Training Measured by What People Do on Monday
Practical courses in ERP operation, digital accounting, supply chain and functional consulting, taught on real systems with your own data, for companies that need their people competent rather than certified.
Most corporate software training is delivered once, near go live, to a room of people who have not yet felt the problem it solves. Three weeks later the knowledge has decayed to whatever each person wrote in their notebook, and the help desk inherits the difference. The training was not bad. The timing and the format were.
iGlobal teaches from the implementation side. Our trainers are consultants who have configured these systems for Vietnamese companies and have watched where people get stuck, which means a course spends its time on the five screens that cause ninety per cent of the support tickets rather than touring every menu.
We run courses three ways: open enrolment for individuals building a career, in-house programmes on your own system and your own data, and university partnerships that give students something an employer recognises. The content overlaps; the pacing and the examples do not.
Why training budgets so often buy nothing
The first reason is that training is scheduled for the convenience of the calendar rather than the learning. Two full days before go live looks efficient on a project plan and is close to the worst possible arrangement, because nothing taught on day one is practised before day two buries it.
The second is generic material. A course built on a demonstration database teaches a procedure that does not quite match the one the learner will perform, and the mismatch is exactly where confidence breaks. People do not need to be shown a sales order; they need to be shown their sales order, with their product codes and their approval step.
The third is that nobody measures anything afterwards. Attendance is recorded, satisfaction is surveyed, and the one question that matters is never asked: can this person now complete the task without help. A course that does not end in an assessment on a real task is an expense, not an investment.
- Training delivered once, right before go live, then never again
- Course material built on a demo database, not your processes
- Support tickets that are really questions a course should have answered
- Knowledge concentrated in one or two people who could leave
The programmes we run
Odoo functional consultant track
Requirement gathering, process mapping, configuration and handover, taught as a sequence of real project tasks with a case study carried from the first session to the last.
Digital accounting certification
Vietnamese chart of accounts on a live system, electronic invoicing, bank reconciliation and the statutory report set, assessed by closing a period rather than by multiple choice.
Supply chain and MRP training
Demand planning, replenishment rules, bills of material, routings and costing, for planners and production supervisors who need the logic rather than the theory.
In-house workshops on your system
Delivered at your office on a copy of your database, with your product codes and your approval chains. Role-based, so a storekeeper and a buyer attend different sessions.
Assessment on a real task
Every course ends with the learner completing an actual work scenario unaided, timed and marked. You receive the results by person, which is what lets you decide who needs a second session.
University and institution partnerships
Curriculum design, lecturer training and a sandbox environment per student, so graduates arrive at an employer having used the system rather than read about it.
How we deliver it
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1
Skills gap assessment 3 to 5 days
We look at your support ticket history and talk to supervisors to find out where people actually struggle, rather than designing a syllabus from a module list.
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2
Curriculum and environment setup 1 to 2 weeks
Material written around your processes, and a training database built from a copy of your live data with sensitive fields masked so people can practise without fear.
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3
Delivery in short sessions 3 to 8 weeks
Half-day sessions spread over weeks, each followed by real work using what was taught. Spacing is not a scheduling preference; it is the difference between remembering and forgetting.
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4
Assessment and follow-up 2 weeks
Practical test per learner, a written report of who is ready and who is not, and one refresher session aimed at whatever the results showed was weakest.
Who this is for
- Companies that have implemented ERP and are losing value to low adoption
- Finance and warehouse teams taking over a system from consultants
- Individuals building a career as an ERP consultant or digital accountant
- Universities and training centres needing an industry-grade curriculum
Why iGlobal
Taught by people who implement, not by presenters
Our trainers spend most of their year configuring these systems for Vietnamese companies. When a learner asks what happens in an awkward case, the answer comes from having handled it.
Your data, your process, your screens
In-house courses run on a masked copy of your live database. There is no translation step between what was taught and what has to be done.
We tell you who is not ready
The assessment report names individuals. That is uncomfortable and it is the only version of training feedback that lets a manager act before go live rather than after.
The best balance of cost, quality, and service
Group pricing that does not punish you for training the whole team, materials you keep and may reuse internally, and trainers who are reachable after the course ends.
Three ways to do this, compared
| What you are comparing | By hand, on spreadsheets | Off-the-shelf software | With iGlobal |
|---|---|---|---|
| Scheduling classes, rooms and teachers | A wall planner and a great many phone calls | A calendar that does not know a teacher's total load | Rooms, teachers and cohorts checked against each other at once |
| Collecting tuition | Chased by whoever remembers to chase | Generic invoicing with no concept of instalments | Instalments, reminders and receipts issued by themselves |
| Seeing how a student is doing | Each teacher keeps their own file | Grades only, with nothing about attendance or fees | Attendance, grades and payment history on one record |
| Cost across three years | Hidden inside salaries, so it never appears in a budget | A predictable licence per user, plus the work it cannot do | Quoted per phase and reviewed with you before each one starts |
| Who holds your data | Scattered across files, inboxes and personal phones | On the vendor platform, exported on the vendor's terms | Your own database, exportable in full whenever you ask |
| When something breaks | The person who built the file, if they still work here | A ticket queue, often in another language and time zone | A named engineer in Hanoi you can reach the same working day |
The two middle columns describe approaches that genuinely work for some companies. Where they win, they win, and we have tried to say so.
What changes after the programme
The clearest signal appears in the support queue. Tickets that were really questions disappear, and what remains are genuine defects and genuine change requests. For a company paying for support by volume, that shift is visible on the invoice within two months.
The second change is that the system starts being used the way it was designed. Features that were configured and then ignored, because nobody knew they existed, come into use. A surprising amount of the value companies think they need to buy is already installed and simply unused.
The third is organisational rather than technical. Knowledge stops being concentrated in the one person who learned the system during implementation. When that person takes leave or resigns, the department no longer stops, which is a risk most companies only price after it has happened to them once.
- Support tickets that were really questions largely disappear
- Configured features finally used instead of sitting idle
- A written record of who is competent at which task
- Knowledge spread across a team rather than held by one person
Frequently asked questions
Do you train on our own system or a demo environment?
For in-house programmes, on a copy of your live database with sensitive data masked. People practise on real product codes and real approval chains, and they can make mistakes without consequences. Open enrolment courses use a shared teaching database, because the participants come from different companies.
How long is a typical course?
Role-based in-house training is usually four to eight half-day sessions spread over three to six weeks. The functional consultant track runs longer, around forty to sixty hours. We deliberately avoid the two consecutive full days format, because retention from it is poor and everybody in the industry knows it.
Is there a certificate?
Yes, issued on passing the practical assessment rather than on attendance. We are candid that a certificate matters mostly to the individual holding it; what matters to the employer is the per-person assessment report, which says what each learner can and cannot yet do unaided.
Can you train our internal trainer instead?
That is often the better investment for a company above two hundred staff. We run a train-the-trainer programme, hand over the editable course material, and sit in on their first two sessions to give feedback. After that your onboarding of new staff does not depend on scheduling us.
What if some staff are weak with computers generally?
We find this in almost every warehouse and production training group, and it is a solvable problem rather than an obstacle. Those learners get a shorter, narrower scope, more repetition and a printed one-page guide for their specific task. Trying to teach them the whole module is what fails.
Related solutions
Talk to a senior consultant, not a call centre
Tell us what you are trying to fix and we will tell you honestly whether we are the right team for it.