I'm a big fan of the '4Es'. In my experience they provide a helpful way to unpack the "702010" bundle and, to diffuse the wrangling over which three numbers should sum to one hundred. The idea covers these elements of a continuous learning approach in an organisation: Creating the learning Environment : Developing performance support opportunities, available at the exact time an employee needs to learn something new. Enabling Exposure to learning opportunities: Building networks of peers and fellow professionals, supporting mentoring and coaching (formal or not), encouraging joining social networks and associations and following though leaders through social media. Providing access to Education resources (where required): Necessary / mandatory / process / procedure 'knowledge transfer' provision (AKA training). and Facilitating learning Experiences : Opportunities including job rotations, structured shadowing and stretch goals. These expe

Most senior people in large organisations only have one job. That is to keep their job. This is not a criticism, because it's inevitable. It is how hierarchy businesses have evolved over 100 years. The majority of senior people's time and capacity is spent assessing requests from stakeholders and processing how much risk they present. In a hierarchy business, where achievement equals status, this risk radar becomes honed. A bias towards short term thinking, about 'hard' stuff (risk, money, data, profit, reputation) often prevails. Understanding this status game is a new challenge for L&D professionals who want to lead a change away from the old rules. Most corporate training is still based on the idea of knowledge transfer (regardless of the latest fad or technology). The objective of knowledge transfer is to scale understanding of the (one) way that things get done around here. This dates back to Henry Ford and the birth of industrialisation. Mass production