The rapid emergence of e-learning in business and industry has been accompanied by a number of problems when instructional design concerns are incorporated into the overall curriculum development. This paper examines two companies in two distinct geographical extremes of Shin-Ju, Taiwan and Central Florida to see if, when comparisons are made, there appear to be any issues in common to both locations and cultures. In both companies, employee training as a possible solution to the problem was addressed. It was felt that if sufficient training could be provided, the management tools already in place would be used. The Taiwan organization was provided with a curricular plan based on a new instructional design model devised through a series of formulae and matrices that, once training elements are identified, should provide management with a specific action plan. The Florida organization began its training analysis by first looking at its workforce demographics and capabilities. A first step was the provision of basic communication and mathematics skills for the line-workers. Both organizations faced training issues that impacted line-employees where communication and work-related skill assessment and development were key to their future success. Management issues accompanied the decisions as to what training needs were and the basis upon which such decisions would be made. The problems encountered by both organizations were identical while the proposed solutions differed only in their complexity. Both solutions were designed to achieve success on the part of all, with quality control being the common element. The progress made in the Florida scenario paid off with results that not only are being continued, albeit in another location, but amplified within the organization as well. A conclusion cannot be made yet in the instance of the Taiwan scenario until sufficient time elapses to test the model as proposed.
