We’re all getting used to the much-cited 70:20:10 model and once we’ve firmly acknowledged that we shouldn’t spend any time worrying about the precise ratios, we then need to dig deeper into the detail if we are to recognise where our organisations currently stand and how they need to evolve, if we are aspiring to offer a more balanced approach to learning and development.
Recently I encountered another take on 70:20:10 which has helped me to better analyse this whole topic area. Continue reading “Exploring the Social in 70:20:10”
In my previous post I looked at how the typical learner learning journey would provide a good steer for facilitating informal and social learning activities as a way to meet many training needs, alongside formal learning, all part of the now popular 70:20:10 model for learning.
There is another way that social and informal learning can support formal learning and that’s to ensure that we deliver the best possible learning experience throughout someone’s career. Continue reading “From Novice to Expert”
I’ve written before about how we need to consider how our learners prefer to learn when designing our learning solutions. In that piece I concentrated on the amount of effort each learner chooses to put in.
Whilst walking around last week’s Learning Technologies Exhibition in London, the constant referencing to 70:20:10 got me thinking about how we can make sense of that in our organisations and incorporate it into our learning strategies. After all, informal and social learning is nothing new – and some may argue as it’s been doing all right on its own up to now, why should we even attempt to manage it (or worst case formalise it) – but it got me thinking about how informal, social and formal learning are core components of a learner’s journey.
Continue reading “Ask. Search. Learn.”
GoodPractice, in association with ComRes, have examined how 500 managers prefer to learn and their thoughts on the learning they receive. The report’s authors have asked for the opinions of its readers, so here are mine.
In the introduction to the report it states that:
“70% of L&D professionals don’t research how their learners currently learn or what they need to do their job.”
Continue reading “The Secret Life of UK Managers – My Commentary”
Over my last 21 years in the digital learning and development field, a lot of my thinking has been based on a good dose of sound reasoning – the only way when there is often little prior experience to leverage – and what businesses and employees have been telling me. I’ve also learned a lot from observing the realities of learning in the workplace and I’ve seen that change considerably over the last two decades. Today we call that “learner insights” and the more we know about our learners, the smarter will be our learning programme designs. Continue reading “Designing learning for how we learn today”
Depending on your company’s financial year, you might well be about to start the budgeting process for next year, or you may already be in the middle of juggling the needs of your business with the forecast budget – and all its pessimistic variations.
But how much are you setting aside to ensure that the learning you deliver next year has an impact on both the individual employee and business performance of the organisation? Continue reading “Budgeting for Learning Impact”