Augmenting the Marketing Competencies Can Help Pave the Path to Senior Management Roles

Climbing the success ladder and standing atop the management hierarchy is every professional’s dream. If you are too a working professional, don’t you aspire to be one among the senior management one day? Don’t you want to be on the other side of the table – commanding, leading from the top, and setting an example for many to follow? It’s not easy definitely; getting there requires immaculate efforts, and of course, the requisite skills.One among such most vital skills is marketing. Does not sound very common when it comes to senior management roles, right? But yes, it’s a skill that’s highly valued by employers today across organisations. It is, in fact, one of the pivotal competencies of a strong senior manager. We, at Times TSW, will help you explore why and how marketing skills form an inevitable trait for senior management roles, in this article below.Marketing Skills Form the Core of the Senior Management’s ResponsibilitiesIf you thought that marketing is a task restricted to the creative marketing department of your organisation, it’s time to rethink. Competition in the corporate world has brought marketing competencies right to the lap of every employee therein. And, once you start working on augmenting them, you’d soon start treading the path of success.This is because managers must know how to promote their specific product/idea in the market amid cut-throat competition. For this, they need to polish some of the basic marketing competencies such as:Effective communication
Communication is the lifeblood of a team lead/manager. That’s common knowledge. But it shouldn’t just be restricted to interpersonal or in-house communication. Marketing is a type of professional communication that happens between organisations (B2B), as well as with potential and existing customers (B2C). If you exactly know how to market your service idea outside the four walls of your enterprise, you’d be doing immense good to the latter as well as to yourself.Out-of-the-box approaches
What’s the most impactful quality of a senior manager? Their ability to think out of the box for the most trivial or critical issues at hand; to offer creative solutions when needed. Marketing skills require you to develop analytical thinking towards project goals and requirements and present innovative ways to achieve them, both to your team as well as your customers.Keeping pace with technology
Technological changes have seeped into every phase of work functions today. You may be part of any domain in your organisation, be it IT, marketing, finance, HR, or any other, you do need to adapt yourself to fast-paced changes all along so as to surpass the competition.Moreover, you need to keep an eye open for cues all along. For instance, keep a check if the traditional means of advertising the project idea are failing to attain desired results? See if digital marketing is the new trend in the market that can put across your message more effectively? Figure out and work on your marketing strategies in accordance with changing technologies.Efficient collaboration
Marketing competencies also involve effective coordination with other departments of the organisation as you work on your product. This may require you to sit with the design team to prepare your product design/logo for promotion, or spending time with the research team to analyse consumer survey data.Since all of these activities form a part of marketing, it’s a good idea to have a working knowledge of all these essential skills so as to qualify for senior management roles.How Can Executive Education Help?Marketing is the backbone of any company today. Your product literally has no value until it’s promoted effectively in the market. And this is exactly why each department needs to possess marketing skills to stay in and beat the competition.To help the ambitious professionals of the 21st-century sharpen their marketing skills and make their way to the senior management roles, the prestigious IIM Kozhikode has introduced its Executive Post Graduate Certificate in Marketing Management (EPGCMM) programme. The one-year Interactive Learning course is aimed at providing specialised marketing management training to executives, helping them grow into senior management positions in their respective organisations. The Executive Post Graduate Certificate in Marketing Management (EPGCMM) programme can be attended in any of the Times TSW centres across India, and the sessions are delivered live via a technology platform by none other but the senior faculty from IIM Kozhikode. So come and join the EPGCMM programme to augment your marketing skills and rise as the best in the field.

Importance of a Complementary Educational Agenda for DR-CAFTA

LAYING THE GROUNDWORKIn September 2000, the member states of the United Nations unanimously adopted the Millennium Declaration. That document served as the launching pad for the public declaration of eight Millennium Development Goals (MDGs) – which include everything from goal one of halving extreme poverty to goal two of providing universal primary education; all to be accomplished before the year 2015. Progress towards the first seven goals are dependent upon the success of goal eight – which emphasizes the need for rich countries to commit to assisting with the development of “an open, rule-based trading and financial system, more generous aid to countries committed to poverty reduction, and relief for the debt problems of developing countries.”1At first glance, the recent actions of Central American countries and the United States to liberalize trade seem to support, at least partially, successful realization of MDG Eight. However, upon closer examination, the picture blurs and the outcome seems uncertain.Following only a year of negotiations, the Central America Free Trade Agreement (CAFTA) or DR-CAFTA (as a result of its recent inclusion of the Dominican Republic), was signed by the governments of Costa Rica, the Dominican Republic, El Salvador, Guatemala, Honduras, Nicaragua and the United States in 2004. The agreement, committing each country to reduce its trade barriers with the other DR-CAFTA countries, was ratified by the United States Congress on July 28, 2005.2Rather than attempting to analyze all of the specific economic and social intricacies associated with liberalizing trade in Central America, this brief aims solely to cast light upon the overlap between countries’ efforts to implement the Millennium Development Goal Two/Education for All and their need to implement a complementary CAFTA agenda.Specifically, this document highlights the importance of educational priorities if economic development efforts are to be successful. The premise of the argument elaborated here is that without sufficient prioritized emphasis by Central American countries, multilateral organizations and targeted donor countries on a complementary agenda that directs resources towards education infrastructure, CAFTA will never succeed in assisting these countries in reaching an ever elusive state of “economic prosperity.” In fact, it may deter them from fully accomplishing the MDGs as well.CURRENT STATE OF EDUCATIONWith the need for collaboration between economic and educational efforts in mind, let us examine the current status of MDG Two implementation and broader educational reform in Central America:Over the past fifteen years, most Central American countries have implemented at least basic forms of educational reform. As a result, more children are entering school and spending more days and years enrolled than ever before. On an aggregate level, the larger Latin American and Caribbean region has made considerable progress toward the goal of universal primary education enrollment and according to the most recent UN Millennium Development Goals report, “Net enrollment rates at the primary level rose from 86 percent in 1990 to 93 percent in 2001. The region’s pace of progress in this indicator has been faster than the developing world average (which rose from 80 percent to 83 percent between 1990 and 2001). Net enrollment rates in 23 countries of the region (12 in Latin America and 11 in the Caribbean) surpass 90 percent.” 3 The reality is that, large scale disaster or other unforeseen event aside, all six countries are on target to reach the MDG enrollment targets.Unfortunately, progress towards the target of completing five years of primary education has been slower and few countries in the region can boast success in this arena. The lack of progress towards completion of this target is most directly related to inefficiencies in the education system and the socioeconomic conditions of poor children – both situations that result in high repetition and desertion rates and both situations that must be ameliorated if CAFTA is to succeed. Furthermore, while the number of children initially enrolling in school has increased, the poor quality of education throughout Central America is also certainly a factor in children’s failure to complete their primary education. Quality must therefore also be taken into account when considering educational infrastructure needs.While not necessarily relevant to MDG Two but quite possibly relevant from the CAFTA perspective of needing a skilled workforce, Central America’s educational woes most definitely extend beyond the primary school environment. In response to the recent Millennium Development Goals Report 2005, an Inter-American Development Bank representative wrote “It is difficult to avoid the impression that the countries of Latin America and the Caribbean are falling behind with regard to secondary education. Although this is not included in the MDGs, it is the single most important educational indicator separating upper and lower income groups in the region.” 4
When less than one third of a country’s urban workforce has completed the twelve years of schooling that your or I take for granted, how can they hope to compete in today’s technology-dense free trade environment?HISTORY LESSON -HAPPENING AGAIN?Upon an examination of the Mexico of today as compared to pre-North American Free Trade Agreement (NAFTA) times, a rise in the Mexican poverty rate over the last decade or so is apparent. Rather than being directly due to the implementation of NAFTA, it is more likely that this increase in the poverty rate is attributable to Mexico’s failure to simultaneously implement a complementary agenda; specifically, the inability of Mexico’s poorer southern States to improve their poorly trained workforce, infrastructural deficiencies and weak institutions in order to participate meaningfully in a liberalized trade environment. Rather than gain, the southern Mexican states lost even as the northern states benefited from the liberalized trade environment created by NAFTA.Dr. Daniel Lederman, co-author of the World Bank report entitled “NAFTA is Not Enough” (and issued ten years after NAFTA was originally enacted) explained in an National Public Radio (NPR) interview in 2003 that Mexico’s financial crisis in the 1990s was bound to deepen poverty there with or without NAFTA. Dr. Lederman said:Mexican income dropped in one year, 1995, by six percent. Wages across the board for all Mexican workers, on average, fell by 25 percent in less than a year…Still, NAFTA helped Mexico limit the damage, lifting per capita income at least 4 percentage points above where it would have been otherwise. The bottom line is, Mexico would be poorer without NAFTA today. Clearly trade alone won’t alleviate poverty. But if Mexico makes the right investments, especially in education, the next decade should be better. 5POTENTIAL FOR ECONOMIC SUCCESSAs was the case in Mexico, it is likely that the majority of households in Central American countries stand to ultimately gain from the price changes associated with removing trade barriers for sensitive agricultural commodities and other goods. However, in order for this to happen, as Dr. Lederman suggests above, each country must now make appropriate investments in development efforts (most especially in education) in order to guarantee an equitable distribution of the benefits of these efforts in the future.Simultaneously, it is of critical importance that each country provides for the needs of their most at-risk citizens. In order to guarantee that the children of these families are given the opportunity to be counted among those in school, countries must identify resources, both internally and externally, to provide incentives for families “to invest in the human capital of their children.” 6Examples of such incentives have been implemented through funding from the Inter-American Development Bank and several other organizations in Costa Rica (Superemonos), the Dominican Republic (Tarjeta de Asistencia Escolar), Honduras (PRAF), and Nicaragua (Red de Protecci├│n Social). Most immediately, these incentives (often in the form of conditional cash transfers) serve to increase food consumption, school attendance and use of preventive health care among the extremely poor. In the long run they are intended to assist with poverty and malnutrition reduction and to improve schooling completion rates. As reported by the IDB, “results are proving that it is possible to increase a family’s accumulation of human capital (measured by increased educational attainment and reduced mortality and morbidity) and, as a result, also raise potential labor market returns for the beneficiaries, as well as overall productivity. The programs have had a substantial positive long-term impact on the education, nutrition and health of its beneficiaries, especially children.” 7In the World Bank’s expansive document analyzing CAFTA’s potential impact on Central America, entitled “DR-CAFTA – Challenges and Opportunities for Central America” the authors repeatedly reference technology and emphasize the importance of a complementary educational agenda that is tied to each country’s stage of development and innovation. For example, “for those countries farthest away from the technological frontier -such as Honduras and Nicaragua– the best technology policy is likely to be simply sound education policy… in the more advanced settings of Costa Rica and El Salvador, where adaptation and creation of new technologies is more important, issues of education quality and completion of secondary schooling are more important.” 8 In fact, without ever making specific reference to the MDGs, the authors recommend that the former countries focus on the goal of achieving universal primary education while the latter countries focus their energy on expanding and improving secondary level education. Failing to do so is choosing failure in the open market.Ultimately, rather than seeing CAFTA as a first class ticket to a better economic end – with no strings attached, countries must acknowledge the critical importance of first implementing MDG Two – target three. This target, which says “by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling” 9 is a critically important step towards guaranteeing the emergence of a workforce that can respond to increased marketplace demand and evolving technologies. Without immediate investment in that future workforce via the education system, CAFTA will surely flounder and drag MDG Two along with it.Furthermore, as mentioned above, educational infrastructure must be put into place now that will not only guarantee a higher quality education but will also be made accessible and desirable to Central America’s most at-risk citizens. After all, based on Mexico’s experience, the likelihood of a positive outcome for both CAFTA and MPG Two is slim. Yet the possibility of economic success does exist if we agree to truly choose “Education For All.”CITATIONS1) Millennium Development Goals, Goal Eight, http://www.un.org2) At the time this brief was written (Dec 2005), the agreement still hadn’t been ratified by the Parliaments of Costa Rica, Dominican Republic and Nicaragua.3) The Millennium Development Goals Report 2005, http://unstats.un.org/unsd/mi/pdf/MDG%20Book.pdf4) The Millennium Development Goals in Latin America and the Caribbean: Progress, Priorities, and IDB Support for their Implementation, Inter-American Development Bank, Washington, DC, Aug 05, http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=5910885) National Public Radio, All Things Considered, Interview with Daniel Lederman, Monday, December 8, 2003 http://web.lexis-nexis.com/6) The Millennium Development Goals in Latin America and the Caribbean: Progress, Priorities, and IDB Support for their Implementation, ibid7) The Millennium Development Goals in Latin America and the Caribbean: Progress, Priorities, and IDB Support for their Implementation, Inter-American Development Bank, Washington, DC, August 2005, p. 568) DR-CAFTA – Challenges and Opportunities for Central America, Chapter VII: Obtaining the Pay-off From DR-CAFTA, p199.9) Millennium Development Goals, Goal Two, http://www.un.org

Automotive and Diesel Career Training Options

Gaining the education necessary to work with a variety of automotives can be done by enrolling in an accredited educational automotive and diesel training program. Students can receive the training they need by pursuing an accredited education from a number of available technical or trade schools. Automotive and diesel career training programs allow students to learn to be a variety of automotive professionals. Students can earn certificates or a variety of degrees ranging from an associate to a masters level. There are a number of things to learn prior to enrolling in an accredited technical school.1) There are numerous educational opportunities for those seeking a career in the automotive industry. Students can train for careers in:
auto body
automotive service management
NASCAR…and much more. With an accredited educational automotive and diesel training program students can for employment as:motorcycle mechanics
diesel mechanics
automotive service technicians
auto body workers
automotive service managers…and many other exciting positions. Educational training programs can help students prepare for careers in a number of industries.2) Coursework will vary by program but may include the study of various subjects like:
welding
brakes
transmissions
physics
drive systems
body painting
engines…and much more. Studies will also depend on each individual students desired level of education and career. Specific areas of study may consist of subjects like:
refinishing
steering
electronics
customer service
climate control…and many other related courses. By studying these subjects students can learn all the necessary skills and knowledge needed to enter into the workforce prepared.3) Students can train to work with a variety of automotives with an accredited education in the field. Learning will allow students to be able to work on:
stock cars
dirt bikes
buses
motorcycles
cranes
mopeds
tractor trailers…and much more. Educational career programs provide students with the training needed to pursue employment in:
auto body shops
dealerships
manufacturers
trucking companies
maintenance shops…and much more. With an accredited degree students can enter the workforce prepared to succeed in their desired position.Continuing education certificates are available to those looking to further their education in a specific area of the field. Students who choose to earn an accredited education in this field can do so by enrolling in a variety of trade schools. Accreditation is a programs proof that students will receive the quality education they need to succeed in their desired career. Agencies like the Accrediting Commission of Career Schools and Colleges (http://www.asscs.org/) and others are approved to fully accredit various educational programs. Students can learn more about the degree or certificate of their choice by researching available automotive and diesel training programs. By enrolling today students can start the path to an exciting new career. Learn more by requesting information regarding the career of your choice.DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.Copyright 2010 – All rights reserved by PETAP.org.

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