New Value Creation with Four business models for L&D

If you’re not at the table, you’re on the menu For many years, Learning and Development (L&D) has been trying to demonstrate the value of learning. It has modernised the services it provides, reorganised its distribution methods for greater efficiency, and professionalised its measurement processes. But it is still failing. This raises some important questions:…

5 Myths about 70:20:10

Discussions about 70:20:10 Internationally there are all kinds of discussions about the sense and nonsense of 70:20:10. The number of links is almost infinite and, in almost every language, there is something to be found. Typical patterns of these discussions again and again refer to the same so-called nonsense of 70:20:10, such as: 70:20:10 is…

The 70:20:10 Methodology – Part 3

The 70:20:10 Methodology For Learning And Development Competency models and competency management play an important role in the world of Learning and Development. This is often based on the idea that there is a positive relationship between competencies and organizational results. Part 1 of this series of articles focuses on the value and limitations of a…

The Knowledge and Learning Transfer Problem

During a meeting at Cambridge University around 30 years ago I was thoroughly chastised by a Cambridge academic. I’d used the phrase ‘learning delivery’ when describing computer-supported collaborative learning (CSCL) approaches. CSCL was one of the hot pedagogical approaches of the day – when network-based learning was in its relative infancy. “Charles, my dear fellow”,…

Cracking the code: 10+ or 70:20:10?

author: Jos Arets 70:20:10 appears to be the new gold standard for HR and L&D . It is creating its own jargon in which services are referred to as numbers: is this a 70 activity, a 20 or a 10+? It looks suspiciously like a code – so the key question is what is the…

Making Learning Work

This seems an almost natural process. We learn first and then we work. A huge global industry has built up around this approach. But we are coming to the realisation that in the context of organisational learning and learning organisations this is not the only, or necessarily the best, way to create high performing people…

Development Mindsets and 70:20:10

Professor Carol Dweck is a psychologist at Stanford University and the prime force behind mindset theory. Dweck’s research has led her to the conclusion that each individual will place themselves on a continuum according to their implicit belief of where their own ability originates. In simple terms this means that those who tend towards believing in…