Interpersonal Skills
I have great interpersonal skills. I am able to problem solve and take leadership. I like changes that assist me in taking appropriate and calculative risks sometimes. I can communicate effectively with other people because I have an outgoing personality and I can socialise with people. I value in honesty and I can easily deal with criticisms, as I like to interact with people at the expense of developing what areas I was criticise for, which can be part of my interpersonal skills.
Knowledge and Skills That Are Still Required
The knowledge and skills I still need to acquire for marketing management are my self-confidence and motivation skills. Self-confidence is freedom from doubt and it is about possessing faith in my abilities and me. I am quite pessimistic and I do have a tendency to lose confidence quickly. In order to prevent this and stay confident and motivated, I will be continuing with my drama lessons, which helps me in staying focused and trains me to become confident while staying under pressure. It will also direct my personality traits like my ability to be calm under stressful situation in the right direction.
I will also have to pass my A levels and achieve grade or above in order to study further, particular in university where there are marketing management course which can be an efficient qualification that will help to become a marketing assistant. I will than have to study part-time and get a Professional Postgraduate Diploma in marketing. This qualification will assist me to achieve my goal as a marketing manager as most marketing manager post require further understanding in marketing.
Training
There are no set entry routes but marketing managers often progress into the role after gaining several years of marketing experience, possibly as an executive or assistant, or in a specialist role such as advertising or brand manager.
Individual employers set their own entry requirements. Typically, they look for graduates. There are relevant HNCs/HNDs and degrees, but often the subject of the degree is less important than having the necessary creative flair and drive needed for the role. The marketing environment changes rapidly, so entry is less about specific qualifications and more about the individuals' approach to problem-solving and their enthusiasm to meet consumer needs.
Degree programmes typically last either three or four years. The four year courses may include a work placement, which can give a valuable insight into the skills needed for a commercial position. Postgraduate courses in marketing are also available.
Work experience and a professional qualification can improve chances of progression to the position of marketing manager. Candidates without a degree may be able to work up from a marketing executive role, particularly in small and medium-sized companies.
On-the-job training is complemented by professional marketing qualifications. There are a number of options available through:
- The Chartered Institute of Marketing (CIM)
- The Institute of Direct Marketing (IDM)
- The Institute of Sales and Marketing Management (ISMM)
- The Communication Advertising and Marketing Education Foundation ( CAM Foundation).
These range from introductory certificates to advanced level qualifications. Entry requirements for the different levels vary depending on business experience and academic ability.
Marketing managers may be encouraged to work towards the CIM Professional Postgraduate Diploma in Marketing (DipM), which is recognised internationally. A list of all the CIM approved colleges and universities, including entry requirements, is published on the CIM website.
To become a CIM student, candidates need to become a CIM Affiliate Member. This provides a range of benefits and study support. Qualifications can be studied full time, part time, by distance learning or through online tutorials. There is also the option to undertake an intensive study programme.
The General Certificate of Secondary Education (GCSE)
The General Certificate of Secondary Education (GCSE) was introduced in 1986 with first examinations in 1988.
GCSEs are widely available to all 14-19 students and are often used as an entry requirement for level 3 studies. The most recent revisions to GCSE qualifications were introduced in September 2001, with the first qualifications being awarded in the summer of 2003.
In 2001 the Government introduced new GCSEs in vocational subjects to give a vocational option to all young people and to promote vocational learning. The new GCSEs are available in eight applied subjects and are double awards (twice the size of an academic GCSE). They became available for courses starting in September 2002, with the first awards in the summer of 2004.
The so-called "hybrid" GCSEs are a new form of GCSE qualification giving the student the flexibility to choose between an academic or vocational emphasis for part of the course. Each GCSE will have a common core beyond which students will have a choice of units that provide general, applied or mixed learning pathways leading to short-course, single or double award GCSEs.
The grading system will be the same as for existing GCSEs, and the qualifications will provide progression to further general qualifications, for example, GCE AS and A level in related subjects, to vocational qualifications or to NVQs.
In order to continue with A levels, it is compulsory to take Maths, English, Science, and ICT as compulsory subjects and get grades C or above. It is also advisable to take more subjects according to the students’ interests.
GCE A level
A Levels were introduced in the early 1950s, and a revised approach was introduced in September 2000. All A levels were unitised, and candidates are now able to take units as they proceed through the course, rather than being examined in a single session at the end of the course. The new A level qualification consists of two parts, the AS and A2.
The Advanced Subsidiary (AS) is a stand-alone qualification and is valued as half a full A level qualification. It has three units (assessed at the standard expected for a student half way through an A level course) that contribute 50 per cent of the full A level.
The A2 is the second half of a full A level qualification. It has three units (assessed at the standard expected for a student at the end of a full A level course) that are worth 50 per cent of the full A level qualification.
Most units are assessed by examination. Some are assessed by coursework. In most A levels, coursework accounts for 20 to 30 per cent of the marks.
The AS covers the less demanding material in an A level course. The A2 covers the more demanding material. For example, in the A2, students might specialise in an area they studied at AS, extend their knowledge and understanding of the subject by studying new topics and improve their skills. Also in the A2, students will combine knowledge, understanding and skills from across the A level course.
National Vocational Qualifications (NVQs)
National Vocational Qualifications (NVQs) are work-related, competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that a candidate is competent in the area of work the NVQ represents.
NVQs are based on national occupational standards. These standards are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future requirements and the knowledge and understanding that underpin competent performance.
Within reason, NVQs do not have to be completed in a specified amount of time. They can be taken by full-time employees or by school and college students with a work placement or part-time job that enables them to develop the appropriate skills. There are no age limits and no special entry requirements.
How are NVQs achieved?
NVQs are achieved through assessment and training. Assessment is normally through on-the-job observation and questioning. Candidates produce evidence to prove they have the competence to meet the NVQ standards. Assessors ‘sign-off’ units when the candidates are ready - the assessor tests candidates’ underpinning knowledge, understanding and work-based performance to make sure they can demonstrate competence in the workplace.
When new candidates start an NVQ, the assessor will usually help them to identify what they can do already, agree on the standard and level they are aiming for, analyse what they need to learn and choose and agree on activities that would allow them to learn what they need.
At this point, candidates might take a course if that seems the best way to learn what they need. Or they might agree with their employer or supervisor to do slightly different work to gain the evidence of competence they need.
Candidates compare their performance with the standards as they learn. They look at what they have achieved, how much they still need to do and how they should go about it, until they are assessed as competent for a unit or a whole NVQ. The system is right for candidates who already have skills and want to increase them, but also for those who are starting from the beginning. As the system is so flexible, new ways of learning can be used immediately.
NVQs are organised into five levels, based on the competences required. The following definitions provide a general guide to the progression from level to level and the relationship between them. Levels 1-3 are those most applicable to learners within the 14-19 phase. Achievement of level 4 within this age group will be rare. NVQs available for pre-16 use can be found on the Section 96 list.
Higher National Qualification
Higher National courses provide both the practical skills you need to do a job and the theoretical knowledge your employer will expect you to have.
All the courses are made up of Higher National Unit credits (one credit represents roughly 40 hours of timetabled learning).
- HNCs are made up of 12 credits and usually take one year to complete
- HNDs are made up of 30 credits and usually take two years to complete
Higher National qualifications have been developed by the Scottish Qualifications Authority in partnership with colleges, universities and industry.
What else is good about HNCs and HNDs?
Higher National qualifications don't just qualify for work. Some HNCs allow direct entry into the second year of a degree programme, and some HNDs allow direct entry to third year. Possessing an HNC or HND can also give entry to a number of professional bodies.
Marketing Management BA Honours Degree
Offered as both a single honours and a combined honours, these three-year degrees (or four-year if you include an optional one-year work placement) will provide an in-depth understanding of how to achieve total customer satisfaction through the use of appropriate marketing skills. Either course will prepare for a career in a wide variety of marketing-based roles.
A Marketing Management graduate will be able to provide an understanding of the context, nature, role and significance of marketing activities as undertaken by marketing managers in a range of organisations, examine and appraise management concepts and frameworks used and required by brand and/or marketing managers, develop marketing-focused competences relevant to managerial and administrative tasks and appreciate the role of marketing as an integrative element in commercial and non-commercial organisations.
Candidates will have acquired the ability to offer employers demonstrable skills in researching and analysing the constituent elements of a marketing plan and their interaction, contribute to independent strategic thought and practical solutions to the development of marketing activities and identify key issues, write up and present resultant plans and strategies.
On successful completion of the course candidates will have developed the following transferable skills:
- self management
- learning skills
- communication
- teamwork
- problem solving
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information technology.
CIM Professional Postgraduate Diploma in Marketing
This qualification incorporates the knowledge and skills required by marketing professionals who aspire to work, or who need greater awareness of working, at the strategic level.
The primary role of strategic marketing is to identify and create value for the business through strongly differentiated positioning. It achieves this by influencing the strategy and culture of the organisation in order to ensure that both have a strong customer focus. Strategic marketers should champion the customer experience and exert a strong influence on the organisation to adopt a customer orientation, contribute along with other directors and senior managers to its competitive strategy, align the organisation's activities to the customer, and manage the organisation's marketing activities.
- Contribute research and insights to inform strategic marketing decisions.
- Influence strategic decisions in an organisation to create value for customers and other stakeholders.
- Manage and measure marketing activities undertaken as part of the implementation of a customer-focused strategy.
- Formulate, present and justify a creative, customer-focused and innovative strategy for any given context.
IDM Diploma in Digital Marketing
The Diploma is aimed at more senior marketers who plan, manage and resource digital marketing within the organisation. The syllabus spans digital marketing channels, technologies, applications and legal constraints, digital marketing strategy and planning, branding across digital channels, CRM and database technology, gaining customer knowledge and insight, managing integrated communications, optimising digital marketing, advanced e-marketing, plus best practice and future landscapes.
Candidates will learn how to manage the people, information, technology and services needed to ensure the effective implementation of their organisation's digital marketing plans. They will also learn how to closely align digital marketing strategy with business objectives and how to achieve the optimum return on your organisation's investment in digital marketing activities.
The IDM Diploma in Digital Marketing will give a comprehensive understanding and a structured framework from which to plan, evaluate, implement and measure future digital marketing programmes.
Advantages and Disadvantages of the Different Training Option for Post-School Education
There will often be more than one pathway to achieve the training, qualifications and experience I need for my considered career choice, which is marketing management. The choice will depend on what suits me and which routes are more readily available to me. I will explore the advantages and disadvantages of the different options for continuing training and education post-school. This includes higher education, apprenticeships, employment and training at work, voluntary work, study and work abroad and self-employment.
Higher Education
If I finish my A Level qualifications, then one of my main options is to enter higher education. This may mean applying to university to take full-time course leading to a degree and postgraduate qualifications. I can also apply for foundation degree course, which have lower entry requirements than first-degree courses. This will enable me to access a degree course if I am taking one or two A levels, or do not achieve the target entry level for the first degree course.
I will need to consider how I will fund myself through university. I will have to pay fees, and I will have to finance my living expenses during what can be several years of study. I will need to find out whether I can obtain some assistance with funding through, for example, sponsorships, student loans or help from my parents, as they can fund a part of my expenses. Other disadvantage is that I can risks becoming in debt.
Apprenticeships
Rather than continue in full-time education, I can decide to join a company and undertake training while working order to gain the appropriate skills and experience for marketing management. Apprenticeships offer one structured means of gaining vocational skills and qualifications while working. Taking part in an apprenticeship scheme means I will have to work toward qualifying NVQs. NVQs are available in different levels, level 1 through to level 5, and I will be placed on the level suited to the access point of my apprenticeship. The benefit of this approach is that I will be getting paid work experience throughout my apprenticeship and my employer will fund any off-the-job training. Another advantage is that I will work and studying at the same time. The disadvantage is that it is rare to get NVQ qualifications for marketing, and even rarer for a company to do apprenticeships at NVQ level.
Work
I can choose to go directly into work instead of continuing full-time education or taking an apprenticeship. This will enable me to gain experience in marketing management, providing I have the requirements to take the step. The workplace might offer me on the job training, which will develop the skills, and knowledge I would require to carry out the job effectively.
In general, any training will be suited to the needs of the employer, and directed towards the acquisition of the skills and knowledge required of their employees. On the job training will be directly relevant to the job requirements. I will be trained to be able to capably perform my job. However, employers can fund employees to attend a day-release course at a local college to gain essential qualifications for the job role. Employers can also fund through a distant learning course. Additional development could be offered if the organisation believes that I have promotion potential.
Study and Work Abroad
I might decide to look at opportunities for study and/or work abroad. Working and living will bring a wide range of opportunities for self-development. It can provide a useful route towards my career pathway. Experience of living abroad will expand my personal skills, and any work experience, whether paid or voluntary basis will add to my personal profile. Also, it may be possible to take a gap year; a year out of normal work or study in order to work overseas. Gap years can provide with the opportunity of gaining valuable experience, building your personal bank skills. There are many opportunities, although I will need to fund costs unless I can get paid work or some financial assistance. If I study abroad, I would have to research university sites and find out information about the country in which I wish to study.
Self-employment
I could decide to set-up my own business. This will take a lot of determination and effort, and it will take lot of determination and effort, and will require great deal of advance planning. There are plenty of support and advice to help examine the potential of my business ideas and to consider in more detail the opportunities and the challenges of self-employment.
Sources of Funding
There is a wide range of funding available to help me get the educational qualifications, training and experiences that I will need to obtain my career goals. I am aware that these grants and funding schemes are frequently amended and the sums available and the eligibility requirements are particularly subject to change. It is essential, therefore, to undertake my own research and find out the current position.
Higher Education: Student Support and Grants
As a student, the two main costs will be the tuition fees and living expenses and it is possible to get financial help for both these costs. If I decide to enter higher education in order to gain qualifications for marketing management, there are several sources of funding opportunities.
Student Loans
Student loans are the way most students part-finance their living and study costs while they are in full-time higher education. Universities and colleges can charge new full-time higher education students up to £3,000 per year in tuition fees in 2006/2007 (£3,070 in 2007/2008). However, all eligible full-time students can now get a Student Loan for Fees (sometimes known as a ‘tuition fee loan’) to cover the full amount charged, so no one has to find the money for fees either before or during their course. I can also apply for a Student Loan for Maintenance (also known as a 'living cost loan') to cover the cost of living expenses. The table above is the maximum student loan for Maintenane in 2007/2008 chart. The amount depends on where I study, where I live while I study, and the academic year. For example, if I live away from home and study in London you could get up to £6,170 in 2006/2007 (£6,315 in 2007/2008).Or if you live at home you can get a loan of up to £3,415 in 2006/2007 (£3,495 in 2007/2008).All full-time students can automatically get around 75 per cent of the full loan amount but how much I get will depend on my household income.
If I take out a student loan, then I won't have to start making repayments until I have left the course and earning over a certain amount, currently £15,000 a year. The repayments will be nine per cent of my earnings over this set amount. So if, for example, if I was earning the average starting salary of a graduate level job of £18,000, my repayments would be £5.19 a week.Repayments are linked to how much you earn and not how much you owe. If your earnings were to drop below £15,000 at any time, your repayments would stop until you were earning over this amount again.
Higher Education Grants
The Higher Education Grant is available to full-time higher education students from lower income households. It is available to students who started a full-time course in 2004/2005 or 2005/2006 (or if you come under the rules for student finance for 2005/2006). The grant do not have tobe repaid.
The tuition fee grant is money paid by the government to the college or university to help cover the tuition fee costs while I are studying. It can cover all or part of the tuition fee contribution, depending on my income and the income of my household. The maximum amount of Higher Education Grant available is £1,000 a year.The table below is a guide to how much grant I might receive:
Learner Support and Hardship Funds
Learner support funds sometimes known as access, hardship or contingency funds provide help for students who are on low income and may need extra financial support for their course and to stay in higher education. Individual colleges and universities administer these funds and the eligibility criteria vary from institution to institution. Payment is usually given as a grant, so it does not have to be repaid.
Help With Other Costs
There is a range of extra help available for students with particular needs. Students in full-time education with dependent children can get a childcare grant. How much help they will get depend on the circumstances, such as their income and whether are classed as a dependent or independent student. There is a parent’s living allowance, an adult dependent grant and range of disabled students allowances, which can help provide with extra cost they have as a result of attending the course and as a direct result of the disability.
Other Support For Higher Education
There are several other sources of funding, such as bursaries or scholarships that may be available to help students through higher education or college. These need careful investigation because they are not always prominently advertised and details change frequently.
Education Maintenance Allowance
This is a means-tested benefit, which is paid to those aged between 16 and 19 who start or remain on full-time courses up to NVQ level 3 or A Levels.
Educational Charities and Trusts
Educational charities and trusts usually have specific criteria that they try to meet when awarding funds. They generally support first-time students rather than postgraduates. Awards often have very restricted or specific eligibility criteria. Students have to be following a particular course, below a certain age, from particular parts of the country or the world and working towards jobs in particular professions or industries. If a charity or trust does decide to help, I might only receive a few hundred pounds and the money may be awarded for a particular purpose, such as purchasing tools or equipment. Payments may also be made because the charity thinks the funds will make the difference between non-completion and completion of a course.
Professional Study Loans
Some high streets banks offer professional study loans for courses in medicine, dentistry, law, veterinary science and architecture. Loans are up to £10,000 is available.
Business School Loan Scheme
The business school loan scheme is run by the Association of MBAs in partnership with Barclays and NatWest banks, and provides loans for people studying for an MBA in a full-time, part-time or distance learning capacity.
Benefits
Depending on a person’s particular circumstances, I may qualify for general benefits. It is important that you find up to date information on these, as they often change.
Jobseeker’s Allowance
The allowance is a benefit for people who are unemployed and are looking for work. There are several conditions that might have to meet in order to claim allowance. People can still be able to claim jobseeker’s allowance if they are studying part-time and still actively seeking work, or if they are doing voluntary work.
New Deal
If students aged 18-24 and have been claiming jobseeker’s allowance for more than six months, they can access the New Deal programme. A personal adviser will give career advice and guidance and help find a job, or a subsidised job, work and training with voluntary or environmental group, or can study full-time for a qualification. This programme also exists for people who are over 25 and have been claiming JSA for 18 months or more.
Housing Benefit and Income Support
These benefits are means tested, so any income will be taken into account when assessing the person’s eligibility. Some benefits cover a 52-week year, not just term time and this will be taken into account when assessing benefit entitlement during the summer vacation.
My Personal Budget Plan For The Next Three Years
The following is the budget plan of my income and expenditures for the next three years. A budget is a financial plan for the future operations of a business, however; in this case it is my next three years’ operations. The route that I am planning to take will need to establish what the financial support will be required, and what source of funding that will be available to me. Upon researching the possible sources of funding, I have decided to take out a student loan and use my EMA savings. I will also get a part-time job that will add together with the income and also, my parents have agreed to financially support me.
By the start of September, I will have to apply for my student loan. I will stay in the University campus for my first year in University; therefore there will have an additional cost for the second year.
