The 70/20/10 Model is a Learning and Development model based on research by Lombardo and Eichinger (1996). The concept states that development typically begins with realization of a need and motivation to do something about it and that a blend of different learning approaches “in concert” can provide powerful learning, and the odds are that development will be:
As described by B.F. Skinner (1964),
Education is what survives when what has been learned has been forgotten.
Developing people is not a one and done activity that ends with a certificate of completion. Intentional follow-up is required for transfer of knowledge and real application to occur. First we need to acquire the knowledge, skills, behaviors and/or competencies. Then we need to begin the process of applying what we’ve learned for significant behavioral changes and performance improvement to occur. The following case studies demonstrate the effective use of coaching as a solution in accelerating the transfer of knowledge to job application.
CASE STUDY #1
Subsequently, Xerox has also been faced with the urgency to develop next-generation leaders. Through a partnership with the Center for Creative Leadership (2005), Xerox has taken this complex challenge and turned it into a recipe for success by creating the Xerox Emerging Leaders Program (ELP). The ELP is a five-month program that blends face-to-face sessions, Web-based learning platforms, online assessment, personal executive coaching and internal mentoring. Originally developed for Xerox’s North American operations, ELP got its start in 2001 when Xerox challenged CCL to create a program that would prepare a pool of up-and-coming employees for leadership roles. The employees participating in the European ELP reflect the global diversity of Xerox’s business, with each session typically drawing 36 high-potential managers from 14 countries. They work in a variety of time zones, represent a broad range of functional areas and speak a dozen or more languages. CCL’s blended learning approach begins with a two-hour “virtual” kick off using web-based conferencing. The program continues with a three-day class at Xerox headquarters in the UK; three “e-modules” that participants complete at their own pace; and a final two-day, face-to-face session. Team calls and individual coaching sessions follow.
The most challenging part of the program for the Xerox participants involves working as cross-functional, cross-cultural, geographically dispersed teams to identify, plan and begin a business project based on the company’s strategic initiatives. Each team presents their results to a group of vice presidents and several executives at the culmination of the program. By working on real projects, learning and collaborating, and having access to coaching and support throughout, the ELP participants gain valuable, tangible leadership experience.
Results
According to a report prepared by Lineberry, Nash, Hertzfeldt, Steed, Hoole & Hannum (2008), overall, LDP received high satisfaction ratings and spurred significant changes in knowledge, behavior and the attitudes of participants involved in this study. Changes were linked to improvements on an organizational level. Among the most important findings: 100% of participants who used REFLECTIONS, a 360‐degree feedback instrument on leadership competence, reported a positive impact at the individual and organizational levels. 92% of raters reported observing impact at the individual level and 96% reported observing impact at the organizational level.
The top areas of individual impact include: Leadership Effectiveness; Readiness for leadership responsibilities; Using feedback to make changes and an ability to coach others in the organization.
The top areas of organizational impact include: Ability to work with other groups; Quality of decision‐making processes; Group effectiveness and Openness to diverse perspectives. 96% of participants reported having made some or significant improvements in their targeted developmental areas. The two areas of greatest behavioral change were increased self‐awareness and better skills in receiving and giving feedback. These areas were also rated as most relevant by participants. The interview data revealed enhanced communication, more effective goal setting, and increased personal effectiveness as key individual and organizational outcomes.
All LDP programs conducted in Europe between September 2006 and September 2007 received average satisfaction ratings above 4.0 on a 5 point scale. Fifteen of the 18 (83%) programs conducted had averages between 4.5 and 5.0. Six out of 8 (75%) Learning Outcomes were met on average “to a great extent” or “to a very great extent.” Seven out of 8 (75%) Learning Outcomes received an average rating of being important “to a great extent” or “to a very great extent.”
According to this report, the two most valuable aspects of the LDP were both the private coaching session and the peer feedback session.
Case Study #2
The following research examines the effects of adding executive coaching to classroom training in a public sector municipal agency.
In a study conducted by Olivero, Bane, and Kopelman (1997), thirty-one participants (top-level managers, mid-level managers, and supervisors at a health agency in a major Northeastern city) participated in this action research, volunteering to participate in both phases: Phase One consisted of classroom training – a conventional managerial program, Phase Two entailed one-on-one executive coaching for a total of eight weeks.
Results
Training increased productivity by 22.4 percent. The coaching increased productivity by 88.0 percent – a significantly greater gain compared to training alone.