an 
        we possibly hope for order of magnitude improvements in competency if 
        we barely influence the 80 or more percent of learning that always has 
        occurred, and probably always will occur, on the job? </p>
      <p>As step one, I'd propose that we begin designing what I'll call the "100 
        percent learning event". I'd define that as one that includes some traditional 
        elements and a whole lot of support for application of skills on the job. 
        A good rule o