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Context
This report reflects the need for the implementation of an E-learning training program for the merchandisers of Roadshow Entertainment so that training is accessible and time is used efficiently, regardless of the distance between trainer and merchandiser.

Roadshow Entertainment is a leading film maker and DVD distributor, which has casual merchandisers that set up stock for all mass merchant stores around Australia such as Big W, Target and Kmart. The turnover rate for this position is significantly high due to the pressures associated with the constant need to meet deadlines, instability of hours and inadequate support from administrative levels.

Fifty of the merchandisers are middle aged females with children at home, two are middle aged males and among these ten hold another casual job with other organisations. It is a job requirement that all merchandisers have reasonable computer skills and access to a computer with internet at home, as Roadshow also uses a website to communicate with the merchandisers, providing them with briefs and other updates. Most merchandisers do not receive sufficient training especially with the use of the palm pilot as minimal training is provided due to issues such as time and distance. The palm pilot is the main source of feedback from merchandisers to the administrative team and provides information such as store compliance, stock levels, arrival of stock in stores, photos and time spent in store. Training is also implemented in the form of a two week induction period where new employees shadow experienced merchandisers in a ‘buddy system’ to become familiar with what is expected of them.  

Learning Theory
Hypotheses about educating and learning are based on several stratums of actions and beliefs, these conceptions of human behaviour provide a basis on which we build our ideologies of effective learning and how we think education should take place (Masie, E 2007). Learning theories are designed around the different views that people have about education and how a change in time, place and views of the educator can results in the preference of some theories.

The Socio-cultural approach to learning was prompted by Russian psychologist Lev Vygotsky; it views the learner as an object in an environment that requires interaction with other objects to gain intelligence before it can on its own.  Vygotsky conjectured that mental tools such as mnemonics changed “the entire flow and structure of mental functions” (Vygotsky, L. 1981, p.137), a significant observation when placed in the context of modern education. The socio-cultural theory is different to behavioural and cognitive approaches as it doesn’t remove the learner from the current context.  Mental tool in this instance refers to technological applications that relieve the cognitive load of learners such as websites, discussion boards, data bases and multimedia.

Application to Context
The merchandisers require a theory that promotes the sharing of knowledge, skills and encourages team work, as they are ultimately a system that must collaborate with each other and head office to get work finished to a consistent standard. There is minimal time for training on-the-job, especially with feedback reporting, so an E-learning induction program with an emphasis on training the merchandisers in their workplace context would be an advantageous way to reduce training efficiency, cost and time.
“A socio-cultural conception of identity conceives of identity as dynamic and constantly changing across time and place.”(Norton, B. 2006 Identity as a socio-cultural construct in second language education Ed.2, p22-33)
Socio-cultural learning is the most appropriate theory for the merchandisers as it encourages elasticity of knowledge, communication, collaboration, a learning culture and the use of ‘mental tools’, in an unstable environment. “The system depends on people. People have to know stuff. If there were no people knowing stuff, it wouldn’t get anywhere…they have to communicate with each other” (Masie, E. 21-24 October, 2007, Theories of Learning) By creating a culture for knowledge transfer and learning, the training process will become less demanding for the educator, as the merchandisers will be able to provide support to new employees during the cognitive processing of new information.
Although the theory of a socio-cultural learning is clear-cut, the implication of this approach is difficult due to the need for collaborative devices, societal participants and a learning culture.
“Through the use of the e-learning environment, there is potential to establish a collaborative teaching and learning community” (Bates, A.W. 2005. Technology, E-learning and distance Education, London) E-learning provides a flexible platform for communication and collaboration between merchandisers, allowing them to constantly learn in context without having to be on the job. An E-learning program based on the principals of socio-cultural learning can be placed on the merchandiser website for ease of communication and skill development.

Recommendations
“The internet provide significantly different and interesting possibilities for computer-mediated communication and learning from other forms of educational technologies” (McCormack, C., & Jones, D. 1998. Building a Web-based education system. New York: Wiley, p.1) The E-learning program should consist of permanent features that can be accessed at anytime for the maintenance of skills or for management to use when procedures change post initial training.

1.  Virtual World
   A virtual world for merchandisers could be created to keep the education of merchandisers in context and allow them to view how their contributions affect the overall functions of the business. This would include virtual merchandising, quizzes on safety in stores, broadcasts of updates and other relevant features.
2. Blog
   The use of a Blog will allow merchandisers to uphold relationships with each other during busy times and can be a source of stress relief when they need to rant about particular issues that occur on the job. This also gives management a better view of what is happening in-store, giving the merchandiser a sense of ‘team’ support.
3. Discussion Board
   A discussion board will provide a source of asynchronous communication between merchandisers and head office, where anything can be discussed with special feeds for job related discussions and questions. Collaboration and learning from each other is the key to this technology.

The union of these three technologies in an E-learning program will create a Socio-cultural approach to learning and provide new merchandisers with a facility to collaborate and learn from experienced merchandisers, while still remaining very much in an on-the-job environment.

References

Bates, A.W. 2005. Technology, E-learning and distance Education, London

Masie, E. 21-24 October, 2007, Theories of Learning

McCormack, C., & Jones, D. 1998. Building a Web-based education system. New York: Wiley, p.1

Norton, B. 2006 Identity as a socio-cultural construct in second language education Ed.2, p22-33

Vygotsky, L. S. (1981). The genesis of higher mental functions. J. V. Wersch (Ed. and Trans.), The concept of activity in soviet psychology. Armonk: M. E. Sharpe. 

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, E. Souberman (Eds.). Cambridge, MA: Harvard University Press. 

Vygotsky, L. & Luria, A. (1994). Tool and symbol in child development. In R. van der Veer, & J. Valsiner (Eds.), The Vygotsky reader. Oxford: Blackwell

Wertsch, J. V. (1991). Voices of the Mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.