Abstract:

Large-scale CAD/PLM system transitions require coordinated training strategies that can reach globally distributed engineering teams while maintaining methodological consistency. In multinational industrial organisations, the choice of delivery mode (face-to-face or remote) has traditionally been associated with different levels of learning effectiveness, participant engagement, and organisational acceptance. However, the growing accessibility of synchronous remote learning technologies calls into question of whether physical presence is still a determining factor in complex engineering training environments.

This paper investigates the impact of the mode of training delivery during the global deployment of a standardized CAD/PLM training program implemented across seven countries on three continents. The program involved around 7000 participants, including mechanical and electrical engineers, design engineers, technicians, and engineering managers. To ensure alignment in system usage, modelling standards, and engineering processes, all business units received identical core training content. Training sessions were conducted synchronously by expert trainers either on-site or via a dedicated remote learning platform.

In order to support international deployment while maintaining pedagogical consistency, the program was delivered in five languages, including English and locally spoken languages, to ensure that the knowledge was properly understood. Around 70% to 80% of the training sessions were conducted remotely, providing a solid foundation for comparing the two delivery methods within the same pedagogical framework.

The study is based on a qualitative evaluation using trainer observations and structured training reports collected during the deployment phase. The analysis focuses on four key areas: learning effectiveness, participant engagement, organisational acceptance, and logistical feasibility.

The results suggest that, when training content is standardized and delivered synchronously by experienced trainers, remote sessions can deliver learning outcomes that are comparable to those of face-to-face training. Although in-person sessions tend to facilitate spontaneous discussions and informal peer interaction, remote sessions offer significant advantages in terms of accessibility, organisational flexibility and global coordination.

The findings suggest that, with consistent pedagogical principles and multilingual delivery, synchronous remote training can be an effective and scalable approach for global engineering training initiatives. Rather than replacing face-to-face training, remote learning emerges as a practical and efficient alternative that can support large-scale industrial transformation programs.

This study examines a real-world training deployment involving thousands of participants across multiple continents to provide empirical insights into the role of delivery mode in corporate engineering education. It also offers practical advice to organisations planning training strategies during global CAD/PLM system transitions and other large-scale technological changes.

Keywords:

Corporate Training, CAD/PLM, system transition, technology-Enhanced learning.