Publicly available


70:20:10 Learning Approaches

In this webinar (35:56 mins) Charles Jennings discusses the 70:20:10 framework in terms of learing maturity and how 70:20:10 addresses the challenges of effective and efficient learning.  70:20:10 is positioned as a strategic approach to help thinking and planning beyond the 'classes, courses and curricula' mind-set. It positions the framework as an approach for creating and exploiting:

  • New and challenging experiences
  • Opportunities for practice
  • Rich conversations and networks
  • Spaces for reflection 

​The webinar also provides examples of 70:20:10 and the implications for change in line-leader and L&D roles. 

Copyright © 70:20:10 Forum 2016. We encourage you to share our freely accessibly Content, however we do not allow extraction, unauthorised use and/or duplication of this Content without express written permission from 70:20:10 Forum. See our terms and conditions


When I look back at our organisation’s recent history, and we are a large government educational organisation, we were already moving towards the 70:20:10 approach, especially in building the 20% exposure category. We were starting with teaching staff to build capability without having the formalised structure and terminology of the 70:20:10 approach and without much in the way of allocated resources besides our own staff performing their daily work tasks. We were forming networks inside and outside of the organisation for sharing and learning, and to keep staff current in our vocational areas. We had adopted the practise of mentoring, partnering and coaching to exchange information and develop needed skills and capabilities within the workflow in a timely fashion.

Now with the introduction of the NSW Public Sector Capability Framework we are building the 70:20:10 framework into our strategy and system for individual capability development plans. I was interested to see the examples of this from Goldman Sachs and Reuters. We have recently developed and tested our new system using examples of activities categorised into the 70:20:10 areas and already there is a cultural change to capability development occurring. Learning from colleagues is being seen as valuable as it is time efficient and directly meets the needs of individual learners in their own work contexts. Experiential learning is now being formally recognised as legitimate capability development and adds to staff feeling valued, especially when taking on more challenging tasks.

I was particularly pleased to see that the graph showing effective manager actions had leaders explaining performance evaluation standards to their teams as the highest leader-led action. It brings to the forefront conversations between line managers and staff concerning what’s expected in the work role and how staff are going meeting these expectations. I look forward to now developing and sharing tools that build in the 70:20:10 approach.

Thanks for your comments Debbie.

You've reinforced that North Coast TAFE already had a rich variety of experiential and social learning activities in place before you started looking at 70:20:10. It is a good reminder that adopting 70:20:10 doesn't mean starting from scratch - it is important to recognise the good practice already in place and to leverage these solutions to help people realise that 70:20:10 isn't really new (or scary).

It is great to see that people are responding positively to the reformatted development plans and recognising the value of learning through others and learning through experience. Development plans are a good quick win opportunity for people implementing 70:20:10 as they reach every worker and can start to change the conversations people have about development and performance. We have a post exploring development plans here.

Are you able to share a sample of how you used examples to help workers recognise potential social and experiential development opportunities?


Here are a few examples of specific performance development activities that NCTAFE is currently implementing in the 20 and 70 areas.

The su-headings in bold are from 70:20:10 Framework Explained by Charles Jennings

70 Learn and develop through experience

Expand the scope of work

Take on new responsibilities
Substitute for manager in meetings
Coordinated swaps and secondments
Develop specific expertise niche (assessment, compliance, performance development)

Learn through solving real problems

Participate in a group to solve a real business problem (Scrums – intensive working group) and Matrix design (Business model)
Introduce new techniques and approaches ADKAR (Change Management process)
Apply new learning in real situations (Communication Charter)

Learn through new experiences

Champion changes and develop potential leaders (LMI - Leadership Management Initiative)
Cover for others on leave
Gain exposure to other roles (partnership with Aboriginal Engagement team)
Take part in a working group (Internal Auditors, process design,
Apply standards and processes (Lean Six Sigma for customer engagement)
Work with consultants (process design for Matrix, coaches and external facilitators)
Take on community activities
Take on industry engagement

20 Learn and develop through others


Coaching from manager or others (various staff, Faculty Head Teachers)
Use 360 feedback tools and processes (LMI)
1:1 Staff reviews and development plans

Structured mentoring and coaching

Mentoring program (various staff; new Head Teachers)
Establish or join online professional communities (e-communities, discipline networks)
Coaching new and existing staff

Communities and sharing

Play active role in professional/industry associations (various teaching staff)
SWAT team improving enrolment
‘Champion’ users for new systems
Buddying system for development of internal networks (LMI)



it is a very helpful webinar for introducing the 70:20:10 concept

70% of learning is through experience, through work on the job

20% is social learning through conversation with colleagues, mentors, coaches

10% of learning is through formal classroom training

This approach emphasizes learning at the point that is closest to how it is applied – that is, real work and real challenges. This is a alternative to being stuck with traditional learning, which tends to be very fixed, planned and artificially disconnected from real-world challenges.

While traditional, classroom training is effective to some extent with information (for example, basic onboarding information induction or requirements for a new business process or standard), the evidence learning clearly suggests that the approach is proving to be  not very effective in driving performance and knowledge. This is worrying, given that it’s been my experience that performance is the ultimate outcome organizations and leaders are expecting out of investments in training for their staff.