3 Es of Learning and Development and the 70-20-10 model . What methods should an organisation provide to its people so that the cumbersome and outdated Single Event Based learning model can be updated to give a fast delivering, ingrained learning to the employees? The 70:20:10 model, therefore, provides a variety of tools for Learning and Development professionals, an approach just as comfortably applicable and appropriate to SMEs as it is to multinational corporations. I am sharing an insightful Report written by our CEO Reuben, titled “Learn to Work, Work to Learn”. For a discussion, you can drop him a mail at reuben@pexitics.com / call him at +91 73496 62322

1. TO
AT
WORK
LEARN

2. Study and work are no longer polarized.
Each feeds the other.
‘Understanding Learning at Work’
~ David Boud and John Derrick

3. The four cornerstones of Learning in 2020 are;
CONTENT
Can be parameterized into micro and macro learning content
SKILLS
Can be classified into Functional, Cognitive and Behavioral
DIGITAL /TECHNOLOGY
The medium of exchange has become digital and technology
contains within itself a plethora of options for learning
COMPLEXITY
Can result from experience, culture and capability for all the
three above factors
CONTENT
SKILLS
DIGITAL
COMPLEXITY
The purpose of academic learning is to extend the experience into workplace progress.
Workplaces are also turning into learning boards for employees as new skills are
encountered, observed and adapted for future progress.
Meaningful learning leads to higher engagement, which in turn translates into higher
productivity. Making learning meaningful through the adaption of unknown skill traits,
quality and valuable content using a culture of learning and adaptation is the key.
2

4. JUNIOR
MIDDLE
SENIOR
LEADERS
Learning Approach
Cognitivism
Connectivism
Constructivism
Cognitivism
Macro vs. Micro
MACRO Learning
M I C R O
Behaviorism
Cognitivism
Constructivism
Connectivism
Changes in Behavior leading to higher learning capabilities.
The brain is a box influencing our learning motivation and its outcomes.
Influential for early or first-time knowledge sharing.
Mental processing where the brain as a box can recall stored information to
provide higher attention during learning.
This influences our sensory, working and long-term learning.
Where application of knowledge or the ability to construct is an important
outcome of learning.
Useful for socialized learning or innovative or research-based learning
approaches. This is a descriptive technique.
Connecting information to learn or dive deeper into learning practices. Useful
for decision making roles or prescriptive style of learning. This is the latest
technique in sync with digitalization of learning approaches.
Behaviorism is required at all levels to ensure there is a base level of curiosity
while adapting new skills and being purposeful of the learning outcomes.
3

5. Mentoring & SME
Senior
Leaders
Built in-house
Middle
Senior
Senior
Junior
Behavioral Functional
Middle
Junior
Content is often based on strategic and organization-based requirements.
While leaders need strategic micro inputs from Subject Matter Experts which
might also be helpful in grooming Senior Leadership, Behavioral content turns
out to more useful for Senior, Middle and Junior roles.
Functional content, which might be macro and hence more subject-driven
content can be found effective for Junior and Middle role employees.
For learning effectiveness which can be innovative or specific to the
organization, it requires customisation and is strategic in nature due to its
capacity to impact. This should be built in-house to ensure core learning is
captured and influenced through the organizational learnings rather than
fixed content.
Multiskilling and functional diversity in approach distinguishes one
organization from another. The importance of strategic content comes into
effect also as the importance of services in manufacturing is also impactful.
Customised
Strategy
Middle
4
CONTENT

6. CURIOSITY
COGNITION
CORE VALUES
Functional
Skills
Job Role
Competency
Deductive
Reasoning
Verbal
Ability
Inductive
Reasoning
Motivation
At Work
Openness to
Learning
Values of
Reputation
Values
of Ethics
Values of
Physiology
Leadership
Quadrant
Communication
SkillsCAPABILITY
Every role at the workplace today is an eclectic mix of functional skills, problem solving
skills, varying levels of curiosity and a set of values in sync with organizational principles.
Instituting learning for both current and future professional skills, many of which could
affect core fundamentals and frameworks losing relevance to newer approaches.
However, the basis for such can be found to be difference in consequences rather than
approaches, which remain the same in HR 4.0
One of the manifestations of skills focus can be attributed to increasing complexity based
on information overload. Re-organising and re-skilling of employees along with re-
orientation of values becomes important in an ever-changing universe of diversified
cultures and globalized localization.
5

7. Micro learning is in.
Outcome is the key.
Upgrade learning infra first.
LMS is no longer enough.
Measure and deliver.
5 challenges for L&D; digital is the solution.
These three forces – globalisation, the rise of the audit state and
the information technology revolution – are inserting
themselves inescapably into work. Individuals may, for a time,
ignore them; even companies may do so. But, sooner or later, the
press of each of these individually, and all of them collectively,
catches up with the recalcitrant. There is no hiding place.
Learning to Work, Working to Learn
~ Ronald Barnett
Measuring and personalisation of learning deliveries in bit sized packets will
require digital platforms.
Rather than learning, business metrics outcome is the key in discovering the
effectiveness of learning interventions.
LMS alone cannot help here; the role of L&D is now being challenged as learning
is no longer the express domain of HR, as business is on auto-learning mode,
thanks to digital and social platforms delivering in a click and free learning
platforms pushing lateral shifts in career aspirations.
Finally, measuring both pre and post learning will help in delivering the right
portion and proportion of learning needs’ required for organisations to pace
forward to combat skill redundancies and market shares to competitive versions.
6

8. The framework for a Learning Culture
Accounting for learning as a part of work is the most important
transformation needed for individuals and Learning & Development
executives to implement a learning culture.
Till we keep considering learning polarized from working, we will not respect
it the way we respect and admire hard work. Learning needs to be embedded
into work and considered as a part of the everyday activities we perform at
the workplace to truly create a learning culture.
Learn to work. Work to Learn.
7

9. 8
If you cannot it,
you cannot it.
measure
improve
‘What gets
measured,
gets managed’
~ Peter Drucker

10. The ability to recall
shows either high
learning ability or high
interest in the skillset.
Define business problem and outcome metrics to be measured post application period.
Use a closed user group to measure pre and post learning scores.
Embed learning curves to measure learning variables and effectiveness of content.
Collect scores and feedback from both applicant and RM at pre and post stages.
Measure application that links clearly with learning within defined time period.
Collect applicant feedback on learning recall for both pre and post application period.
Keep measuring throughout rather than just at the tail-end of application period.
provides feedback on
what can be improved in
the content or process
provides metrics only on
learning effectiveness
Define the business outcome metrics at the start to avoid shifting goalposts.
The closed user group must have similar benchmark scores.
Learning curves work on brains which are open to learn. Measure Motivation.
Applicants must be willing participants for both learning and application stages.
Use weightages to remove RM feedback and scoring bias for normalization of data.
Reward applicants with high recall even if business metrics are low.
Applicants must ideally not be given additional tasks during application period.
Remember
theTrojans!
9

11. in the age of COMPLEXITY
L
Factors of
Employee Motivation have undergone generational shifts
Skillsets From functional isolation to specialized focus
Locus of Work From individuals to projects and teams
Focus of Work From tasks to outcomes
Work cycles From production to business objectives
Performance metrics From performance to efficiency
Drivers of performance From regular to rapid and agile metrics
Career Growth From organizational loyalty to social influencing
Engagement loyalty From organization hierarchy to peer networks
Personal Goals From local perceptions to global aspirations
Employees have six basic psychological requirements at work to feel respected
• Ability to abdicate responsibility with autonomy
• Optimum amount of variation to dilute work monotony
• Scope to do meaningful work which reputes self and society
• Mutual respect and support among co-workers
• Learn new skills at the workplace for personal progress
• Ability to create a future for self and future generations
It is a challenge for Human Resources for to incorporate these factors and hence ensuring
providence through meaningful learning and co-respecting organizational strategies.
A
R
N
I
N
G
10

12. 11
Line Manager
Peer
Employees
Applicant
Peer
Digital Leadership
Strategic Thinking
Partnership
Talent Enablement
Performance Drive
Business Acumen
Case Study in assessing Learning gaps
Competencies to assess
Evaluators of applicant
A total of 160 participants were invited under the
Competency Pre-assessment Evaluation. Out of this,
148 completed the Surveys, of which there were 95
Directors and 53 Managers.
The scale of the assessment involved over 900
employees who took to themselves to make the pre
learning assessment program a success. 10
Departmental reports were generated other than 148
unique Participant Reports for every participant to
take back the findings and reflect upon their areas of
strengths and areas for improvement.

13. Using a pre-assessment not only addresses the learning
gap needs analysis, it is also designed to create a
benchmark which can be useful in finding the base levels
for every job role within the organisation for hiring along
with the overall Talent pool summarisation.
The entire project was conducted using PexiScore.com Assessments and Surveys.
Evaluation Methodology for Assessment
5 evaluators x 7 scores = 35
Highest possible
Score per participant
Rank every participant
as a percentile for Org,
Dept, Competency &
Hierarchy Levels.
Rank for top 5 percentile
scorers across the
Organisation for every
Department alongwith
potential for Leadership
& promotions.
Rank for 4+ scores for
overall and every
competency for every
Department to
measure peer support
and confidence
enjoyed within the
team.
12

14. For further information and permissions to use the contents provided
in this material, kindly reach out to Ms.Subhashini Sharma Tripathi
at subhashini@pexitics.com
The information contained has been provided to assist the reader in developing a general
understanding of Learning & Development roles within an organizational framework and
are not exhaustive in nature. For more details and to know about the consulting and
services in the area of Talent Management and Human Resources practices, contact us by
visiting PexiScore.com
The opinions and frameworks used are exclusive to PexiScore.com and
specifically created by its founding Director and HR practitioner & CEO
Reuben Ray unless specified. Kindly consult the creator or PexiScore.com
before using the same in organizational practice to ensure complete
understanding and impact of its applications before administering within
an organizational context.
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