Athabasca University
Assignment 1:
Description of a course that can be improved through the use of technology
Student: Heather Farmer
Student Number: 2978017
Course: MDDE610
Professor: Craig Montgomerie
Submitted: February 16, 2014
Milazzo Beauty – Intensive Make-up and Product Training
Developed and Delivered by Heather Farmer
Introduction
The retail sales and service industry is one most challenged by the pressures of ongoing
changes in product offerings and frequent turnover in personnel (Morissette & Rosa, 2003). The
2007 report titled Employer-Sponsored Training in Canada identifies the Retail Sector as one of
the sectors that receives the least training (Dostie & Montmarquette, 2007). The role of trainer
often falls on the shoulders of Store Managers or assistant managers if any training is to be
provided at all. Industries such as Consumer Technology and Health and Beauty introduce
several products with each new season. Similarly, when a store takes on a new brand and/or
product line, managers and sales staff require training on product information in order to have
an ability to respond to customer questions and present products which appropriately answer to
client needs. This paper will reflect upon a course developed by the author for a cosmetic line,
recognizing that the purpose is in preparation for a set of assignments to be done in MDDE610
including a SECTIONS analysis following the structure initially presented by Bates and Poole
(University of British Columbia, 2012). The paper with begin with a general overview of the
course and its intended purpose, the logistical considerations in the face to face delivery of the
course and an overview of the learners for the proposed course. The paper concludes with a
discussion of some of the opportunities and advantages that Distance Instruction may bring to
both the cosmetic brand and the learners. Lastly the paper will present the proposed technology
to be discussed in upcoming assignments for the class MDDE610.
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Description of a course
In 2011 Milazzo Cosmetics LLP located in Tampa, Florida began distributing their
products in Japan through the Japanese cosmetic and beauty retail chain The Radiant Group.
As a result a comprehensive training program was necessary in order to educate the Radiant
Group marketing team in preparation for the sale of this new line of Mineral Makeup in Japan.
The cosmetic line differs dramatically from standard brands of cosmetics. Rather than a line
which includes standard makeup such as: liquid foundation, lipstick, eye shadow, blush and
mascara. Milazzo Cosmetics is made up of ‘collections’ of pure colour, powered minerals.
These powdered minerals can be applied directly to the skin, or mixed with a variety of mediums
to create lipstick, lip gloss, or nail polish. Often referred to as an “artist’s line” of cosmetics, this
form of makeup requires a very different approach and mind set. The cosmetics become just
colours, and the user has the choice as to where to put it, and how intense or subtle the
application depending upon the base.
Consequentially the training was designed to provide upper level management within the
chain an overview of the product line including: the colour collections, the skin care and bases,
plus exposure to and practice with techniques applying and blending mineral makeup. The two
and a half days of workshops incorporated a mixture of demonstration and learn by doing
activities in order to expose participants to the full line of collections, skincare and bases, as well
as to allow for participants to practice using this unique type of makeup. The training
culminated in a practical exam where models were brought in to allow the marketing
representatives who are also makeup artists to try and replicate makeup looks which were
represented visually on face-charts. Figure 1 below provides the day by day outline for the three
day workshop.
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Figure 1: Training Workshops Overview
Day 1: Introduction to Milazzo Beauty & Product and Training overview
 Introductions
 Trainer Background and Introduction
 Who is Milazzo Beauty?
 What is Mica?
 Product Line Overview
 Basic Line Demonstration
 Training Overview
Day 2: Beauty Basics, Lips, Cheeks and Eyes
 Review of the Collections
 Blush, Bronzer and Contouring
 Eyes: Eye Shadow, brows and eyeliner
 Lips: Lipstick, gloss and lipliner
 Overview of procedures for The Final Practicum.
Day 3: Introduction to Hair, and Nails & Putting it all together.
 Nails: Nail polish sheer to opaque & decorations
 Nail Practicum
 Hair: Shimmers and highlights
 Final Practicum
Logistical Considerations - The training session occurred in Santa Monica, California
and was hosted at the Holiday Inn. The United States division for The Radiant Group hosted
and coordinated travel for the trainer and the Japanese participants. However, both teaching
and learning parties required travel to reach the training destination. Slides for the presentation
were delivered 2 weeks in advance of the workshop in order to allow for time for translations, as
well, a translator was hired for the workshop in order to facilitate communication between the
trainer and participants all weekend.
A comprehensive supplies list was also provided two weeks in advance of the workshop
in order to have all necessary materials and consumables in advance of the training session.
This included makeup kits supplied by Milazzo cosmetics, brushes, mirrors, cleaners, false nails
and translated slide decks. This also included booking models for the final practicum.
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Defining the student - The learner in these cosmetic stores is often the same as their
primary consumer. Young women ages 17 – 35 in the early stages of their career development.
According to the 2006 employment data available from Statistics Canada approximately
730,000 people work specifically within Retail Sales and Service across the country. The
minimum age to work retail in Canada is 14 years old (Ontario Ministry of Labour, 2011). Table
#1 below illustrates the age breakdown of retail sales and service staff in 10 year increments.
The largest category by far is the 14-24 year old category. It can be assumed that nearly 20% of
all of trainees are under the age of 20, without a completed college or university degree, and
quite possibly working in their first or second job.
Table #1
Retail salespersons and sales clerks
age category
# of employees
% of labour force
14-24
273,510
37.5%
25-34
112,410
15.5%
35-44
113,690
15.6%
45-54
125,220
17%
55-64
84,495
11.6%
65+
20,515
2.8%
Total
729,840
100%
2006 Employment data retrieved from Statistics Canada Web site:
www12.statcan.gc.ca/census-recensement/2006/dp-pd/index-eng.cfm
The resulting demographic breakdown shows: Generation Y = 53%, Generation X =
32.6%, and Baby Boomers = 14.4%. Generation Y, sometimes referred to as Millennials or the
Net-Generation are the “baby-boom echo” as the birth rate rebounded after Generation X. This
is the newest generation to enter into the workforce and are currently studying for or embarking
upon their careers. Technologically immersed, this generation has a need to communicate
quickly and keep up with the latest gadgets (Eisner, 2005)(Acart, 2008). A Distance Learning
approach could encourage retail sales staff to spend time online and follow up by interacting
with these same products in store. The advantage nevertheless is that the trainees can learn
about products that they have an opportunity to interact with immediately.
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Opportunity for Digital Instruction
Upon reflection on the details and logistics of this training scenario, as complex as it may
sound, it is not a unique situation. Products and brands enter into new markets regularly in order
to increase distribution and increase global market share. The international colour cosmetic
market alone is a multi-billion dollar industry with a highly competitive landscape among the
prestige brands (Lopaciuk & Loboda, 2013). Moreover, in order to remain talked about in the
media and at the top of mind, brands release seasonal products to add a lift to sales.
Consequentially the training that occurred in this training scenario was only just the beginning.
The next stage would be to deliver training at the store level for sales staff as an introduction as
well as ongoing in order to ensure staff is informed about the introduction of new colour
collections and bases. There has been a boom in recent years in beauty “vloggers” (Sherman,
2013), the Urban Dictionary defines vloggers as “One who records a video blog” (2014).
“Each day, millions of viewers tune in to YouTube to watch these beauty gurus’ videos,
which are filled with makeup tutorials, skincare tips, and straightforward confessions.”
(Sherman, 2013)
The opportunity is to develop an online learning portal which would allow for training
related to new product introduction to occur at a distance is an absolute possibility. Many sales
representatives in retail are often the same demographic who subscribe to these vlogger
youtube channels for the latest tips and trends in makeup. However it is the management
involved who are accustomed to the face-to-face nature of the weekend training event. If one
could consider the costs involved in running a workshop they would include: flying trainers to
several cities, paying for hotels, and the food and product samples for the participants. If this
could be reduced to product samples and shipping alone, the gifts could be larger and the
package could include a link to the training website to which sales staff log in and participate in
the training. The increased engagement via online courses could then influence the size of
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future product gift sets; as a result this reward system could improve online participation and
likely lead to greater sales.
In order to proceed with the MDDE610 course requirements, the proposal is to convert
this three day training session into a set of Distance Instruction modules. In order to support the
implementation, the SECTIONS model defined by Bates and Poole will be used to assess the
various tools and technology used within the course. The University of British Columbia created
a workbook to guide the developer through the processes of conducting a SECTIONS analysis.
The 1st step in the process is to Define what is to be accomplished through the module. This
step is facilitated by defining the following 4 statements:




I really want students to learn…
I think I could be more effective in facilitating this learning if…
The learning activity that I’ve chosen to address these objectives is…
The technology I’m thinking of using to support this learning activity…
(University of British Columbia, 2012)
Given that the context has been defined as providing either a new product or line introduction to
chains of retailers both nationally and internationally. The following learning outcomes have
been identified:
Upon completion of the workshop, students should have the ability to:
1. Describe the product(s) and how they are different from standard make-up lines.
2. List the various product collections and bases which are now available.
3. Apply the mineral powders as makeup using a variety of techniques and bases on
themselves and others.
4. Use the powdered minerals to apply accents to the hair.
5. Create nail-polishes using the mineral powders and bases.
6. Recognize the colours and techniques used in images and face-charts.
Effective facilitation of learning could be improved if:
The goal of the Distance Learning module is to increase the reach of the
trainer/instructor as well as increase engagement within the stores as it pertains to their
specific brand. The module could be improved if funds could be diverted from the several
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flights, hotels and food bookings to the production of short videos and the maintenance of
an online elearning portal. On the side of the retailer, fewer hours are lost to training
sessions off site, and paying salaries for half and full day training sessions. Through the use
of this online system, staff can learn anytime and anywhere reducing the lost productivity to
travel to sessions.
The learning activity chosen to address these objectives is:
Students will be participating in a number of “learn by doing” type activities where they
mimic the skills and techniques being demonstrated in the videos. The learning modules
would follow strategies for psychomotor learning as detailed by Smith and Ragan.
Psychomotor skills can be defined as “tasks that involve learning a new muscular
movement” (Smith & Ragan, 2005). In this case, applying a powder to the eyes with one set
of movements the result is a sheer eye shadow, and with another tool and movement the
same powder is an eyeliner.
The steps or approach to teaching psychomotor skills provides instruction before
instances of practice to prepare the learner for engaging in performing the demonstrated
skills. The demonstration of the skills must be paired with a rationale for why they are
learning the skill (Smith & Ragan, 2005). In the case of make-up application by
demonstrating both a lipstick vs a lip gloss effect, the visual impact will help illustrate the
rationale for trying lip techniques. Some clients want opaque colour while others seek a
sheer gloss. The exercise which follows allows participants to try making and applying each
following the provided steps.
The technology being considered to support these learning activities:
Video – Through a set of short videos, the trainer can develop training once and deliver
hundreds of times. With the assistance of translators and voice-overs the same training
module can be modified for a variety of markets reducing personnel costs related to
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international training or travel. Plus for participants who have access, the training
opportunity is never missed or lost. Store managers and sales staff can revisit the
videos in the future if they wish to retrain on a skill they had forgotten.
Video Conferencing – Feeling connected is also very important for learners and
employees. By having smaller online events via web conferencing, staff can participate
in question and answer sessions, and learn about special offers or unique seasonal
techniques. The interactive nature allows for learners to receive immediate feedback as
well as potentially connect with learners in the community.
Blogging – As learners progress through the training, the blog provides a space for
demonstrating their skills and progress. The blog becomes a living portfolio and can be
used by the trainer to assess learning, but also by the learner to reflect upon progress
and collect documentation of their skills.
Pinterest – There are multiple functions that Pinterest can play in the support of learning
for this module. Learners can Curate boards with makeup looks they wish to imitate,
followed by Sharing finished images from their lessons and Evaluating their own results
against the original and the results of others. This allows for participants to feel like part
of an ongoing community, as well as passively providing some publicity for the brand on
Pinterest.
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REFERENCES
Acart Communications Inc. (2008) GEN X/GEN Y: Behavioural Research & Messaging Strategy (Acart
Reference: J448) Retrieved Dec 8, 2011 from: Canadian Plastics Sector Council Web site:
http://cpsc-ccsp.ca/resources/uploads/1/GenXY_edit.pdf
Bates,A.W., and Poole,G. (2003) Effective Teaching With Technology in Higher Education: Foundations
For Success. San Francisco: Jossey-Bass Publishers. 79-80
Dostie B., Montmarquette C., (2007, July) Employer-Sponsored Training in Canada:Synthesis of the
Literature using Data from the Workplace and Employee Survey (Report No. SP-791-07-07E)
Retrieved December 2, 2011, from the Human Resources and Social Development Canada
Website:
www.hrsdc.gc.ca/eng/publications_resources/research/categories/llsd/2007/sp_791_07_07/page
00.shtml
Eisner S. P. (2005) Managing Generation Y, SAM Advanced Management Journal 70(4). Retrieved Dec
8, 2011 from Free Patents Online Web site: http://www.freepatentsonline.com/article/SAMAdvanced-Management-Journal/140749015.html
Lopaciuk A., Loboda M. (2013) Global Beauty Industry Trends In The 21st Century. Active Citizenship by
Knowledge Management & Innovation Conference. Zadar Croatia.
Morissette R., Rosa J. M. (2003) Innovative work practices and labour turnover in Canada. The Evolving
Workplace Series. (Catalogue no. 71-584-MIE) Retrieved December 2, 2011, from Human
Resources and Skills Development Canada Web site:
http://publications.gc.ca/collections/Collection/Statcan/71-584-M/71-584-MIE2003007.pdf
Ontario Ministry of Labour (July 1, 2011) Occupational Health and Safety Act (R.R.O. 1990,
REGULATION 851) Retrieved Dec 7, 2011, Ontario Ministry of Labour Web Site: http://www.elaws.gov.on.ca/html/regs/english/elaws_regs_900851_e.htm
Sherman, L. (2013) Want to Make $5 Million a Year? Become a Beauty Vlogger.Cosmopolitan Magazine.
Retrieved from website: http://www.cosmopolitan.com/hairstyles-beauty/beauty-blog/beautyvloggers
Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: Wiley Jossey-Bass
Education.
Statistics Canada (2007) 2006 Census data products. Retrieved from Statistics Canada website:
http://www12.statcan.gc.ca/census-recensement/2006/dp-pd/index-eng.cfm
University of British Columbia (2012) Assessing technology: Using the SECTIONS model. Vancouver BC:
UBC Center for Teaching Learning and Technology. Retrieved from website:
wiki.ubc.ca/images/1/19/SECTIONS_Framework.pdf
Urban Dictionary (2014) Definition: vlogger. Retrieved from Urban Dictionary website:
http://www.urbandictionary.com/define.php?term=vlogger
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