The purpose of this study is to identify the effects of scaffolding, provided by instructor, on each problem solving phase of corporate education. The test was conducted to prove the research hypothesis with 47 employees of K corporation. Subjects were randomly assigned into experimental group 1, experimental group 2, and control group. In experimental group 1, all 3 scaffoldings; ‘demonstrating thinking process’, ‘exemplifying solution’, ‘suggesting learners to provide clues’ were applied to the entire problem solving phases and in experimental group 2, scaffolding was gradually faded phase by phase. In control group, no scaffolding instruction was carried out. The results of analysis were as follows: First, in the problem solving phase of corporate education, scaffolded instruction showed higher achievement than instruction without scaffolding. Second, the effect of scaffolded instruction was significant in the entire problem solving phases, the developing solution phase, the solution monitoring phase, and the conclusion and action plan phase. Third, the effects of scaffolding with fading were not less than the effects of scaffolded instruction in the entire problem solving phases The results have conclusions as follows: First, considering the nature of business field where ill-structured and practical issue should be solved, it is effective to provide scaffolding on the problem solving phases so that learners can successfully deal with the problems. Second, providing scaffoldings has significant difference on each problem solving phase. Therefore, it is important to choose and provide proper type of scaffolding on each phase. Third, it is efficient to gradually fade the scaffolding according to learners' development level and problem solving phase. In order for scaffolding to be used more effectively in corporate education field, future research should be conducted on practical use of scaffolding from various aspects, such as instructional methods, contents, target audience, and problem types.