What the model is and is not
The model groups learning into three sources: experiential in role, social through others, and formal through courses. Its value lies in focusing design on transfer, not in chasing a numeric target. Leaders should resist treating 70/20/10 as compliance and instead use it to examine how work, people systems and programmes combine to build capability (Harding, 2022).
Making 70 work - job-embedded learning
The “70” calls for purposeful stretch assignments, problem ownership, rotations, shadowing, after-action reviews and projects tied to real KPIs. These experiences need scaffolds such as clear objectives and time for reflection. Johnson et al. (2018) observed mixed outcomes in 70/20/10 implementations, showing that experience alone is insufficient without explicit transfer mechanisms.
Making 20 work - social learning with intent
Coaching, mentoring, peer consultation and communities of practice convert experience into insight. Managers are critical sponsors who set goals, provide feedback and create reflection space. Johnson et al. (2018) highlight that without such enabling conditions; workplace experience does not consistently translate into performance.
Making 10 work - targeted formal learning
Formal inputs should be short, problem-centred and timed to moments of need. They provide a baseline of knowledge and standards, which must be reinforced through practice and feedback in role. Formal courses alone rarely create sustainable behaviour change. Harding (2022) cautions against treating the “10” as a prescriptive allocation, emphasising instead that its role is to complement, not dominate, workplace learning.
Building a learning ecosystem
Petterd (2016) describes 70/20/10 as a learning ecosystem where components work together: workflow resources, social platforms, manager guides, performance support and selective courses. This means designing pathways rather than events and ensuring the parts are accessible, timely and reinforced by managers.
Integrating 70/20/10 with ADDIE
ADDIE is a systematic process for analysing, designing, developing, implementing and evaluating learning. The 70/20/10 model, by contrast, is a heuristic that guides how learning experiences are distributed. Used together, ADDIE offers the structured steps for programme design, while 70/20/10 keeps the focus on balancing experiential, social and formal learning.
Governance, risk and evidence
Common pitfalls include treating the framework as a fixed split, assuming informal learning will happen without resourcing, and evaluating through attendance alone. Johnson et al. (2018) found that some 70/20/10 projects did not achieve intended transfer because mechanisms to embed learning were absent. Harding (2022) reinforces that without careful governance, the model risks being a slogan rather than a system.
Practical actions
- Link capability building to strategic goals and workforce risks.
- Redesign roles and projects to create deliberate practice opportunities.
- Equip managers with coaching skills and structured reflection tools.
- Curate a small, high-impact set of formal interventions.
- Implement performance-support tools embedded in workflow systems.
- Evaluate application and business outcomes, not just participation. These actions convert the model from rhetoric to results (Petterd, 2016; Johnson et al., 2018).
Action Point
Test the 70/20/10 model on a real project. Set a clear goal, add two stretch tasks, arrange regular coaching, and provide one short formal session to give the essentials. Review progress after a few weeks to check if learning is being applied.