The continuous learning of professionals is a necessity for any modern organisation. There are various methodologies to promote corporate learning, although one of the most relevant in recent years is the so-called 70 20 10 model.
This methodology stands out as a key tool to protect the growth of employees and their continuous training. So much so that today it has become a standard for many companies, which is also continually adapting to current trends in training and technology.
Any organisation that is committed to continuous corporate training for its employees needs to understand what the 70 20 10 methodology is and how to apply it within the company.
What is the 70 20 10 model?
The 70 20 10 model, also known as the 70 20 10 rule, was a employee development models by Morgan McCall, Michael Lombardo and Robert Eichinger at the Center for Creative Leadership. This methodology states that effective learning is distributed into three main components:
- 70% of learning comes from work experience and on-the-job practice. These experiences include problem solving, participating in projects that challenge the employee and taking on new responsibilities.
- 20% is generated from interaction and collaboration with other people, such as mentoring, peer feedback and team learning.
- The remaining 10% is acquired through formal training, such as courses and workshops. This structured component provides specific knowledge and underpins work practices.
This holistic approach underlines the importance of learning by doing, complemented by collaboration and structured learning. As you can see, it has a very interesting practical application for continuous learning within the company. Its simplicity and effectiveness have been the reason for its rapid spread in corporate training and has led to its adoption in industries and work contexts of all kinds.
History and development of the apprenticeship model 70 20 10
The 70 20 10 model has its roots in research conducted in the 1980s focusing on leadership and personal development. McCall and his colleagues observed common patterns among effective leaders, concluding that much of their learning came from work experiences, supplemented by social and formal learning. Subsequent studies supported this observation, cementing the 70 20 10 methodology as a viable model for competence development.
Over time, the employee develpment models has adapted to the changing needs of organisations. Today, technology and the sophistication of e-learning platforms for internal training have led to its implementation in a wide range of companies that are committed to employee training.
This technology facilitates access to resources and tools for each of the components of the 70 20 10 learning model, making this methodology a dynamic and relevant approach to today’s training challenges.
How to apply the 70 20 10 model to corporate learning?
Implementing the 70 20 10 rule in the corporate training environment requires a blended learning approaches that maximises learning opportunities in each of its components. Each part of the model must be seamlessly integrated with organisational goals and employee needs.
In applying the 70 20 10 methodology to corporate learning, therefore, it will be necessary to start with strategic planning that integrates learning into the natural flow of work activities, promoting a coherent learning experience aligned with organisational goals. For the model to be effective, on the other hand, companies must recognise the particularities of their teams and tailor each component to both the needs and capabilities of the employees.
One of the great advantages of this model is its holistic approach and therefore a key aspect of its implementation is to ensure that its three components are interrelated and do not operate as separate entities.
For example, each employee’s work experiences should be designed in a way that fosters collaboration and generates feedback between colleagues (20%), while formal training can provide the theoretical framework needed to address specific challenges on the job (10%).
In addition, it will also be essential to establish clear indicators to assess the impact of learning on the different dimensions of the model. Doing so will not only help to measure the effectiveness of the strategies implemented, but will also allow for adjustments to optimise the results over time.
Learning through work experience - 70%
In this model of lifelong learning, most of the learning takes place in direct work experiences, i.e. in the day-to-day tasks that each employee faces and overcomes.
It is therefore a component that, in a work context, happens naturally, but can be optimised and maximised to motivate even more learning. To do this, companies should look for opportunities that are challenging and meaningful for their employees. Something like putting them to the test in their work.
From cross-departmental projects, to taking on temporary leadership roles, to creating specific tasks that allow them to develop new skills… The day-to-day can be a rich environment that fosters the learning of that 70% of the model.
Social and collaborative learning - 20%.
Social learning includes taking on strategies such as mentoring sessions, seeking feedback from peers and superiors, and fostering team and collaborative work.
To do this, companies need to create a culture that values collaboration and encourages knowledge sharing. They can also establish formal mentoring programmes or create communities of practice where employees share their experiences and learning.
It is also useful to organise regular feedback sessions, where teams can discuss projects and learn from their mistakes and successes.
In this way, the 70 20 10 learning model is based on the theory of social learning, developed in the 1970s by the psychologist Albert Bandura and today considered one of the most important in the field of the psychology of learning. This theory advocates the inclusion of the social component in the learning process, which allows learners to learn from each other and thus enriches learning.
Formal structured training - 10%
The formal component includes courses, workshops and trainings that provide specific knowledge.
The 70 20 10 model is one of the learning styles that works best in e-learning and LMS platforms are particularly useful for this, as they offer flexibility and customisation in detail.
In addition, these tools allow for effective integration of theoretical training with practical activities, ensuring that the knowledge acquired can be applied in real work contexts and thus allowing for the distribution of the components in the 70 20 10 strategy.
For example, an online course on project management tools allows employees to learn at their own pace, with relevant content that they can put into practice in their daily tasks. This blended learning approaches ensures that learning is accessible and efficient.
Benefits of applying the 70 20 10 rule to corporate training
The benefits of the 70 20 10 learning model are numerous, making it a widely valued methodology in the corporate training world.
One of its greatest attractions is its ability to integrate learning into the natural flow of work, making professional development an intrinsic part of daily activities. In this way, it increases the relevance of the knowledge acquired and, on the other hand, improves the retention of learning in the long term.
From an organisational point of view, this model fosters a culture of continuous learning. The combination of practical, social and formal learning acts as an incentive for employees to constantly develop new skills and adapt to the demands of the changing environment in which we live, which is particularly valuable in sectors where innovation and flexibility are of particular relevance.
Another important benefit of the 70 20 10 model is the positive impact on employee motivation and engagement. People who feel that the company they work for invests in their development tend to feel more valued and satisfied. This translates into greater loyalty to the organisation and lower turnover rates, which in the long run can lead to significant savings in recruitment and training costs for new talent.
In addition, this methodology ensures a balance between different types of learning:
- Learning by doing enables employees to acquire skills that are directly applicable to their work.
- Social learning reinforces collaboration and knowledge sharing.
- And finally, formal learning provides a solid theoretical foundation that complements work and social experiences, ensuring that employees have the tools they need to tackle complex challenges.
Criticisms and arguments against the 70 20 10 model
Despite the success of the 70 20 10 rule in lifelong learning, this learning model also faces criticisms and challenges in its implementation.
One of the main ‘buts’ against this model is the lack of empirical evidence to support the accuracy of the 10 20 70 ratios. While a popularly accepted learning framework, these ratios are not based on a rigorous scientific study that universally validates them, which has been an obstacle to questioning their applicability, especially in industries with specific needs, such as manufacturing or technology.
Another point of debate highlights the difficulty of measuring the impact of informal and social learning. While formal learning often has clear indicators such as course attendance, certifications or qualifications obtained, assessing the impact and value of social or work-based learning can be quite subjective.
From a practical perspective, implementing the 70 20 10 model can present barriers from within the organisation. In its implementation in corporate training, company culture plays a crucial role as organisations with hierarchical structures or little openness to collaboration may face challenges in fostering social learning.
Moreover, designing work tasks that truly challenge the employee and thus promote learning can be complex and require considerable effort on the part of managers or HR managers. It can also pose a risk to organisational performance.
Another drawback for training based on the 70 20 10 rule is that it can be a risk factor that triggers employee overload. By relying heavily on on-the-job learning, employees undergoing this type of training may feel pressured to develop new skills while fulfilling their daily responsibilities, which could create stress for them and negatively affect their overall performance. To mitigate this risk, it is essential to balance expectations and provide continuous support during the learning process.
Finally, the practical application of the model in small and medium-sized enterprises is also questionable. SMEs, which in Spain account for more than 90% of the business fabric and therefore play a key role in the economy, often lack the resources to implement structured learning programmes. As a result, their ability to take full advantage of the 70 20 10 model would be hampered by not being able to apply that 10% of formal training. In addition, the lack of appropriate technology or trained personnel to monitor and evaluate learning may also be a barrier to be considered.
Technology as an enabler of the model 70 20 10
Technology has transformed the way the 70 20 10 model is implemented, making it a more accessible and effective methodology for organisations.
Especially in the field of corporate learning, technological tools such as e-learning platforms or learning management platforms play an important role in optimising each of the components of the model.
Facilita el aprendizaje formal (10%)
These types of LMS platforms, such as evolCampus, are especially useful in the percentage of the model that is dominated by formal learning and includes structured activities such as courses, trainings and workshops. These types of tools allow customised courses to be designed and tailored to the specific needs of employees.
An LMS also simplifies access to educational resources, making learning more flexible and accessible. For example, employees can access courses from anywhere and at any time, eliminating physical and time barriers.
These tools also allow organisations to track progress and measure the impact of learning, ensuring that learning objectives are achieved.
Finally, the technology also allows for the integration of interactive formats such as videos, quizzes and simulations and even microlearning, which increases user engagement and improves information retention.
Promotes social learning (20%)
20% of the model focuses on collaborative and social learning, which includes interactions with colleagues, mentoring, and feedback.
Technological platforms facilitate this type of learning by providing tools such as discussion forums, video conferencing, and virtual spaces for collaboration. These tools encourage real-time communication and allow employees to share experiences and best practices, regardless of their geographical location.
For example, thanks to these tools, virtual communities of practice can be created and utilised, where employees can discuss case studies or solve problems together and collaboratively.
Technology also enables mentors to provide immediate feedback and guide employees in their professional development, which enhances the effectiveness of social learning.
They optimise practical learning (70%)
Experiential learning accounts for 70% of the model and focuses on real work activities.
Although this component largely depends on the structure of the job, technology can significantly enhance the learning experience by using tools such as virtual simulators, augmented reality (AR) applications, and virtual reality (VR) that allow employees to practice skills in controlled environments before applying them in real situations.
For example, a sales simulator can help employees refine their negotiation skills in a safe virtual environment, reducing the risk of costly mistakes in real situations.
Moreover, LMS platforms can record and analyse employees’ work activities, providing valuable data to personalise future learning opportunities and align them with organisational objectives.
Monitoring and evaluation of learning
Another key benefit of technology in the implementation of the 70 20 10 model is its ability to track employees’ progress and performance in detail. LMS platforms collect data on course participation, social interactions, and practical activities, enabling organisations to measure the impact of learning in real time.
These tools also facilitate the generation of customised reports that help managers identify areas for improvement and adjust training strategies as needed.
As a result, learning can be much more effective and better aligned with the organisation’s objectives.
How to create a 70 20 10 individual development plan: practical examples
An individual development plan, also known as an IDP, is a strategic tool that enables employees to achieve their professional goals while aligning their progress with the organisation’s objectives.
Designed in a personalised manner, an IDP establishes concrete activities and clear timelines that promote continuous learning and professional growth strategies. In addition to identifying areas for improvement and strengths, these plans also provide a roadmap for developing key competencies in the workplace.
The 70 20 10 model also serves as a practical guide for designing effective and personalised plans. A 70 20 10 individual development plan offers a structured and balanced approach to learning.
By integrating work experiences, social collaboration, and formal training, this model ensures that employees can develop key competencies while achieving their professional goals and contributing to the organisation’s strategic objectives.
The key lies in tailoring the plan to the specific needs of each employee and conducting ongoing monitoring to ensure sustainable results.
Let us explore the keys to creating a 70 20 10 individual development plan with practical examples.
Step 1. Identify clear objectives
The first step in creating an individual development plan is to define clear objectives that align with the needs of both the employee and the organisation. These objectives should be SMART (specific, measurable, achievable, relevant, and time-bound).
For example, an employee in the sales department might aim to improve their negotiation skills to increase conversion rates.
During this stage, it is essential to conduct an initial assessment to identify the employee’s strengths, weaknesses, and areas for improvement. This assessment may include feedback from supervisors, self-assessments, and a review of previous performance.
Step 2. Design activities for each component of the model
Once the objectives have been defined, it is necessary to plan learning activities that align with the three components of the 70 20 10 model. This ensures a balanced and holistic approach to the professional development of the employee.
- 70% Work experience: Identify challenging projects or tasks that allow the employee to learn by doing. For example, the employee may be assigned the responsibility of leading a new project, enabling them to develop management, problem-solving, and decision-making skills. Job rotations or temporary assignments in other areas can also be included.
- 20% Social learning: Design opportunities for the employee to interact and collaborate with others. This may include assigning a mentor, participating in communities of practice, or organising regular feedback sessions with the team. These activities encourage the sharing of knowledge and best practices.
- 10% Formal training: Select courses, workshops, or certifications that provide the necessary technical knowledge to complement work experiences. LMS platforms are particularly useful for delivering personalised and accessible training, allowing the employee to learn at their own pace.
Step 3. Establish a realistic timetable
The success of a PDI depends on a well-defined schedule that allows the employee to balance their work responsibilities with development activities. This schedule should include clear milestones for each component of the model and regular review sessions to assess progress.
For example, a schedule could include:
- First month: Complete an online course on specific skills.
- Second month: Participate in weekly meetings with a mentor.
- Third month: Lead a pilot project in the work area.
Step 4. Monitor the progress and adjust the plan
It is essential to carry out continuous monitoring of the employee’s progress to ensure that the PDI is meeting its objectives. Technological platforms can facilitate this monitoring by providing data on performance in training and work activities. Furthermore, regular meetings between the employee and their supervisor allow for the identification of obstacles and adjustments to the plan as necessary.
For example, if an employee is facing difficulties completing an online course due to their workload, tasks could be redistributed or the deadline for finishing the training could be extended.