What is the 70 20 10 rule for learning?

Introduction

The landscape of corporate training and adult education has shifted dramatically from a traditional focus on the classroom to a more holistic understanding of how individuals actually acquire and apply new skills. At the heart of this transformation is the 70-20-10 rule, a conceptual framework that emphasizes the importance of diverse learning experiences in the workplace. Originally derived from research conducted by the Center for Creative Leadership in the 1980s, this model suggests that individuals obtain approximately 70 percent of their knowledge from job-related experiences, 20 percent from interactions with others, and only 10 percent from formal educational events (McCall, Lombardo and Morrison, 1988). While the exact percentages are often viewed as a heuristic rather than a rigid scientific law, the model provides a powerful roadmap for EdTech developers and organizational leaders seeking to build more effective learning environments.

The framework

The largest portion of the framework, representing 70 percent of learning, is rooted in experiential development. This involves "learning by doing," where employees tackle challenging assignments, manage complex projects, and navigate real-world problems. In an EdTech context, this is increasingly supported by simulations, virtual labs, and on-the-job performance support tools that allow learners to practice skills in a safe yet realistic environment. Experiential learning is particularly effective because it encourages immediate application and critical thinking, ensuring that knowledge is not just memorized but deeply integrated into the learner's daily workflow. This approach aligns with the idea that the most profound lessons often come from overcoming obstacles and reflecting on successful or failed outcomes (McCall, Lombardo and Morrison, 1988).

Complementing the experiential component is the 20 percent dedicated to social learning. This segment focuses on the knowledge gained through exposure to other people, including mentors, coaches, and peers. Social learning acknowledges that professional growth is rarely a solitary endeavor and is instead fueled by feedback, observation, and collaborative problem-solving. Modern learning experience platforms have revolutionized this aspect by integrating social features such as discussion forums, peer-review systems, and collaborative workspaces. By facilitating these informal connections, organizations can tap into the collective intelligence of their workforce, allowing seasoned experts to share tacit knowledge that is rarely captured in a formal manual.

The final 10 percent of the model represents formal education, which includes structured courses, seminars, and traditional classroom training. Although it occupies the smallest percentage of the framework, formal learning remains a vital foundation for professional growth. It provides the essential theoretical knowledge and structured frameworks that learners need before they can effectively experiment on the job or engage in high-level social exchanges. In the digital age, formal learning has evolved into microlearning modules and on-demand video content, making it easier for individuals to access foundational information at their own pace. When formal training is used as a springboard for the other 90 percent of the model, it becomes a catalyst for sustained behavioral change and skill mastery.

Ultimately, the 70-20-10 rule encourages a strategic move away from a "one-size-fits-all" training mentality. For EdTech companies, the challenge lies in creating ecosystems that seamlessly bridge the gap between these three distinct learning modes. An effective learning strategy does not simply offer a library of courses but instead provides a platform where formal concepts can be practiced through experience and refined through social interaction. By viewing professional development as a continuous, multifaceted process, organizations can foster a culture of lifelong learning that is both agile and resilient in the face of a rapidly changing global economy.

References

Jennings, C. (2013) 70:20:10 Framework. Available at: https://www.702010institute.com/702010-model/

McCall, M.W., Lombardo, M.M. and Morrison, A.M. (1988) The Lessons of Experience: How Successful Executives Develop on the Job. Lexington: Lexington Books.

Tough, A. (1971) The Adult’s Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning. Toronto: Ontario Institute for Studies in Education.