Improving instructor and student satisfaction with training in a global semiconductor company was the focus of this dissertation in practice. This study followed the Performance Improvement/Human Performance Technology (HPT) model as the overarching framework (Van Tiem et al., 2012). Fifty students and four instructors participated in this international study. The study included five training sessions that followed the iterative Plan-Do-Study-Act (PDSA) model (Moen & Norman, 2010). The outcome was a new training model that comprised 50% self-paced instruction, 40% live online group learning, and 10% assessments. A flipped learning approach was applied that used blended instruction and enabled students to actively learn by doing (Conley et al., 2017). The company adopted the new 50-40-10 instructional delivery format, and executives approved a four-year implementation plan for converting 102 global training courses. Although the organization believes the model to be stable, formative, summative, and confirmative evaluations are being performed for each course conversion to help ensure that desired outcomes are achieved. The evaluation model for course conversions was the Kirkpatrick model, a four-level framework for assessing the effectiveness of training programs (Kirkpatrick & Kirkpatrick, 2006). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]