The field of learning and development (L&D) is currently experiencing a vigorous debate about the importance of adopting approaches that are firmly rooted in evidence rather than merely following trends or preferences. While this call for evidence-based practices might seem obvious at first glance, it becomes more complex upon closer examination. The reality is that much of L&D lacks rigorous empirical research to support many commonly used frameworks and methodologies. This presents a challenge for professionals who aim to design learning initiatives that truly impact workforce performance and organizational success. The question arises: how do we ensure that learning transfer to the workplace is effective and backed by sound evidence?
One framework that has attracted significant attention globally is the 70-20-10 model. It is widely cited as a guide to understanding how adults learn in professional settings. However, despite its popularity, there remains considerable debate regarding its empirical validity and practical utility. To better understand this, it is important to examine what the 70-20-10 model proposes, where it originated, the criticisms it has faced, and how it fits into the broader context of workforce learning.
Understanding the 70-20-10 Framework
The 70-20-10 framework is a model that describes how learning occurs in the workplace. It suggests that 70% of learning happens through challenging job experiences and hands-on practice. Another 20% is attributed to social learning, such as interactions and feedback from peers, managers, and mentors. The remaining 10% is formal learning, which includes structured courses, workshops, and training sessions.
The appeal of this model lies in its simplicity and apparent alignment with how adults actually acquire skills and knowledge. By emphasizing that most learning occurs on the job and through relationships, the model encourages organizations to focus less on formal training alone and more on real-world experience and collaboration. However, it also raises an important question: if formal training accounts for only 10% of learning, why should organizations invest heavily in it, especially considering the costs involved?
At its core, the model seeks to balance formal, social, and experiential learning to create a comprehensive approach. For many learning professionals, this resonates with the understanding that learning is not just about courses but involves a complex interaction of multiple factors that contribute to skill development and performance improvement.
The Origins of the 70-20-10 Model
The 70-20-10 model traces its roots back to research conducted by Morgan McCall Jr., Robert W. Eichinger, and Michael M. Lombardo at the Center for Creative Leadership in the late 1980s and early 2000s. Their studies focused on how successful executives in large corporations developed their skills and competencies. The research involved interviews and surveys of around 200 leaders from six major companies, exploring the sources of their learning and growth.
From these data, the researchers concluded that the majority of learning occurred through challenging job assignments and problem-solving activities, with social interactions contributing a smaller but still significant portion. Formal training was seen as the smallest contributor. These findings were synthesized into the 70-20-10 rule, which quickly gained popularity as a heuristic to guide leadership development and workforce learning strategies.
However, it is important to recognize that this model was originally developed within a specific context—successful executives in large corporations—and may not be universally applicable across industries, roles, or workforce segments. The foundational research was based on self-reported data and qualitative insights rather than quantitative measurements of learning outcomes.
Common Misunderstandings About the Model
One common misconception about the 70-20-10 framework is that it prescribes a strict ratio that must be followed exactly in every organization or learning program. In reality, the model is intended to be a guideline that highlights the importance of diverse learning modalities rather than a rigid formula. It encourages organizations to consider the role of experiential and social learning alongside formal training but does not suggest that these proportions are fixed or universally optimal.
Another misunderstanding is the undervaluation of formal learning due to its relatively small percentage. While formal training may constitute only 10% of the learning in the model, it plays a critical role in introducing new concepts, providing foundational knowledge, and ensuring compliance and consistency across an organization. The challenge lies in integrating formal learning with on-the-job experiences and social learning to maximize overall effectiveness.
By appreciating these nuances, organizations can avoid misapplying the model and instead use it as a framework to design balanced learning strategies that fit their specific context and goals.
Critiques and Limitations of the 70-20-10 Model
Despite its widespread use, the 70-20-10 framework has faced significant criticism, particularly regarding its empirical foundation and applicability. The initial research that gave rise to the model involved a relatively small sample size of 200 successful executives from six large corporations. This sample raises questions about the generalizability of the findings to broader populations, especially workers in different industries, roles, or organizational sizes.
Critics argue that the data collection methods used in the original studies were limited and potentially biased. For example, the research relied heavily on self-reported information, which can be influenced by memory biases, social desirability, and subjective interpretations of learning experiences. The quantitative allocation of learning percentages—70%, 20%, and 10%—was not directly derived from numerical data but rather interpreted from qualitative insights, making the rigid adoption of these exact figures questionable.
Moreover, the model’s focus on executives excludes the experiences of frontline employees and technical roles where formal training might play a more significant part. The research did not explore how learning patterns might differ based on job complexity, tenure, or the availability of formal education. These factors are critical, as formal training is often essential for compliance, safety, technical proficiency, and foundational skills in many professions.
The Issue of Formal Training Underrepresentation
One key critique highlights that the original model may reflect a context where managers and leaders had limited access to formal education and certification, which influenced their reliance on experiential and social learning. In contrast, technical and specialized roles often require extensive formal training and certification to ensure competence and safety.
The research methodology may have inadvertently emphasized on-the-job learning because the questions asked leaned towards experiences rather than formal education’s effectiveness. This could lead to a bias that undervalues formal training’s role in skill acquisition and career development.
Therefore, assuming that formal learning is always the smallest contributor to workplace learning may oversimplify the complexities of learning ecosystems. Formal training remains crucial for many organizations and professions, especially as they evolve to meet regulatory standards, technological advancements, and shifting skill requirements.
The Complex Nature of Informal Learning
Informal learning, which makes up the largest part of the 70-20-10 model, is complex and multifaceted. While informal learning through experience and social interaction is valuable, it is not without challenges. Informal learning can be superficial, inconsistent, or even incorrect if based on incomplete or inaccurate knowledge passed down informally. It often occurs unconsciously, making it difficult to recognize, manage, or integrate into formal learning programs.
Power dynamics and social structures within organizations also affect informal learning. It may reinforce existing hierarchies, biases, or exclusivity, limiting opportunities for diverse perspectives or innovative thinking. Additionally, motivation plays a significant role; employees must perceive informal learning as meaningful and aligned with their personal and organizational goals to engage fully.
These nuances suggest that informal learning should not be left entirely to chance. Instead, organizations need to understand how informal learning operates and develop strategies to support, structure, and enhance it, ensuring it contributes positively to workforce development.
Models for Effective Informal Learning
Research on informal learning has increasingly recognized its vital role in workforce development, leading to the creation of models that seek to better understand and harness its potential. Informal learning, unlike formal learning which is structured and planned, happens naturally through daily work activities, interactions, observations, and reflection. Because of its unstructured nature, informal learning can be difficult to measure and manage, yet it often accounts for the majority of what employees learn on the job.
One notable model that provides valuable insights into how informal learning functions is Skule’s model of effective informal learning. This model highlights several key factors that influence the effectiveness of informal learning: direct and vicarious feedback, anticipatory and reflective thinking, intrinsic and extrinsic motivation, experimentation, and learning from role models. Together, these elements illustrate that informal learning is not a passive or accidental occurrence but an active and intentional process shaped by both the learner and their environment.
Direct and Vicarious Feedback
A central component of Skule’s model is the role of feedback in informal learning. Direct feedback refers to explicit responses an individual receives about their performance or actions, such as comments from a supervisor, colleague, or customer. This type of feedback is crucial because it provides learners with specific information about what they are doing well and where improvements are needed. It helps to reinforce positive behaviors and correct mistakes before they become habits.
Vicarious feedback, on the other hand, involves learning by observing others and the feedback they receive. When employees watch how colleagues handle tasks, respond to challenges, or implement new skills, they gain valuable insights without having to experience every situation firsthand. This observational learning allows individuals to model effective behaviors and avoid pitfalls, accelerating their own learning process.
For organizations, creating opportunities for both direct and vicarious feedback is essential. Regular check-ins, coaching sessions, peer reviews, and collaborative problem-solving meetings can all facilitate the flow of feedback. Additionally, fostering a culture where feedback is viewed as constructive and supportive encourages employees to seek and apply it without fear of judgment.
Anticipatory and Reflective Thinking
Informal learning also involves significant cognitive engagement, particularly through anticipatory and reflective thinking. Anticipatory thinking refers to the learner’s ability to plan ahead, predict potential challenges, and prepare strategies before engaging in a task. This forward-looking mindset helps learners approach new situations with greater confidence and adaptability.
Reflective thinking occurs after an experience and involves analyzing what happened, why it happened, and what could be done differently in the future. Reflection deepens learning by encouraging individuals to make sense of their experiences, draw lessons, and integrate new knowledge with existing mental models.
Organizations can support these cognitive processes by encouraging employees to set learning goals before starting projects and to engage in debriefs or journaling afterward. Reflection prompts, learning logs, and facilitated discussions can help structure reflection, making it more intentional and effective.
Intrinsic and Extrinsic Motivation
Motivation is a powerful driver of informal learning. Skule’s model emphasizes the importance of both intrinsic and extrinsic motivation in shaping learning behaviors. Intrinsic motivation comes from within the learner and is driven by curiosity, personal growth desires, and satisfaction from mastering new skills. When employees are intrinsically motivated, they are more likely to take initiative, persist through challenges, and seek learning opportunities actively.
Extrinsic motivation, by contrast, arises from external rewards or pressures, such as recognition, promotions, performance evaluations, or meeting organizational goals. While extrinsic motivation can stimulate learning in the short term, intrinsic motivation is generally more sustainable and leads to deeper engagement.
To foster intrinsic motivation, organizations need to create environments where employees find meaning and purpose in their work. This can be achieved by aligning tasks with individual strengths, offering autonomy, and providing opportunities for mastery. Extrinsic motivators can be used thoughtfully to reinforce learning goals but should complement, not replace, intrinsic drives.
Experimentation and Learning from Role Models
Experimentation is a key mechanism through which informal learning occurs. Trying out new ideas, testing different approaches, and taking risks are essential for developing problem-solving skills and innovation. However, experimentation also involves potential failure, which can be discouraging without appropriate support.
Learning from role models plays a significant role in guiding experimentation. Role models demonstrate effective behaviors, attitudes, and problem-solving strategies that others can emulate. Observing how experienced colleagues handle complex situations or demonstrate resilience in the face of setbacks provides practical examples and inspiration.
Organizations can encourage safe experimentation by cultivating a culture that tolerates mistakes as part of the learning process. Leaders should model openness about their own learning journeys, including failures and lessons learned. Mentorship programs and shadowing opportunities enable employees to learn directly from role models and develop confidence to experiment independently.
The Influence of Organizational Culture, Leadership, and Learning Design
While individual factors are critical, informal learning is also deeply influenced by the broader organizational context. The culture of an organization shapes the attitudes and behaviors surrounding learning. A culture that values continuous development, openness, and collaboration creates fertile ground for informal learning to flourish.
Leadership plays a pivotal role in setting the tone for informal learning. Leaders who prioritize learning, model curiosity, provide feedback, and allocate time for development signal to employees that learning is a strategic priority. They also ensure resources are available, such as technology platforms, communities of practice, and learning spaces, that support informal learning activities.
Effective learning design integrates informal learning into broader workforce development strategies. Rather than treating informal learning as an unstructured byproduct, it can be intentionally facilitated through initiatives like peer learning groups, knowledge-sharing sessions, and reflective practice workshops. By aligning these efforts with formal training and business goals, organizations create a cohesive learning ecosystem.
Practical Strategies for Fostering Informal Learning
To capitalize on the benefits of informal learning, organizations can adopt several practical strategies. Promoting mentorship and peer collaboration allows employees to share knowledge and support each other’s growth. Establishing communities of practice around specific skills or interests encourages ongoing dialogue and problem-solving.
Providing time and space for employees to experiment and reflect on their experiences nurtures deeper learning. Leaders can encourage reflective conversations during team meetings or incorporate reflection prompts into project reviews.
Leveraging technology platforms, such as social intranets, discussion forums, or learning management systems with social features, facilitates communication and knowledge exchange across teams and locations.
Recognizing and rewarding informal learning behaviors, such as knowledge sharing and continuous improvement efforts, reinforces their importance and motivates participation.
Integrating Informal Learning with Formal and Social Learning
When effectively managed, informal learning complements formal training and social learning, creating a holistic learning experience. Formal training introduces core knowledge and skills, informal learning allows employees to apply and adapt these in real contexts, and social learning provides the interpersonal support needed to contextualize and reinforce learning.
This integrated approach ensures that learning is not confined to classrooms or online courses but becomes embedded in everyday work. It supports continuous development and helps organizations respond agilely to changing business environments.
The Importance of Integrating Formal, Informal, and Social Learning
One of the key takeaways from the discussion around the 70-20-10 model is that no single mode of learning operates effectively in isolation. Instead, the most impactful learning occurs when formal, informal, and social learning are integrated and managed as complementary parts of a coherent strategy.
Formal learning provides the foundational knowledge, structure, and standardization needed to ensure that employees have a common understanding of key concepts, processes, and compliance requirements. Informal learning offers the opportunity to apply that knowledge in real-world situations, adapt it to specific challenges, and develop practical skills through experience. Social learning, which includes peer interactions, coaching, and feedback, helps contextualize both formal and informal learning by enabling learners to share insights, clarify doubts, and reinforce positive behaviors.
This integration creates a synergistic effect, where each type of learning supports and enhances the others. When social learning helps frame informal experiences with feedback and guidance, and formal learning introduces new concepts that are reinforced through practice and peer collaboration, learning becomes more effective and sustainable.
Organizations that focus on balancing these learning modes are better positioned to build agile, skilled workforces that can respond to evolving demands and continuously improve performance.
Structuring and Managing Informal Learning
While informal learning is naturally occurring and often spontaneous, relying solely on chance can limit its effectiveness. Organizations need to deliberately structure and manage informal learning to ensure it contributes positively to workforce development.
This management can take various forms, such as creating opportunities for mentoring, peer coaching, and collaborative projects that encourage knowledge sharing and problem-solving. Providing tools and platforms that facilitate social interaction and feedback also supports informal learning.
Additionally, fostering a culture that values learning, experimentation, and reflection is essential. Employees must feel safe to take risks, make mistakes, and learn from them without fear of negative consequences. Leadership plays a critical role in modeling these behaviors and reinforcing the importance of continuous learning.
By consciously shaping informal learning environments, organizations can maximize the benefits of experiential learning while minimizing the risks of misinformation, bad habits, or exclusionary practices.
The Role of Social Learning in Workforce Development
Social learning, which accounts for about 20% of learning in the 70-20-10 model, involves interactions with peers, managers, mentors, and other colleagues. It is a powerful mechanism for contextualizing formal knowledge and supporting the transfer of learning into practical application.
Social learning includes activities such as coaching, feedback conversations, collaborative problem-solving, and informal discussions. These interactions help learners interpret new information, connect it to their work, and receive real-time guidance that accelerates skill development.
Importantly, social learning also supports motivation and engagement by building relationships, trust, and a sense of belonging within teams and the broader organization. When employees feel connected and supported, they are more likely to seek out learning opportunities and apply new skills confidently.
Effective social learning requires an organizational culture that encourages open communication, knowledge sharing, and continuous feedback. Leaders and managers must be equipped to facilitate these interactions and integrate social learning into broader workforce development initiatives.
Measuring Learning Impact and Driving Continuous Improvement
One of the challenges faced by learning professionals is how to measure the impact of learning initiatives, particularly when informal and social learning are involved. Traditional training evaluation methods, which focus primarily on formal learning, often fail to capture the full picture of how learning transfers to the workplace and influences performance.
To address this, organizations need to adopt more dynamic and ongoing approaches to measurement. This involves observing how learning outcomes emerge in real work situations and creating feedback loops that amplify effective practices while diminishing ineffective ones.
Measurement should not be limited to the end of a training program but integrated throughout the learning process. Continuous feedback enables timely adjustments and supports learners in applying new skills effectively. Communicating about learning as it happens helps reinforce positive behaviors and addresses barriers before they become entrenched.
By combining qualitative and quantitative data, including employee feedback, performance metrics, and behavioral observations, organizations can build a more comprehensive understanding of learning impact. This insight is critical for refining learning strategies, optimizing resource allocation, and demonstrating the value of workforce development efforts.
Practical Actions for Implementing a Balanced Learning Approach
Given the complexities and critiques surrounding the 70-20-10 model, the practical question for learning professionals becomes: how to design and implement learning strategies that effectively combine formal, informal, and social learning while measuring impact and driving continuous improvement?
A useful starting point is to accept the common-sense principle that a mixture of learning types usually works best, but this mixture must be intentionally designed and managed. Relying on informal learning alone, without structure or support, risks inconsistency and lost opportunities. Similarly, formal training without opportunities for application and reinforcement can fail to produce meaningful behavior change.
Organizations should aim to create learning ecosystems where formal courses introduce necessary concepts, informal experiences allow for experimentation and practice, and social learning channels provide ongoing feedback and collaboration. These elements should be aligned with clear business goals and learner needs to maximize relevance and motivation.
Designing for Integration
The secret to success lies in integration. This means designing learning experiences where formal, informal, and social learning are not siloed but intentionally connected. For example, a formal training program can be complemented by peer coaching sessions and on-the-job projects that reinforce learning.
Social learning platforms, communities of practice, and mentoring programs can be embedded alongside formal curriculum to encourage sharing and reflection. Feedback loops should be established to allow learners and managers to discuss progress, challenges, and insights regularly.
Technology can support this integration by providing tools that facilitate collaboration, track learning activities across modes, and deliver timely feedback. However, technology alone is not enough—leadership commitment, supportive culture, and clear communication are critical to sustaining integrated learning.
Continuous Measurement and Feedback
Measuring the effectiveness of a blended learning strategy requires ongoing observation and feedback rather than relying solely on post-training surveys or tests. Learning professionals should track how learning is applied in the workplace and what impact it has on performance and business outcomes.
Creating positive feedback loops involves amplifying what works and addressing what does not quickly. This may include gathering input from learners, managers, and other stakeholders throughout the learning journey. Such measurement allows for agile adjustments to learning design and delivery.
Moreover, communicating learning success stories and insights as they emerge helps reinforce the value of learning and encourages wider participation. This approach also aligns with the realities of fast-paced business environments where waiting until the end of a training program to assess impact is no longer practical.
Conclusion
The 70-20-10 model, despite its limitations and critiques, offers a valuable reminder that learning happens in multiple ways and contexts. Rather than discarding the model entirely, it is more productive to use it as a framework for thinking about how to balance and integrate formal, informal, and social learning in the workforce.
The key is to avoid simplistic interpretations of rigid percentages and instead focus on designing intentional learning ecosystems that leverage the strengths of each mode. Informal learning should be structured and supported, social learning facilitated and embedded, and formal training aligned with practical application and reinforcement.
Finally, measuring learning impact continuously and acting on feedback are essential practices that enable organizations to refine their learning strategies and maximize the return on investment in workforce development. This balanced, evidence-informed approach helps ensure that learning truly transfers into improved workplace performance and organizational success.