A long time ago we studied there-as-we-knew. But since the impact of COVID-19, on-the-job training has revolutionized.
In 2020, many companies around the world had to adapt quickly to the often unfamiliar completely remote work environment. Similarly, the departments of teaching and learning and development (L&D) had to adapt their classrooms or blended learning initiatives entirely online programs. This transition to distance work and learning has made me wonder: how does this “new normal” affect the original 70-20-10 model?
Tradition and decay
The Model 70-20-10 was developed more than 30 years ago by Morgan McCall, Michael Lombard and Robert Eichinger, researchers at the Center for Creative Leadership. It was later published in The Career Architect Development Planner (1996).
According to this model, learning occurs in three ways:
- 70% of work experience (for example, when performing a complex task)
- 20% through relationships with other people (e.g. coaching or interacting with colleagues).
- 10% through official courses (e.g. instructor-led training course).
Initially, this structure was used for leadership development, but now organizations use it extensively for a variety of topics and for employees at all levels.
Both blessed with longevity and cursed by criticism, the model has received extensive reviews over the years. Most recently, the Training Industry released a report indicating an actual breakdown.
Social learning in a socially remote world
Accurate interest aside and instead focusing on three main types of learning – experiencedsocial and formal – it is clear that the remote workplace and the benefits of online learning have an impact, especially on the social component.
By 2020, the contact center consultant could sit next to two experienced professionals, one on each side, providing countless learning opportunities. The middle manager could have spontaneously interacted with the senior manager when they met in the office canteen to drink coffee, which gives free inspiration (plus caffeine).
In our time all this social learning impossible – or at least seriously disruptive – because of the virtual environment. The counselor should have the time, ability, and means to listen to a sample colleague’s call, and the supervisor should make an effort to actively communicate with his or her teacher. Can affect both learning speed and motivation.
Even coaching and feedback sessions (the essence of which remains unchanged) and network activities (which are almost unknown) had to be rebuilt in accordance with new logistics and difficulties.
At a time when social learning is reaching unprecedented lows, we can and should enhance formal online learning and e-learning in ways we could never have imagined in the last century.
Now is the time to take the opportunity and use the latest technology that we have: from Learning Management Systems (LMS) manage curricula artificial intelligence (AI) to personalize them and from microlearning and gamification to tools that improve digital communication and interaction (e.g., chat, TV series, “raise your hand,” spotlight mode, emojis, polls, etc.).
It looks like the 70-20-10 model interest will continue to evolve.