In my very first column back in 1999, I paid tribute to my fellow columnist Peter Honey, who had taught me so much about learning – particularly about the importance of everyday learning. I am prompted to return to this subject by a client of mine, a large international FMCG company, who have devised a rule for learning programme design called the 70:20:10 rule.

The numbers in its title – 70, 20, 10 – refer to the percentage of time that might be typically spent on completing a particular learning cycle on three different modes of learning. I wonder if you can guess which numbers might apply to which mode?

Well, the 10 percent refers to what takes place off the job. This means ‘classroom’ activities and such aids as videos and e-learning. These are the activities that most people would associate with training, yet most managers of learning devote a majority of their time and resources to providing learning away from everyday work. This dichotomy – assuming some validity in the rule – is no surprise. People like going away from the job, enjoying a change of scene and hopefully congenial company and interesting conversation. Trainers are trained to create learning experiences for a number of people to share together, which is an economic use of their time, and which gives them a satisfying personal role.

Do ‘off the job’ learning experiences, however, really make up only 10 per cent of our total learning? Probably not: such a rule is only a generalisation and for some types of learning, such as ‘attitudinal reorientation’ and some areas of new knowledge, the classroom does indeed offer a more significant learning experience. Moreover, while it may be a small part of the learning journey, it is nonetheless an absolutely essential one – providing the unique benefits of learning with others.

The 20 per cent in the rule refers to learning from others and from their experiences – tapping into their knowledge through reading and listening. This happens primarily through action learning sets, knowledge sharing, storytelling, communities of practice, personal reading – and also includes coaching and mentoring, from both internal and external helpers. And the 70 per cent? This is about learning from my experience – from the challenges, problems, opportunities that the work of everyday brings.

These three modes blend together and are not necessarily totally distinct. Knowledge sharing and storytelling can be built into a classroom programme. Performance-based coaching is probably more aimed at the 70 per cent than the 20 per cent - as it is (or should be) much more about individuals learning from their own experiences than from those of the coach.

The challenge to professionals, I believe, is in successfully creating the same rigours of ‘learning management’ that are used for the off-the-job events to a truly blended programme. This challenge is made all the more real where most learning is outsourced – the trainers come and then they go. Continuity of learning is not their problem. Internally, professional resources are probably too thin to allow for systematic follow through of every learner.

However, 90 per cent of effective learning – if we accept this rule – is far too large a chunk to leave to exhortation and hope, or hastily prepared action plans at the end of an event. It seems to me there are two avenues to be pursued. On the one hand, the professional can design structured and relevant learning assignments – this should be a normal part of programme design. It cannot be done in a remote office, as designing classroom activities can be. Knowledge of the learner’s working environment is required, and not a little creativity. Indeed, it is probably worth training some professionals to do just this.

The second avenue (and very productive it is too) is to systematically train employees to manage the 90 per cent themselves. The expert continuous learner is always on the lookout for new experiences and contacts, through which knowledge, skills and attitudes are developed. These are people who can work out for themselves how to extend their off-the-job learning to the real world. Some are borne with sufficient curiosity to do this naturally, but most people gain from some help – in giving and receiving knowledge, in how to experiment with new ideas, in how to ask for new experiences, and in utilising the richness in the people around them. Their starter skill has to be the setting of clear personal learning objectives, followed by the choice of the means of learning, and then by self evaluation – knowing whether the learning need has been met or not.

The good news is that learning never stops, and it will happen whether managed or not. Without a map, however, most of us make somewhat erratic journeys. This is true for us personally – it may be useful to take career planning, for example – and for organisations. The learning map can be altered with new information but the learning professional can provide navigational aids to set people firmly on their way. ‘70:20:10’ seems to me to be a good guide for getting started.

Andrew Mayo is a consultant, speaker, writer and facilitator in international HR management, specialising in people and organisation development. He can be contacted on +44 (0) 1727 843424.

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