Last fall at SIOP’s Leading Edge Consortium, I was intrigued by a presentation by James Cameron, the Global Talent Development VP at Walmart. Alluding to the 70-20-10 framework for leader development, he talked about how to get more than 10% from formal development programs.
I like the idea of challenging the status quo: Just because education and training programs account for around 10% of the key developmental experiences in executives’ careers as they look back doesn’t mean that these programs can’t (or shouldn’t) have more impact going forward. James turned his presentation into a short case that you can find in the Best Practice Cases section of the website.
Now I see a number of the practices and programs described in Using Experience to Develop Leadership Talent and in Experience-Driven Leader Development through this “more than 10%” lens. Among the contributions in these books, two main strategies are described for better integrating formal development programs and on-the-job development—boosting the power of each:
- Generate more real-time interplay between the content of the program and the participants’ on-the-job leadership challenges. The program becomes a learning laboratory where knowledge and perspectives encountered via coursework can be immediately applied to current challenges and tried out on the job. Spacing program sessions over time allows participants to share their on-the-job application experiences with one another, get advice and additional insights, and then fine-tune their next round of application. A recent innovation with this approach is the “flipped classroom” in which content is delivered virtually with assignments to make use of the content in one’s current work; face-to-face classroom time is reserved for interactions that test and deepen understanding. Timing programs to coincide with taking on a new leadership challenge is a key design element for this strategy.
- Make a stretch experience the centerpiece of the development program. Other learning tactics (e.g., coaching, feedback, reflection, access to content) are employed, but specifically in support of maximizing learning from the experience. Often the experience is a team-based action learning project—a broadening experience outside of one’s current responsibilities. The intensity of the experience can be heightened, for example, by making it a short-term assignment in another part of the world or at corporate headquarters working with senior executives. Or the central stretch experience of the program can be one that the participants already have in common, for example, all of the participants are in the first year of their first supervisory experience.
James shares similar strategies used at Walmart, although several have interesting twists. For example, cohort groups in a program are facilitated by a manager who is currently in the job that the participants will be moving into. The facilitator’s job during cohort discussions is to connect the content of the program with the challenges the participants will likely face in the new job.
However, James also shares an additional strategy for getting more than 10% from formal programs: Make the program as challenging as a job. You can get fired from Walmart’s Leadership Academy for not demonstrating that you are open to learning during the program. Your facilitator could be a senior leader who will later make decisions about who has the right stuff to move up in the organization. You will be assigned leadership roles in the classroom. High stakes, visibility, and influence without authority are characteristics of developmental assignments. The challenge is to build these same characteristics into formal programs.
It reminds me of an intriguing question I first heard from Mary Plunkett: How do you make the “10” more like the “70”? How do you do that? And are there any downsides to such an approach?
 See how Lori Homer did this at Microsoft (chapter 14 in Using Experience to Develop Leadership Talent) and how Lyndon Rego and colleagues apply the concept at CCL (contribution 59 in Experience-Driven Leader Development).
 See IBM Corporate Service Corps case by Vicki Flaherty and Mathian Osicki (chapter 10 in Using Experience to Develop Leadership Talent) and the GSK Future Strategy Group case by Kim Lafferty and Steve Chapman (chapter 9 in Using Experience to Develop Leadership Talent).
 See how Mary Mannion Plunkett and Dagmar Daubner created such a program at Heineken (chapter 15 in Using Experience to Develop Leadership Talent).