advantage of the great research that has already been done and put it into practice? How can today’s L&D groups be effective at delivering formal learning with support so that it is well applied on the job? What approaches can we take to enable self-directed 70-20 learning that improves capabilities and performance throughout an organization?</font></p> <p align="justify"><font size="2"></font> </p><p align="justify"><font size="2">This is a very exciting time in our industry and we’re delighted to be part of the conversation and the exploration of new strategies to drive competitive advantage and improved performance through 70-20 learning.</font> </p> <p align="justify"><font size="3"><b>My Observations (Charles Jennings writes)</b></font></p> <p align="justify"><font size="2">There’s no doubt the work of Bob Eichinger, Mike Lombardo and the team at the Center for Creative Leadership was fundamental in highlighting a critical fact – that most learning, most of the time, comes not from courses and programmes, classrooms, workshops and eLearning, but from everyday activities. In other words, we learn more from working and interacting with fellow workers than we do from away-from-work training.</font></p> <p align="justify"><font size="2">This research set the ‘70:20:10 ball’ rolling, and Bob’s explanation above answers many questions that I’ve heard raised over the years. </font></p> <p align="justify"><font size="2">It’s also important to recognise, as Cal Wick points out above, that many other researchers have also identified the importance of learning beyond the ‘10’. There is an increasing body of research and empirical evidence that the closer to the point of use any learning occurs then the more likely it is to be turned into action. </font></p> <p align="justify"><a href="http://www.jaycross.com/Models%20Galore.swf" title="Jay Cross - spending/Outcomes Paradox"><img align="right" alt="jay - spending outcomes paradox" border="0" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinokR8agsvxwSOGWkQulZ6gLmPwR6VFyH_XjLbnPDiNrS_RblDmej1cmy4dRV8KYggNH6Qrf_Y08lJz7I2urmTpKqDxpAlH4IgXpDPqcs0pgxO2ANiCAvONUyh9H7RHaHW6b__rqXKj957/?imgmax=800" style="background-image: none; border-image: none; border: 0px; display: inline; float: right; margin: 0px 0px 0px 8px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="jay - spending outcomes paradox" width="313" /></a><font size="2"></font></p> <p align="justify"><font size="2">Jay Cross, a friend and colleague in the <a href="http://internettimealliance.com/">Internet Time Alliance</a>, spent the last years of his life raising awareness of the importance of ‘informal learning’ across the world. As early as 2002 Jay was describing the unrelenting focus on formal learning in terms of the ‘Spending/Outcomes Paradox’.</font></p> <p align="justify"><font size="2">Jay talked about ‘the other 80%’, the informal learning that happens beyond the control, and often the sight, of the HR and L&D departments. Jay cited a number of studies and observations that supported this. They were briefly <a href="http://www.informl.com/where-did-the-80-come-from/">documented</a> by Jay <a href="http://www.informl.com/where-did-the-80-come-from/">here</a>. </font></p> <p align="justify"><font size="2">More recently, researchers have been validating the importance of the learning that happens as part of the daily workflow. One example of is the work of Professor </font><a href="http://roa.sbe.maastrichtuniversity.nl/?page_id=123"><font size="2">Andries de Grip and his team</font></a><font size="2"> at the Research Centre for Education and the Labour Market at Maastricht University in the Netherlands. Professor de Grip’s 2015 report </font><a href="http://wol.iza.org/articles/importance-of-informal-learning-at-work/long"><font size="2">‘The importance of informal learning at work’</font></a><font size="2"> explains that</font><font size="2">:<br /> <br /></font><font size="2">‘<i>On-the-job learning is more important for workers’ human capital development than formal training’<br /></i><br />and also that:<br /><br /><i>’Rapidly changing skill demands and rising mandatory retirement ages make informal learning even more important for workers’ employability throughout their work life. Policies tend to emphasize education and formal training, and most firms do not have strategies to optimize the gains from informal learning at work’</i></font></p> <p align="justify"><font size="2">We’ve known for years that the ‘70+20’ are critical and that it’s in these zones that most learning happens. It’s now time to put this knowledge into action.</font></p><p align="justify"><font size="2"><a href="https://lh3.googleusercontent.com/-uSRBrzEv_Gc/Wz4Hlrf7ZPI/AAAAAAAABnY/1BwDBtIec3UiyvyWs8KC-Zj2uM_vr6fvgCHMYCw/s1600-h/702010-towards-100-percent-performan%255B1%255D"><img align="left" alt="702010-towards-100-percent-performance" border="0" height="141" src="https://lh3.googleusercontent.com/-Tx9a6VbDwbw/Wz4HmcLe_pI/AAAAAAAABnc/V-3d1V3bG64JQVpyZ8GgV25peRae1QuxgCHMYCw/702010-towards-100-percent-performan?imgmax=800" style="background-image: none; display: inline; float: left; margin: 0px 6px 0px 0px;" title="702010-towards-100-percent-performance" width="184" /><br /></a></font></p><p align="justify"><font size="2">The <a href="https://702010institute.com/" target="_blank">70:20:10 Institute</a> has developed a full methodology based on 70:20:10 principles. This methodology is explained in detail in the book by Arets, Jennings and Heijnen ‘70:20:10 Towards 100% Performance’. Full information is available on the 70:20:10 Institute <a href="https://702010institute.com/702010-towards-100-performance/" target="_blank">website</a><a href="https://702010institute.com/702010-towards-100-performance/" target="_blank">.</a></font></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-8353265002107828232020-07-14T10:20:00.005+01:002020-07-22T08:21:35.086+01:00The Internet Time Alliance Jay Cross Memorial Award 2020<div class="separator"><p style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWXeeRlhMVnEKBGQWGSAkPEmk4tzksgb3pVXSH5Cx9yzJk8AXDcU1CfN0mPjUW_1GbRjXknK6Obu3elv5EwPzHVOyAwSyhjCypBTeaqk0qGlfzlvFRkrhVY-7A-g1dV9TFN2SR09YJKEJ4/s150/jay_about-150x150.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="150" data-original-width="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWXeeRlhMVnEKBGQWGSAkPEmk4tzksgb3pVXSH5Cx9yzJk8AXDcU1CfN0mPjUW_1GbRjXknK6Obu3elv5EwPzHVOyAwSyhjCypBTeaqk0qGlfzlvFRkrhVY-7A-g1dV9TFN2SR09YJKEJ4/s0/jay_about-150x150.jpg" /></a></div>The Internet Time Alliance Award, in memory of Jay Cross, is
presented to a workplace learning professional who has contributed in
positive ways to the field of Informal Learning and is reflective of
Jay’s lifetime of work.<br /><br />Recipients champion workplace and social learning practices inside
their organization and/or on the wider stage. They share their work in
public and often challenge conventional wisdom. The Award is given to
professionals who continuously welcome challenges at the cutting edge of
their expertise and are convincing and effective advocates of a
humanistic approach to workplace learning and performance.
<p></p></div><p>We announce the award on 5 July, Jay’s birthday.</p>
<p>Following his death in November 2015, the partners of the Internet
Time Alliance (Jane Hart, Harold Jarche, Charles Jennings, and Clark
Quinn) resolved to continue Jay’s work. Jay Cross was a deep thinker and
a man of many talents, never resting on his past accomplishments, and
this award is one way to keep pushing our professional fields and
industries to find new and better ways to learn and work.</p>
<div class="wp-caption alignright" id="attachment_2307" style="width: 310px;"><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7Adi0Ot1xKGKrFS-s3CO70LlQdATJdyJNn2lDKAZGync-ldMxp3hs8N7RYoSHq9FDxzcPtMJZ4_fAmmP3opUABMh3QCiIB6bJMUErGY240umYtFWM8TnRqScmbTxPSK_Fzdm3ShitgPEs/s300/201609_andrew-300x288.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="288" data-original-width="300" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7Adi0Ot1xKGKrFS-s3CO70LlQdATJdyJNn2lDKAZGync-ldMxp3hs8N7RYoSHq9FDxzcPtMJZ4_fAmmP3opUABMh3QCiIB6bJMUErGY240umYtFWM8TnRqScmbTxPSK_Fzdm3ShitgPEs/w240-h230/201609_andrew-300x288.jpg" width="240" /></a></div>Andrew Jacobs</b></div><div><br /></div><div>The Internet Time Alliance Jay Cross Memorial Award for 2020 is presented to Andrew Jacobs.
</div><p>Andrew is determined that learning and development should be an
integral part of business activity. He is currently employed in a
challenging position inside the UK government, but Andrew continues to
blog at <a href="https://lostanddesperate.com/" rel="noopener noreferrer" target="blank">Lost & Desperate</a>.
In 2013 his blog was one of the 50 most socially-shared learning and
development blogs. In spite of his work demands, Andrew continues to
share through his blog and on Twitter (as <a href="https://twitter.com/AndrewJacobsLnD" rel="noopener noreferrer" target="_blank">@AndrewJacobssLnD</a>).
He also speaks at industry events offering his experience and supporting
others. In his previous work, Andrew became an expert at improving
workplace learning with almost no budget.</p>
<p>Much in the spirit of Jay Cross, Andrew is constantly questioning the status quo. In his own words —</p>
<p><i>“If LnD help them learn, they won’t need learning.<br />
</i><i>If they don’t need learning, LnD aren’t required.<br />
</i><i>Therefore, to be required, LnD shouldn’t help them learn<br />
</i><i>Why do LnD still market a once and done approach to learning?<br />
</i><i>Can’t sell? Learn this.<br />
</i><i>Can’t comply? Learn this.<br />
</i><i>Can’t coach? Learn this.<br />
</i><i>Can’t manage? Learn this.<br />
</i><i>Can’t lead? Learn this.”</i></p>
<p>It is with great pleasure that we present the fifth annual Internet
Time Alliance Jay Cross Memorial Award to Andrew Jacobs. Andrew will be
presented with the award later this year in London.</p>
<p>Past recipients of the Internet Time Alliance Jay Cross Memorial Award have been:</p>
<p>2016 [Inaugural award]: Helen Blunden<br />
2017: Marcia Conner<br />
2018: Mark Britz<br />
2019: Michelle Okers</p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-8980866236579329162019-07-05T08:50:00.001+01:002019-07-05T08:57:40.980+01:00Internet Time Alliance Jay Cross Memorial Award 2019<p align="justify"><em>This post first appeared in<a href="https://www.internettimealliance.co/news/ita-jay-cross-memorial-award-2019/"> Internet Time Alliance News</a> on July 5, 2019</em></p><p align="justify"><font style="font-weight: normal;">The Internet Time Alliance Award, in memory of Jay Cross, is presented to a workplace learning professional who has contributed in positive ways to the field of Informal Learning and is reflective of Jay’s lifetime of work.</font></p><p align="justify">Recipients champion workplace and social learning practices </p><p align="justify">inside their organization and/or on the wider stage. They share their work in public and often challenge conventional wisdom. The Award is given to professionals who continuously welcome challenges at the cutting edge of their expertise and are convincing and effective advocates of a humanistic approach to workplace learning and performance.<p align="justify">We announce the award on 5 July, Jay’s birthday.<p align="justify">Following his death in November 2015, the partners of the Internet Time Alliance (Jane Hart, Harold Jarche, Charles Jennings, Clark Quinn) resolved to continue Jay’s work. Jay Cross was a deep thinker and a man of many talents, never resting on his past accomplishments, and this award is one way to keep pushing our professional fields and industries to find new and better ways to learn and work.<p align="justify"><strong>The Internet Time Alliance Jay Cross Memorial Award for 2019 is presented to</strong><a href="https://michelleockers.com/"><strong> Michelle Ockers</strong></a>.<p align="justify"><em>Michelle describes herself as “passionate about modernising learning in organisations”</em>. She has experience supporting workplace learning inside large organizations as well as a freelance consultant. Michelle helps to inform the industry through her public speaking and workshops. She is not afraid to try new methods and get her hands dirty, as she did in promoting social learning at Coca Cola Amatil, trading in her sneakers for safety shoes to better understand the work environment. For the past year Michelle has been posting a monthly summary of “What I learned”, setting an example of continuous learning.<p align="justify"><em><a href="https://www.internettimealliance.co/wp-content/uploads/2019/07/michelle-ockers.jpg"><img width="284" height="284" alt="" src="https://www.internettimealliance.co/wp-content/uploads/2019/07/michelle-ockers.jpg"></a></em></p><p align="justify">Here is Michelle i<a href="https://www.convergencetraining.com/blog/how-to-become-a-learning-organization">n her own words</a>:<blockquote><p align="justify">“The idea of a learning environment is that you’re reducing friction, to make it easier for people to learn, and in particular to learn while they work … So it’s about enabling people to learn continuously, to have a more fluid sharing of knowledge, to be able to access the resources they need, in the flow of work and to be able to do their job.”</p></blockquote><p align="justify">It is with great pleasure that we present the fourth annual Internet Time Alliance Jay Cross Memorial Award to Michelle Ockers.<p align="justify">Past award winners:<blockquote><p align="justify">2018 Mark Britz<br>2017 Marcia Conner<br>2016 Helen Blunden (Inaugural Award)</p></blockquote>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-88160654230737931572018-07-05T12:35:00.001+01:002018-07-05T12:35:11.338+01:00The Internet Time Alliance Jay Cross Memorial Award for 2018 presented to Mark Britz<p>(Original post on Internet Time Alliance colleague <a href="https://jarche.com/2018/07/internet-time-alliance-award-2018/">Harold Jarche’s site</a>)<p align="justify"><a href="https://lh3.googleusercontent.com/-Qb4sBVLPRdI/Wz4CYvQ0W6I/AAAAAAAABl8/Lt31V59NHaworMnnNjGQaAMURpXGNVfuwCHMYCw/s1600-h/clip_image001%255B3%255D"><img width="204" height="204" title="clip_image001" align="left" style="margin: 0px 6px 0px 0px; float: left; display: inline; background-image: none;" alt="clip_image001" src="https://lh3.googleusercontent.com/-8XahY4uJQ1o/Wz4CZdpvI-I/AAAAAAAABmA/FuX_XerpN8k8N8LfpNj1jZ5DIv7p6Pl5wCHMYCw/clip_image001_thumb?imgmax=800" border="0"></a>The Internet Time Alliance Award, in memory of Jay Cross, is presented to a workplace learning professional who has contributed in positive ways to the field of Real Learning and is reflective of Jay’s lifetime of work.</p><p align="justify">Recipients champion workplace and social learning practices inside their organisation and/or on the wider stage. They share their work in public and often challenge conventional wisdom. The Award is given to professionals who continuously welcome challenges at the cutting edge of their expertise and are convincing and effective advocates of a humanistic approach to workplace learning and performance.<p align="justify">We announce the award each year on 5 July, Jay’s birthday.<p align="justify">Following his death in November 2015, the partners of the Internet Time Alliance (Jane Hart, Harold Jarche, Charles Jennings, Clark Quinn) resolved to continue Jay’s work. Jay Cross was a deep thinker and a man of many talents, never resting on his past accomplishments, and this award is one way to keep pushing our professional fields and industries to find new and better ways to learn and work.<p align="justify">The Internet Time Alliance Jay Cross Memorial Award for 2018 is presented to Mark Britz.<p align="justify">Mark has experience both inside and outside organisations and has focused on improving workplace performance. He questions conventional beliefs about organisational development and has championed better ways to work and learn in the emerging networked workplace. Mark is currently the Senior Manager of Programming at the eLearning Guild as well as an Expert Partner with the 70:20:10 Institute. He was an early adopter of using social media for onboarding and has long been active on social media, contributing to the global conversation on improving workplace learning.<p align="justify"><em>“Culture, the most powerful presence in your organization, is only learned socially & informally. Social Media spreads your culture quickly … for better or worse”</em> —@britz (2012)<p align="justify">More recently, Mark wrote about learning at work.<p align="justify"><em>“If we want real learning in organizations we must get back to the core of how and where people learn, and what moves us most. Simply, much learning happens in our work and with others. Organizations/leadership would do well then to have more strategic conversations about how to create more space, more opportunity, and more connection rather than more courses, classes and content.”</em><p align="justify">It is with great pleasure that we give the third annual Internet Time Alliance Award to Mark Britz.<p align="justify">--------------------<p align="justify"><strong>Mark Britz.</strong> Find out more about Mark at <a href="http://markbritz.com/">MarkBritz.com</a><strong> </strong>‘The Simple Shift’. <p align="justify"><a href="https://lh3.googleusercontent.com/-HgKLDj_7uh8/Wz4CaAuYsjI/AAAAAAAABmE/xzgP90jReHM1zbku5A3SdjYNu8mCKVEggCHMYCw/s1600-h/clip_image003%255B3%255D"><img width="244" height="122" title="clip_image003" align="right" style="float: right; display: inline; background-image: none;" alt="clip_image003" src="https://lh3.googleusercontent.com/-FsQrFW5mdU8/Wz4CandlnNI/AAAAAAAABmI/yGK-M4PbPXgYMFPva8f-B1nBKgrj18XkgCHMYCw/clip_image003_thumb?imgmax=800" border="0"></a><strong>The Internet Time Alliance (ITA) </strong>was created in 2008 when Jay Cross brought a number of people together to share, explore and extend his passion for ‘real learning’. In 2010 ITA published ‘<em>The Working Smarter Fieldbook’</em>, a compendium of papers, articles and advice to help organisations continuously improve their collective brainpower, create value, and ‘work smarter’. </p><p align="justify">The Internet Time Alliance members (Jane Hart, Harold Jarche, Charles Jennings, Clark Quinn) continue working today to help reframe approaches to support high performance in organisations by adopting methods, modes and approaches that extend beyond the boundaries of formal training and development alone.</p><p align="justify"><a href="https://lh3.googleusercontent.com/-ipLfI_1qzU8/Wz4CbCUdSpI/AAAAAAAABmM/Qtah9qkbn98-RILg_iZe5HsJVww1D9s-wCHMYCw/s1600-h/clip_image004%255B3%255D"><img width="244" height="178" title="clip_image004" align="left" style="float: left; display: inline; background-image: none;" alt="clip_image004" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFypJVEe_VpmDcuSfGP87RcO4QesHrEmCCyMEf5ppF4Fq0jZUChj7Zuo7tajDqhkNxROOcIndyCA88CQxN7tKDWrj8XRPVY9R2urtU31gdg5eh7OXERhFLS4phWuBej_BSlVzaFDBHpP7x/?imgmax=800" border="0"></a><strong>Two Pioneers</strong>: Jay Cross in conversation with Douglas Engelbart. Doug is known for <a href="https://en.wikipedia.org/wiki/Douglas_Engelbart">his work</a> which resulted in creation of the computer mouse, and the development of hypertext, networked computers, and precursors to graphical user interfaces.</p><p align="justify"><em>“conversation is the best learning technology ever invented”</em> – Jay Cross circa 2009.Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-5526036090633549192017-08-03T11:54:00.001+01:002017-08-07T19:40:25.454+01:00Learning in the Collaboration Age<span style="font-size: x-small;"><font size="2">(Repost and update from August 2014)</font></span><br>
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<span style="font-size: x-small;"><span style="font-size: x-small;"><img width="295" height="233" align="left" style="margin: 0px 6px 0px 0px; float: left; display: inline;" alt="Berners-Lee_and_Cailliau" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilyxKb7rClj2r05hlX2RPO3CYnFkMHPndFSUK35GoyMmdV6p4JB9OWOoTBG0JLJwqUN96y8CQsyGJiIUXNzW2cv3ex1-QGtyeOIJTm7MMvRijt0GIWruUv25agHWHmF4ortsTaqG44UP1C/?imgmax=800"></span></span><font size="2">Many may not have noticed it at the time, but the world of learning changed in 1990.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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In November of that year British computer scientist Tim Berners-Lee together with his Belgian colleague Robert Cailliau </font><a href="http://www.w3.org/Proposal.html"><font size="2">proposed</font></a><font size="2"> a project to develop the use of hypertext “<em>to link and access information of various kinds as a web of nodes in which the user can browse at will”…..</em></font></div><div align="justify"><em><font size="2"><br></font></em></div><font size="2">
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… the rest is history.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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Over the next few years the Web turned technical networks into ubiquitous conduits for everyone to use. The Web reduced our need to hold detailed information in our flesh-and-blood memories as it blew away the barriers to easy access. The Web allowed us to reach out easily and establish connections with others that previously were impossible or extremely difficult to make.</font></div><font size="2">
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<strong><br></strong></font></div><div align="justify"><font size="2"><strong>And for Organisational Learning?</strong></font></div><font size="2">
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The Web has allowed us to totally redefine our traditional learning models. It has allowed us to reach beyond content-rich learning approaches and focus on experience-rich learning. It has allowed an evolution from ‘Know What’ learning to ‘Know Who’ and ‘Know How’ learning; and it has allowed the emergence from learning in the silos of our own organisations to learning with and through others across the world – easily and transparently.</font></div><font size="2">
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<strong><br></strong></font></div><div align="justify"><font size="2"><strong>The Collaboration Age</strong></font></div><font size="2">
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On a wider plane the Web has been the harbinger of the Collaboration Age. It has blown away many of the barriers to access and has reinforced the power and influence of collaboration and co-operation<sup>1</sup> over silo mentalities.</font></div><font size="2">
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<br></font></div><div align="justify"><font size="2">In the Collaboration Age it is those who share and work together who are the winners. Those who hide behind organisational garden walls end up deep in weeds.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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If we’re to succeed we must no longer just collaborate and co-operate inside the ever-softening boundaries of own organisations. We need to do so with others, in some cases even with our competitors. The rather ungainly term </font><a href="http://en.wikipedia.org/wiki/Coopetition"><font size="2">‘co-opetition’</font></a><font size="2"> is being increasingly used to define co-operative competition, where competitors work together to achieve increased value at the same time as they are competing with each other. There is no doubt this is one of the ways forward to success.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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In the world of talent, learning and performance the impact of the Collaboration Age is only now starting to take hold. The emerging understanding that invariably we need to work with others to solve problems is driving these collaborative and co-operative behaviours and, in turn, fuelling a focus on collaborative learning.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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The Collaborative Age requires collaborative mindsets to drive collaborative learning. We can’t simply redesign content-rich courses and curricula and hope that changes will occur. We need new thinking, new approaches, and new strategies if we’re to fully exploit the potential.</font></div><font size="2">
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However, we’re starting to see some fundamental changes happen in practical ways.</font></div><font size="2">
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<em>“If any one of us can find the answer to almost any question or problem we face almost instantly with a few clicks or a posted question, why should we need to learn and memorise all this ‘stuff’?</em>”</font></div><font size="2">
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This question is being answered by re-imagining traditional learning approaches and defining new and sometimes novel ways for the world of learning and development to respond to today’s challenges.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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<strong>Traditional Learning to MindFind</strong></font></div><font size="2">
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Although experiential and social learning have been around for eons, in the past most structured organisational learning and training has focused on knowledge acquisition and memorising. We filled them up with information and then assessed their abilities of recall. We still see it today in many classrooms and eLearning programmes.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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This process is (still) generally referred to as ‘knowledge transfer’ and is both overrated and totally inappropriate for the post-1990 world.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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The ‘knowledge transfer’ model of training is based a number of assumptions that no longer apply.</font></div><font size="2">
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the assumption that information is generally static</font></div><font size="2">
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the assumption that information or ‘knowledge’ is acontextual</font></div><font size="2">
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the assumption that we work as individuals, so individual training and development is the best solution</font></div><font size="2">
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A few years ago David James Clarke IV and I developed a model to address the failings of the first and second of these assumptions. We called it <em>MindFind</em>. Inside the <em>MindFind</em> model we explained the migration of traditional learning to the <em><strong>find-access approach</strong><sup>2</sup></em>.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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<strong><em>Traditional Learning Approach</em></strong></font></div><font size="2">
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</font><a href="http://lh6.ggpht.com/-rRUcToeznxw/U-uVxe_xLeI/AAAAAAAAA-k/PcGY4IStVho/s1600-h/Traditional%25255B11%25255D.jpg"><font size="2"><img width="479" height="355" title="Traditional" alt="Traditional" src="https://lh6.ggpht.com/-IptJWABS4oY/U-uVyLAKdAI/AAAAAAAAA-s/U0diaf0399U/Traditional_thumb%25255B7%25255D.jpg?imgmax=800" border="0"></font></a></div><font size="2">
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<strong><em>Find-Access Approach</em></strong></font></div><font size="2">
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<br></font></div><div align="justify"><font size="2">The <em>find-access approach </em>is based on the fact that with today’s information explosion and the increasingly dynamic nature of information it only makes sense to memorise and ‘learn’ <strong>core concepts</strong>. These are the bedrock that will be needed for some time. Core concepts are likely to be unchanging, or change very slowly. They are the ‘Newtonian Laws’ of the domain or discipline. Core concepts will apply to most situations and it’s helpful to have them at hand (or in the head).</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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Then you need to familiarise yourself with the <strong>contextual job and project-related</strong> information. This is likely to change more frequently, so it is often a hindrance to have memorised it. This type of information is better familiarised. You know where it is. You are familiar with its nature and content, and you know how to find, recall and verify it at the point-of-need.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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And ultimately, the majority of the <strong>detailed information or ‘knowledge’</strong> we need at any time is not only ephemeral and in constant flux, it is very often contained in other people’s heads rather than being codified and held in structured documents and databases. If you have learned the <em>‘Know Who?’</em> then you will be able to quickly locate and retrieve the detailed information.</font></div><font size="2">
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<strong><br></strong></font></div><div align="justify"><font size="2"><strong>The Power of Collaborative Learning</strong></font></div><font size="2">
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Over the past 15 years I have worked with the <strong>70:20:10 framework</strong> and used it as a powerful tool to help organisations evolve their organisational talent and learning &amp; development approaches from pre-1990 to present day practices. It provides a very good starting point to help make this move.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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Collaboration sits firmly across the ‘other 90’ - the 70 and 20 (experiential and social elements) - in 70:20:10. We collaborate in our work teams while we learn through experience and practice. We collaborate when we share within and outside our organisations, and we often collaborate as part of our own reflective practices. In fact reflection is usually enhanced when shared with others.</font></div><font size="2">
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Of course, the ‘10’ also provides great opportunities for collaboration.</font></div><font size="2">
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<strong><br></strong></font></div><div align="justify"><font size="2"><strong>Success in the Collaborative Age</strong></font></div><font size="2">
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We don’t need to go far to see tangible successes resulting from collaborative behaviours in fields other than learning and development.</font></div><font size="2">
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<em><em>Year over year, Tesla Motors, Inc. has been able to grow revenues from $413.3M USD to $2.0B USD.</em></em></font></div><font size="2">
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<em>Tesla CEO Elon Musk announced in a press release and conference call and blog on June 12, 2014 that the company will allow its technology patents for use by anyone in good faith, in a bid to entice automobile manufacturers to speed up development of electric cars.</em></font></div><font size="2">
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In an industry (the electric car market) that was killed almost at birth by the the internal combustion engine and mass production of petroleum more than 100 years ago, Tesla has emerged as a shining light the second age of alternative-powered personal vehicles.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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The driver for Tesla’s collaborative approach and decision to share its patents, usually the ‘gold’ for any innovative organisation, is obvious. In order to grow the market there is a mutual interest in sharing. This behaviour is successful not only for Tesla but for the industry as a whole.</font></div><font size="2">
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The learning industry could take some lessons from Tesla.</font></div><font size="2">
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<strong><br></strong></font></div><div align="justify"><font size="2"><strong>Going Forward</strong></font></div><font size="2">
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In the global industry and profession of talent development there are many opportunities to adopt and exploit collaboration as a fundamental tenet of operation. In fact learning professionals owe it to the profession to build practices and platforms to not only help others exploit the benefits of collaboration, but also to collaborate themselves.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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Without the adoption of collaborative mindsets, learning and development professionals and the entire industry that supports talent development will find themselves foundering and failing to join everyone else in the Collaborative Age.</font></div><font size="2">
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<strong><br></strong></font></div><div align="justify"><font size="2"><strong>(August 2017 observations)</strong></font></div><font size="2">
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It is interesting that the majority of L&D practices in 2017 are still continuing based on the three outdated assumptions:</font></div><font size="2">
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</font><li><div align="justify"><font size="2">that information is generally
static, can be ‘extracted’ and packaged into content-heavy courses and that memorising – and being tested on – short-term recall of the content constitutes ‘learning’</font></div><font size="2">
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</font><li><div align="justify"><font size="2">that information or ‘knowledge’
is generally acontextual and can be ‘transferred’ irrespective of specific situations and needs</font></div><font size="2">
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</font><li><div align="justify"><font size="2">that we work as individuals, so
individual training and development is the best solution. Whereas we are all aware that the majority people work in teams and that these teams are sometimes fluid and changing, and that ‘organisational learning’ (the learning that organisations undertake) is all about developing the ability to be agile, responsive, reflective and to change rapidly when needed. Organisational learning is not about trying to static build knowledge and skills in some form of ‘competency framework’.</font></div></li><font size="2">
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<br></font></div><div align="justify"><font size="2">At the </font><a href="https://702010institute.com/" target="_blank"><font size="2">70:20:10 Institute</font></a><font size="2">, with our 70:20:10 Methodology, we have developed ways to embed performance support as a core element (but not the only element) in the 70:20:10 solution set.</font></div><div align="justify"><font size="2"><br></font></div><font size="2">
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<em><sup>1</sup></em> Collaboration and co-operation are two distinct behaviours. My colleague Harold Jarche has written about the distinctions.</font></div><font size="2">
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</font><a href="http://www.jarche.com/2012/06/in-networks-cooperation-trumps-collaboration/"><font size="2">In networks, cooperation trumps collaboration</font></a><br><a href="http://www.jarche.com/2013/06/extending-collaboration-toward-cooperation/"><font size="2">Extending Collaboration Toward Cooperation</font></a></div><font size="2">
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<sup>2</sup> I have written about the three categories of <em>find-access</em> model and how they align with the <em>memorisation:familiarisation:on-demand</em> model developed by Ted Gannon at Panviva in a </font><a href="http://charles-jennings.blogspot.co.uk/2009/12/getting-to-core-of-learning-content-in.html"><font size="2">past post</font></a></div><div align="justify"><br></div><font size="2">
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#itashare</font></div><font size="2"><br>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: small; font-weight: normal;">This is a re-post of an article by <a href="http://70-20.com/blog/author/cal-wick/">Cal Wick</a> of <a href="http://www.forthillcompany.com/">Fort Hill</a>. The original is on the <a href="http://70-20.com/blog/">70-20 Blog site</a>. There are a few observations from me at the bottom. (first published August 2016).</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: small;"><br /></span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: small;">Calhoun Wick</span><span style="font-size: small;"><br /><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: xx-small;"><span style="font-weight: normal;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpmH-K2ZaSmtlJPgPlnwKSO9u4xa2mdajNMQ6yC43UwRsa-fJQafpFYpV43CXzf2cOj6_3dY9IP_7QRIFebYfKKcIYvKXk0oo-0oIOpXhs8Ekc-6nnD-VK10Ptkeh609EnmQFm0rdl_OAw/s1600-h/Cal+Wick"><img align="right" alt="Cal Wick" border="0" height="124" src="https://lh3.googleusercontent.com/-thhuIHeMj0s/WWNUy6U4-AI/AAAAAAAABgg/YdR7mPSTqA0wAwHNXUlNGzax728qfry8gCHMYCw/Cal%2BWick_thumb?imgmax=800" style="background-image: none; display: inline; float: right; margin: 0px 0px 0px 6px;" title="Cal Wick" width="124" /></a></span></span></span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Cal is deeply experienced and knowledgeable in the area of workplace learning. He has been studying and supporting it for many years and is co-author of the highly acclaimed Six Disciplines of Breakthrough Learning: How to Turn Training and Development into Business Results (Pfeiffer, 2010). Cal’s company has also developed the <a href="http://70-20.com/">70-20 tool</a>, which supports learning in the workflow in innovative and measurable ways – it is well worth test driving.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: small; font-weight: normal;">Learning through Conversation – April 2016</span><br />
<span style="font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc-Sv6RB9XDCvQcj7Lcih8_2zd8iHu2JrEDB29TFocXEJCxpYywOUOazchAmLdSDZNd2F79ymjtkxSLbs9wuz83mgZ6xnm54KmLwwQxBmPL5bJrdfkBoJcmmWWMlpi18GkIECDvXah90ff/s1600-h/Cal---Bob---Charles4"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: xx-small;"><img align="left" alt="Cal - Bob - Charles" border="0" height="199" src="https://lh3.googleusercontent.com/-WPz_3RrBfW4/WWNUz8RgdzI/AAAAAAAABgo/itZU5lhgANEjVuGBeoApDYDV8UqACLEAwCHMYCw/Cal---Bob---Charles_thumb1?imgmax=800" style="background-image: none; border: 0px currentcolor; display: inline; float: left; margin: 0px 6px 0px 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="Cal - Bob - Charles" width="302" /></span></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: xx-small;"><br /></span></span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: small;"><br /><span style="font-weight: normal;">Cal Wick<br /> Bob Eichinger<br /> Charles Jennings</span></span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: small;"><span style="color: #0080c0;">70-20-10: Origin,Research, Purpose </span><span style="color: black;"><span style="font-weight: normal;">by Cal Wick</span></span></span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: small;">Where It All Began<br /><span style="font-weight: normal;">The 70-20-10 model has been part of the corporate learning and development lexicon for decades. Some people find implementing 70-20-10 brings transformational change to their corporate learning cultures. Others are not quite sure what to make of it or how to leverage the model. A last group discounts it claiming 70-20-10 has no research to back it up and that it provides little value because the numbers are not accurate.</span></span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: xx-small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1pl1NK_TbOdVvoX5ewBEIrwpCkd5Y-jSWFCI8RQUDosNAjUwA8kAqy-NqpOluBYewREaCDRj8H4kqfvTo17twalrqUwz3yMTRS1zX1nSNTd8mySFapHAKz5tXkqv_32DaJUUTNizFzRAC/s1600-h/Eichinger_Bob%255B2%255D" style="font-family: "helvetica neue", arial, helvetica, sans-serif;"><img align="left" alt="Eichinger_Bob" border="0" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDDL-pdx53y8TNZT2nBvtC3jJf5sVcclq6zv-OyfnUepqC9rAdPMdSQj0Wdfu-6iaTxyDx_NXIPScnsnY4eZL0Hiv5dDLt4lad_HCQT9QB5pgYOLovQlQR_g2H9jCi4rfy-2bxPXmbFeUl/?imgmax=800" style="background-image: none; display: inline; float: left; margin: 0px 6px 0px 0px;" title="Eichinger_Bob" width="164" /></a></span><br />
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<span style="font-weight: normal;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: small;">Recently I had a conversation with Bob Eichinger, one of the original thought leaders who created the 70-20-10 model, about its origin, research, and purpose. I found what Bob said to be so compelling that I asked him to write it up. Bob agreed.</span></span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">To Whom It Apparently Concerns, (Bob Eichinger) <br /><br />Yes Virginia, there is research behind 70-20-10! <br /><br />I am Robert W. Eichinger, PhD. I’m one of the creators, along with the research staff of the Center for Creative Leadership, of the 70-20-10 meme [the dictionary defines a meme as an “idea, behavior, or style that spreads from person to person”]. Note: see The Leadership Machine, Michael M. Lombardo and Robert W. Eichinger, Lominger International, Inc., Third Edition 2007, Chapter 21, Assignmentology: The Art of Assignment Management, pages 314-361. <br /><br /><br /><a href="https://lh3.googleusercontent.com/-DRyBt1mZ8vw/WWNU0_22lqI/AAAAAAAABg0/2yJgXTh_pVQ6NefUVDwqTLpDNent12VXgCHMYCw/s1600-h/TheLessionsOfExperience_211_CoverImage_1%255B3%255D"><img border="0" src="https://lh3.googleusercontent.com/-d8JVjZPHnP0/WWNU1efmmYI/AAAAAAAABg4/0Pc7EmGLxrwv-_mAVjZG_iR4_gyHZNBgACHMYCw/TheLessionsOfExperience_211_CoverImage_1_thumb?imgmax=800" /></a>At the time in the late 1980s, Michael Lombardo and I were teaching a course at the Center called Tools for Developing Effective Executives. The course was basically a summary of the findings of The Lessons of Experience study done over a 13-year period at the Center and published in 1988. My job was to convert the study’s findings into practical practices. Mike represented the CCL research staff and I was a practitioner at PepsiCo, and then at Pillsbury.<br /><br /><br />We were working on a section of the course on planning for the development of future leaders. One of the study’s objectives was to find out where today’s leaders learned the skills and competencies they were good at when they got into leadership positions. <br /><br /><br />The study interviewed 191 currently successful executives from multiple organizations. As part of an extensive interview protocol, researchers asked these executives about where they thought they learned things from that led to their success – The Lessons of Success. The interviewers collected 616 key learning events which the research staff coded into 16 categories. <br /><br /><br />The 16 categories were too complex to use in the course so we in turn re-coded the 16 categories into five to make them easier to communicate. <br /><br /><br />The five categories were learning from challenging assignments, other people, coursework, adverse situations and personal experiences (outside work). Since we were teaching a course about how to develop effective executives, we could not use the adverse situations (can’t plan for or arrange them for people) and personal experiences outside of work (again, can’t plan for them). Those two categories made up 25% of the original 16 categories. That left us with 75% of the Lessons of Success for the other three categories</span><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /><br />.<br /><br /><br />So the final easy-to-communicate meme was: 70% Learning from Challenging Assignments; 20% Learning from Others; and 10% Learning from Coursework. And thus we created the 70-20-10 meme widely quoted still today. <br /><br /><br />The basic findings of the Lessons of Success study have been duplicated at least nine times that I know of. These include samples in China, India and Singapore and for female leaders, since the original samples of executives in the early 80s were mostly male. The findings are all roughly in line with 70-20-10. They are 70-22-8, 56-38-6 (women), 48-47-5 (middle level), 73-16-11 (global sample), 60-33-7, 69-27-4 (India), 65-33-2 (Singapore) and 68-25-7 (China). A number of companies including 3M have also replicated the study and found roughly the same results. <br /><br /><br />So some have said that 70-20-10 doesn’t come from any research. It does. Some have said the 70-20-10 is just common sense. It is now. Experience has always been the best teacher. Still is. <br /><br /><br />I might add that there is a lot of variance between organizations and levels and types of people. These studies were mostly about how to develop people for senior leadership positions in large global companies. The meme for other levels of leadership and different kinds of companies might be different. There might also be other memes for different functional areas. <br /><br /><br />Sincerely,<br />Bob<br /><br /><br />From My Perspective (Cal Wick) <br /><br /><br />From my perspective, Bob and Mike’s genius was to take the 16 sources of learning present in the 616 key learning events, as recounted by the participants in the Lessons of Success study, drop out the 25% of learning that comes from hardship and beyond work, and turn the remainder into a meme of three sources of learning now known around the world as 70-20-10. As a meme or reference model, it both validates the importance of Formal Courses – the “10” as well as opening up the opportunity of intentionally activating Learning from Challenging Assignments – the “70” and Learning from Others – the “20.”<br /><br />Implications <br /><br /><br /><a href="https://lh3.googleusercontent.com/-JJ7eTFg3Vls/WWNU1qyI9ZI/AAAAAAAABg8/I5WhCGCQuWkCYmLUImiKQ2Y2gtjfrxIVwCHMYCw/s1600-h/702010piewithbiggershadow%255B3%255D"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitsatfDtK4fddnHJiQd_MZ18scZR8ZMYeyPA7PRTVuUmViYC8mlRtBpaXivNEEm2tnOCYYB-Er5hyphenhyphenNlF9fIIpWz2GaUIaxrsVHyF50CEfiBeXYjYBNfch38NcWircnGQpkGWwIKPoh1hD9/?imgmax=800" /></a>1. Bob and Mike’s 70-20-10 meme made visible that learning takes place both in formal settings (the 10) as well as in experience (the 70) and through relationships (the 20). As a model, its value is not in trying to determine with precision the exact numbers to the left or right of a decimal point, but instead to use it to open our eyes to learning that is happening all the time on-the-job, but is largely invisible. <br /><br /><br />2. When 70-20 learning becomes visible and intentional, the implication is that Learning & Development has the opportunity to harness its potential. The challenge is how can L&D activate and support informal and social learning in an intentional, high impact way that builds a vibrant learning culture? And this learning culture leads to higher performance as employees embrace continuous development on the job. The 70-20 learning of today’s workforce is largely self-directed. Just look at the web searches you have done in the last week. The opportunity for L&D is to add value by making available the resources, people, expertise and digital tools to support and accelerate the 70-20 learning that happens every day and everywhere. <br /><br /><br />3. It turns out that there is now significant research that supports the reality and value of learning <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6BVWAiDnUJys28AeIaLU0oDVt9vObU94cnuX5iUnufE8JbdVWQfepz9ZMRmkfckENIMhnFkho_XxaBzFZcJ5NiUO10Yb7bSSE92vwzQwBNYPO0xcrWAts2Ki30AIuyv7xDROd-ulvVevR/s1600-h/EXLlargewshaddow%255B3%255D"><img border="0" src="https://lh3.googleusercontent.com/-clV4AI7V_ls/WWNU3CLFetI/AAAAAAAABhI/ZhlFPfIo92sZGnBpeZTAYiW-GGue5O15wCHMYCw/EXLlargewshaddow_thumb?imgmax=800" /></a>beyond the formal “10.” For example, David Kolb in his Second Edition of Experiential Learning cites nearly 4,000 bibliographic research and application references. The question is how can L&D best take advantage of the great research that has already been done and put it into practice? How can today’s L&D groups be effective at delivering formal learning with support so that it is well applied on the job? What approaches can we take to enable self-directed 70-20 learning that improves capabilities and performance throughout an organization?<br /><br /><br /> <br /><br /><br />This is a very exciting time in our industry and we’re delighted to be part of the conversation and the exploration of new strategies to drive competitive advantage and improved performance through 70-20 learning. <br /><br /><br /><br /><br /><br /><br />My Observations (Charles Jennings)<br /><br /><br />There’s no doubt the work of Bob Eichinger, Mike Lombardo and the team at the Center for Creative Leadership was fundamental in highlighting a critical fact – that most learning, most of the time, comes not from courses and programmes, classrooms, workshops and eLearning, but from everyday activities. <br /><br /><br />This research set the ‘70:20:10 ball’ rolling, and Bob’s explanation above answers many questions that I’ve heard raised over the years. <br /><br /><br />It’s also important to recognise, as Cal Wick points out above, that many other researchers have also identified the importance of learning beyond the ‘10’.<br /><br /><br /><a href="http://www.jaycross.com/Models%20Galore.swf"><img border="0" src="https://lh3.googleusercontent.com/-rux8Ioeh8FU/WWNU3Qru31I/AAAAAAAABhM/-JU8XmEE8tAzl28Z3Kvus0_x1XAWukFkgCHMYCw/jay---spending-outcomes-paradox5?imgmax=800" /></a><br /><br /><br />Jay Cross, a friend and colleague in the <a href="http://internettimealliance.com/">Internet Time Alliance</a>, spent the last years of his life raising awareness of the importance of ‘informal learning’ across the world. As early as 2002 Jay was describing the unrelenting focus on formal learning in terms of the ‘Spending/Outcomes Paradox’. <br /><br /><br />Jay talked about ‘the other 80%’, the informal learning that happens beyond the control, and often the sight, of the HR and L&D departments. Jay cited a number of studies and observations that supported this. They were briefly <a href="http://www.informl.com/where-did-the-80-come-from/">documented</a> by Jay <a href="http://www.informl.com/where-did-the-80-come-from/">here</a>. <br /><br /><br />More recently, researchers have been validating the importance of the learning that happens as part of the daily workflow. One example of is the work of Professor <a href="http://roa.sbe.maastrichtuniversity.nl/?page_id=123">Andries de Grip and his team</a> at the Research Centre for Education and the Labour Market at Maastricht University in the Netherlands. Professor de Grip’s 2015 report <a href="http://wol.iza.org/articles/importance-of-informal-learning-at-work/long">‘The importance of informal learning at work’</a> explains that:<br /> ‘On-the-job learning is more important for workers’ human capital development than formal training’<br />and also that:<br /><br />’Rapidly changing skill demands and rising mandatory retirement ages make informal learning even more important for workers’ employability throughout their work life. Policies tend to emphasize education and formal training, and most firms do not have strategies to optimize the gains from informal learning at work’<br /><br /><br />We’ve known for years that the ‘70+20’ are critical and that it’s in these zones that most learning happens. It’s now time to put this knowledge into action.<br /><br /><br /><a href="https://lh3.googleusercontent.com/-qyFsD7V5FZs/WWNZm563wvI/AAAAAAAABiE/brGa-GmiJtg2ae0wYV_Cpm_9t4_Z8RrggCHMYCw/s1600-h/702010-towards-100-percent-performance%255B3%255D"><img border="0" src="https://lh3.googleusercontent.com/-oBgp41AzdB8/WWNZne7fLqI/AAAAAAAABiI/isLJQwJVe-MxQFHJ233Mnm2XyKPCgzKdQCHMYCw/702010-towards-100-percent-performance_thumb%255B1%255D?imgmax=800" /></a><br /><br /><br />The <a href="https://702010institute.com/">70:20:10 Institute</a> has developed a full methodology based on 70:20:10 principles. This methodology is explained in detail in the book by Arets, Jennings and Heijnen ‘70:20:10 Towards 100% Performance’. Full information is available on the 70:20:10 Institute <a href="https://702010institute.com/702010-towards-100-performance/">website</a><a href="https://702010institute.com/702010-towards-100-performance/">.</a><br /><br /><br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> </span> <br />
Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-59688070355970063272017-07-05T18:01:00.001+01:002017-07-05T18:01:53.777+01:00Jay Cross Memorial Award - 2017<p> <p align="justify"><a href="https://lh3.googleusercontent.com/-MKJfJjmcw10/WV0bfNQoVDI/AAAAAAAABeg/1DGc13lnpO0Xfo7tp31O9vvcxITLRwV1wCHMYCw/s1600-h/3280567380_ccd19a93a1_o%255B4%255D"><img width="239" height="240" title="3280567380_ccd19a93a1_o" align="right" style="margin: 0px 0px 0px 6px; float: right; display: inline;" alt="3280567380_ccd19a93a1_o" src="https://lh3.googleusercontent.com/-6TOzuYIrlbQ/WV0bfhHrAkI/AAAAAAAABek/zZ5f3qeFNWgPv70A2oTCQICWuEnCuwNEACHMYCw/3280567380_ccd19a93a1_o_thumb%255B1%255D?imgmax=800"></a>The Internet Time Alliance Jay Cross Memorial Award is presented to a workplace learning professional who has contributed in positive ways to the field of Real Learning and is reflective of Jay’s lifetime of work. </p> <p align="justify">Recipients champion workplace and social learning practices inside their organization and/or on the wider stage. They share their work in public and often challenge conventional wisdom. The Jay Cross Memorial Award is given to professionals who continuously welcome challenges at the cutting edge of their expertise and are convincing and effective advocates of a humanistic approach to workplace learning and performance.</p> <p align="justify">We announce the award on 5 July, Jay’s birthday. <p align="justify">Following his death in November 2015, the partners of the Internet Time Alliance (Jane Hart, Harold Jarche, Charles Jennings, Clark Quinn) resolved to continue Jay’s work. Jay Cross was a deep thinker and a man of many talents, never resting on his past accomplishments, and this award is one way to keep pushing our professional fields and industries to find new and better ways to learn and work. <p align="justify"><strong>The Internet Time Alliance Jay Cross Memorial Award for 2017 is presented to Marcia Conner</strong>. <p align="justify"><a href="https://lh3.googleusercontent.com/-ykt702E8Zn0/WV0bf-VOYqI/AAAAAAAABeo/AVCVrWoNAQwbpfoXPa82G2AEWeyMUouKACHMYCw/s1600-h/MarciaConner-AB4block-1012%255B1%255D"><img width="312" height="333" title="MarciaConner-AB4block-1012" align="left" style="margin: 0px 6px 0px 0px; float: left; display: inline;" alt="MarciaConner-AB4block-1012" src="https://lh3.googleusercontent.com/-k0016HAZOHE/WV0bgUHrzCI/AAAAAAAABes/oRpZR2xlBc0bGi3deqL4-qCJCxqgryx5ACHMYCw/MarciaConner-AB4block-1012_thumb?imgmax=800"></a><a href="marciaconner.com" target="_blank">Marcia</a> was an early leader in the movement for individual and social learning, and an innovator. As a Senior Manager at Microsoft, she developed new training practices and wrote an accessible white paper on the deeper aspects of learning design. She was subsequently the Information Futurist at PeopleSoft. She also served as a co-founder and editor at Learnativity, an early online magazine. <p align="justify">Marcia co-organized and co-hosted the Creating a Learning Culture conference at the Darden School of Business at the University of Virginia, leading to a book of the same title. As an advocate for the power of learning, alone and together, she wrote Learn More Now and co-wrote The New Social Learning (now in its second edition) with Tony Bingham of the Association for Talent Development. She also was the instigator who organized the team for the twitter chat #lrnchat, which continues to this day. <p align="justify">Marcia’s a recognized leader, writing for Fast Company, and keynoting conferences around the world. She currently helps organizations go beyond their current approaches, changing their culture. She’s also in the process of moving her focus beyond organizations, to society. In her words, “I’m in pursuit of meaningful progress, with good faith and honesty, girded by what I know we are capable of doing right now. When we assemble all that is going on at the edges of culture, technology, and (dare I say) business, we find a wildly hopeful view of the future. People doing extraordinary things, on a human scale, that has the potential to change everything for the better.” <p align="justify">Marcia was a friend of Jay’s for many years (including organizing the creation of <a href="https://en.wikipedia.org/wiki/Jay_Cross" target="_blank">his Wikipedia page</a>), and we’re proud to recognize her contributions.</p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com4tag:blogger.com,1999:blog-537267519793805240.post-19362202335822143002017-05-02T11:40:00.001+01:002017-05-17T18:55:00.585+01:00The Knowledge and Learning Transfer Problem<p align="justify"><a href="https://lh3.googleusercontent.com/-tZkjJrPXLZY/WQhioXCOyvI/AAAAAAAABdk/fMGoy8ffpPodR0vZY3tyrhbHX8eewrDpwCHM/s1600-h/Milk_carrier_Frederick_%2528Fred%2529_Jones_delivers_full_milk_cans_at_Drouin%2527s_co-operative_milk_factory%252C_Drouin%252C_Victoria_%25286174078402%2529%255B1%255D"><img title="Milk carrier Frederick (Fred) Jones delivers full milk cans at Drouin's co-operative milk factory, Drouin, Victoria [picture] /" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Milk carrier Frederick (Fred) Jones delivers full milk cans at Drouin's co-operative milk factory, Drouin, Victoria [picture] /" src="https://lh3.googleusercontent.com/-dDCFmRI2ynw/WQhio8meKjI/AAAAAAAABdo/C2PsOwE2-DITIwnKJzqxFNFC8NtoM1_9QCHM/Milk_carrier_Frederick_%2528Fred%2529_Jones_delivers_full_milk_cans_at_Drouin%2527s_co-operative_milk_factory%252C_Drouin%252C_Victoria_%25286174078402%2529_thumb%255B1%255D?imgmax=800" width="301" align="left" height="361"></a>During a meeting at Cambridge University around 30 years ago I was thoroughly chastised by a Cambridge academic. </p> <p align="justify">I’d used the phrase ‘learning delivery’ when describing computer-supported collaborative learning (<a href="https://en.wikipedia.org/wiki/Computer-supported_collaborative_learning" target="_blank">CSCL</a>) approaches. CSCL was one of the hot pedagogical approaches of the day – when network-based learning was in its relative infancy.</p> <p align="justify">“Charles, my dear fellow”, said the Cambridge man, “we may deliver milk, but learning is something that is acquired, never delivered”. </p> <p align="justify">Of course he was right. I’d been sloppy with language. What I’d meant by ‘learning delivery’ was ‘providing the resources and environments that help learning and, by inference, improved performance, to occur’. Learning takes place in our heads. We alone make it happen.</p> <p align="justify">I guess the phrase I’d used was a shorthand. However, it was the last time I ever used it. It conveyed an inaccurate message.</p> <p align="justify">Sometimes language does matter.</p> <h3 align="justify">The myth of knowledge transfer</h3> <p align="justify"><a href="https://lh3.googleusercontent.com/-XJ0bU93jqb8/WQhiFGLvfdI/AAAAAAAABdU/qYYF-FjnNUg5rZCN5Kdfa-CL2WAF9BuVQCHM/s1600-h/image4"><img title="image" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: right; padding-top: 0px; padding-left: 0px; margin: 0px 0px 0px 6px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="image" src="https://lh3.googleusercontent.com/-KfqXk1Z2EEk/WQhiFkTEzwI/AAAAAAAABdY/mrMgzA6ykrkhsSLIGrjA9AOzLIo-NUYdACHM/image_thumb2?imgmax=800" width="331" align="right" height="507"></a>The same could be said of the phrase ‘knowledge transfer’. We can’t and don’t transfer knowledge between people. We transfer information. A subtle but important distinction. </p> <p align="justify">We can create and use techniques and approaches that help and facilitate knowledge acquisition. We can share information in the form of data and our own insights. We can create environments where people are likely to have their own insights – their lightbulb moments – and we can help people extract meaning and learn through their own experiences. </p> <p align="justify">But we don’t transfer knowledge. Not between people, or even between organisations. </p> <p align="justify">Of course exposure to other people is one of the primary ways we learn and improve our performance. Some organisations, such as <a href="https://www.youtube.com/watch?v=5FSAdD2HsFg" target="_blank">Citibank</a>, refer to their 70:20:10 approach as the 3Es – learning through experience, exposure and education. The ‘exposure’ part is important.</p> <p align="justify">Exposure to other organisations’ experiences can also be very useful for our own organisation’s learning and development, but no two organisations are exactly the same. If we package up the acquired data, information and practices in one organisation it’s extremely unlikely that they can be simply unpacked and used as-is with the same effect in another, no matter how closely aligned the organisations might be. The ‘knowledge transfer’ model doesn’t even work between organisations in industries with relatively standardised process . What works for Mercedes is unlikely to work for Ford without quite a bit of thought and customisation.</p> <p align="justify">The incessant desire to hear about ‘best practice’ is really a need to hear about good practice and emerging practice (Dave Snowden explains the important differences extremely well in his <a href="http://cognitive-edge.com/videos/cynefin-framework-introduction/" target="_blank">Cynefin Framework</a>). In other words, people are actually asking ‘tell me about the things that work for you. They might give us some good insights if we can apply them in our own way’. There is no ‘best practice’ where there are different environments and processes. </p> <p align="justify">It’s the case of language carrying deeper meaning again, and often distorting our thinking – in this case building a belief that there is a ‘best way’ that can be picked up and transferred. But there is no ‘best practice’ in anything but very simple situations.</p> <h3 align="justify">The problem with learning transfer</h3> <p align="justify">The knowledge transfer myth and best practice misunderstanding have striking similarities with the ‘learning transfer’ problem, in both senses of the phrase – transfer of learning into heads and transfer of learning from heads into action.</p> <p align="justify">Of course we don’t ‘deliver’ or ‘transfer’ learning either. The way we learn best is when the stimuli are relevant to our need. Learning is a highly contextual activity. The closer to the point of use that it occurs the more effective it is likely to be. There’s a number of reasons for that. </p> <p align="justify">When we develop a new capability, for example, it’s best to acquire it within the context we’re going to use it. Then apply it as quickly as possible. In that way we’re much more likely to remember how to use it correctly, and more likely to be able to recall it again later. </p> <p align="justify">We know also that practice is critical for retention, and that spaced practice has been shown to provide an effective mechanism to help memory retention over the longer term, so we can recall when we need it. Spaced practice, procedural learning, distributed practice, priming and other methods have a long history of demonstrating greater persistence of learning resulting in improved performance.</p> <p align="justify"><a href="https://lh3.googleusercontent.com/-eSyascwE6-I/WQhiGA543CI/AAAAAAAABdc/FWDgeVi6dyo5UgXNQakMjfyhdfgukBfDgCHM/s1600-h/spaced_practice6"><img title="spaced_practice" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="spaced_practice" src="https://lh3.googleusercontent.com/-sgW5ncUj8W8/WQhiGb5PB_I/AAAAAAAABdg/3_sF03-6sR47PBFI4LXLkuT7grJdf6Z0wCHM/spaced_practice_thumb3?imgmax=800" width="626" height="398"></a></p> <h3 align="justify">Eliminating the Learning Transfer Problem</h3> <p align="justify">There can be no challenge to the fact that a major problem exists with learning transfer, and that it has existed for years. It could be argued that the problem came into existence the day we separated training from the workplace.</p> <blockquote> <p align="justify">“Estimates of the exact extent of the transfer problem vary, from Georgenson’s (1982) estimate that 10% of training results in a behavioral change to Saks’ (2002) survey data, which suggest about 40% of trainees fail to transfer immediately after training, 70% falter in transfer 1 year after the program, and ultimately only 50% of training investments result in organizational or individual improvements” (from Burke & Hitchens)</p></blockquote> <p align="justify">One of the best ways to overcome the learning or training ‘transfer’ problem can be simply to eliminate the need for it.</p> <blockquote> <p align="justify">“"Talent development specialist Boudewijn Overduin says the solution to this problem is simple: ‘If you don’t train, you don’t have a transfer problem’.” (from our <a href="https://702010institute.com/702010-towards-100-performance/" target="_blank">702010 towards 100% performance</a> book)</p></blockquote> <p align="justify">If learning is embedded in the daily flow of work, rather than away from the workflow, the idea that we need to develop ways to ‘transfer’ that learning into practical use disappears. When there’s little or no gap between the two there is no ‘transfer problem’. When we learn from work (rather than learning to work), even better.</p> <p align="justify">Of course this is easier said than done. Especially as most organisations have an often large and continuing investment in formal training and development, the vast majority of which is carried out away from the workflow. The overwhelming majority of staff development budget is spent on the acquisition, design, development and delivery of formal development in the form of programmes, courses, and eLearning modules. </p> <p align="justify">If just a fraction of that resource was spent on embedding learning into the workflow – through designing solutions that start with the ‘70’ in 70:20:10 parlance (learning through working) and embrace the ‘20’ (learning though working together) before adopting the ‘10’ (formal training and development) – then the transfer issues become minimal or are fully eliminated. </p> <p align="justify">This approach needs a detailed understanding of the issues to be addressed, the ability to architect and create solutions that stretches well beyond instructional design, and the trust of stakeholders so they play their part in the process. </p> <p align="justify">There are some important reasons to adopt this approach, expressed well by Jay Cross in his contribution to our ‘<em><a href="https://702010institute.com/702010-towards-100-performance/" target="_blank">702010 towards 100% performance</a></em> book:</p> <blockquote> <p align="justify"><i>Our learning </i><i>ecologies are entering a do-or-die phase similar to global warming. Management is demanding that the workforce be more effective but ‘what got us here</i><br><i>will not get us there’. We must nurture learning in the workplace or face corporate meltdown.</i></p></blockquote> <h3 align="justify">Beyond schooling</h3> <p align="justify">Work on hybrid learning environments (see <em>Zitter and Hoeve, 2012</em>) suggests that most of the work L&D departments carry out is still firmly grounded in school-based learning where ‘learning is central and organised in a formal curriculum or learning paths with predictable outcomes and a focus on explicit knowledge and generalised skills’. </p> <blockquote> <p align="justify"><em>On this side of the dimension, learning tasks are constructed to facilitate knowledge acquisition and knowledge is considered as a commodity that can be acquired, transferred and shared with others (Sfard, 1998)</em></p></blockquote> <p align="justify">When L&D moves beyond schooling, learning is characterised as ‘becoming a member of a professional community’ (Sfard) and is acquired in realistic, real work situations. </p> <p align="justify">By melding working and learning, and becoming immersed in real problems and real experiences, we eliminate the knowledge and learning transfer problems. The future role of L&D, and of managers, is to make this happen. That’s an area where the 70:20:10 approach and the 70:20:10 methodology can really help.</p> <p align="justify">-----------</p> <p align="justify">References </p> <p align="justify">Burke, L. and Hitchens, H. (2007) <em>Training Transfer: An Integrative Literature Review</em></p> <p align="justify">Zitter, I. and A. Hoeve (2012), <em>Hybrid Learning Environments: Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions</em>, OECD Education Working Papers, No. 81, OECD Publishing. </p> <p align="justify">Sfard, A. (1998), “On Two Metaphors for Learning and the Dangers of Choosing just One”. Educational<br>Researcher, 27(2), 4–13.</p> <p align="justify">Photographs: <br><em>Milk carrier Fredrick (Fred) Jones delivers full milk cans, Drouin, Victoria, Australia</em>. National Library of Australia. Wikimedia Commons <br><em>Pancakes and Cream cake</em>. Cake and photograph by Lindsay Picken, LP Cakes, Kirkcudbright, Scotland. Used with permission </p> <p align="justify"><strong>For more information about the 70:20:10 model and the 70:20:10 methodology, visit the </strong><a href="https://702010institute.com/" target="_blank"><strong>70:20:10 Institute site</strong></a><strong>.</strong></p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-80489119298266214572017-01-24T15:53:00.001+00:002017-01-24T15:53:54.373+00:00Heading towards high performance<p>This article was initially published on the <a href="https://www.totaralms.com/" target="_blank">Totara</a> website on 4th January 2017.</p> <blockquote> <p><em>“Welcome to the first instalment of our new Disruption Debate series, where we speak to leading industry experts to discover more about disruption in the L&D industry. In this post, Totara Learning's Chief Commercial Officer <strong>Lars Hyland speaks to Charles Jennings</strong>.</em></p> <p><em> Charles is a co-founder of <a href="https://702010institute.com/">the 70:20:10 Institute</a>, as well as a leading thinker and practitioner in learning, development and performance”.</em></p></blockquote> <h2>How technology has changed business forever</h2> <p>As we enter uncertain global times, never before has technology played such a key role in our lives, whether it’s at home, on the move or in the workplace. Technology is now widely considered a fundamental change agent for how we live our lives and run our businesses, and Charles believes that embracing technology is one key factor for the success of L&D and HR departments. <p>“At a meeting I recently attended, we spoke about the capabilities trainers need in order to succeed in their roles,” said Charles, “and one argument that came up was that there’s a group of trainers who work primarily in the classroom who don’t need to know about technology. However, we can’t even begin to think like that in today’s world. Of course we might need face-to-face specialists, but everyone in L&D today needs to be able to operate within a technological environment and enhance what they’re doing through the use of technology.” <p>Technology, Charles said, has given us the ability to deliver both reach and richness through our learning. “Prior to the emergence of the internet, you could provide very rich development experiences in classrooms, workshops, business schools and so on, but this simply didn’t scale. Face-to-face teaching is expensive, and it’s impossible to ‘process’ large numbers of people through physical training. Some years ago it wasn’t uncommon for companies to fly people from China to the USA, or from Boston to Frankfurt at great expense, or to send people from Singapore to London for a five-day course. What technology has done is break the richness/reach trade-off. In the pre-internet era, decisions needed to be made between rich development environments or those with much greater ‘reach’ - such as correspondence courses. In today’s world we can have both. We are able to provide rich learning opportunities to lots of people located anywhere.” <blockquote> <p><em>“I’m a great believer that access to information is a human right almost as much as access to clean water and healthy food” </em></p></blockquote> <h2>A personalised social learning experience</h2> <p>Today’s L&D technology requirements are vastly different from how they started out. The traditional L&D infrastructure came out of HR/IS requirements for digital record keeping, and the first learning management systems were essentially extensions of these HR systems. They were filing and scheduling systems for training, with no real support for any flexible learning. Charles said: “To launch an e-learning course, some of the early LMS platforms I used required as many as 15 clicks, some of them counterintuitive”. However, with the rise of social media, a whole new generation of technologies arrived which can be attached to modern LMS products that can enhance the learning experience. <p>“One question we face today is ‘How can I have a personalised learning experience’?”, said Charles. “This doesn’t just mean a tailored learning path - I want my learning to be like my online shopping experience. I want it to have some ‘understanding’ of what I’m looking for, and what I need to do, and then to recommend tips on the things I’m interested in and which will help me, and obviously that’s not currently happening.” <p>This is a clear move from organisation-led to consumer-led behaviour as economies and organisations evolve. People today expect technology to be proactive and to prompt them with what they need to know in order to ‘do’, rather than having to seek it out themselves. However, there is a balance for organisations to strike between the user’s desire for just-in-time learning and changing the direction of behaviour effectively. People need the information and tools to do their jobs, but there is also a cultural element in what L&D needs to do. It is our job as L&D professionals to ensure that learning is constructed to be engaging, persuasive and responsive to workers’ needs, not dictatorial, and that we help support our workforce to a common purpose and culture. Charles believes that the 70:20:10 model is an effective way to ensure that this happens. <p>“I spend a lot of time with organisations looking at the 70:20:10 model, and talking about how the model itself is a change process that helps shift mindsets and practices. The closer to the point of work we learn, the more effective the learning will be. That’s a simple fact. Therefore we need to think about enabling learning just before, or at, the point of need rather than developing and delivering set learning experiences outside the context of the workplace. This means that learning resources must be available all the time, with L&D professionals working to ensure people have the right tools to help them learn effectively.” <p><img alt="" src="https://www.totaralms.com/sites/default/files/stocksnap_zjmg56p1il.jpg" width="582" height="390"> <h2> </h2> <h2>Reshaping our approach to high performance</h2> <p>“We get better at doing what we need to do when we take some time to reflect on our experiences, and when we get feedback from other people,” said Charles. “ We should reflect on our own behaviour, then ask others about whether what we’re doing is having an impact. Then we need to act on those insights and that feedback.” <p>Charles also shared a joke: “How many HR people does it take to change a lightbulb? The answer is “Only one, but it usually takes the entire department to determine the process”. What does this say about L&D? Much of what L&D professionals do is around processes, but process is just part of the picture, and it’s around inputs. We need to flip our thinking, and instead be focusing on the outputs, not just on how we get there. What do people need to be able to do? What does success look like? What elements of this already reside in our people? How can we help build that knowledge and those skills? <p>Discussing skills, Charles mentioned <a href="http://www.gereports.com/theres-no-thing-skills-gap/">a recent study</a> from the US Midwest. The US Government has put the problem of jobs in the area not being filled down to a skills gap, but this study found the problem wasn’t a lack of skills at all, but that in fact, people simply were not prepared to do the available jobs for the money being offered, leading to rising unemployment. The knee-jerk ‘skills’ reaction was wrong. People had the skills, but the environment being offered for them to use those skills was the inhibiting factor. Situations like this, which are increasingly common, present a real challenge for L&D. The idea that helping people develop skills alone will lead to high performance is a fallacy. L&D needs to look and work beyond ‘skills’ if it is to have an impact. Knowing what to do and how to do it are two important ‘bricks’ for high performance, but if we stop there people will never fully achieve it. <p>“There are several things which set high performers apart from other employees. First, like others, they usually learnt the basics of their role in a structured way. Second, they have taken as many opportunities as possible to practise under the guidance of a mentor or manager. Third, they are well embedded in their professional community - better connected people are better performers. Fourth, they have access to performance support at their fingertips when they need it. Finally, they make the time to practise.” <h2> </h2> <h2>The inertia issue</h2> <p>“Research suggests that engagement in most organisations is very low. But engaged people deliver more and are more productive. It comes back to workforce capability - if L&D spent more time thinking about what it can do to help stakeholders and their organisations, then L&D professionals could significantly increase the level of engagement,” said Charles. One study found that the teams reporting to managers who were focused and effective at developing their people were around 27% more productive than other teams. They were also significantly more engaged and satisfied at work.” <p>“If L&D practitioners thought less about knowledge and skills and more about keeping people engaged and motivated, we’d see a huge change in results. Learning is a key engagement motivator, but behaviour change only comes about when learning is ‘deep’. <p>A key issue in the battle to play their part in developing high performing people, teams and organisations is that often, despite their best efforts, L&D professionals are dragged back by people asking for a specific course to tackle a specific skills challenge. This often doesn’t take into account the bigger picture, and usually results in L&D doing more of the same. Instead, we should be thinking in terms of how to motivate people effectively to do their jobs, and whether or not our motivation tools are designed to help us achieve our objectives. So what’s the answer to the inertia issue? Charles has a suggestion of his own. <p>“L&D needs to think about how they can help the development of metacognitive skills. Instead of teaching detailed material up front, make it available to people when they need it. We’re better off spending time helping people develop better acuity, critical thinking, creativity and communication capability. Then they can apply those capabilities in the context of their specific needs. We should also make sure people take time to reflect and share their experiences.”</p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-21890971931846084972016-12-11T00:17:00.001+00:002016-12-11T00:18:09.204+00:00Will the App Become the New Classroom?<p align="justify">(this article first appeared in the Spring 2016 Edition of Training Industry Quarterly) <p align="justify"><a href="https://lh3.googleusercontent.com/-S5dFkQ_0Umw/WEybGZtDnJI/AAAAAAAABbw/XfHrdaqrPsU/s1600-h/iphone-410324_6404.jpg"><img title="iphone-410324_640" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="iphone-410324_640" src="https://lh3.googleusercontent.com/-TgPgjOuMMZY/WEybGswimoI/AAAAAAAABb0/pI7w58WJT9s/iphone-410324_640_thumb2.jpg?imgmax=800" width="308" align="left" height="218"></a>Classroom education emerged in <strong>a world of information paucity</strong>. A minority of people could read. Knowledge was held by the few and education was deeply entwined in the oral tradition. Many of the early education models in the West were driven by religious texts that were read aloud. Memorization was a critical skill. Rote learning was the way to get ahead. The classroom was a critical tool. <p align="justify">However, each one of these attributes has been turned on its head over the past 150 years. <p align="justify">We now live in <strong>a world of information abundance</strong>. The vast majority of people can read. Knowledge is openly and freely available and education is a complex process of reading, listening, finding, sense-making, sharing and doing. Education is now driven by government policy and the needs of employers. Memorization is only required for critical, conceptual elements of our work as multi-channel access via the Internet and to networks of experts means that ‘find’ is often now a more critical skill than ‘know’. <p align="justify">Yet much of today’s education and training in the world of work remains fixed to an era long gone. Classroom learning, by definition, is separate from the point-of-use of learned knowledge and skills. We know that the closer learning is to the point of need, the more effective and impactful it is likely to be. <p align="justify">Peter Senge, author of the Fifth Discipline and creator of the notion of <i>the learning organization</i>, explained the situation thus: <blockquote> <p align="justify"><em>‘A simple question to ask is, “How has the world of a child changed in the last 150 years” And the answer is, “It’s hard to imagine any way in which it hasn’t changed” and yet if you look at school today versus 100 years ago, they are more similar than dissimilar.’</em></p></blockquote> <p align="justify">Exactly the same could be said of adult training and development as of child education. We may have added some technology, better lighting, and more comfortable chairs, but our organizations’ classrooms and approaches today are little changed either. <p align="justify"><b>Is the Classroom Still Relevant?</b> <p align="justify"><a href="https://lh3.googleusercontent.com/-XgS__oXNi9M/WEybHOIhrzI/AAAAAAAABb4/o3hUAVAV29w/s1600-h/smartpad_learning5.jpg"><img title="smartpad_learning" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: right; padding-top: 0px; padding-left: 0px; margin: 0px 0px 0px 6px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="smartpad_learning" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDS5dkec8fToF-Hyti3IF6cjSDbGRtEmuB7C4tAWbqxjvaXcwdCrLqbYjcrFgLK54ZxzCl6j8ulduHDTsyMCD2WZS0KL3yo2Owwdazsm81QxRj1WJ0jOxydSJSBzjQdpDmJ_x28IR1koSM/?imgmax=800" width="298" align="right" height="216"></a>A fundamental question is whether the classroom still relevant in 21<sup>st</sup> century organizational learning. <p align="justify">There is no doubt that sometimes learning together with others in the same room is the best option. <p align="justify">There is probably no better way to help people who are new to a role or to an organization to quickly build understanding of organizational culture and practices, what’s expected of them, and how they’re going to be measured than by getting them together in a room to do so. Good face-to-face onboarding programs that focus on rapidly building conceptual understanding (rather than developing knowledge of detailed tasks) will continue to be an important use of classroom learning until technology delivers much better virtual reality environments than are currently available. <p align="justify">Classrooms (or ‘rooms’ at least) also remain relevant for learning through group discussion and group problem solving when people are co-located or in close reach with each other. The flipped classroom is a good example of this, where people come together to collaborate and share, and where knowledge building had been transferred to better channels of delivery. <p align="justify">Apart from the two examples above, it is hard to find a situation where classroom learning offers an advantage over learning in the workplace, via technology, or over the water-cooler. <p align="justify">Technology offers huge opportunities for social learning, peer feedback, and access to information at the point of need. In our world of information abundance, Google is the largest educational provider on the planet. Google needs no classrooms. <p align="justify"><b>The New Classroom?</b> <p align="justify">Mobile apps are increasingly being built and deployed by organizations to support workers. One large Australian bank already provides its people with a full HR suite of apps for their mobile phones. Others provide rapid access to performance support. <p align="justify">It’s not difficult to see the large-scale development of learning and performance tools and services via apps. That future world is not far off. Within the next few years mobile apps or their successors will be the prime way L&D will support learning and capability building. <p align="justify">The app will then become the new classroom. Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-40408477609857027092016-09-14T19:12:00.001+01:002016-09-14T23:21:04.906+01:002016 Top Tools for Learning<p align="justify"><img style="float: left; margin: 0px 6px 0px 0px; display: inline" alt="top100" src="http://i0.wp.com/c4lpt.co.uk/top100tools/wp-content/uploads/2013/01/top100.png?resize=150%2C65" width="109" align="left" height="54">The Centre for Learning & Performance Technologies’ 10th Anniversary ‘Top Tools for Learning’ Survey closes midday UK time on Friday 23 September 2016.</p> <p align="justify">Jane Hart’s work in establishing this survey and encouraging people to reflect on the tools that they use to support learning of others, and also the tools that support their own personal and professional learning, is laudable. Each year’s survey output is both extremely interesting and useful. </p> <p align="justify">The submissions are published as an overall listing, and Jane also sub-divides the data into categories for different contexts: <ul> <li> <div align="justify">Top 100 Tools for <strong>Education</strong> – tools for use in schools, colleges, universities, adult education </div> <li> <div align="justify">Top 100 Tools for <strong>Workplace Learning</strong> – tools for use in training, for performance support, social collaboration, and other workplace learning contexts</div> <li> <div align="justify">Top 100 Tools for <strong>Personal & Professional Learning </strong>– tools for self-organised learning</div></li></ul> <p align="justify"><img style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; float: left; padding-top: 0px; padding-left: 0px; border-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px" border="0" src="http://i2.wp.com/www.c4lpt.co.uk/blog/wp-content/uploads/2016/09/ballot-1294935_640-150x150.png?resize=150%2C150" align="left">If you haven’t already voted in this survey, please take a visit <a href="http://c4lpt.co.uk/top100tools/voting/">here</a> and do so if you’re reading this before the close date for this year’s list (23rd September 2016). If it’s too late, make sure you’ve marked up the action to contribute to next year’s survey.</p> <p align="justify">Last year’s ‘Top 10 Tools Survey results are <a href="http://www.slideshare.net/janehart/top-100-tools-for-learning-2015-52992784">here</a></p> <p align="justify">I’ve listed my 2016 votes (in the ‘Personal & Professional Learning category) below.</p> <p align="justify"> </p> <p><a href="https://lh3.googleusercontent.com/-m1l2JbNsko4/V9mTH5S8cXI/AAAAAAAABa4/tBdN5P23Rj0/s1600-h/image%25255B15%25255D.png"><img title="image" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; padding-top: 0px; padding-left: 0px; border-left: 0px; display: inline; padding-right: 0px" border="0" alt="image" src="https://lh3.googleusercontent.com/-OnvzMqAfL2k/V9mTIYP1tyI/AAAAAAAABa8/hZ3TD1gUWu8/image_thumb%25255B9%25255D.png?imgmax=800" width="550" height="71"></a></p> <ol> <li> <div align="justify"><strong>Twitter:</strong> My first port-of-call every morning to get daily insights into what my wider network is reporting. Twitter works as a window to my professional world. I use Facebook for family and personal friends, and Twitter for my professional social network. Maybe I’m not ‘with it’ to share everything across all platforms, but I prefer to keep things compartmentalised to a degree.<br></div></li> <li> <div align="justify"><strong>Google Search:</strong> ‘Professor’ Google is still the person I call on whenever I need a quick answer to a question or problem. He almost invariably comes up with the answer (except to the question ‘where have I left my glasses’). Sometimes I need to wade around a bit to find what I need, but the world’s largest searchable index usually does the job. Google Search and the new generation of successors to Google Glass will herald the end to pub quizzes and memory tests and the dawn of personal external intelligence ecosystems. Access to knowledge has already replaced retained knowledge as power. Google search will no doubt play a role in raising that to a new level.<br></div></li> <li> <div align="justify"><strong>YouTube</strong>: probably the best visual performance support tool around. It’s a good conduit to publish and share video material, and a great resource for ‘quick tips’ when I need to know how a piece of software or a broken shower works. YouTube has saved me from needing to attend any number of ‘Excel pivot tables 101’ and ‘household plumbing for beginners’ courses. It also contains enough guitar and banjo instruction lessons to last several lifetimes.<br></div></li> <li> <div align="justify"><strong>Google Scholar: </strong>Scholar opens a rich world of academic work at the click of a button. I can recall spending weeks in university library stacks searching abstracts and then agonising to decide whether to pay the money to photocopy the papers and possibly also have them translated. Scholar has opened Pandora's box – not a box of the evils that were contained in the original, but one that fosters a desire to spend days following breadcrumbs of fascinating references and leave everything else undone.<br></div></li> <li> <div align="justify"><strong>Flipboard</strong>: allows me to bring news, blog posts and sites of interest together in an extremely simple way. Flipboard is the second resource I turn to each morning after Twitter. This social magazine has replaced a number of different interfaces for me. Its easy and seamless interface makes jumping between news, blogs, journals, magazines and applications/sites such as Flickr simple and straightforward. Flipboard is a pleasure to use on an iPad or any mobile device.<br></div></li> <li> <div align="justify"><strong>Evernote: </strong>I’d drown or die trying to find that useful article or piece of information without Evernote. Having Evernote shared across all my devices makes life a lot easier on a daily basis. Evernote makes it simple to clip an article or post. The tagging and search functionality is good. too. I find it useful to throw all my meeting notes in there as well. It can even find scanned handwritten words and, like Dropbox, spans and syncs across all my devices.<br></div></li> <li> <div align="justify"><strong>Dropbox</strong>: a utility I simply couldn’t do without. Offerings of the likes of Microsoft’s OneDrive, Apple’s iCloud, Amazon’s Cloud Drive and Google’s Drive haven’t been able to lure me away from Dropbox. It works seamlessly across PCs, MacBook, and all my ‘i’ devices. Dropbox should be given an award for reducing the cost on global health services. If local devices fail or a hard disk goes AWOL then Dropbox keeps blood pressure and levels of agitation to a reasonable level. It’s a great way to share resources and project documents and to make materials that others often ask for easily accessible to them.<br></div></li> <li> <div align="justify"><strong>Skype</strong>: I don’t like the way Microsoft has taken this great application and is trying to manipulate its users, but in its ‘raw’ form Skype is still a great communication tool and easy to use on virtually any device. Microsoft has built Skype into its Office suite (I’m yet to find a good use for that, but I don’t work in a corporate with a global deployment anymore, so I might have found a purpose if I were in that situation). But Skype feels a little like it’s creaking at the edges – status flags are often wrong, message sync is flaky, it often drops after a while even when there’s plenty of bandwidth on both ends. This may be the last year it appears on my Top Tools list. <br></div></li> <li> <div align="justify"><strong>PowerPoint</strong>: despite its many restrictions, PowerPoint continues to be my tool of choice for most of my presentations. The Office 2016 version has some nice features (even the Help function has improved) and its new ‘zoom’ feature is an attempt to break out of the linear straightjacket we’ve known and despised for years. I also use PowerPoint to create simple diagrams and graphics which can easily be exported as .JPGs and ‘PNGs.<br></div></li> <li> <div align="justify"><strong>Wikipedia</strong>: is an amazing free source of information. Jimmy Wales has received a lot of well-deserved awards for his work and should be lauded for not selling out at the first whiff of money. Reports of his net worth are around $1 million (I thought that might surprise some people). Not in the same league with the billions of Zuckerberg, Bezos, Koum and their ilk, but Wikipedia provides an equally if not more useful service than many of the tools those have built. Wikipedia Invariably has the answers to the questions I’m asking and acts as a springboard for deeper learning.</div></li></ol> <p align="justify">There are other tools I use in the course of my day and which contribute to my continuous learning. These include <strong>Blogger</strong> <strong>WordPress</strong>, <strong>WhatsApp</strong> and <strong>Google Translate</strong> and some more. But the 10 above have been my principal daily workhorses for the past year.</p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-63694834766819838492016-08-31T10:38:00.001+01:002016-08-31T14:53:43.442+01:00Being Bold and Imagining the Different<p><a href="https://lh3.googleusercontent.com/-QQteopOqx7g/V8alc4bCA1I/AAAAAAAABaM/Eq8eotrtTAM/s1600-h/Zion%252520Park%25255B7%25255D.png"><img title="Zion Park" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Zion Park" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiN6ySlikVbXDPU-2uSJyYYlIxvfzo1DnJXX5V0GP-nfr8lqcF4ePpzv6V9xRFN35ooibHu60Fwmhoq5c-bxoIUJYXkDrZAeh1Tvc7TL0gxMJ8jiYQhfyM0YN4v61hMEclAODhmbQ4jeafE/?imgmax=800" width="617" height="239"></a></p> <p align="justify">Last Thursday 25th August marked the centenary of the US National Parks Service. The natural beauty of these places across the North American continent is unquestionable. They are amongst some of the greatest treasures the USA and the world possess.</p> <p align="justify">But they haven’t always been seen that way.</p> <p align="justify">The father of today’s National Parks was John Muir. Born in Dunbar on the south east coast of Scotland, Muir was the son of a Calvinist who believed anything that distracted from Bible studies was frivolous and punishable. Muir’s father, it’s said, emigrated to the United States because he found the Church of Scotland ‘insufficiently strict in faith and practice’. </p> <p align="justify">John Muir’s response to his father’s view of the world was to turn the Calvinist work ethic he’d grown up with towards his own ‘redwood cathedrals’ with an unsurpassed enthusiasm. His life’s work was to protect the beauty that has become the National Parks. His writings convinced the US Government to protect first Yosemite, Sequoia, Grand Canyon and Mount Ranier and later all the other 55 national parks across the USA and its associated territories.</p> <p align="justify">Muir left as his legacy an incredibly pristine natural beauty that everyone can share. Without John Muir much of the beauty that exists in the National Parks would have become utilitarian resources.</p> <p align="justify"><strong>What’s the Link with Learning & Development?</strong></p> <p align="justify">Today the world of L&D is a little like the world the young John Muir confronted. This is a world where some good work was taking place to open eyes to new and exciting environments, but where the dominant mindset was constraining even better things from happening. </p> <p align="justify">In Muir’s case the dominant mindset he challenged was the desire to conquer nature and make it useful for man. The view was that if some preservation efforts could be made along the way, then all well-and-good. But the principal mindset and focus of the day was management and control of nature in the service of humans.</p> <p align="justify"><strong>The course and programme mindset</strong></p> <p align="justify">We’re in a similar predicament in the L&D world today. Most of L&D’s work in done within the ‘course and programme’ mindset. It’s the natural fit for management and control.</p> <p align="justify">This is understandable because many of today’s learning and development practices emerged during the second half of the 20th century. Following the Second World War the drivers were industrialisation and mass production. The need was perceived for a solid skill base to ‘feed’ the factories and enterprises on the back of building strong economies. The solutions that were developed to help build workforce capability in this context were invariably built on the idea that learning and working were best carried out separately. It was believed that if we removed people from their day-to-day work they could ‘focus on learning’ better. So structured learning interventions became the standard approach. Training became a huge industry. </p> <p align="justify">Structured learning is a relatively easy process to manage and control. It fits with the industrial mindset. Fred Taylor (‘Principles of Scientific Management’) had told us that developing good management practices was simply a process of applying science to management. So developing good L&D practices for developing managers and others should be the same.</p> <p align="justify">But they’re not.</p> <p align="justify">We now understand that the closer to the point of use that learning occurs, then the more effective and lasting it’s likely to be. Context is critical for effective learning. Knowledge and skills are not enough. We need to have the understanding to apply knowledge and skills in context to deliver high performance. </p> <p align="justify">McKinsey’s report on <a href="http://www.mckinsey.com/global-themes/leadership/why-leadership-development-programs-fail">‘why leadership development programs fail’</a> clarifies this point very well. The McKinsey study found that four common mistakes, made over and over again, are leading to the waste of a large percentage of the $14 billion spent annually by US organisations alone on improving the capabilities of managers and nurturing new leaders. </p> <p align="justify">The four common mistakes the McKinsey researchers identified are:</p> <ol> <li> <div align="justify">Overlooking context</div> <li> <div align="justify">Decoupling reflection from real work</div> <li> <div align="justify">Underestimating mindsets</div> <li> <div align="justify">Failing to measure results</div></li></ol> <p align="justify">Each of these could be contributed in part to the ‘course and programme’ mindset. If we separate learning from the work, and thus remove most of the context, we are likely to produce sub-optimal solutions. If we don’t adopt new mindsets we will never be able to meet the changing needs for rapid and continuous learning. If we spend our time inventing ‘learning metrics’, rather than simply working with our clients and stakeholders to measure what matters to them, we will never understand whether our solutions are making a difference.</p> <p align="justify">If we’re going to be bold and make Muir-like differences we clearly need to step beyond the course and programme mindset. </p> <p align="justify">It won’t be easy.</p> <p align="justify"><strong>Moving the dial</strong></p> <p align="justify">Most of the standard models still used by learning and development professionals, and still taught by many organisation across the world as they prepare people for careers in learning and development, were developed with structured learning away from work in mind. We have refined the planning and structure of the ‘perfect programme’ to the ‘nth degree’ but the question is whether we are aiming our efforts at the right target.</p> <p align="justify">To an extent, I think we are still ‘perfecting the irrelevant’ in a world that has moved on unimaginably over the past 25 years.</p> <p align="justify">Of course all structured development isn’t irrelevant. Sometimes it is vital and the best way to help people improve. But a good deal of structured development has little effect on the participants’ ability to do their jobs better and our continued focus on it to the exclusion of other approaches is leading to many L&D teams being unable to effectively support their organisations. In other words, the course and programme mindset is limiting other opportunities.</p> <p align="justify">Typical offerings to prepare our future professionals reflect the dominance of the course as virtually the only the mechanism to get any attention. As such, they are constraining our ability to deliver real impact by supporting learning in the daily flow of work. These ‘learning separate from work’ models are the antithesis of what my Internet Time Alliance colleague Jane Hart calls <a href="http://www.c4lpt.co.uk/blog/2016/01/17/5-steps/">‘Modern Workplace Learning’</a> and what my <a href="http://702010institute.com/">70:20:10 Institute</a> colleagues and I call ‘70:20:10 practices’.</p> <p align="justify"><strong>The inertia is strong - effective L&D professional development is critical</strong></p> <p align="justify">The formal training industry is huge and is well embedded in HR practices. The annual performance review and development objective setting process is witnessing some changes, but it is still widespread. Development objectives still predominantly materialise as the need to attend courses or programmes. Of course this is evolving, but the inertia is strong and change is slow.</p> <p align="justify">When we look at the way professionals in this field are themselves developed we can get an idea of the vortex that’s helping to hold fast the course and programme mindset.</p> <p align="justify">HR, L&D and OD development is still predominantly based around training to deliver ‘faster horses’. Even if Henry Ford didn’t utter the famous words when asked what he thought his customers wanted (and there’s no evidence he did), history suggests he thought along those lines. Ford’s genius was was to develop a new mindset about production and delivery. One of L&D’s challenges is that its profession must do the same.</p> <p align="justify"><a href="https://lh3.googleusercontent.com/-6z0AjVYQxE0/V8aldtihoNI/AAAAAAAABaU/a6P1td89Ass/s1600-h/Ara%252520Quote%25255B4%25255D.png"><img title="Ara Quote" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: right; padding-top: 0px; padding-left: 0px; margin: 0px 0px 0px 6px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Ara Quote" src="https://lh3.googleusercontent.com/-lGHP6pT98T0/V8ald8JMWLI/AAAAAAAABaY/boSuNEOBLmM/Ara%252520Quote_thumb%25255B2%25255D.png?imgmax=800" width="354" align="right" height="247"></a>Although a few professional bodies are making some progress (the UK’s CIPD is an example) when we look at the majority of development opportunities for professionals in the learning and development sphere we see preparation for a world that is in the past. </p> <p align="justify">Today’s world requires L&D professionals to be agile and support their ‘customers’ in their workflow. L&D needs to focus on the ‘70’ and ‘20’ – supporting learning as part of work and learning from (and with) others.</p> <p align="justify">However, most professional development offered by commercial companies for L&D practitioners is still rooted in the training paradigm. Even though L&D leadership development is couched in different words (and possibly held in more up-market locations) it is still predominantly structured in the training paradigm. Command and control – even if some role-play and simulations are included.</p> <p align="justify">This type of L&D professional development is typified by the description below of a train-the-trainer course (taken today from a publicly available brochure):</p> <blockquote> <p align="justify">“This lively and interactive course will help delegates develop and hone their skills so they are able to plan and deliver effective training. <br>Delegates will learn:<br>- How to define objectives that meet both business and trainee needs.<br>- How to plan and design training to gain the trainee’s commitment and enthusiasm - Even reluctant trainees!<br>- How to recognise the different psychological and sensory learning styles of trainees.<br>- How to adapt training to meet ALL of these styles<br>- How to deal with challenging trainees and resistance to training.<br>- How to deal with trainee concerns about training.<br>- The pro’s and con’s of different training methods. <br>- How to ensure training is interactive and participative and not simply a presentation.<br>- How, why and when to adopt a facilitative or directive training style.<br>- How to ensure and check that training:<br> - Is really effective<br> - That objectives have been met<br> - That real learning has occurred<br> - What to do before and after training to ensure the best outcome for the business and trainee</p></blockquote> <p align="justify">This could have appeared in a 1990s brochure – and may have looked dated even then. It’s rooted in the idea of training being something that needs to be presented in a particular way to make it palatable. And it is typical of thousands upon thousands of ‘course and programme mindset’ offerings still being promoted to develop L&D professionals (and others who want to develop up-to-date L&D skills) around the world. </p> <p align="justify"><strong>‘Imagining the different’</strong></p> <p align="justify">If we are going to ‘imagine the different’ there is a requirement to be both bold and focused. We need a galvanising vision to do things differently and better. </p> <p align="justify">We have to take a lesson from John Muir and find a way to break our reliance on the dominant mindset of the day. We must re-think the options we have to both support our stakeholders and clients with solutions that provide learning in the flow of work and, at the same time, think about ways we can help our own profession develop beyond refining training processes. If we don’t step beyond the course and programme mindset we will forever under-deliver on the promise to support high performance in the best ways possible.</p> <p align="justify"><em>“Only by going alone in silence, without baggage, can one truly get into the heart of the wilderness. All other travel is mere dust and hotels and baggage and chatter.” </em>John Muir in a letter to his wife in July 1888</p> <p align="justify"><a href="https://lh3.googleusercontent.com/-3shISl9yuEU/V8alee1zi6I/AAAAAAAABac/YtZseewHWKo/s1600-h/644px-John_Muir_Cane%25255B4%25255D.png"><img title="644px-John_Muir_Cane" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="644px-John_Muir_Cane" src="https://lh3.googleusercontent.com/-ucsb7PPLVXE/V8alesHP_0I/AAAAAAAABag/C_sTf5lV_nQ/644px-John_Muir_Cane_thumb%25255B2%25255D.png?imgmax=800" width="222" align="left" height="366"></a>John Muir, American conservationist. Photograph by Professor Francis M. Fritz in 1907<br>Public Domain</p> <p align="justify">The wonderful Scottish singer Dick Gaughan tells John Muir’s story in ‘Muir and the Master Builder’, written by songwriter Brian McNeill, <a href="https://www.youtube.com/watch?v=mgqh7G7KyFs">here</a>.</p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com3tag:blogger.com,1999:blog-537267519793805240.post-9574548401137986182016-07-28T13:39:00.001+01:002016-07-29T14:28:07.187+01:00The Power of Reflection in an Ever-Changing World<p align="justify">(I wrote the original article this is based on for Training Industry Quarterly in Winter, 2012 but feel it still speaks to a key issue for building high performance that has barely been touched by many L&D professionals).</p> <p align="justify"><strong><font size="3">Reflective Practices</font></strong></p> <p align="justify"><a href="https://lh3.googleusercontent.com/-kEoCgPLx30Q/V5n8433JzkI/AAAAAAAABYo/LjS_YPyTpH4/s1600-h/3762182349_77fa97705f_b%25255B5%25255D.jpg"><img title="3762182349_77fa97705f_b" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="3762182349_77fa97705f_b" src="https://lh3.googleusercontent.com/-LaLym9zd0Xs/V5n85J3HOXI/AAAAAAAABYs/w_AseVkeeFA/3762182349_77fa97705f_b_thumb%25255B3%25255D.jpg?imgmax=800" width="320" align="left" height="252"></a>In a world where speed and agility are the driving forces for most of our organisations we tend value our ability to look forward rather than to backwards. Yet one of the most useful tools for effective learning and development is reflection.</p> <p align="justify">Critical reflection is one of the four fundamental ways in which we learn and improve. This holds true for learning in the workplace and in life. Yet many organisations have lost sight of the value of reflective practice as an effective means of development as well as a way to identify where and when things have gone wrong (and have gone right). <p align="justify">Of course there are exceptions. Military after-action reviews (AARs) are tremendous structured processes that analyse what happened, why it happened and how it could be done better. The US military four-question AAR, for example, could serve as a template for any organisation to help embed a culture of reflection. It may only take a minute but can be used as a simple technique to reflect and analyse how things can be done better next time. The four questions of the typical AARs are: <p align="justify">1. what did we set out to do?<br>2. what actually happened?<br>3. why did it happen?<br>4. what will we do next time? <p align="justify"><strong>Reflection as a Critical L&D Process</strong> <p align="justify">The speed of learning and development in our organisations is often reduced to a slow walk focused on following defined processes and procedures – and often on content-centric ‘knowledge transfer’ - without acknowledging and taking time to understand errors (and we all make them from time to time) and deciding the required changes in behaviour and action to ensure the same errors are not made again. Helping people reflect and analyse what’s going right or wrong are rarely core parts any L&D kitbag. <p align="justify">Even if your organisation has an after-action or project review process it is always helpful to spend some time reflecting individually and in small teams on a regular basis quite apart from any specific project process. Some forward-thinking organisations now encourage this type of reflection and <i>narration</i> of work by providing the facility for personal blogs on the intranet or by implementing <i>storytelling</i>. Qualcomm, the global mobile technology company, uses its successful <i>’52 weeks’</i> program to encourage employees to use structured storytelling for reflection and to share information, attitudes and behaviours across the company. Initially started as a weekly email for new hires, the program is now firm-wide and provides a key repository of reflective stories and experiences. <p align="justify"><b>Learning in 4 Steps – the Role of Reflection</b> <p align="justify">There are many deep theories of learning, but we can boil the process down into these four key areas: <p align="justify"><a href="https://lh3.googleusercontent.com/-TfnbKHQgC0E/V5n85VoQY8I/AAAAAAAABYw/gZCBptAAcjs/s1600-h/4%252520steps%25255B13%25255D.png"><img title="4 steps" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="4 steps" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidZEoJ8821iIrmvUwt89FAmSJu4pmhUF7qMt2p8O3JNMI4vz2cUegVc4tqFs4kgA2sfg-zKhLSggQfIckVsZmxHBqWCuG0mKVH_2fd0ytNGl93GxOs5dcGb3j0PsCViQ91ouwwnE2rinvD/?imgmax=800" width="402" height="218"></a></p> <ul> <li> <div align="justify"><b>Learning Through Experience</b>: we learn a huge amount through exposure to new and challenging experiences. ‘Work that stretches’ is often the best teacher any of us will ever have. Research tells us that immersive learning and learning in context provides the most memorable learning experiences. This is one reason for the increased interest and activity in experiential and social learning in the past few years. However, experiential learning is still often under-valued and under-exploited by learning professionals. As the late professor Allan Tough said ‘most of the learning is under the waterline’. </div> <li> <div align="justify"><b>Learning Through Practice</b>: we learn through creating opportunities to practice and improve. Without practice we can never hope to become high-performers. We can’t for a minute imagine our great sportsmen and women rising to the top of their game without hours and hours of practice, even when they are world champions. What makes us think becoming high performers in our work is any different?</div> <li> <div align="justify"><b>Learning Through Conversation</b>: we learn through our interactions and dialogue with others – through informal coaching and mentoring, and building social networks inside and outside work. Conversation is the ‘lubrication’ of learning and development. Jerome Bruner, the greatest educational psychologist of our era, once said ‘our world is others’. We often forget this fundamental fact.</div> <li> <div align="justify"><b>Learning Through Reflection</b>: Reflection is the ‘glue’ that we need to exploit the other forms of learning. Charles Handy, the management ‘guru’, writer and observer, points out that ‘experience plus reflection is the learning that lasts’. We learn through taking the opportunity to reflect both in the workflow and away from our work. We can then plan further activities that will incorporate our learning and improve our performance further.</div></li></ul> <p align="justify"><b></b> <p align="justify"><b>Reflective Practice </b> <p align="justify">A good starting point for embedding reflection into daily workflow is to approach the practice at two levels; individual reflection, and then reflection with colleagues and team members. Reflective practice itself doesn’t ‘just happen’. It is a learned process. It requires some degree of self-awareness and the ability to critically evaluate experiences, actions and results. <p align="justify">Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com1tag:blogger.com,1999:blog-537267519793805240.post-70979928299987321652016-07-05T12:16:00.001+01:002016-07-05T17:02:56.118+01:00Inaugural Jay Cross Memorial Award<p align="justify">Reposted from the <a href="http://internettimealliance.com/wp/">Internet Time Alliance website.</a> <p align="justify">The Internet Time Alliance Jay Cross Memorial Award is presented to a workplace learning professional who has contributed in positive ways to the field of <a href="http://www.lulu.com/shop/jay-cross/real-learning/paperback/product-22777959.html" target="_blank">Real Learning</a> and is reflective of Jay’s lifetime of work. Recipients champion workplace and social learning practices inside their organisation and/or on the wider stage. They share their work in public and often challenge conventional wisdom. The Jay Cross Memorial Award is given to professionals who continuously welcome challenges at the cutting edge of their expertise and are convincing and effective advocates of a humanistic approach to workplace learning and performance. <p align="justify">We are announcing this inaugural award on 5 July, Jay’s birthday. Following his death in November 2015, the partners of the Internet Time Alliance (Jane Hart, Harold Jarche, Charles Jennings, Clark Quinn) resolved to continue Jay's work. Jay Cross was a deep thinker and a man of many talents, never resting on his past accomplishments, and this award is one way to keep pushing our professional fields and industries to find new and better ways to learn and work. <p align="justify">The Internet Time Alliance Jay Cross Memorial Award for 2016 is presented to <strong>Helen Blunden</strong>. Helen has been an independent practitioner at <a href="http://activatelearning.com.au" target="_blank">Activate Learning</a> since 2014. Her vision is to help people stay current in a constantly changing world of work and do this by working and sharing their work and learning in a generous, open, and authentic manner. Helen started her career within the Royal Australian Navy across two branches (Training Development and Public Relations) as well as working within Service and external to Service (with Air Force and Army and Defence civilians), then with the Reserves. Helen later worked as a Learning and Development Consultant for Omni Asia Pacific, and subsequently with National Australia Bank as a Social Learning Consultant. Helen is an active blogger and is engaged professionally on various social media platforms. <p><a href="http://internettimealliance.com/wp/wp-content/uploads/2016/07/helenblunden.jpg"><img title="clip_image002" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="clip_image002" src="https://lh3.googleusercontent.com/-5WCsDEBltxM/V3uW_2MRI5I/AAAAAAAABYY/Gf3_X7NAcIk/clip_image002%25255B5%25255D.jpg?imgmax=800" width="624" height="433"></a></p> <p align="justify">Here is Helen in her own words, “<em>In my observations, it’s not only learning teams in organisations or institutions that need to change and recreate the traditional ways of training into learning experiences. It’s wider than that. I have smaller businesses, some of whom are vendors who offer training products and services to the public or to organisations who are scratching their heads trying to figure out how to get ‘into the 21st century’ as their clients ask for more blended programs – shorter programs – but still achieve the same outcomes. Dare I say it, the tools that Jane Hart offers as tools for professional development are not for learning people alone – they’re for everyone. This is where I’m grappling to understand the enormity of the change and how, for the first time, you’re not only helping a client design and develop the learning experience – but you need to teach them how to use the tools so it becomes part of their social behaviour to build their own business, brand and reputation</em>.”</p> <p align="justify">Helen will be formally presented with the award in her home city of Melbourne by Simon Hann, CEO of <a href="http://deakinprime.com/about-deakinprime" target="_blank">DeakinPrime</a>, the corporate education arm of Deakin University. <p align="justify">It is with great pleasure that the partners of the Internet Time Alliance present the first Jay Cross Memorial Award to Helen Blunden.</p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-56847646456898940592016-06-28T00:10:00.001+01:002016-06-28T08:08:35.424+01:00Language Learning - an Exemplar of a 70:20:10 Approach?<p><a href="https://lh3.googleusercontent.com/-6AtN2d8x32k/V3GyTrmviuI/AAAAAAAABXY/xOl7fA9au94/s1600-h/Ancient_Khmer_script_Petr_Ruzicka_CC_by_2.0%25255B5%25255D.jpg"><img title="Ancient_Khmer_script_Petr_Ruzicka_CC_by_2.0" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; float: left; padding-top: 0px; padding-left: 0px; border-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px" border="0" alt="Ancient_Khmer_script_Petr_Ruzicka_CC_by_2.0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjuuTvMZ2EX4WmAbzvrKsBXESlbcT0DoXxMrBz9HdAsvKDA1pa5TXn5cy0kZ1ydWk91zNJzEZIkuz5zjqy_GvQiarRu4BaCE17h2T__5DN5cqKZyQnovXo2A1A726PnLfuPo82yvjk4j88/?imgmax=800" width="219" align="left" height="340"></a></p> <p align="justify">Humans are an incredibly inquisitive and extremely social species. The characteristics that helped us reach our dominant position on planet earth are intimately linked with our search for understanding and our social nature. These also drive our learning patterns. And our ability to learn continuously the way we do has underpinned our success and our creativity throughout history. </p> <p align="justify">We are all life-long learners. There is no doubt about that - even more so than we may imagine. Recent research has demonstrated that we not only learn from cradle to grave but that we were all learning even as babies in the womb, too. <p align="justify">And the first thing we were learning was language. <p align="justify"><b><font size="2">The Amazing Phenomenon of Language Learning</font> </b> <p align="justify">Children usually learn to speak their parents’ or social group’s native language relatively easily. The experts tell us that our brains are naturally ‘wired’ to assimilate sounds and create meaning. The more we’re exposed to words and sounds the more likely we are to absorb and remember them. So most children develop effective verbal communication skills early in life. <p align="justify">But language learning has some very specific characteristics, including the fact that we all started this aspect of our learning journeys not at birth, but <u>before</u> we were born. <p align="justify">In one piece of <a href="http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3543479/">recent research</a> into language learning carried out by professor Christine Moon at the Pacific Lutheran University, Washington State USA, and her colleagues in institutions in Sweden, the researchers tested the different responses of unborn babies to vowel sounds of their mothers’ native tongue and to those of other languages. The babies responded differently when they heard the vowels of their mother’s language spoken. The research demonstrated that “<i>unborn babies have the capacity to learn and remember elementary sounds of their language from their mother during the last 10 weeks of pregnancy</i>”. <p align="justify">Another research project by cognitive neuroscientist Eino Partanen at the University of Helsinki showed that babies retain memories of sounds they have heard before birth. Partanen and his team <a href="http://www.sciencemag.org/news/2013/08/babies-learn-recognize-words-womb">fitted newborn babies with EEG sensors</a> to look for neural traces of memories from the womb. "Once we learn a sound, if it's repeated to us often enough, we form a memory of it, which is activated when we hear the sound again," he explained. This memory speeds up recognition of sounds in the learner's native language and can be detected as a pattern of brain waves, even in a sleeping baby. <p align="justify">So what do these extraordinary insights, and others like them, tell us about learning in general? <p align="justify"><b><font size="2">Language Learning and 70:20:10</font></b> <p align="justify"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0Lwp2QLQeV6SL6XegymRT34VWrMeSQ3a-zTd5p85YBDAwlhyphenhyphen8yYINQ17_Y6rx7XRwsn-g-Opq8EAvoMVAuIq4TokPf1-dDr3skuF-ZuYKmtEnIqp00ImFLTcC4aB44xwI7T8pKXHI1EiI/s1600-h/%252527RIP%252520Steve%252520Jobs%252527%252520by%252520Alec%252520Couros.%252520Licenced%252520under%252520CC%252520BY-NC-SA%2525202.0%25255B7%25255D.jpg"><img title="'RIP Steve Jobs' by Alec Couros. Licenced under CC BY-NC-SA 2.0" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; float: right; padding-top: 0px; padding-left: 0px; border-left: 0px; margin: 0px 0px 0px 6px; display: inline; padding-right: 0px" border="0" alt="'RIP Steve Jobs' by Alec Couros. Licenced under CC BY-NC-SA 2.0" src="https://lh3.googleusercontent.com/-xNONk6GMy2Y/V3GzwQQ-kSI/AAAAAAAABYE/mePIkyu1V2w/%252527RIP%252520Steve%252520Jobs%252527%252520by%252520Alec%252520Couros.%252520Licenced%252520under%252520CC%252520BY-NC-SA%2525202.0_thumb%25255B5%25255D.jpg?imgmax=800" width="352" align="right" height="266"></a>All of the above research reinforces the fact that language learning seems to be an exemplar of the <a href="http://charles-jennings.blogspot.co.uk/2015/08/702010-primer.html">70:20:10 approach</a>. </p> <p align="justify">Learning to speak a language is a continuous process and not just as part of a series of structured learning ‘events’. This becomes apparent if ever you’ve joined a language class as an adult. Without a lot of work outside the classroom you’ll never gain proficiency.</p> <p align="justify">We learn language primarily through social interaction and experimenting (the ‘20’ and ‘70’). Language learning is also integrally entwined in everyday living. We learn because it’s natural for humans to want to get better and to hone our skills. As Daniel Pink observed in his book ‘<em>Drive: The Surprising Truth About What Motivates Us’</em>, humans are ‘purpose machines’. </p> <p align="justify">In all other respects, apart from its extremely early starting point, learning a language is very much like learning almost anything else. We do it to address a need. We achieve our learning through exposure to new experiences (sounds and other stimuli in the case of language learning), through taking every opportunity we can to practice (just observe a baby’s efforts to learn), through learning together with others (our parents,siblings and friends in the case of language learning), and by using reflective practice smartly. <p align="justify">Added to these fundamental principles there are some others that come into play. We have to possess a need and desire to learn (the ‘drive’). And we need to understand the consequences of not learning. If you’ve ever found yourself in a foreign town or city you’ll know the consequences of not learning even some basic vocabulary. So we stretch ourselves and, where necessary, draw on help and look for resources to enable us to communicate better. Morgan McCall (who’s 1988 book with Michael Lombardo and Ann Morrison ‘<em>The Lessons of Experience: How Successful Executives Develop On The Job</em>’ explored the ‘70’ and ‘20’ elements of learning) explained these principles clearly in this <a href="https://www.youtube.com/watch?v=M5XWKpC4aC8" target="_blank">3-minute video clip</a>. <p align="justify"><strong><font size="2">Starting with the ‘70’ and ‘20</font></strong> <p align="justify">The 70:20:10 framework helps extend our focus on where and how learning occurs. It isn’t a new interface for traditional training, nor a new learning theory. It is a reference model that describes the way people tend to learn. <p align="justify">One of the key elements of 70:20:10 is the principal that the learning which is most likely to be effective, and the learning that lasts, is the learning that occurs closest to the point of use. This is a simple principle, but a challenging one for many L&D professionals. <p align="justify">If we think about language learning, it is almost inconceivable that someone could learn a language without using it extensively (the ’70’) as part of the learning process and also continually learning from others who use it around them (the ‘20’). Of course some structured learning (the ‘10’) is extremely helpful to get started and also to provide some guidance along the way, but structured training in language learning, or in any other domain, will not alone produce high performance. <p align="justify">High performance in language ability and in other fields is almost invariably associated with five common characteristics. <p align="justify"><b><font size="2">Five Characteristics of High Performers</font></b> <p align="justify">High performers are often fast learners. They usually display the following characteristics: <p align="justify">1. They tend to quickly master the basics. Usually, but not always, using some structured support. (this is the ‘10’ part) <p align="justify">2. High performers have usually spent hundreds of hours in practice, with trial-and-error, and often self-testing to hone their new abilities. Again, this is often in a structured way (the ’10’), but also through self-directed activities and with colleagues, coaches or using technology to provide feedback and guidance (this is the ‘70’ and ‘20’). <p align="justify">3. High performers are invariably embedded in their professional communities both within and outside their organisation. They regularly share their expertise across their network and also call on others when they need advice and help. (this is part of the ‘20’) <p align="justify">4. High performers will have on-the-job performance support at fingertips. They know where to find the answers to the challenges-at-hand, whether the solution comes via their own PKM (personal knowledge mastery) systems, workplace resources, other tools and systems (the ‘70’) or simply by knowing who will be best able to help them (the ‘20’). <p align="justify">5. All high performers will have been exposed to many hours of experience, practice and reflection, sometimes alone, sometimes with their manager and team, and sometimes with their professional network (more ‘70’ and ‘20’ learning) <p align="justify"><strong>The Right Mindset</strong> <p align="justify">High performance also goes hand-in-hand with growth and development mindsets. The belief that learning is an important part of everything we do is a critical element in reaching high performance. <p align="justify">Having a mindset that focuses on striving to do better, whether it’s in language learning or any other endeavour, is critical to achieve mastery and, especially, maintain it. <p><font size="1">Images: Ancient Khmer Script. Petr Ruzick. CC by 2.0 </font><a title="https://www.flickr.com/photos/80808717@N00/538287056" href="https://www.flickr.com/photos/80808717@N00/538287056"><font size="1">https://www.flickr.com/photos/80808717@N00/538287056</font></a><br><font size="1"> 'RIP Steve Jobs' by Alec Couros. Licenced under CC BY-NC-SA 2.0 </font></p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com1tag:blogger.com,1999:blog-537267519793805240.post-10876462030297610312016-06-03T19:08:00.001+01:002016-11-03T10:01:01.669+00:00The Driving Test: the canary in the mine for formal training?<p> </p> <p align="justify"><a href="https://lh3.googleusercontent.com/-QKAdXs9fXbQ/V1HHez0Fd7I/AAAAAAAABVs/ontsGnYbw2g/s1600-h/702010-towards-100-percent-performan%25255B2%25255D.jpg"><img title="702010-towards-100-percent-performance" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 10px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="702010-towards-100-percent-performance" src="https://lh3.googleusercontent.com/-aMiHGyiZTDU/V1HHfM83CsI/AAAAAAAABV0/gekZaVddFg8/702010-towards-100-percent-performan%25255B1%25255D.jpg?imgmax=800" width="361" align="left" height="287"></a>The first chapter of ‘<em>70:20:10 towards 100% performance’</em> (the recent book by Arets, Jennings & Heijnen) is titled ‘the training bubble’. It takes a quick look at the history, the lure, and some of the problems that have been brought about by thinking only in the formal training paradigm rather than in the performance paradigm. </p> <p align="justify">The training bubble chapter starts by discussing our reliance on formal driver education and successful completion of a driving test as measures to ensure drivers are equipped to safely navigate our various nations’ roads. <p align="justify">Most countries have driver education and driving tests and, without exception, the assumption is that by requiring new drivers to undertake a formal education programme and the written and practical tests the probability of them having accidents will be lowered. <p align="justify"><strong>Formal Driver Education Does Not Reduce Accidents</strong> <p align="justify">However evidence suggests that formal driver education does not significantly reduce the risk of accidents when compared to learning in other ways, such as under the supervision and guidance of a usually older non-professional driver. <p align="justify">Willem Vlakveld, a psychologist and senior researcher at the Institute of Road Safety Research in the Netherlands has shown that not only does formal driver education not reduce accidents, but that intensive driver education (where new drivers undertake day-long consecutive driving lessons) is likely to lead to an even higher level of accidents in the first two years of driving when compared to more traditional, spaced, lessons. <p align="justify">In another research <a href="http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.542.3091&rep=rep1&type=pdf" target="_blank">paper</a>, Vlakveld reported that driving simulators may speed up skills acquisition, but will not help make novice drivers safer. In other words, simulations of real situations might help, but not necessarily in the way we might expect. <p align="justify"><strong>The Existing Driver Education Market is Going Nowhere, Fast</strong> <p align="justify"><a href="https://lh3.googleusercontent.com/-SrZPALoersk/V1HHfptaHbI/AAAAAAAABV8/X4SMOuBYbrw/s1600-h/China%252520driving%252520simulation%25255B4%25255D.jpg"><img title="China driving simulation" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: right; padding-top: 0px; padding-left: 0px; margin: 0px 0px 0px 6px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="China driving simulation" src="https://lh3.googleusercontent.com/-uyPcEIV-RE8/V1HHf8qvukI/AAAAAAAABWE/bjAbl1Qt7r0/China%252520driving%252520simulation_thumb%25255B4%25255D.jpg?imgmax=800" width="330" align="right" height="268"></a>Despite the research, the formal driver education market is vast, and still growing. I read an article in the 19-20 March 2016 edition of <em>China Daily</em> while in that country. The <em>China Daily</em> article reported (on the basis of data obtained from the Ministry for Public Scrutiny) that China now has more than 300 million drivers, the highest in the world. It also estimated that this number will increase by 20 million each year in the foreseeable future. </p> <p align="justify">The article went on to report that this will create a training market worth more than 100 billion yuan (US$15.45 billion). Already technology is being used to help ramp-up the formal driver training industry boom (the photo on the right is illustrative of this). </p> <p align="justify">The question this raises is ‘why would we encourage the development of a training industry using methods that have been shown to be ineffective in the past?’ <br><br>Haven’t we, as professionals in the field of human learning and performance, learned anything ourselves? <p align="justify">I feel there is a fundamental lesson here for Learning and Development approaches generally. <p align="justify">Learning to drive a car is similar to many other skills acquisition processes. We develop capability through experience, practice, and reflection (individual and shared) over time. Often this capability-building is carried out with others. At other times it is done alone. Sometimes we may be able to increase the speed of acquisition of skills, but simply making formal education experiences more compressed or concatenated or more ‘sexy’ with technology won’t necessarily improve outcomes. Formal education and testing isn’t the key to improving performance. It’s the ‘70’ and ‘20’ learning – learning in context with plenty of practice – that that has most impact. <p align="justify">There are two elements that must be present when we need to improve our performance at achieving almost anything. First we must have the need and the desire to learn. And then we must spend plenty of time immersed in the environment where we are going to use our new skills and capabilities. Learning has its greatest impact the closer to the point of use it happens. <p align="justify">For driving motor cars, the first element is rapidly disappearing as technology overtakes the 20th century motor car, and the second – formal driver education - has been proven to be often ineffectual at helping reach the desired goal (driving safely). <p align="justify"><strong>The Very Short Lifespan of the Driving Test</strong> <p align="justify">A very short history of the driving test can teach us some lessons about the way we need to change and adapt to new conditions and to the evidence from research.</p> <p align="justify">The driving test provides a ‘rite of passage’. Once a new driver completes the formal education and passes the test, the road is theirs. This is similar to almost any other formal education/test process, whether it’s an Microsoft MCSE or a Cisco CCNA technical ‘badge’ or a DMS or MBA business ‘badge’.</p> <p align="justify">Yet in many ways the driving licence as we know it – a ‘badge’ received for scoring a ‘pass’ in the driving test - is fast becoming an artefact from a bygone era, even though it seems to have been with us forever. </p> <p align="justify">In fact, the driving test in most countries is only a relatively recent development. </p> <p align="justify"><a href="https://lh3.googleusercontent.com/-SkoqUnumOIE/V1HHgFK2thI/AAAAAAAABWM/0TPOW2Lmz1U/s1600-h/image12.png"><img title="image" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="image" src="https://lh3.googleusercontent.com/-1i-HqoWbBNQ/V1HHgUWYgrI/AAAAAAAABWU/lArTHD9HEng/image_thumb6.png?imgmax=800" width="369" align="left" height="314"></a>Karl Benz, the inventor of the modern automobile, needed written permission to operate his car on public roads in 1888. This was a licence of sorts, but there was no test. </p> <p align="justify">Compulsory driving testing was only formally introduced in the United Kingdom in 1934 (the first country to do so). </p> <p align="justify">My father’s driving licence of July 1937 (here on the left) wouldn’t have required a test and I know my mother was never required to take a driving test throughout her life. <p align="justify">Some countries, such as Belgium, allowed people to drive without a test until relatively recently. In Belgium the driving test was only introduced in 1977. The Egyptian driving test until recently required the new driver to move just 6 metres forwards and backwards. The test is now more slightly challenging- drivers need to answer 10 questions (and get 8 correct) and negotiate a short S-shaped track. <p>As the driving test was gradually introduced across the world it was believed that formal driver education and the driving test reduced automobile-related deaths. That was the prime rationale.</p> <p>We now know that’s not necessarily the case. Vlakveld and others burst that bubble some time ago. Yet we still persist.</p> <p>In other words this formal training and test model is built on sand. Even though the authorities want to believe it has a positive impact, the research suggests it doesn’t.</p> <p>Of course this is no reason to dismiss all formal training and testing out-of-hand. However, it should make us question our assumptions that formal training and testing (whether classroom-based or through eLearning) will change behaviour and build high performance. To build or even maintain our performance we need to continuously use our new-found skills. That’s obvious. It also helps if we are continually aware of the changes occurring around us and we have the ability to adapt to changing conditions.</p> <p>In other words, we need continuous practice to build and maintain performance in any domain. And that practice needs to be ‘match practice’.</p> <p align="justify"><strong>Match Fitness</strong> <p align="justify"><a href="https://lh3.googleusercontent.com/-ISWI-rMiprc/V1HHhG3MlcI/AAAAAAAABWc/5tH7WX-MrE8/s1600-h/Serena3.png"><img title="Serena" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Serena" src="https://lh3.googleusercontent.com/-VmgoWQQxBbk/V1HHhaRYtAI/AAAAAAAABWk/OFM4KwPkAoE/Serena_thumb1.png?imgmax=800" width="251" align="left" height="271"></a>‘Match fitness’ is a well-known phenomenon. </p> <p align="justify">No matter how good your training (or your driver education) you need time to use your skills and capabilities in the flow of work (or on the playing field) before you can perform even adequately, let alone exceptionally. Performance is highly context sensitive. How many of us have shown we can deliver a great tennis serve or hit a long golf shot on the practice court or course, or deliver a compelling speech, only to make a hash of things once we step into a competitive game or onto a stage in front of hundreds of people?</p> <p align="justify">And how many of us, on first passing our driving test , were disappointed that a parent refused to let us borrow their car because they thought we needed ‘more time to practice’. We’d passed the test, for goodness sake!! </p> <p align="justify">Ted Gannan, the CEO of a performance support company in Australia has explained the need to regularly apply skills in the workplace in this short ‘<a href="https://www.panviva.com/2016/03/do-your-employees-have-match-fitness/" target="_blank">match fitness’</a> article. It’s worth a read. <p align="justify"><strong>The Distance Between Passing the Test and High Performance</strong> <p align="justify">The distance between formal driver education, passing the test, and high performance behind the wheel is often a huge one. And mastery doesn’t come without time and experience in context. In our daily work we also need ‘match fitness’ in order to perform at our best. We tend to forget that fact. Tests and simulations aren’t suitable proxies. Formal training may sometimes be needed, but it’s never enough. <p><strong>The End of the Driver Education Industry</strong> <p align="justify"><a href="https://lh3.googleusercontent.com/-fce36f5iTkw/V1HHh78RowI/AAAAAAAABWs/pAUyvam_ryw/s1600-h/Car%252520or%252520COmputer%25255B5%25255D.png"><img title="Car or COmputer" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: right; padding-top: 0px; padding-left: 0px; margin: 0px 0px 0px 6px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Car or COmputer" src="https://lh3.googleusercontent.com/-CiOamWSgsfc/V1HHiFMRegI/AAAAAAAABW0/amT-wIl8HHU/Car%252520or%252520COmputer_thumb%25255B3%25255D.png?imgmax=800" width="243" align="right" height="244"></a>There is another factor that’s driving the demise of the formal driver education industry. This could also serve as a lesson for us in other formal training endeavours. <p align="justify">It’s likely that the current generation of prospective drivers enrolling on their driving courses will be the last. </p> <p align="justify">Motor cars are becoming more like computers. The human-motor car interface is changing. Hands-free,voice-enabled interaction is becoming commonplace. Transport, like many other aspects of our life, is being re-imagined. The skills we needed in the past are no longer needed, or being replaced with the need for new sets of skills.</p> <p align="justify">According to KPMG auto industry experts, the driverless car is analogous to the smartphone. KPMG predicts huge growth in autonomous cars and an increase not just in general usage but also in the nature of use. ‘Uber without a driver’ services and other innovations are getting ready to come on-stream. Some of it is already happening. <p align="justify">In a few short years we’ve come from some basic performance support in our cars – cruise control, electronic stability, park assist (1990s); through to the Tesla Autopilot, GM Super Cruise, and the Google Car (2010s); and we know that full self-Driving Automation is not far off. <p align="justify"><a href="https://lh3.googleusercontent.com/-LGQFx4_Xftc/V1HHipngAMI/AAAAAAAABW8/r1fFw0oK1zg/s1600-h/Google%252520Car%25255B3%25255D.png"><img title="Google Car" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Google Car" src="https://lh3.googleusercontent.com/-Q9918qOIH8Y/V1HHiyN_xkI/AAAAAAAABXE/YaWYUnxGEtc/Google%252520Car_thumb%25255B1%25255D.png?imgmax=800" width="260" align="left" height="228"></a>Is the formal driver education industry adapting and preparing for these dramatic changes? </p> <p align="justify">The answer to this is question is ‘not much, if at all’. </p> <p align="justify">Learner drivers still receive similar types of instruction to that delivered 50 years ago. The industry has changed very little apart from the increased use of technology in the form of simulators. </p> <p align="justify">All this sounds like many other areas of formal education and training. Methods have not changed much. Some technology may have been introduced to make the process ‘more interesting’ or to allow scaling, but overall the out-of-context way we design and deliver most training is still the dominant approach. <p align="justify">All this despite the fact we know that continuous learning in the context of the workflow is almost always the best way to develop proficiency and build high performance. We know that formal education in many areas of enterprise does not have the impact we desire or expect. It’s not just in driver education. It’s in almost every sphere of activity. We need to think and act in new ways if we’re not to follow formal driver education down the carbon monoxide mine-shaft. <p align="justify">There is an answer to this conundrum. We need to bring learning and working together, not use one as a proxy for the other. <p>To learn more about developing approaches that exploit the ‘70’ and ‘20’ – learning as part of working – read the book ‘<a href="http://702010institute.com/702010-towards-100-performance/" target="_blank"><em>70:20:10 towards 100% performance’</em></a><em> </em>or visit the <a href="http://702010institute.com/" target="_blank">70:20:10 Institute website</a>. <p>References: <br>70:20:10 towards 100% performance (2015). Arets, Jennings & Heijnen. Sutler Media<br>Hazard Anticipation of Young Novice Drivers (2011). Willem Pieter Vlakveld <a title="https://www.swov.nl/rapport/Proefschriften/Willem_Vlakveld.pdf" href="https://www.swov.nl/rapport/Proefschriften/Willem_Vlakveld.pdf">https://www.swov.nl/rapport/Proefschriften/Willem_Vlakveld.pdf</a><br>2016 Internet Trends (2016). Mary Meeker. <a title="http://www.slideshare.net/kleinerperkins/2016-internet-trends-report" href="http://www.slideshare.net/kleinerperkins/2016-internet-trends-report">http://www.slideshare.net/kleinerperkins/2016-internet-trends-report</a></p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com2tag:blogger.com,1999:blog-537267519793805240.post-58983067935449194802016-01-03T19:36:00.001+00:002016-05-08T23:13:49.448+01:00From Courses to Campaigns : using the 70:20:10 approach<p align="justify"><a href="https://lh3.googleusercontent.com/-8McNH_11w6g/Vol4MBVCJYI/AAAAAAAABUw/ki0z4es0OCs/s1600-h/image%25255B8%25255D.png"><img title="image" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 4px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="image" src="https://lh3.googleusercontent.com/-3rMChZeh4Yg/Vol4M475l1I/AAAAAAAABU0/EStdZKiC6gk/image_thumb%25255B5%25255D.png?imgmax=800" width="277" align="left" height="440"></a>One of the major strategic objectives for many HR and L&D departments in 2016 and beyond will be to extend their focus and services beyond courses and out into the workplace.</p> <p align="justify">There are many reasons why this objective makes good sense. </p> <p align="justify">Firstly, we know that <strong>learning is a powerful and continuous process</strong> that occurs daily at work and throughout life. Courses may help with the basics, or to refresh our knowledge, but courses alone won’t deliver high performance. Other activities in the workplace – such as challenging experiences, opportunities to practice in ‘real’ situations, support, advice and guidance from colleagues, and reflection, are all more important than courses in helping do that. If we put all our effort and resource only into designing, developing and delivering courses we may be helping people to some extent, but we’re only supporting one aspect of organisational learning and performance improvement. </p> <p align="justify">Secondly, we also know that <strong>context is vital for effective learning</strong>. Learning is more powerful and more likely to result in behaviour change when the learning context and the working context are identical. In other words, results are improved when ‘work is learning and learning is the work’ as <a href="http://jarche.com/2012/06/work-is-learning-and-learning-is-the-work/" target="_blank">Harold Jarche</a> has pointed out many times. We almost invariable learn best by ‘doing’ in the context of our work. The next best option is where the learning context very closely represents the work environment where new capabilities are to be applied. That’s why there is such huge investment in immersive simulators for training by the military, the aviation industry, the nuclear industry, for space programmes, and an increasing number of other industries. It’s cheaper and more practical to learn how drive a tank, land an aircraft or space vehicle, or manage a nuclear power plant safely in a simulator than risk the cost and damage of making errors in the real thing. </p> <p align="justify">Thirdly, learning is invariably more impactful when we <strong>solve real problems and find real solutions ourselves</strong>. Business education has understood this fact for years, but rather than designing ways that allow experienced business school professors to support and mentor managers to solve their own real problems in their own context, most use a proxy called the case method. The Harvard case-study method was designed to allow emerging leaders opportunities to develop through the analysis of real organisations’ real problems. A good idea, but not the students’ own organisations or their organisations’ own problems. The resulting point of failure with the case method is that it often leads to superficial analysis with little or no understanding of the deeper, personal context. Henry Mintzberg of McGill University, and a renowned academic and author on business and management, has been challenging the ‘proxy’ learning via the case method for many years:</p> <blockquote> <p align="justify"><em>“The most obvious example, I think, of where it goes wrong is in the case-study method: give me 20 pages and an evening to think about it and I'll give you the decision tomorrow morning. It trains people to provide the most superficial response to problems, over and over again getting the data in a nice, neat, packaged form and then making decisions on that basis. It encourages managers to be disconnected from the people they're managing”<sup>1</sup>.</em></p></blockquote> <p align="justify">Looking across the entire landscape of organisational learning and development, we see similar proxies to the case method being used. Virtually all of them are wrapped up in an ‘event’ concept – often called the course, workshop, programme (or program), module etc. They are constructs which are based on the concept that experts are best placed to tell people <em>what they need to learn, how they need to learn it and when they need to learn it<sup>2</sup></em>. </p> <p align="justify">Jane Hart in her recent article <a href="http://www.c4lpt.co.uk/blog/2016/01/02/2016-rethinking-workplace-learning/" target="_blank"><em>2016: Rethinking workplace learning</em></a><em> </em>points out that this approach is really ‘workplace training’, and that although it may help, it is only one (small) part of the larger process of <strong>workplace learning</strong>. Another term for ‘workplace training’ is <em>adding learning to work. </em>Adding learning to work is only one way learning and work can be integrated. <strong>Adding</strong> learning to work is still learning focused (which makes it an obvious first step for L&D professionals). Adding learning is certainly better that removing learning entirely from work, but it is only one step towards integrated learning and working.</p> <p align="justify">Beyond the ‘adding’ step there are others; e<strong>mbedding</strong> learning in work (through approaches such as performance support, checklists, FAQs and many other methods); e<strong>xtracting</strong> learning from work (through reflection, learning logs, work narration, personal micro-blogging and many other methods); and s<strong>haring</strong> learning with work colleagues (through ‘working out loud’, ‘showing your work’ – see <a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118863623.html" target="_blank">Jane Bozarth’s great book of the same name</a>, storytelling, team reviews and many other methods).</p> <p align="justify"><img alt="[extending%2520learning%255B4%255D.png]" src="http://lh3.googleusercontent.com/-_i9nGfZQK0w/VUlUfBoipDI/AAAAAAAABM8/P3a8cVFPquQ/s1600/extending%252520learning%25255B4%25255D.png" width="531" height="371"></p> <p align="justify">In her article Jane Hart also hits on one of the major change factors necessary to enable the objective of extending learning beyond the course and into daily workflow – the right <strong>mindset</strong>.</p> <h4 align="justify">Beyond the Course Mindset</h4> <p align="justify">The ‘course mindset’ is a sometimes a difficult one to cast off. The default solution (a course or programme) to address human performance problems is deeply embedded in most HR and learning professionals’ psyche and also our own development experiences. We’ve all been through courses at school and college, on programmes at university and in our workplace. Why should there be better ways?</p> <p align="justify">There often are better ways. But they require a different way of thinking in order to define the best solutions, and different approaches to implement them. This is why it is better to approach performance challenges with a <strong><em>campaign mindset </em></strong>than a<strong> <em>course mindset.</em></strong></p> <ul> <li> <div align="justify">In the course mindset, the output is seen as ‘learning’. In the campaign mindset, the output is improved performance – organisational performance, team performance, and individual performance.</div> <li> <div align="justify">In the course mindset, we start with an analysis of the training need. In the campaign mindset we start by understanding the business or organisational problem, the associated performance problems and the root causes of each.</div> <li> <div align="justify">In the course mindset we then undertake course design. In the campaign mindset we then analyse the problems, identify the desired changes and identify potential ‘70’, ‘20’ and ‘10’ solutions.</div> <li> <div align="justify">In the course mindset we develop our solution for individuals and, sometimes, for teams. In the campaign mindset we develop solutions with organisational performance in mind.</div> <li> <div align="justify">In the course mindset we focus on aligning learning with work. In the campaign mindset we work to embed learning in work, and enhance extracting and sharing learning from work as well.</div> <li> <div align="justify">In the course mindset, we’re principally input focused. In the campaign mindset, we’re absolutely output focused.</div></li></ul> <p align="justify">Finally, in the course mindset we tend to only produce ‘10’ solutions. These are structured learning solutions that sits within the ‘10’ part of the 70:20:10 model. In the campaign mindset, we produce ‘100’ solutions. These are solutions that draw on the ‘70’, ‘20’ and the ‘10’ aspects of 70:20:10. </p> <p align="justify">My previous article <a href="http://charles-jennings.blogspot.co.uk/2015/12/start-with-70-plan-for-100.html" target="_blank">‘Start with the 70. Plan for the 100’</a> explains why the ‘70’ and ‘20’ aspects are likely to provide the greatest value. That’s where HR and L&D departments need to be focusing if they’re to extend their focus and services beyond courses and out into the workplace and therefore increase the impact of their work.</p> <p align="justify">My friend Lars Hyland has also written about moving from courses to campaigns. An <a href="http://larsislearning.blogspot.co.uk/2009/01/get-real-mission-critical-e-learning.html" target="_blank">article</a> by Lars in 2009, titled ‘<em>Get Real: Mission Critical E-Learning</em>’, published in the UK Learning Technologies magazine, stressed the need for ‘joined-up’ working between the typically disconnected internal functions of Internal Communications, Training, and Performance Management. In that article Lars stressed the following point: “<em>Thinking end to end means adopting "campaign" rather than "course" led programmes designed to effect real changes in attitudes, behaviour and performance” </em>as part of his AGILE approach. This is very much in line with the approach I am recommending here.<em> </em></p> <h4 align="justify">Tools to Get There</h4> <p align="justify">The recent book by Arets, Jennings and Heijnan <a href="http://702010institute.com/702010-towards-100-performance/" target="_blank">‘70:20:10 towards 100% performance’</a> explains in detail how organisations can make this move from courses to campaigns by using the 70:20:10 approach, and architect effective solutions with the ‘100’ in mind.</p> <p align="justify">In this book we’ve defined a new set of roles that need to be fulfilled and tasks that need to be completed to make the change. Each of the roles is focused on outputs – performance - and the tasks are, in many cases, very different to the tasks carried out in most L&D departments today. In fact, some of the roles and tasks are not specifically linked to L&D and may (or will) sit in other parts of the organisation.</p> <p align="justify">We’ve also designed and are launching an Expert Programme to help organisations exploit the 70:20:10 approach more effectively. Details of the programme are <a href="http://702010institute.com/702010-expert-programma/" target="_blank">here</a> together with <a href="http://702010institute.com/wp-content/uploads/2015/11/Brochure-702010-Expert-programme-Digital-27-11-15.pdf" target="_blank">downloadable brochure</a> with details and feedback from previous participants. The programme will be launched globally early in 2016.</p> <p align="justify"><a href="https://lh3.googleusercontent.com/-5Esg6Tcuj-E/Vol4NnRtT0I/AAAAAAAABU4/pLuxakIVOys/s1600-h/image%25255B9%25255D.png"><img title="image" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="image" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-CL8G6-wF5IO76CBjjTAEwvl74P-PJk45lnsMDctwzCBYYrzefsunM2nK4DJSAJXaxDMAPmW9XYrvMOwIlpos1hgEaawLZkyUsDOn-Nl61Sq-DO1kAtiTVFDDHB7Y6qdgrkNwVYsyH7Wc/?imgmax=800" width="354" height="365"></a></p> <p align="justify"><strong>Roles in the new world of 70:20:10</strong></p> <p align="justify">---------</p> <p align="justify">1 The Economist: <em>An interview with Henry Mintzberg </em><a title="http://www.economist.com/node/850703" href="http://www.economist.com/node/850703">http://www.economist.com/node/850703</a></p> <p align="justify">2. Jane Hart <em>2016: Rethinking workplace learning <a title="http://www.c4lpt.co.uk/blog/2016/01/02/2016-rethinking-workplace-learning/" href="http://www.c4lpt.co.uk/blog/2016/01/02/2016-rethinking-workplace-learning/">http://www.c4lpt.co.uk/blog/2016/01/02/2016-rethinking-workplace-learning/</a></em></p>Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com6tag:blogger.com,1999:blog-537267519793805240.post-44578670030223876442015-12-06T14:41:00.001+00:002015-12-06T14:52:11.344+00:00Start with the 70. Plan for the 100.<p><a href="http://www.702010institute.com/book" target="_blank"><img title="702010-towards-100-percent-performance" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; float: left; padding-top: 0px; padding-left: 0px; border-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px" border="0" alt="702010-towards-100-percent-performance" src="http://lh3.googleusercontent.com/-B4nXHF7W_fE/VmRJISllg0I/AAAAAAAABUY/l1JXX4Wey-A/702010-towards-100-percent-performance%25255B7%25255D.jpg?imgmax=800" width="357" align="left" height="293"></a>This article draws on ideas and supporting material from a new book published for the first time in English last week. </p> <p><em><font size="3"><strong><font size="2">702010 towards 100% performance</font></strong><br></font></em><em>by </em>Jos Arets, Charles Jennings & Vivian Heijnen</p> <p>Copyright: Sutler Media <br>Language: English <br>Pages: 313<br>Size: 30.5cm x 23.5 cm (12 X 9.25 inches)</p> <p>It provides the first comprehensive and practical guidance for supporting the 70:20:10 model. </p> <p>BUY THE BOOK: <a href="http://www.702010institute.com" target="_blank">www.702010institute.com</a></p> <p>The book is divided into 100 numbered sections across 313 pages in ‘coffee table’ format. Just eight of these sections are devoted to the problems. The other 92 provide solutions.</p> <ul> <ul> <li><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"><font size="2"> <p><font size="2">Full explanations of how the 70:20:10 approach can be used to help overcome the ‘training bubble’</font></p></font></font></font></font></font></font></font></font></font></font></font></font></font></font></font></font></li> <li> <p><font size="2">Descriptions of five new performance-focused roles to support the use of 70:2010</font></p></li> <li> <p><font size="2">The detailed tasks that need to be executed in each of these roles. Task lists, models, guidelines.</font></p></li> <li> <p><font size="2">Checklists to rate your own organisation’s ability to deliver the critical tasks supporting 70:20:10</font></p></li> <li> <p><font size="2">Nine ‘cameos’ written by leading thinkers and practitioners including Dennis Mankin (Platinum Performance), Nigel Harrison (Performance Consulting), Clark Quinn (Quinnovation), Jane Hart (Centre for Learning & Performance Technologies), Bob Mosher (APPLY Synergies), Jack Tabak (Chief Learning Officer, Royal Dutch Shell), Jane Bozarth (US Government) and others.</font></p></li> <li> <p><font size="2">12 page bibliography with a wealth of references to supporting papers, books, articles, case studies and other material.</font></p></li></ul></ul> <p> <h1><font color="#0080c0" size="5">Start with the 70. Plan for the 100.</font></h1> <p><strong>Extending Learning into the Workflow</strong> <p>Many Learning & Development leaders are using the 70:20:10 model to help them re-position their focus for building and supporting performance across their organisations. They are finding it helps them extend the focus on learning out into the workflow. <p>The 70, 20 and 10 categories refer to different ways people learn and acquire the habits of high performance. ‘70’ activities are centred on experiential learning and learning through support in the workplace; ‘20’ solutions are centred on social learning and learning through others; and ‘10’ solutions are centred on structured or formal learning. <ul> <li>10 solutions include training and development courses and programmes, eLearning modules and reading.</li> <li>20 solutions include sharing and collaboration, co-operation, feedback, coaching and mentoring.</li> <li>70 solutions include near real-time support, information sources, challenges and situational learning.</li></ul> <p>Traditionally, L&D has been responsible for services in the ‘10’, and sometimes for more structured elements in the ‘20’ (such as coaching and mentoring programmes). <p>The ‘10’ has primarily involved designing, developing and implementing structured training and development interventions. When done well, these ‘10’ interventions can successfully help to build performance. However, learning which occurs closer to the time and place where it is to be used has a greater chance of being turned into action and result in performance improvement. <p>The closer learning is to work, usually the better. <p>In other words, 10 solutions are likely to have less business impact and provide less value than the 70 and 20 solutions in the long run. <p><b>Increasing the Value of Learning </b> <p>That’s an important point worth repeating. As learning is highly contextual, and improved performance is the critical desired outcome, the closer learning occurs to the point of use then the greater is it’s likely impact. <p>This point is illustrated in the diagram below. This is taken from the <em>702010 Towards 100 Percent Performance </em>book<em>.</em> As you move from the 10 and closer to the workflow (where most of the 20 and 70 happen) the potential for impact and realised value increases. <p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxsxBflFupbPIYM5hwFWYs75HVLzkGkzqVFp6PssCHHptFHiIltHYMpSi9gNwQtuVLW_9yFC58ArMUtY0LDbA4GXT6PVmsOWV82KPhxqelae6FKr0Q5nbQ2TuElgIS_j-6-V62tkG0-HLK/s1600-h/Fig%2525202.3%25255B4%25255D.jpg"><img title="Fig 2.3" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; float: none; padding-top: 0px; padding-left: 0px; margin-left: auto; border-left: 0px; display: block; padding-right: 0px; margin-right: auto" border="0" alt="Fig 2.3" src="http://lh3.googleusercontent.com/-VcT781U1DAI/VmRJJV8pvNI/AAAAAAAABT8/3R0ctgo2-ug/Fig%2525202.3_thumb%25255B1%25255D.jpg?imgmax=800" width="453" height="432"></a> <p>This aligns with the model developed by IBM Consulting Services some years ago (see below) developed to explain the evolution of learning and increased value of on-demand services aligned with current and future business needs. <p><a href="http://lh3.googleusercontent.com/-XHywTdTJdV4/VmRJJo_5ooI/AAAAAAAABUE/KjCyzVfgFoo/s1600-h/IBM%252520Core%252520Model%25255B4%25255D.jpg"><img title="IBM Core Model" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; float: none; padding-top: 0px; padding-left: 0px; margin-left: auto; border-left: 0px; display: block; padding-right: 0px; margin-right: auto" border="0" alt="IBM Core Model" src="http://lh3.googleusercontent.com/-EMfkAryayZQ/VmRJKPH27dI/AAAAAAAABUM/Z-gOmfBN53g/IBM%252520Core%252520Model_thumb%25255B1%25255D.jpg?imgmax=800" width="453" height="309"></a> <p>The IBM model suggests three phases – access, integration, and on-demand. As learning moves from being separate from work, through enabling work, to being embedded in work the realised value potential increases. <p>De Grip (2015)<a href="file:///E:/Dropbox/CHARLES DOCUMENTS/1. FILES/BLOG POSTINGS &amp; ARTICLES/DRAFTS/START WITH 70, PLAN FOR 100/#_ftn1_9544" name="_ftnref1_9544">[1]</a>, along with a number of other academic researchers, have also observed that informal learning – mostly 20 and 70 activities - is much more important than formal training when it comes to developing people in organisations. <p><b>Start With the 70</b> <p>As learning is likely to be most effective when it occurs nearest the time and place of use, then it is best to always <i>start with the 70</i> when developing solutions to address performance problems. <p>This may seem counter-intuitive to many L&D professionals. <p>In the past we’ve usually started with the ‘10’. We identified a performance challenge (often presented as a ‘training problem’) and then decided whether the solution should be face-to-face or digital. In other words, do we develop class/workshop or eLearning. <p>This simple binary option approach will not deliver optimum value. Selection of the ‘channel’ is made only from ‘10’ options. ‘70’ and ‘20’ options tend to be ignored. <p>The 70:20:10 approach recommends that solution design should <strong>start with options that are most likely to produce fast and efficient results</strong>, and those that are most likely to realise the greatest value. These are the solutions that are integrated into the workflow – the 70 and 20 solutions. <p>This recommendation is supported by a number of findings including those recently reported in a paper titled ‘The Secret Learning Life of UK Managers’. <p><i><a href="http://www.goodpractice.com/ld-resources/the-secret-learning-life-of-managers/" target="_blank">‘The Secret Learning Life of UK Managers’</a></i><br>GoodPractice and Comres<br>November 2015</p> <p>This report found that, for managers at least, the two key factors that most influence how people in work choose to learn are: <p>[a] ease of access, and;<br>[b] speed of result. </p> <p>The research for this report was based on 500 interviews with managers carried out by Comres<a href="file:///E:/Dropbox/CHARLES DOCUMENTS/1. FILES/BLOG POSTINGS &amp; ARTICLES/DRAFTS/START WITH 70, PLAN FOR 100/#_ftn2_9544" name="_ftnref2_9544">[2]</a>, a specialist polling and data gathering/analysis organisation.</p> <p>The principal finding of this study was: <blockquote> <p>“How effective a learning option is perceived to be is much less important than how accessible it is and how quickly it produces a result. This applies across all approaches, whether online or offline.” </p></blockquote> <p><b></b> <p><b>Plan for the 100</b> <p>The key for effective 70:20:10 design is to plan for the 100. <p>What this means is that any solution is likely to comprise a variety of parts; some 70, some 20, and some 10. <p>It is important to avoid solutioneering within the 10 at the outset. As such, it is important to design with both the result in mind and with the ‘100’ in mind. This immediately extends both thinking and practice beyond the 10. <p>In other words, it is critical to maintain a clear focus on the desired performance outputs and, at the same time, use the principle of designing a total solution – incorporating 70, 20, and 10 elements as needed (and in this order). <p>Starting with the 70 and designing for the 100 is a good mantra to adopt if we are looking to deliver effective learning solutions. <p> <p>Visit the 70:20:10 Institute site at <a href="http://www.702010institute.com" target="_blank">www.702010institute.com</a> <hr align="left" size="1" width="33%"> <p><a href="file:///E:/Dropbox/CHARLES DOCUMENTS/1. FILES/BLOG POSTINGS &amp; ARTICLES/DRAFTS/START WITH 70, PLAN FOR 100/#_ftnref1_9544" name="_ftn1_9544">[1]</a> De Grip, A. (2015). The importance of informal learning at work. On: <a title="http://wol.iza.org/articles/importance-of-informal-learning-at-work-1.pdf" href="http://wol.iza.org/articles/importance-of-informal-learning-at-work-1.pdf" target="_blank">http://wol.iza.org/articles/importance-of-informal-learning-at-work-1.pdf</a><i></i>. <p><a href="file:///E:/Dropbox/CHARLES DOCUMENTS/1. FILES/BLOG POSTINGS &amp; ARTICLES/DRAFTS/START WITH 70, PLAN FOR 100/#_ftnref2_9544" name="_ftn2_9544">[2]</a> http://www.comres.co.uk/ Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com9tag:blogger.com,1999:blog-537267519793805240.post-69121303625702331732015-11-13T09:47:00.001+00:002015-11-13T09:47:39.443+00:00JAY CROSS – Pushing the Envelope to the End<p><a href="http://lh3.googleusercontent.com/-bj9TSgOTOYc/VkWxkiQ0muI/AAAAAAAABRk/xf6j6WNfaJU/s1600-h/Jay_1%25255B6%25255D.jpg"><img title="Jay_1" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; float: left; padding-top: 0px; padding-left: 0px; border-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px" border="0" alt="Jay_1" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5b0BE8fsUOj3ml3shhTamDoQXqfzewq4k9KuW9AUQbXR4CTxSd67oFwIKhaIA1FEizyqkCTKgat7GMNkb3DQij1t76NA9pVhNNQlb4A6qlfnbGmCfXmmA2OITOQAdSq3HBe40FkONdUVv/?imgmax=800" width="329" align="left" height="537"></a></p> <p><i></i> <p><i></i> <p><i><font size="3">“It all boils down to learning, but not the sort of learning you experienced at school. No, this is learning as a life skill. You’re learning all the time, taking in new information and making sense of it. You learn from experience, from conversations with peers, and from the school of hard knocks. You’re in charge of it, not a teacher or institution.” </font></i> <p>(extract from the first draft of <i>Real Learning</i>, the book Jay was working on when he died on Friday 6 November 2015) <p> </p> <p> </p> <p><br><font size="1"></font> </p> <p><font size="1"></font> </p> <p><font size="1">Jay Cross driving a 1904 Pope Tribune,Beaulieu Motor Museum June 2010</font></p> <p>Jay’s premature death last week at the age of 71 has brought forward an enormous number of tributes from people whose lives he touched in so many ways. <p><a href="http://davidkelly.me/2015/11/an-industry-remembers-jay-cross/" target="_blank">David Kelly</a>, amongst others, has done a wonderful job in gathering many of the remembrances of Jay that have been written over the past week. <p>Our Internet Time Alliance colleagues <a href="http://www.c4lpt.co.uk/blog/2015/11/07/rip-jay-cross/" target="_blank">Jane Hart</a>, <a href="http://jarche.com/2015/11/farewell-jay-cross/" target="_blank">Harold Jarche</a> and <a href="http://blog.learnlets.com/?p=4617" target="_blank">Clark Quinn</a> have each written poignant tributes. Jane has also done a great job curating <a href="http://www.c4lpt.co.uk/blog/2015/11/09/twitter-tributes-to-jay-cross/" target="_blank">Twitter condolences</a>. For each of us, as for many, Jay’s loss is a deep personal and professional one. He brought us together in 2009. He thought there were synergies (there were) and that we’d all get on well (we did). <p>Jay’s contribution to the field of organisational learning was huge. He made us think hard about the edges of our profession. When many were fretting about perfecting the irrelevant with better classroom courses Jay was pulling us into the emerging world of eLearning. When most were still focused on integrating eLearning into courses and curricula Jay was shouting that the real power wasn’t in structured learning at all but in workplace and in informal and social learning approaches. <p>The analysis he carried out for his 2006 <i>Informal Learning</i> book says it all. He called the focus on formal learning ‘absurd’. He was like that, never backward in saying it exactly as he saw it. <p><a href="http://lh3.googleusercontent.com/-YdJiVA3GAKs/VkWxlsBteiI/AAAAAAAABRw/ugbGGAjOfd0/s1600-h/clip_image002%25255B4%25255D.jpg"><img title="clip_image002" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; padding-top: 0px; padding-left: 0px; border-left: 0px; display: inline; padding-right: 0px" border="0" alt="clip_image002" src="http://lh3.googleusercontent.com/-fC1Sb6dy9Cs/VkWxmEOAwbI/AAAAAAAABR0/S7LSbspYqHE/clip_image002_thumb%25255B1%25255D.jpg?imgmax=800" width="355" height="280"></a> <p>Jay didn’t come to informal learning by happenchance. He had studied and admired Ivan Illich and Illich’s views on the straightjacket of schooling for years. He’d also absorbed the thinking and writing of many other important contributors to the field of learning (he was fond of quoting the work of Kurt Lewin and Bluma Zeigarnik amongst many others). <p><a href="http://lh3.googleusercontent.com/-cxUGLpqaX9o/VkWxmWIi7wI/AAAAAAAABSA/6VOQozFC9HU/s1600-h/clip_image004%25255B4%25255D.jpg"><img title="clip_image004" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; padding-top: 0px; padding-left: 0px; border-left: 0px; display: inline; padding-right: 0px" border="0" alt="clip_image004" src="http://lh3.googleusercontent.com/-En-WmzJizhM/VkWxm1cedOI/AAAAAAAABSI/-zTvJmymrgA/clip_image004_thumb%25255B1%25255D.jpg?imgmax=800" width="359" height="239"></a> <p>Jay aligned himself with Illich whenever the opportunity arose: <blockquote> <p><i>“Together we have come to realize that for most men the right to learn is curtailed by the obligation to attend school”</i></p></blockquote> <p>Jay was a renaissance man. Deeply knowledgeable and widely read on many fronts, he saw a better way for people to learn and achieve their potential. He wrote about the importance of happiness and helping people to use learning to lead fulfilled lives. He was passionate about making a difference. <p>A quick look at Jay’s contributions to the field over the years uncovers a deeply humanist view of the world. <blockquote> <p><i>“My calling is to make people happy. They deserve more fulfilling, satisfied lives”</i> <a href="https://about.me/jaycross" target="_blank">https://about.me/jaycross</a></p></blockquote> <blockquote> <p><i>“When I look out 10 years, I see businesses prospering by treating people like people. Trusting people changes EVERYTHING.</i>“ <a href="http://www.scoop.it/u/jay-cross" target="_blank">http://www.scoop.it/u/jay-cross</a></p></blockquote> <blockquote> <p><i>“The Real Learning Project aims to help millions of people learn to learn, increase their intelligence, and realize their life goals.”</i> <a href="http://www.internettime.com" target="_blank">http://www.internettime.com</a></p></blockquote> <p>Jay could be direct, challenging and didn’t take prisoners. He often rattled and got under people’s skins, but never just for the sake of it. His underlying desire was to make the world a better place and improve the way we go about helping people learn and, subsequently, achieve that aim. <p>Jay Cross was great fun to be around. Obsessive (I once introduced him to a <a href="https://www.youtube.com/watch?v=j0kJdrfzjAg" target="_blank">song</a> by the fine British musician Richard Thomson. He told me he played it on continual loop for 4 solid days), and restless, he was continually generating new ideas and throwing them out to whoever was in talking distance or on the end of an email. He could be enthralling, mischievous and frustrating at the same time. My wife described having Jay to stay as being “like having a clever, over-excited child in the house”. Ideas and action bounced off every wall. He was also never without a camera close at hand to act as his ‘external memory’. His Flickr stream contains thousands of photos. Jay was like that, he shared everything. <p><a href="http://lh3.googleusercontent.com/-dwo46Z0VNfI/VkWxoDfvTlI/AAAAAAAABSU/EbNpT80XmpU/s1600-h/Jay%252520-%252520LMS%25255B2%25255D.png"><img title="Jay - LMS" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; padding-top: 0px; padding-left: 0px; border-left: 0px; display: inline; padding-right: 0px" border="0" alt="Jay - LMS" src="http://lh3.googleusercontent.com/-G5qpxrOK9HM/VkWxoxhYuyI/AAAAAAAABSY/wBFOysO38DE/Jay%252520-%252520LMS_thumb.png?imgmax=800" width="244" height="215"></a><a href="http://lh3.googleusercontent.com/-UKdAjDJNlDw/VkWxpof6WvI/AAAAAAAABSk/_vGnyP07ewE/s1600-h/Jay%252520and%252520Clark%25255B4%25255D.png"><img title="Jay and Clark" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; padding-top: 0px; padding-left: 0px; border-left: 0px; display: inline; padding-right: 0px" border="0" alt="Jay and Clark" src="http://lh3.googleusercontent.com/-LnskjqXkxT4/VkWxqmy1erI/AAAAAAAABSo/AZHHOVNJ4BY/Jay%252520and%252520Clark_thumb%25255B2%25255D.png?imgmax=800" width="356" height="215"></a><a href="http://lh3.googleusercontent.com/-uK1mc1KGZDA/VkWxrXPKlEI/AAAAAAAABS0/g3Bw2_j3LXE/s1600-h/Guinness%252520Brewery%25252C%252520Dublin%252520July%2525202010%25255B6%25255D.png"><img title="Guinness Brewery, Dublin July 2010" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; padding-top: 0px; padding-left: 0px; border-left: 0px; display: inline; padding-right: 0px" border="0" alt="Guinness Brewery, Dublin July 2010" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAdiWGBlOwaDZ6el5ZdGdh6C687tBLXyStokOcorNkEh5YS84qKzoOdUE1YCU8jFYi9dSj2MwOC7MNQPHYersMZpBAOYq_UR0NY9d2BzmyBHD_ZA95Zw0yK8qXmYQzpnqQxBMrgxXJzaLg/?imgmax=800" width="242" height="237"></a><a href="http://lh3.googleusercontent.com/-FdcJeNtBvi4/VkWxsjC109I/AAAAAAAABTE/zpQxudStgYc/s1600-h/ITA%25255B4%25255D.jpg"><img title="ITA" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; padding-top: 0px; padding-left: 0px; border-left: 0px; display: inline; padding-right: 0px" border="0" alt="ITA" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgk4yZmk6GOakKTXiLh4ChObVKFhdlK3zwzNspzoJNI6vBewARNKFr5aO_yQpOoYsXGouqf3HcAzpigDNHyD4JeqF1fNSkn9UDFiqfkEEM4cQ2Qd3cC38fsUtvn0TWwyTk1PFMkyySj1kTx/?imgmax=800" width="361" height="237"></a><br><font size="1">Jay was fun to be around</font> <p>Above all, Jay provided a beacon to light the way to new and better approaches for creating high performing organisations. It is terribly sad that he died at a time when only the beginnings of the transformation he championed are starting to appear. He also lived his credo that ‘conversation is the best learning technology ever invented’. <p>Jay’s premature death is a huge loss to his family and close friends, and also to the many people he and his ideas touched across the world. It has taken one of the true original thinkers from us at a time when we most need him. <p>I have no doubt that Jay would want others to continue to build on his ideas and work. He was like that, generous and sharing. It was an absolute privilege and pleasure to have been one among his many friends. <p><a href="http://lh3.googleusercontent.com/-5JwWZ69P2aE/VkWxtnYgb0I/AAAAAAAABTQ/UjzeS0e-zd8/s1600-h/Jay_3%25255B4%25255D.jpg"><img title="Jay_3" style="border-top: 0px; border-right: 0px; background-image: none; border-bottom: 0px; float: right; padding-top: 0px; padding-left: 0px; border-left: 0px; display: inline; padding-right: 0px" border="0" alt="Jay_3" src="http://lh3.googleusercontent.com/-DcVFB3gJqsw/VkWxufvzYLI/AAAAAAAABTY/6szFSgwQgDY/Jay_3_thumb%25255B2%25255D.jpg?imgmax=800" width="339" align="right" height="476"></a></p> <p> </p> <p> </p> <p>So, farewell, Jay Cross. You’ve left the world a much better place. Your ideas and work have helped push the boundaries. You showed the way and helped us ‘keep it on the road’.</p> <p> </p> <p> </p> <p>11<sup>th</sup> November 2015 <p>#itashare Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com7tag:blogger.com,1999:blog-537267519793805240.post-38214397203581312902015-08-27T16:34:00.001+01:002015-09-04T09:26:12.754+01:0070:20:10 Primer<p align="justify">I have often been asked to explain the fundamentals of 70:20:10 as a strategic framework quickly and simply. <p align="justify">I wrote the one-page ‘primer’ below to serve that immediate purpose. Please feel free to use it for any non-commercial purposes. It is published here under the Creative Commons: Attribution – Non-Commercial – Share Alike Licence <a href="https://creativecommons.org/licenses/by-nc-sa/2.0/uk/" target="_blank">(CC BY-NC-SA 2.0 UK)</a>. <p align="justify">If you are looking for a more detailed resource, see below the Primer. <p align="justify"><font size="4"><font color="#c0504d"><b>----------------------------</b></font></font></p> <p align="justify"><font size="4"><font color="#c0504d"><b>Primer<br></b><b>What is 70:20:10?</b></font></font></p> <p align="justify">70:20:10 is a <i>reference model</i> or <i>framework</i> that helps organisations extend their focus on learning and development beyond the classroom and course-based eLearning to build <b><i>more resilient workforces</i></b> and create <b><i>cultures of continuous learning</i></b>. <p align="justify">70:20:10 isn’t a ‘rule’. The model simply describes learning as it naturally happens and then offers means to accelerate and support that learning: <ul> <li> <div align="justify">as part of the daily workflow;</div> <li> <div align="justify">through working and sharing with colleagues and experts;</div> <li> <div align="justify">through structured development activities.</div></li></ul> <p align="justify"><b>Why the Numbers?</b> <p align="justify">Although the 70:20:10 model is primarily a <b>change agent</b>, the numbers serve as a useful reminder that most learning occurs in the workplace rather than in formal learning situations. It also stresses that learning is highly context dependent. However, don’t make the mistake of quoting the numbers as a mantra or as fixed percentages. Research over the past 40 years has shown that informal and workplace learning is increasingly pervasive and central to learning in organisations. Studies have produced varying figures of the amount learned in these ways<a href="file:///E:/Dropbox/CHARLES DOCUMENTS/1. FILES/70-20-10/70-20-10 PAPERS/#_ftn1_1746" name="_ftnref1_1746">[1]</a>. Each organisational culture will display its own profile of workplace, social and structured development opportunities, and the distinctions between the ways of learning often blur. <p align="justify">It is important not to put the three elements in the 70:20:10 model into separate ‘boxes’ in practice. They are interdependent. For instance coaching, mentoring and courses work best when they support on-the-job development<a href="file:///E:/Dropbox/CHARLES DOCUMENTS/1. FILES/70-20-10/70-20-10 PAPERS/#_ftn2_1746" name="_ftnref2_1746">[2]</a>. <p align="justify"><b>Re-thinking Learning </b> <p align="justify">With its emphasis on learning through experience and with others, the 70:20:10 framework helps extend the understanding of what learning means within organisations. It also moves us from ‘know-what’ learning towards more effective ‘know-how’ learning. <p align="justify">In summary, 70:20:10 helps <b>change mindsets </b>and<b> learning practices</b>. <div align="justify"> <hr align="left" size="1" width="33%"> </div> <p align="justify"><a href="file:///E:/Dropbox/CHARLES DOCUMENTS/1. FILES/70-20-10/70-20-10 PAPERS/#_ftnref1_1746" name="_ftn1_1746">[1]</a> 70% (Tough, 1971, 1979); 70% (Bruce, Aring, and Brand, 1998); 62% (Zemke, 1985 and Verespej, 1998); 70% (Vader, 1998); 85-90% (Raybold, 2000); 70% (Dobbs, 2000); 75% (Lloyd, 2000) <p align="justify"><a href="file:///E:/Dropbox/CHARLES DOCUMENTS/1. FILES/70-20-10/70-20-10 PAPERS/#_ftnref2_1746" name="_ftn2_1746">[2]</a> McCall, 2010 <p align="justify"><font size="4"><font color="#c0504d"><b>----------------------------</b></font></font> <p align="justify"><font color="#c0504d" size="4"><strong>For More Detail</strong></font> <p align="justify">For some time I have been working with two friends and co-authors on a practical book titled ‘<strong><em>702010 Towards 100% Performance’. </em></strong>This book delves deep into implementing 70:20:10 as a strategic L&D tool and defines new L&D roles and tasks to support the process. <p align="justify">The book is large and comprehensive (300+ pages in ‘coffee table’ format and weighing in at around 4lb/1.8kg!). It provides detailed guidance, lots of checklists, tools and process support resources as well as insightful contributions from leading experts. It was published in Dutch in June 2015. The English version will be available in November 2015. <p align="justify"><a href="http://lh3.googleusercontent.com/-litHVn25XXo/Vd8t_19A6bI/AAAAAAAABPs/JMQVS7ftvCE/s1600-h/Book%252520Cover1%25255B5%25255D.jpg"><img title="Book Cover1" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Book Cover1" src="http://lh3.googleusercontent.com/-DMaX2KLaz3U/Vd8uA7HSP9I/AAAAAAAABPw/7IOZRZjBA3I/Book%252520Cover1_thumb%25255B2%25255D.jpg?imgmax=800" width="262" height="202"></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQy8n4d2OIKpOJWstwWWACa4lZ4QvVgcjigDWdIcuJcY4I0nWQ3UV6F9V4FIpGbd37EIXELBdHzTuH5EAlO_mFcIENOU4onQYKgsD4R9vqeZ-AykhB4Zu_Pm4jiBPE7RHhSv8v7-uLIHKr/s1600-h/IMG_4456%25255B4%25255D.jpg"><img title="IMG_4456" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="IMG_4456" src="http://lh3.googleusercontent.com/-2MyJsw94X7k/Vd8uB_EHWaI/AAAAAAAABQA/wgQu1QCL0tk/IMG_4456_thumb%25255B1%25255D.jpg?imgmax=800" width="312" height="128"></a> <p>#itashare</p> Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-80923417633803156492015-08-27T13:46:00.001+01:002015-09-04T09:26:56.614+01:002015 Top Tools for Learning<p align="justify"><img style="float: left; margin: 0px 13px 0px 0px; display: inline" alt="top100" src="http://i0.wp.com/c4lpt.co.uk/top100tools/wp-content/uploads/2013/01/top100.png?resize=150%2C65" width="91" align="left" height="43">Jane Hart’s 9th Annual ‘Top Tools for Learning’ Survey closes on Friday 19th September 2015 and will be published the following Monday. </p> <p align="justify">If you haven’t already voted, please take a visit <a href="http://c4lpt.co.uk/top100tools/voting/" target="_blank">here</a> and do so if you’re reading this before the close date. If it’s too late, make sure you’ve marked up the action to contribute to next year’s survey.</p> <p align="justify"><strong><font size="3">My list of top tools for learning in 2015</font></strong>:</p> <ol> <li> <div align="justify"><strong>Google Search</strong>: ‘Professor Google’ is he is known in my house. Like the brains of many professors, the information you’re looking for is usually in there somewhere, but sometimes difficult to pin down. However, Google has provided a public searchable store of enormous magnitude – larger than anything seen before in humankind history – and is without doubt the most used learning tool by many, if not all, of us. We can barely imagine life without Google Search.<br></div> <li> <div align="justify"><strong>Twitter</strong>: I have learned more in my professional life through Twitter in the past six-and-a-half years than in the previous 30 years. For me Twitter gives access to smart people who provide an enormous wealth of information and insight through their commentary and links to research, articles and other resources. Twitter is the first tool/resource I access every day – even before I turn to see the sports results!<br></div> <li> <div align="justify"><strong>Evernote: </strong>Tools for managing the tidal wave of information we are all subjected to are an absolute necessity. If we’re not to drown under uncategorised information overload, and if we’re to reduce the time we spend trying to find the ‘right stuff’ at the right time we need tools like Evernote. It’s certainly a tool that works for me. Evernote is the frontal lobe of my ‘external brain’ (where Google Search is probably the rest of my digital cerebral cortex). Evernote is on all my devices and I use it every time I want to save an interesting ‘snippet’ that I may want to access and use in future.<br></div> <li> <div align="justify"><strong>Dropbox: </strong>This tool lowers my blood pressure better than tablets ever could. It has removed the fear of losing everything if a hard disk crashes or a backup fails. It also allows me to collaborate and share files and resources with others – whether they are colleagues and translators working on the English version of the new <em>‘70:20:10, Towards 100% Performance’</em> book we’re just finishing, or clients who want to co-ordinate materials for a masterclass. Dropbox has also removed the embarrassment of arriving somewhere far-flung from home to find the workshop materials or keynote slides are still sitting on the office computer or on a memory stick that’s fallen under the bed in my hotel room. As a learning tool, Dropbox is the school satchel – keeping everything organised, safe and dry.<br></div> <li> <div align="justify"><strong>Skype</strong>: Skype offers the magic of essentially free multimedia global communication and learning. 25 years ago the Boston Consulting Group was predicting a future of virtually free telecommunications. That prediction came true much sooner than BCG thought it would. Of course Skype has glitches and issues, and its new owner Microsoft is trying to extract value from users, but with a decent broadband connection Skype offers the real-time and asynchronous communications we could have only dreamed about 25 years ago. Together with my colleagues in the <a href="http://internettimealliance.com/" target="_blank">Internet Time Alliance</a>, we use Skype as our principal digital ‘glue’ to share and learn in a continuous flow.<br></div> <li> <div align="justify"><strong>YouTube</strong>: YouTube is the digital ‘master’ I turn to when I’m trying to do something new and need guidance. YouTube is my ‘20’ support to help me learn through the ‘70’. Whether it’s discovering how to use some function in Excel or how to fix a laser printer, YouTube invariably offers help and guidance. YouTube is also the wonderful conduit for sharing expertise in other ways, whether it’s through TED Talks or hundreds of other video resources. It’s pretty helpful when I’m trying to improve my musical skills, too.<br></div> <li> <div align="justify"><strong>Google Scholar:</strong> When I’m researching something, Google Scholar is the first port-of-call. A quick search for ‘workplace learning’ on Google Scholar returns almost one-and-a-half million results in less than a tenth of a second. Then that’s the day gone as I sift through relevant papers and find myself ordering books and diving off in all directions, reading and learning as I go. Google Scholar provides the library index and stack we could only dream about 40 years ago.<br></div> <li> <div align="justify"><strong>LinkedIn:</strong> Gone are the days of trying to keep track of people in Microsoft Outlook or some other contacts list. LinkedIn does that job well. But LinkedIn is much more than just an online contacts list. It provides a stream of updates from people I know and groups I’ve joined. LinkedIn allows for deep discussions with other professionals – always a great learning opportunity. I’m a member of far too many LinkedIn groups. The Harvard Business Review group discussions alone could probably occupy all of my time.<br></div> <li> <div align="justify"><strong>PowerPoint:</strong> Although PowerPoint’s linear nature is often restricting, I’ve never found Prezi or other tools as robust and flexible. PowerPoint is the useful ‘Swiss army knife’ in the toolbox for assembling presentations and creating simple flow diagrams and graphics. It handles the integration of video and other multimedia reasonably well and is ubiquitous. I’m sure there are better tools than PowerPoint, but it does the job for me.<br></div> <li> <div align="justify"><strong>Flipboard:</strong> A tool I couldn’t do without on my iPad. I use Flipboard as my blog and news aggregator. Whether it’s my colleague Jane Hart’s <a href="http://c4lpt.co.uk/" target="_blank">C4LPT</a> site, Harold Jarche’s <a href="http://jarche.com/" target="_blank">Adapting to Perpetual Beta</a> site, Jay Cross’s <a href="http://www.internettime.com/" target="_blank">Internet Time</a> blog, Clark Quinn’s <a href="http://blog.learnlets.com/" target="_blank">Learnlets</a>, Nick Shackleton-Jones’ fascinating <a href="http://www.aconventional.com/" target="_blank">Aconventional</a> site, or Tom Stafford’s unbelievably extensive <a href="http://mindhacks.com/" target="_blank">MindHacks</a> neuroscience and psychology resource (I remember Tom when he was just a schoolboy – we can certainly learn a lot from the next generation). Flipboard brings them all together under a simple interface.</div></li></ol> <p align="justify">Of course there are other tools I use for learning – Wikipedia (naturally), Blogger (that’s where this blog sits), Audacity for audio work, Google Hangouts, Microsoft Live Writer and others. But the 10 above are my principal daily workhorses.</p> <p align="justify">#itashare</p> Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com5tag:blogger.com,1999:blog-537267519793805240.post-23173988441563922242015-07-21T21:26:00.001+01:002015-07-21T21:34:19.453+01:00The #Blimage Challenge<p>For a bit of fun this afternoon my colleague <a href="http://www.c4lpt.co.uk/blog/2015/07/21/learning-where-theres-a-will/" target="_blank">Jane Hart</a> set a few of us a <strong>#Blimage</strong> challenge.</p> <p>I hadn’t come across this particular game before but having subjected myself to an iced water dunking along with millions of others last year I was reasonably pleased to see that this one only requires a stream of consciousness and a blog post rather than a stream of cold water. </p> <p>Steve Wheeler (<a href="https://twitter.com/timbuckteeth">@timbuckteeth</a>) explained the #Blimage Challenge this way:</p> <blockquote> <p>“You send an image or photograph to a colleague with the challenge that they have to write a learning related blog post based on it. Just make sure the images aren’t too rude. The permutations are blimmin’ endless.”</p> </blockquote> <p>This is the image Jane sent.</p> <p><a href="http://lh3.googleusercontent.com/-2tYgPOdmR8c/Va6q-mvWg4I/AAAAAAAABOs/6zaH_f2na64/s1600-h/tree-710660_1280%25255B4%25255D.jpg"><img title="tree-710660_1280" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="tree-710660_1280" src="http://lh3.googleusercontent.com/-5g6xbzS2aD4/Va6q_A2mlCI/AAAAAAAABOw/Kj1cCtZz7nc/tree-710660_1280_thumb%25255B2%25255D.jpg?imgmax=800" width="462" height="344" /></a></p> <p>My first thoughts were ‘am I looking at a tunnel or the sun?  Is the tree heading down a rabbit-hole with its branches reaching into the long bright tunnel (or even along a yellow brick road) or are its branches holding the sun in its yellow sky?</p> <p>So what sense and inspiration could I possibly draw from this psychedelic image and make meaningful on a learning blog post?</p> <p>The three key messages that this little reflective exercise produced for me were:</p> <ol> <li><strong>Context is king in life</strong>. When we look at a 2D rendering of our 3D world we often need additional information to make sense of it. Even when we see a ‘real’ 3D rendering we can be tricked. The street artist Slinkachu demonstrates the <a href="http://www.andipa.com/artist/slinkachu/last-resort" target="_blank">essential part context plays</a> perfectly. <br /></li> <li><strong>Context is also king for learning</strong>. We learn best within the context where we are going to use that learning. Workplace learning is generally more effective than simulations which, in turn, are generally more effective than being provided with information using a traditional ‘knowledge transfer’ learning approach. <br /></li> <li><strong>If we don’t have all the information we can easily draw false conclusions</strong>. The great <a href="http://www.druckerinstitute.com/peter-druckers-life-and-legacy/" target="_blank">Peter Drucker</a> once said ‘the most important thing in communication is hearing what isn’t said’. If we don’t understand the unsaid, then we’re operating in a half-known world. If we are not inquisitive and explore the (half) learning from our classrooms or workshops in the 3D world of our workplace(s) we are likely to be only half-equipped to use that learning. </li> </ol> <p>So if we don’t have a 3D view of the world (the full context) – and, correspondingly, if we try to learn without knowing the full context where our learning is to be used – then the learning will be providing the equivalent of a 2D picture for us. </p> <p>Having the full, unambiguous, context-critical picture is essential for effective the learning which will lead to high performance.  That’s what learning is all about. It’s only really useful when it can be put into action in the 3D world. Passing a written exam doesn’t necessarily mean that learning has taken place. It’s only when the learning can be applied do we know if that has happened. Roger Schank explains that brilliantly in a <a href="http://educationoutrage.blogspot.com.es/2015/07/reading-is-no-way-to-learn.html" target="_blank">recent blog post</a> titled ‘reading is no way to learn’.</p> <p>Not having all the information can, and will, lead to critical mistakes. A 2D rendering, or learning without context, can easily lead down the rabbit hole. Watch out. Many people have fallen into that trap.</p> <p align="center"><a href="http://lh3.googleusercontent.com/-EW9jEpCs_68/Va6q_nTxpoI/AAAAAAAABO4/sGjbafAxCB8/s1600-h/101413_0%25255B2%25255D.png"><img title="101413_0" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="101413_0" src="http://lh3.googleusercontent.com/-VOD1wBNEvZU/Va6rAI4ne5I/AAAAAAAABPA/UveBjkyU1lA/101413_0_thumb.png?imgmax=800" width="244" height="244" /></a>   <a href="http://lh3.googleusercontent.com/--Fj7bDb32sM/Va6rAfo19EI/AAAAAAAABPI/LnXK_CZT6YI/s1600-h/flat%25252C550x550%25252C075%25252Cf%25255B2%25255D.jpg"><img title="flat,550x550,075,f" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="flat,550x550,075,f" src="http://lh3.googleusercontent.com/-tIWJBYqYDiw/Va6rA_BiPjI/AAAAAAAABPQ/CGOSCIJuTU0/flat%25252C550x550%25252C075%25252Cf_thumb.jpg?imgmax=800" width="164" height="244" /></a></p> Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0tag:blogger.com,1999:blog-537267519793805240.post-24564563613592455242015-05-06T00:38:00.001+01:002015-05-06T08:52:55.863+01:0070:20:10 - Beyond the Blend<p><a href="http://lh3.googleusercontent.com/-b0TrDiS-eXQ/VUlUa8qchhI/AAAAAAAABMQ/AdlwAtW88HU/s1600-h/blue-143734_1280%25255B5%25255D.jpg"><img title="blue-143734_1280" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: right; padding-top: 0px; padding-left: 0px; margin: 0px 0px 0px 6px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="blue-143734_1280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoWHpKjKT-lcVht8GUHwXFtjO-4DDlcP6zTxG6KO5OdWFvxA9CmNN_Lj4_sCIpNSpz3whh55StTpYzqvt8LUn0ZHsokEuJS2fHpQTLYpGGhNulhQG-MAqrS4B8jdSi9dYZ2aXQMVqSPb4i/?imgmax=800" width="265" align="right" height="209" /></a></p> <p align="justify">The term ‘blended learning’ first appeared in the late-1990s when web-based learning solutions started to become more widely used and were integrated on one way or another with face-to-face methods. </p> <p align="justify">Of course the ‘blending’ concept has been around for much longer than the past few years. Apprenticeship training has ‘blended’ for centuries and the correspondence schools in Europe in the 1840s used blending. There are many other examples of ‘blending’ learning stretching back into the past, too.</p> <p align="justify">However, the incorporation of technology into learning or training delivery has given blended learning a boost. </p> <p align="justify">Speed reading machines in the late 1950s and 1960s (I remember my own speed reading courses – sitting in front of a large scrolling text machine in the early-1960s), interactive video (where some of the best eLearning programmes were developed in the 1980s), CD-based support and, of course, the Web have all contributed to our relative comfort in accepting blended learning as the norm. Each of these, though, were used to design and deliver structured and directed learning based on some form of instructional design and, often, as part of a curriculum. </p> <p align="justify">In terms of new delivery approaches, blending offers up new horizons. However, in terms of breaking the traditional ‘push’ learning model it offers up little.</p> <p align="justify"><strong><font size="3">Blended is invariably ‘Push’ Learning</font></strong></p> <p align="justify">There are many definitions of blended learning. In 2003 the UK Department of Education and Training defined it as “<em>learning which combines online and face-to-face approaches</em>”. Most people would recognise that definition in what we see as blended programmes today - the use of two or more channels to make learning more easily or widely available.</p> <p align="justify">The diagram below also represents a common view of blended learning. It focuses on the ‘delivery channel’ - integrating technology with traditional face-to-face approaches and stretching the time available to spend learning.</p> <p align="justify"><a href="http://lh3.googleusercontent.com/-iuRufnm8dlU/VUlUcc5OP6I/AAAAAAAABMc/8VbcGwHgpl0/s1600-h/Blended%252520Learning%252520Heinze%252520%252526%252520Proctor%252520%252520%25255B5%25255D.jpg"><img title="Blended Learning Heinze & Proctor " style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Blended Learning Heinze & Proctor " src="http://lh3.googleusercontent.com/-URO-mEbBFVg/VUlUc02sALI/AAAAAAAABMk/VEe-lpsMztk/Blended%252520Learning%252520Heinze%252520%252526%252520Proctor%252520%252520_thumb%25255B3%25255D.jpg?imgmax=800" width="388" height="219" /></a> <br />Diagram from Heinze & Proctor <em>‘Reflections on the Use of Blended Learning’</em>(2004). <br />University of Salford, UK.</p> <p align="justify">The current Wikipedia definition of blended learning reflects its structured nature:</p> <blockquote> <p align="justify"><em><b>Blended learning</b> is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace.</em></p> </blockquote> <p align="justify">The key point about blended learning as is generally understood is that it remains firmly based on a <strong>push model</strong>. The learning experience is designed by others and usually packaged into a coherent event or set of events by instructional experts and ‘delivered’. </p> <p align="justify">Of course within the ‘push capsule’ of blended learning there may be increased flexibility for individual learning preferences and increased flexibility of access. Participants are not constrained in the same way that they might be if they need to show up to a class at a set time and location to complete their learning process.</p> <p align="justify"><strong><font size="3">Traditional ‘Blending’ is based on Dependent Learning Models</font> </strong></p> <p align="justify">More recently blended learning solutions have been expanded to include combining simulations with structured curses, using instructional technology to link courses with on-the-job tasks, and integrating workplace coaching with formal programmes amongst other approaches. </p> <p align="justify">In other words, ‘blending’ is starting to mean more than simply mixing delivery channels. </p> <p align="justify">It is still, however, focused on learning outcomes (rather than performance outcomes) and is still firmly based around the concepts of structured learning processes to achieve its objectives. This is what my colleague Jane Hart calls <strong>dependent learning </strong>(see diagram below). </p> <p align="justify">Blending is about increasing the efficiency and effectiveness of dependent learning. </p> <p align="justify">Although it may sometimes focus on extending learning into the ‘informal’ part of this diagram (and thus making it somewhat formal) the fact that the ‘blend’ is part of an overall designed programme, course or initiative makes ‘blended’ primarily fall into the formal/dependent category.</p> <p align="justify"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTicUpa3c6IQx1npdACs9ag-H5mpLbpfgSfxLKT5kAvXGR-x-VHMZ8M5CRGDm98kD6fMV_lxaoXrE3NSmTYF0yol1dyhhNGMaCCQVuMdD6sjDqEY09J3G7ClfDh9EKS7Sd6TO3KLpMJhp9/s1600-h/learning%252520categories%25255B9%25255D.png"><img title="learning categories" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="learning categories" src="http://lh3.googleusercontent.com/-3D2NqU-7o4k/VUlUeS0tt3I/AAAAAAAABM0/or82D9qDMMs/learning%252520categories_thumb%25255B5%25255D.png?imgmax=800" width="567" height="476" /></a></p> <p align="justify">As such, blended learning still essentially sits in the <strong>push paradigm</strong>. It consists of learning content (mainly) and possibly some learning experiences that are designed by L&D professionals for the use of others.</p> <p align="justify"><strong><font size="3">Adding Learning to Work by Blending</font> </strong></p> <p align="justify">This expansion of blended learning into the workplace can be termed <strong>‘adding</strong> <strong>learning to work’</strong>. We intentionally add learning-focused activities into the workflow.</p> <p align="justify">A number of researchers and practitioners have categorised the process of extending learning into the workflow as ‘adding and embedding’ or ‘embedding and extracting’. The categorisation below brings together some of the ways in which this happens.</p> <p align="justify"><strong>Adding learning to work</strong> occurs where intentional learning-focused actions are taken to extend formal away-from-work courses and programmes back into the workplace. Most leadership and management programmes use this with work-based assignments, linked action learning, and other techniques. </p> <p align="justify">The key point is that ‘adding learning to work’ is achieved through intentionally designed activities that are linked with a formal learning intervention. </p> <p align="justify">Blended learning almost always falls into the ‘adding’ category. It is learning-focused and based around dependent learning models.</p> <p align="justify"><a href="http://lh3.googleusercontent.com/-_i9nGfZQK0w/VUlUfBoipDI/AAAAAAAABM8/P3a8cVFPquQ/s1600-h/extending%252520learning%25255B4%25255D.png"><img title="extending learning" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="extending learning" src="http://lh3.googleusercontent.com/-fRvWaBN3www/VUlUf_VM7NI/AAAAAAAABNE/clyJV4OLkao/extending%252520learning_thumb%25255B2%25255D.png?imgmax=800" width="592" height="425" /></a></p> <p align="justify"><strong><font size="3">70:20:10 - Beyond the Blend</font></strong></p> <p align="justify">By contrast, the 70:20:10 model is based on the concept of utilising both <strong>push and pull learning</strong> to achieve greater impact, shorter time to performance, sustainability, increased innovation and cost constraint.</p> <p align="justify">A 70:20:10 approach spans all four of the categories above – <strong>adding</strong>, <strong>embedding</strong>, <strong>extracting</strong> and <strong>sharing</strong>.</p> <p align="justify">A 70:20:10 approach also encompasses Jane Hart’s <strong><em>interdependent</em></strong> and <strong><em>independent</em></strong> categories (above).</p> <p align="justify">It is important to realise the 70:20:10 strategic model emerged from a view of modern adult learning that is wider than ‘blending’. 70:20:10 draws on the fundamental changes that have occurred, and are continuing to occur, in the workplace. Work is becoming more complex. We work more in teams and rely on others to get our work done more than ever before. Experiential and social learning are becoming more critical day-by-day as agents of development.</p> <p align="justify">In response to this wider view of adult workplace learning, and to these changes, learning and work must, by necessity, merge.</p> <p align="justify"><a href="http://lh3.googleusercontent.com/-WX-Ss7yGHmg/VUlUg44u7kI/AAAAAAAABNQ/4MXxdZ285uQ/s1600-h/Changing%252520work%25255B4%25255D.png"><img title="Changing work" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Changing work" src="http://lh3.googleusercontent.com/-ZPOq10vzVjI/VUlUhkXjYvI/AAAAAAAABNU/zwzJxl5apzI/Changing%252520work_thumb%25255B2%25255D.png?imgmax=800" width="604" height="373" /></a></p> <p align="justify">This evolving view of modern workplace learning includes:</p> <ul> <li> <div align="justify">A re-focusing away from Taylorist views of management as a scientific discipline and the need to standardise for efficiency towards approaches to support the need for agility, innovation and speed.</div> </li> <li> <div align="justify">An acceptance that ‘best practice’ (i.e. one single best way to achieve optimum outcomes) is increasingly irrelevant in our complicated and complex working world. The focus is moving towards ‘good practice’ (i.e. practices that work well for our context but may not be appropriate in other contexts) and ‘emerging practices’ (i.e. practices that we develop retrospectively as we seek to improve).</div> </li> <li> <div align="justify">An understanding that a ‘curriculum’ mindset – where plans for standardised learning pathways are defined for standardised job roles and standardised career progression – is increasingly irrelevant in a world where a culture of continuous and flexible development is required to keep ahead.</div> </li> <li> <div align="justify">The knowledge that competencies (i.e. ‘satisfactory’) is what people should enter our organisations with, but that capabilities (i.e. ‘potential’) are what we need to help develop.</div> </li> <li> <div align="justify">The realisation that with the intangible value of organisations out-stripping the tangible value, people (the largest intangible element) need to be seen and treated as co-creators of value. What is in the heads of workers has never before been more important for organisations to survive and thrive.</div> </li> </ul> <p align="justify">We still have a long way to go to break the learning=schooling mindset, to increase the impact and efficiency of learning, and to build cultures of continuous development embedded in work. But we’ve made some good starting steps.</p> <p align="justify">The 70:20:10 reference model can certainly help us expand our concepts and practices to support a better workforce development approach when it is used wisely and as an agent of change and not followed slavishly as some ‘rule’.</p> <p align="justify"><strong><font size="3">Blended Learning is Only the Beginning of the Story</font></strong></p> <p align="justify">Blended learning has been an important first step in this process as it has helped break the shackles of time and location imposed by the dominant face-to-face dependent learning approaches that have been in use for centuries. Technology has enabled that. The ‘richness-reach trade-off’ described by Evans and Wurster in 1999 has truly been broken.</p> <p align="justify">But ‘blending’ is just a baby step. </p> <p align="justify">Blended learning is still on the wrong side of the chasm between learning and the learning/work continuum – and it needs to jump. A lot more work is required beyond ‘blending’ to truly embed learning into work.</p> <p align="justify">It is important to remember that <strong><em>blended learning</em></strong> <strong><em>is a sub-set of 70:20:10</em></strong>, and one way to support a 70:20:10 approach, but it is not a replacement for it. If you’ve implemented blending, you’re on the road but not at the end of the journey yet.</p> <p align="justify"><font size="1">#itashare</font></p> Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com4tag:blogger.com,1999:blog-537267519793805240.post-47748643298696817752015-01-23T16:05:00.001+00:002015-01-25T09:43:05.258+00:00Autonomy and Value in Social and Workplace Learning<p>My colleague Jane Hart recently shared the diagram below on her <a href="http://www.c4lpt.co.uk/blog/2015/01/22/learning-in-the-modern-workplace-its-more-than-e-training-2/" target="_blank">blog</a>.</p> <p>It shows the relationship between <strong>relative value</strong> and <strong>relative autonomy </strong>as they relate to different approaches for learning in the modern workplace.</p> <p><a href="http://lh3.ggpht.com/-CHbrnhK98IQ/VMJxLZAvatI/AAAAAAAABJw/SsxGtdoIJxE/s1600-h/Jane%252527s%252520Model%25255B18%25255D.png"><img title="Jane's Model" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="Jane's Model" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEyDNR_NPlkXgJS6ZdgdnPpJe6EiTXtwejNNOu5f7P7XRQybxuaSPNenxgfm0yU5bHGL-aOnU4M3z9d0lC5cL8pNjVTTEb4-gqmH2z8GM5MFAVpMMY9BFVNyTRwZa2Js7Md7BnqBBQrbmM/?imgmax=800" width="564" height="457" /></a></p> <p><strong><font size="3">‘Learning in the Modern Workplace’ Model</font></strong></p> <p>Jane’s diagram shows the increasing value that can be released through exploiting learning opportunities beyond ‘the course’ and the curriculum. Initially expanding from courses to resources and then further out to the exploitation of social collaboration and personal learning (and <a href="http://jarche.com/2014/03/personal-knowledge-mastery/" target="_blank">personal knowledge mastery</a>).</p> <p>It struck me that Jane’s model closely aligned with others I’ve used to help explain the increase in realised value brought about by the use of experiential, social and workplace learning.</p> <p><strong><font size="3"> <br />IBM Core Model</font></strong></p> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEEpkQR95pNBq-DnwI2iQWQ_LiVlOcQUKcoaYKlvgIp-BHgwOMw3qW-HOCAblmIsYVvB4ARKZVRJKUALve4oAdPkonxWa5Z9N1qzlWNbU-TMPDVtWtE42ZSsxfCdOrJwjZ7uxs99PzfXYk/s1600-h/IBM%252520Core%252520Model%25255B8%25255D.png"><img title="IBM Core Model" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="IBM Core Model" src="http://lh4.ggpht.com/-neWfUf0FSRs/VMJxOtNXILI/AAAAAAAABKI/nv6U_M8iCDM/IBM%252520Core%252520Model_thumb%25255B4%25255D.png?imgmax=800" width="564" height="420" /></a> <p>This model, produced by IBM Consulting services in 2005, separates learning solutions into three phases:</p> <ol> <li><strong>Access Phase</strong>: where learning is separate from work </li> <li><strong>Integration Phase</strong>: where learning is ‘enabling’ work </li> <li><strong>On Demand Phase</strong>: where learning is ‘embedded’ in work/tasks </li> </ol> <p>This model shows the maximum potential value that can be realised increases as learning becomes closer to, and more integrated with, work. </p> <p>I have mapped the elements of the 70:20:10 model at the bottom to show the link with the next model.</p> <p><strong><font size="3"> <br />70:20:10 Model</font></strong></p> <p><a href="http://lh5.ggpht.com/-4jm3s1_OglY/VMJxPgt4KHI/AAAAAAAABLA/dHvDUC1M_kM/s1600-h/jennings%252520702010%25255B29%25255D.png"><img title="jennings 702010" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="jennings 702010" src="http://lh4.ggpht.com/-9GrjSXvAWO4/VMJxQuMfVAI/AAAAAAAABLI/8DWm8OsTiEs/jennings%252520702010_thumb%25255B27%25255D.png?imgmax=800" width="564" height="400" /></a></p> <p>The 70:20:10 model is a strategy and set of practices to extend learning into the workflow. The principle is that in the new working environment learning is the work. Harold Jarche has written extensively about the <a href="http://jarche.com/2012/06/work-is-learning-and-learning-is-the-work/" target="_blank">merging of work and learning</a>.</p> <p>I see the 70:20:10 model as reflecting, to some extent, IBM’s model. Exploiting and extending learning opportunities from point solutions (learning events) to continuous development (learning as a process and part of the daily workflow) to increase value.</p> <p>Organisations that are able to move in this direction, and have the HR and L&D teams to facilitate and support the move, will extract far greater value from workforce development than those that can’t.</p> <p><strong><font size="3"> <br />The Autonomy-Strategic Alignment C-Curve’</font></strong></p> <p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-iHd7yikrrDeKC8jaCO7jcEM9qb_aWKg3kJtaX0sV6NJKl3xYxjtiO-HIvrVfh3nIrStfV6k8PEKW6T_S45r4Qr9xRTyKm6wHYCFVNlVHrKRBvR0pRz5WhcgNEB9cugnIHduO7RCjGwZK/s1600-h/C-curve-%252520original%25255B9%25255D.png"><img title="C-curve- original" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="C-curve- original" src="http://lh4.ggpht.com/-s2WYhunbgBk/VMJxS0k6pEI/AAAAAAAABKo/DrsFc5InTGU/C-curve-%252520original_thumb%25255B7%25255D.png?imgmax=800" width="564" height="455" /></a></p> <p>This model, the <em>‘Jennings & Reid-Dodick C-Curve’,</em> was developed in the early stages of an L&D transformation for a Global FTSE100 company more than a decade ago.</p> <p>It links to Jane’s diagram at the top of this post and maps <strong>autonomy</strong> against <strong>strategic alignment. </strong></p> <p>this model was developed to define the journey for the L&D transformation – firstly centralising standards and processes, and building a consistent performance consulting approach, then strengthening governance, and finally ‘federalising’ to provide the autonomy needed for agility, responsiveness and sustainability.</p> <p>The C-Curve is based on the principle that the end-point for an effective L&D department is where the various units (which may be regional or functional) are tightly strategically organisationally aligned, but also have the level of autonomy that encourages them to be agile and pro-active.</p> <p>Many organisations flip-flop between centralised L&D and distributed L&D. The cycle tends to have a frequency of about 5-8 years. Every 5-8 years an HRD or CEO decides to centralise, or to push L&D back into ‘the business’ – depending on the current operating model.  Then, 5-8 years after that change, L&D is de-centralised/centralised once again. </p> <p>The <em>C-Curve</em> model addresses this ‘flipping’ problem. </p> <p>The fundamental issue isn’t where the various L&D resources are sitting, but how they are aligned strategically and how responsive they are able to be. Simply flipping the organisational structure and reporting lines will do nothing to address the fundamental issue.</p> <p> </p> <p><strong><font size="3"> <br />The ‘C’ Curve applied to Workplace Learning</font></strong></p> <p>Some years ago Harold Jarche and I talked about the ‘C’ Curve model. Harold then <a href="http://jarche.com/2010/10/a-curved-path-to-social-learning/" target="_blank">aligned it</a> with a framework he had developed for supporting effective social learning (in the context of several models – including Snowden’s Cynefin and Ronfeldt’s TIMN).</p> <p>Harold mapped the autonomy/strategic alignment axes of the C-Curve against knowledge acquisition models. </p> <p>As John Reid-Dodick and I concluded back in 2004, Harold came to the conclusion that a jump straight from Stage 1 to Stage 4 is unlikely to succeed and that it requires a journey through at least some other stages to reach the end-point. </p> <p>Harold reported:</p> <blockquote> <p><em>“I’ve combined the C-Curve [X=Autonomy, Y= Strategic Alignment] with the knowledge acquisition models from these three organizational types (simple, Complicated, Complex). The question that I ask here is whether it is necessary to follow the curve or if one can leap from Stage 1 to 4.  If not, that means that organizations need to understand and implement something like a </em><a href="http://www.jarche.com/2010/04/hpt-and-isd/"><em>human performance technology</em></a><em> model for L&D before they can move on to social learning. Perhaps this is why social learning is being resisted or put into a formal training box in many organizations. They have not made the move to Stage 3 (Performance Support) yet. It’s too much of a leap for organizations in Stage 2. On the other hand, social learning is only a short leap for more tribal start-ups that have not developed any structure at all for L&D as they are quite comfortable with autonomy and messy networks. Stage 2 seems like the worst place to be.”</em></p> </blockquote> <ol> <li>L&D Autonomous = taking action as a Tribe of its own </li> <li>L&D Aligned with organization = coordinated with the Institution </li> <li>L&D with governance & guidelines = able to work in a collaborative Market </li> <li>L&D strategically aligned = a co-operative member of (a) Network(s) </li> </ol> <p><a href="http://lh3.ggpht.com/-t3HokNke-UM/VMJxTxIJnuI/AAAAAAAABLQ/6qHNGgXC0ZI/s1600-h/C-curve-LD%25255B15%25255D.png"><img title="C-curve-LD" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; padding-top: 0px; padding-left: 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="C-curve-LD" src="http://lh3.ggpht.com/-ug_PSbMn-yA/VMJxVM2MprI/AAAAAAAABLY/ls58aw4oZ9A/C-curve-LD_thumb%25255B13%25255D.png?imgmax=800" width="563" height="489" /></a></p> <p>Harold’s <a href="http://jarche.com/2010/10/a-curved-path-to-social-learning/" target="_blank">full article</a> is well worth studying.</p> <p><font size="1">#itashare</font></p> Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com1tag:blogger.com,1999:blog-537267519793805240.post-23537669385552847772015-01-20T11:53:00.001+00:002015-01-22T13:52:15.801+00:0070:20:10 – Above All Else It’s a Change Agent<p align="right"><em><strong><font size="3">“Progress is impossible without change; and those who cannot change their minds cannot change anything.” <br /></font></strong></em>George Bernard Shaw</p> <p align="justify"><a href="http://lh3.ggpht.com/-eWDSk26y8Xw/VL5Bq6F1KeI/AAAAAAAABIo/RK-sJ-bQXJE/s1600-h/image%25255B7%25255D.png"><img title="image" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="image" src="http://lh4.ggpht.com/-vqhUom00jng/VL5Br1dez2I/AAAAAAAABIw/7-baH-ihDHI/image_thumb%25255B3%25255D.png?imgmax=800" width="176" align="left" height="333" /></a><a href="https://twitter.com/tomspiglanin">Tom Spiglanin</a> is a senior engineering specialist at the Aerospace Corporation in California and is a leader in the organisation’s technical training department. The people he works with carry out research for the US space programmes – both for the US Government and for civil agencies like NASA and NOAA. In other words, they’re rocket scientists. Tom is a rocket scientist and helps other helps rocket scientists learn their stuff.</p> <p align="justify">Recently Tom wrote a series of blogs titled ‘<a href="http://tom.spiglanin.com/2014/12/ten-things-i-believe-about-workplace-learning/" target="_blank">Ten Things I Believe About Workplace Learning</a>’. His list included important issues and current areas of focus such as the new and emerging roles for L&D professionals; the value of sharing as a skill for learning and development; the importance of personal learning networks and personal knowledge mastery; and the inverse relationship between experience and the value of formal learning.</p> <p align="justify">The first post on Tom’s list was <a href="http://tom.spiglanin.com/2014/12/i-believe-in-the-702010-framework/" target="_blank"><em>I Believe in the 70:20:10 framework</em></a>. </p> <p align="justify">The messages he conveyed in this short post struck me as having been missed by lots of people when they talk about the 70:20:10 model as a framework for learning and development. </p> <p align="justify">Tom wrote:</p> <blockquote> <p align="justify"><em>“The reason this framework works is that it more or less reflects what’s actually true for employees in the typical workplace. Formal education has its place in preparing people for the workplace. Once those people become employees, they have a job to get done. People aren’t hired to learn, they’re hired to increase productivity or capability. There are productivity expectations and organizational needs to be met.”</em></p> </blockquote> <p align="justify"><strong>It’s Not the Numbers</strong></p> <p align="justify"><a href="http://lh3.ggpht.com/-CHtZnL3eH6U/VL5BvAF0kXI/AAAAAAAABI4/DCoWyjvoxco/s1600-h/image%25255B10%25255D.png"><img title="image" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: right; padding-top: 0px; padding-left: 0px; margin: 0px 0px 0px 6px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="image" src="http://lh3.ggpht.com/-6okq3ffA4p4/VL5BwDDo8gI/AAAAAAAABJA/kmzV_34vhe0/image_thumb%25255B4%25255D.png?imgmax=800" width="244" align="right" height="220" /></a>It “<strong><em>more or less reflects what’s actually true for employees in a typical workplace</em></strong>”. That’s the key to the 70:20:10 model, and there’s an increasing body of data in support of this.</p> <p align="justify">We all know instinctively that we learn most of what we need through observing, mimicking, discussing, trying things out, making mistakes, and trying again until we are adept. That’s the nature of human learning. We are learning animals, born to learn.</p> <p align="justify">We learn through watching others who ‘know how to do’ (who of us hasn’t stood and looked over someone’s shoulder recently to see how they were operating a ticket machine or some other piece of technology?) and through conversations. We learn through navigating tough situations, and through practice. And we learn through taking time to reflect on challenges and how we might have handled them differently so we can do better next time (again, who of us hasn’t spent time recently mulling over a difficult work problem whilst lying in bed, showering, or out walking the dog, and then planned ways to address it ?)</p> <p align="justify"><strong>Double-Edged Sword</strong></p> <p align="justify">To make it easier to explain the skew favouring informal and workplace learning over formal (in terms of contribution to performance) we put a number on each of the three broad categories in the 70:20:10 model – [the ‘70’] learning through by experience and practice; [the ‘20’] learning through, and with, others; and [the ‘10’] learning through courses, programmes and content structured by others. </p> <p align="justify">However, the way these three broad categories are described in the model can lead to a focus on the ratios rather than the underlying principles and categorisation. As such ‘the numbers’ can serve as a double-edged sword. </p> <p align="justify">It is important to understand that these numbers are simply markers and shouldn’t be taken literally. This is a reference model, not a recipe. Sometimes this presents a challenge for people who want or need clear and simple explanations. Unfortunately, life’s not often clear and simple!</p> <p align="justify">I have <a href="http://charles-jennings.blogspot.co.uk/2014/08/its-only-65.html" target="_blank">written</a> previously about some misguided researchers (possibly out on work experience) declaring that “<em>50:26:24 is the average learning mix in most companies right now</em>” (with the implication that it wasn’t “70:20:10”). The idea that companies could neatly slice the learning patterns of their people into three carefully-defined and carefully analysed buckets like this belies belief. This is where a focus on the numbers masks the general underlying principles of the framework.</p> <p align="justify">The evidence, however, does point to the fact that most learning is experiential and social, and most of that being carried out in a self-directed way. In other words, ‘informally’. It also points to some broad – rather than specific - ratios.</p> <p align="justify">Research over the past 40 years has shown that informal and workplace learning is increasingly pervasive and central to learning in organisations. Of course studies have produced varying figures of the amount learned in these ways[1] (as one would expect). Each organisational culture will display its own profile of workplace, social and structured development opportunities, and each will vary dependent on a number of factors. </p> <p align="justify"></p> <hr align="left" size="1" width="33%" /> <p>[1] 70% (Tough, 1971, 1979); 70% (Bruce, Aring, and Brand, 1998); 62% (Zemke, 1985 and Verespej, 1998); 70% (Vader, 1998); 85-90% (Raybold, 2000); 70% (Dobbs, 2000); 75% (Lloyd, 2000)</p> <hr align="left" size="1" width="33%" /> <p align="justify">Despite all the points made above about avoiding focus on the numbers, there is a general pattern here. As <a href="http://www.jaycross.com/" target="_blank">Jay Cross</a> pointed out back in 2003:</p> <blockquote> <p align="justify"><em>“At work we learn more in the break room than in the classroom. We discover how to do our jobs through <b>informal learning</b> -- observing others, asking the person in the next cubicle, calling the help desk, trial-and-error, and simply working with people in the know. <b>Formal learning </b>- classes and workshops and online events - is the source of only 10% to 20% of what we learn at work.”</em> </p> </blockquote> <p align="justify">Jay’s last comment here should be a guide to our thinking – “<b>Formal learning .. </b><em>is the source of only 10% to 20% of what we learn at work</em>”. That’s a large variance, not an exact number, but it does suggest that we need to look beyond formal learning if we’re to help create a step-change in performance.</p> <p align="justify">We can expect to see more research output and new individual ratios in the next few years. The fact that different studies reveal different numbers doesn’t make them invalid. Every study is contextual. However, the aggregated results and trends do build the evidence behind the principles of workplace and social learning, and behind the 70:20:10 model.</p> <p align="justify"><strong>Why Use Numbers, Then?</strong></p> <p align="justify">Although the 70:20:10 model is primarily a <b>change agent</b>, the numbers do serve as a useful reminder that most learning occurs in the workplace rather than in formal learning situations. They also help stress that learning is highly context dependent. </p> <p align="justify"><a href="http://lh4.ggpht.com/-hm3tI9p4uu0/VL5BwmhrD3I/AAAAAAAABJE/Vb-LK20NV9o/s1600-h/image%25255B3%25255D.png"><img title="image" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="image" src="http://lh6.ggpht.com/-IRSrL_dKZKM/VL5BxPDLVBI/AAAAAAAABJQ/j2t_D-Ou00o/image_thumb%25255B1%25255D.png?imgmax=800" width="260" align="left" height="192" /></a>Some mistakenly think 70:20:10 is some kind of golden ratio or edict that can be applied as a simple formula no matter what the context or situation. </p> <p align="justify">The idea that we should be trying to align our learning and development efforts with some fixed ratio is mistaking the 70:20:10 model for something that it is not. What we should be doing is putting our effort into supporting and refining learning where it’s already happening, and this is predominantly as part of the daily workflow.</p> <p align="justify">70:20:10 is not the L&D equivalent of the Ten Commandments or the Quran. The model is better likened to the guidance and advice a parent might provide to a child to help them make the most of their life “<em>work hard to get better at everything you do, put most of your effort into being kind to others, learn your lessons, and you’ll go far</em>”.</p> <p align="justify">L&D professionals need to have tattooed onto their brains that “<strong><em>70:20:10 is a reference model and not a 'rule'</em></strong>”. </p> <p align="justify"><strong>A Change Agent </strong></p> <p align="justify"><a href="http://lh3.ggpht.com/-OottUO4uDtM/VL5ByOxAPZI/AAAAAAAABJY/usLZ_blNaL0/s1600-h/image%25255B14%25255D.png"><img title="image" style="border-left-width: 0px; border-right-width: 0px; background-image: none; border-bottom-width: 0px; float: left; padding-top: 0px; padding-left: 0px; margin: 0px 6px 0px 0px; display: inline; padding-right: 0px; border-top-width: 0px" border="0" alt="image" src="http://lh3.ggpht.com/-S-Su0oceT90/VL5B0fl7OkI/AAAAAAAABJg/l81omgx3bcI/image_thumb%25255B6%25255D.png?imgmax=800" width="243" align="left" height="131" /></a>70:20:10 is primarily an <strong>agent of change</strong> for extending our thinking about learning beyond the classroom and other structured, event-based development activities. </p> <p align="justify">Good use of 70:20:10 results in increased focus on supporting effective learning and development within the daily workflow, naturally and at the speed of business – or preferably faster than the speed of business.</p> <p align="justify">That’s where the model can have its greatest impact.</p> <p align="justify">Along with providing a strategy for supporting effective and efficient learning and releasing high performance, 70:20:10 thinking also helps to <strong>change and develop mindsets</strong> (and change practices). Of course formal away-from-work learning is still necessary to build capability efficiently and effectively in certain situations – especially when people are new to an role or organisation. However we need to think and act more widely than simply changing the delivery channel. </p> <p align="justify">That’s where a 70:20:10 strategy can help.</p> <p align="justify">Although many L&D departments are reaching out to new media and new approaches to support daily development activities – with incorporating social learning into courses, launching MOOCs, adding gamification, using mobile and other communication and delivery channels in the vanguard - many of these are still being implemented within the traditional L&D structured learning framework. That framework and mindset is essentially about command and control - <em>'we design and deliver the packages, the 'learners' learn, we metricise and report'</em>. </p> <p align="justify">This traditional approach lacks flexibility and is based on assumptions that may have been valid in 18th century Prussia when the concept of a curriculum arose, but is not fit-for-purpose in our fast-evolving 21st century world. 70:20:10 thinking and action helps overcome this ‘course and curriculum mindset’. A 70:20:10 L&D strategy is a good starting point for this change process.</p> <p align="justify"><strong>Outcomes</strong></p> <p align="justify">I view 70:20:10 as an opportunity to re-establish the working relationship of L&D departments with their colleagues and stakeholders and to move from 'control' mindsets to supporting, facilitating, and enabling mindsets and practices with razor-like focus on organisational and stakeholder needs and priorities.</p> <p align="justify">I’ve seen quite a few smart HR and L&D departments move rapidly along this road.</p> <p align="justify">It's up to the wider L&D professional body as to whether it takes that opportunity or not.</p> <p align="justify">At the core of 70:20:10 thinking is the fact that most of the learning that occurs in the workplace simply can't be 'managed' by anyone other than the person who is learning (and, sometimes, by their supervisor) so L&D professionals need to re-think their role if they're to help extend and improve the learning that's already happening outside their world. 70:20:10 helps them do just that.</p> <p align="justify">---------------------------------------</p> <p align="justify"> <table cellspacing="0" cellpadding="2" width="620" border="1"><tbody> <tr> <td valign="top" width="618">Apart from Tom Spiglanin’s post, this article arose from various conversations and articles over the past months.  The 70:20:10 model is more a light pointing the way than a rulebook.</td> </tr> </tbody></table> </p> <p><font size="2">#itashare</font></p> Charles Jenningshttp://www.blogger.com/profile/10220891611333165590noreply@blogger.com0