Differences in “Culture” and “Learning Styles” Seen in Corporate Training
Learning and training styles vary significantly by country and culture.
Understanding these differences is essential for creating effective training materials.
I’m currently in Canada, but I feel face-to-face training remains the mainstream approach in Japan.
The relationship between new hires and their mentors is highly valued, with a deeply rooted style of “direct teaching and shared experience.”
Of course, Canada also has in-person training, but with the rise of remote and hybrid work, online training is rapidly becoming the norm.
Contrasting Cultures in Japan and Canada: Learning Shaped by “Islands” and “Booths”
The differing training styles in both countries are deeply rooted in workplace culture.
Japan: Mentor-Led Learning and Open Office Dynamics
Japan has a strong “senpai-kohai” culture, where the style of “learning by observing your seniors” is naturally ingrained.
Personally, I’ve noticed a subtle “watchful” atmosphere in Japanese offices.
Office seating is often arranged in “island” style, where everyone can see each other.
This environment facilitates detailed follow-up by mentors and helps prevent learners from feeling isolated.
Canada: “Booths” and a Culture of Self-Directed Learning
In contrast, Canadian offices are booth-style, fostering an atmosphere of “everyone works hard on their own,” for better or worse.
The physical and psychological distance encourages a more autonomous approach to learning.
Additionally, Canada’s vast geography has long fostered the adoption of correspondence and online learning.
Even before smartphones or Zoom existed, 100% online programs were commonplace.
(I remember mailing assignments and calling discussion phone numbers for synchronous sessions.
During one phone discussion, I accidentally blew my nose without realizing my phone wasn’t muted. The instructor asked, “Uhh… you okay? I dunno who it is tho.”)
With this background, Canadians tend to be comfortable with online learning and often prefer to progress at their own pace.
Leveraging Country-Specific Learning Styles in Instructional Design
Cultural and environmental differences can be directly reflected in instructional design.
For example, to design the optimal program for learners, we strategically use synchronous and asynchronous learning formats.
| Country | Learning Culture & Needs | Instructional Design Approach |
| Japan | Learners expect mentor support; want to avoid isolation | Content that can be completed independently is delivered online asynchronously. Including a few synchronous elements—such as live Q&A sessions or Zoom-based group work—provides opportunities for interaction and questions, which helps create a sense of reassurance for learners. |
| Canada | Learners prefer self-paced, autonomous learning | Live webinars can be incorporated when needed, but the core structure remains self-paced learning with optional discussion sessions. Because of time zone differences across Canada, asynchronous formats (such as on-demand videos and assignment submissions) tend to be preferred. |
Designing with cultural backgrounds in mind enables the creation of learner-centered programs that are easier to learn from.
Summary: My Strength as an Instructional Designer
Understanding cultural and environmental differences and reflecting them in instructional design is one of my key strengths.
Moving forward, I will continue to prioritize creating “materials that are easy for learners to understand” while pursuing effective and sustainable learning formats.
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