Abstract:

The increasing frequency with which engineering organisations are transitioning to new systems is creating a growing need for effective, scalable training strategies. In order to ensure organisational productivity and sustainable digital transformation, it is crucial that designers and engineers are able to swiftly acquire new technical skills. Although companies often use a combination of traditional teaching methods, e-learning modules and blended learning formats, there is little comparative data available to determine the effectiveness of these methods in an engineering context. This study directly addresses this issue by examining how different instructional approaches influence learning success in CAD/PLM adoption projects.

The research draws on five training approaches implemented by ARTECH Consulting between 2021 and 2025:
(1) blended learning, combining a complete self-paced e-learning phase with subsequent face-to-face sessions;
(2) a hybrid daily cycle, involving face-to-face sessions in the morning and tutorial-based exercises in the afternoon;
(3) modular, web-based e-learning for self-directed study;
(4) guideline-based training for key users; and
(5) a guideline-supported blended model. These varied training approaches provide a consistent basis for comparing different learning strategies within an industrial setting.

A mixed-methods design was used to evaluate the different training approaches. The quantitative analysis focused on performance indicators such as assessment results, task completion accuracy and reduction in errors across equivalent learning objectives. Qualitative data were collected through learner feedback, trainer observations and reported cognitive load. The analysis examined how the structure, tempo, and extent of learner autonomy embedded in each training model influenced performance and knowledge retention.

Preliminary results indicate that blended, guideline-based formats result in greater mastery, more consistent knowledge retention and quicker application to real-world scenarios than pure e-learning or traditional instruction alone. These results highlight the effectiveness of combining structured self-learning with guided practice and the pedagogical value of modelling guidelines for complex technical environments.

This paper makes a contribution to educational research and professional training practice by offering an evidence-based comparison of instructional methods employed in engineering upskilling. It proposes a practical decision-making framework to help educators, corporate trainers, and engineering organisations select or design training formats that align with learners' needs, project constraints, and expected outcomes. The results show that training design informed by pedagogy can accelerate the adoption of CAD/PLM, strengthen workforce readiness and encourage more sustainable learning cultures in technical industries.

Keywords:

CAD/PLM, software adoption, training strategies, learning effectiveness, comparative study.