WHATS NEXT: FUTURE OF DESIGN EDUCATION

Whats Next: Future of Design Education

M P Ranjan
Independent Academic, Ahmedabad, India amp; Author of Blog
www.DesignForIndia.com

A confluence organised by the Pearl Academy, New Delhi, Noida, Jaipur and Mumbai on 19 and 20 December 2014 at ITC Welcomehotel, Dwarka, New Delhi used the World Café format. Here, the confluence was organised in four Sessions each with a thematic keynote by a design thought leader, round table discussions and summary presentations that included four major themes and each had four sub themes that were discussed across eight round tables with intensity and passion.

Key issues in design education are in constant change and these need to be monitored and mapped into current and ongoing programmes for the education programmes to stay relevant and stimulating for both students and faculty. Young faculty need to be introduced to a variety of teaching methods and since they come from a variety of backgrounds they may need exposure to the tools and methods used by others across disciplines as well as across schools. Exposure to current thought leaders as well as being involved in intense discussions about design education will help stimulate change and open them to the major shifts that are desired

A conference round table conducted using the World Cafe format is a great way to sensitise and inform a group of design teachers to several of these sweeping changes and get them to meet colleagues and share insights that can help transform design education going forward. The Pearl Academy management backed these proposals wholeheartedly and quickly moved into high gear to realise the event without cutting any corners. This post is a quick summary of our plans and intentions and the full documentation will be carried on the Pearl Academy website and the analysis of the insights and possibilities will continue well into the future.

The four keynote speakers and eight table mentors were carefully selected to provide leadership across the major themes and to take the table discussions to a very high level of quality.

Whats Next: Future of Design Education Keynotes

Session 1: Trends of the Future

John Thackara, Founder: Doors of Perception

An internationally well-known design thinker, John Thackara is a trained philosopher and a journalist. He started his career as a design correspondent / editor for newspapers amp; magazines like The Guardian, The Design Magazine and correspondent of the BBC’s The Late Show. John is the author of best-selling design book ‘In the Bubble: Designing in a Complex World’, and of a widely-read blog ‘designobserver’. John organises festivals, events around the world in which communities imagine sustainable futures - and take practical steps to realise them.

Session 2: Pedagogy of the Future

Prof. Vijay Kumar, Institute of Design, IIT, Chicago

Prof Vijay Kumar’s research focuses on framing up emerging innovation opportunities in education, health care, communication, retail, social reform, and emerging markets among others. He has authored a very famous book for senior management, design strategists - “101 Design Methods: A Structured Approach for Driving Innovation in Your Organization.”

Session 3: Curriculum of the Future

Dr Aditya Dev Sood, Founder/ Director, CKS New Delhi

A Fulbright scholar with two doctorates from the University of Chicago and a wide range of disciplinary competencies gained through a long and diverse education, including Architecture, Art History, Critical Theory, Comparative Literature, and Political Economy. Aditya heads this innovation consulting firm CKS. He set up CKS with a mission to provide ‘Real solutions for real problems’ in the areas of User Research, User Experience Design, Design Strategy and Innovation Management.

Session 4: Learner of the Future

Satish Gokhale, Industrial Designer, Pune

Satish Gokhale, a Pune-based alumnus of National Institute of Design, Ahmedabad has scored a hat-trick in winning national design awards in the area industrial design for three consecutive years. He has more than twenty five years of experience in product design. A versatile industrial designer, he has executed a range of design assignments ranging from a ball pen and a solar cell module to a ultra sound machine, a CNC wire cutting machine and a hand held CATV monitor. Satish has today over a 600 products in the market - in capital goods, medical equipment, automobile and electronic and consumer goods sectors.

Special Lecture: Inspirational Keynote: Design in Schools

Kiran Bir Sethi, Founder/ Director Riverside School amp; DFC

Kiran Bir Sethi is the Founder/Director of The Riverside School in Ahmedabad,In 2009, she founded 'Design for Change' (DFC) - the world’s largest movement of change – of and by children. D.F.C. is now in over 35 countries – reaching over 220,000 schools. In September, 2011, she won the prestigious “INDEX – Design to Improve Life Award”.

Table Mentors at Whats Next: Future of Design Education

T1: DEEPANKAR BHATTACHARYA, Strategic Design Consultant He is a strategic design consultant and partner clients in developing user-centred problem solving processes.

T2: NICOLETTA MOROZZI Advisory leader – NABA University She is the director of the Fashion Area in NABA , Milan since 2010. Her professional activity spreads across the fields of fashion, art and design.

T3: JOGI PANGHAAL Design Professional - He is a leader in bridging the gap between the traditional craft sector in India and the global, modern design sector

T4: RAHUL MISHRA Fashion Designer He is based in Mumbai and Delhi, and won the 2014 International Woolmark Prize at the Milan Fashion Week.

T5: SCOTT SKIPWORTH Academician, Think Australia is an Architect with 20 years’ experience and Acting Head of Academic Studies for Think Education's Interior Design program across various campuses as well as Online

T6: MADHAV RAMAN Architect and Urbanist He founded Anagram Architects in 2001 with a commitment towards delivering deeply contextual designs that encourage sustainable lifestyles

T7: VIKAS SATWALEKAR Design Academician, Apart from academic commitments, he has contributed significantly in the fields of Graphic Design, Publication Design, Exhibition Design, Identity Systems, etc

T8: SUCHITRA BALASUBRAHMANYAN Academician, Author amp; Human Rights Activist Her doctoral work focused on the global-local contexts of the genesis of modern design education in India after independence.

Cue Questions on the Tables

Each table was seeded with Cue Questions designed in the form of cards that were placed on each one with reference to the themes and sub themes that were assigned to each table pair:

Session 1: TRENDS

S1: Keynote: John Thackara

S1/T1: Ecology:

Table 1 / 2

Q1. Climate Crisis. Are Designers responsible?

Q2. Consumerism being re-imagined for Sustainability?

Q3. How - Economy, society, technology and environment negotiate necessary “trade-offs”?

Q4. How can design slow-down ecological crisis?

S1/T2: Economy

Table 3 / 4

Q1. Are Designers responsible for the economic crisis?

Q2. Is the global economic crisis fuelling sustainable alternatives?

Q3.How can design enhance the value of the enterprise and make a difference on the bottom line?

Q4. How can economic drivers be part of the curriculum?

Q5. How can design shape economic value?

Q6. How can we integrate design into business thinking?

S1/T3: Networked Society

Table 5 / 6

Q1. How has the Networked Global Village impacted the world of design?

Q2. How is ‘democratisation of knowledge’ impacting learning?

Q3. Anti-globalisation movements. Role of technologies in organising these movements as grassroots movements?

Q5. Can we conceptualise a design institution that is self organized, accessible, democratic and sustainable ?

Q6. The impact of technology on multidisciplinarity in shaping design education. Are design disciplines re-organising?

Q7. Digital Natives and Digital Immigrants (Prensky,2001). For the first time digital natives will become educators and will teach digital natives. How should they harness this strength /opportunity and what should be their newer challenges?

S1/T4: Social Groupings

Table 7/ 8

Q1. What are emerging societal issues, re-groupings and industrial reorientation that would impact design?

Q2. The world has seen crisis – wars, terrorism, refugees, flood affected, crime against women, khap panchayat, and apartheid. What role can design play to create a resilient society?

Q3. The End of Sleep and 21st century capitalism – call centres, 24X7 industry, night clubs, hotel services. How is this affecting communities and the fabric of everyday life?

Q4. What will be the work culture of the future? Will the way designers work today, change? How?

Session 2: PEDAGOGY

S2: Keynote: Prof Vijay Kumar

S2/T1: Impact of Macro Trends

Table 1/4

Q1. Can we imagine a design institution that has sustainability at its core value?

Q2. How could today's teachers adapt to this sustainable institute and what should be their profile? What will be their challenges?

Q3. What will be the role of the educators in sustainable institutions? What will be defined as sustainable academic processes?

Q4.What cultural values will sustainable institutions stand for?

Q5. What will be the role of the learner and challenges she will face through sustainable processes?

Q6. How will it negotiate the binaries of global and local?

Q7. What do we envision technology's role to be in the institution for a sustainable world?

S2/T2: Cross-disciplinary Approaches

Table 3/6

Q1. What if the students decided everything in a design institution?

Q2.How could today's teachers adapt to this student-driven institute and what should be their profile? What will be their challenges?

Q3. What cultural values will this elective-driven institute stand for?

Q4. What will be the role of the educators in such a learner-driven institution?

Q5. How will such a student-driven institute negotiate the global and local binaries?

Q6. How will elective-driven institute articulate community?

Q7. What do we envision technology's role to be in the cross-disciplinary institution for a sustainable world?

S2/T3: Integrating the Social

Table 5/8

Q1. Is teaching a form of radical activism?

Q2. What can we expect from such a socially aware educator? What would be some of the challenges the educator will take on?

Q3. What cultural values will a socially aware institute stand for?

Q4. What will be the role of the educators in a socially aware institution?

Q5. What will be the role of the learner in a socially-aware?

Q6. How will this socially active learner / institution negotiate the global and local binaries?

Q7. How is the learner emerging as a productive force in social transformation?

S2/T4: New Design Disciplines

Table 7/2

Q1. How is the new social fabric impelling new design disciplines?

Q2. What are such new design disciplines emerging?

Q3. How will an institute that propels new design disciplines negotiate the global and local binaries?

Q4. What do we envision technology's role to be in an institution that propels new design discipline for a sustainable world?

Session 3: CURRICULUM

S3: Keynote: Aditya Dev Sood

S3/T1: Looking for Impact Areas

Table 1/6

Q1. Enlist Areas that need design interventions for a sustainable world. Why?

Q2. Can we conceptualise a curriculum that directly engages with real life problems / impact areas for a sustainable world?

Q2. If we were to design a new curriculum that embodied sustainable processes and values, what would you propose as essential subject areas that it must cover?

Q3. How do you imagine teacher-student relation to be in an institute where the design is a way of life for a sustainable world?

Q4. What would be the success parameters of a curriculum that embodies areas that need design interventions?

Q5. Can you imagine and illustrate instances of use of technology in ways that could enable delivery of a curriculum that encapsulates ‘design for sustainability’?

Q6. What are the values that such a curriculum will instil in those who participate in a learning that promotes ‘design for sustainability?

S3/T2: Project Bank

Table 3/8

Q1. How could we create learning communities that are self organized? What would these learning communities aim to achieve ?

Q2. Lets design projects. How do we sustain and manage multi team student based projects?

Q3. How do we compensate external contributors in project based learning as an incentive?

Q4. How do we use technology to connect global expertise to project based learning?

Q5. Can we mentor students online and practically implement? What are the challenges to be negotiated?

S3/T3: Assignment Bank

Table 5/2

Q1. What are the values, skills and sensibilities at the core of design learning for which abstract non-prescriptive assignments are needed?

Q2. What kinds of assignments do great design teachers use to instill self-confidence as well as sustained practice without boredom during the skill development stage?

Q3. What are the qualities of good assignments for advanced learners and those for novice learners?

Q4. Enumerate abilities, knowledge, sensitivities and values that structured design assignments can instill in an extended programme of life-long learning. Example composition, typography, colour, material sensibilities, structure, modelling, sense making etc.

S3/T4: Shared Tasks Across Disciplines

Table 7/4

Q1. How do you imagine teacher-student relation to be in a participatory production of knowledge?

Q2. If we were to design assessment briefs for collaborative tasks / projects across disciplines, what could those be.

Q3. How would we manage multi player project with students from different disciplines?

Q4. How might we increase opportunities for multi player projects in our curriculum : With students from different disciplines; With students from other schools; With students from exchange programmes?

Q5. Can you imagine and illustrate instances of use of technology in ways that could enable delivery of such a curriculum amp; in Collaborative learning?

Session 4: LEARNER

S4: Keynote: Satish Gokhale

S4/T1: Models of Learning

Table 1/8

Q1. What is the difference from training a specific skill to educating a student to cope with a changing scenario?

Q2. How do we meet student expectations to balance general abilities and industry specific demands?

Q3. How can learning communities balance individual aspirations and social well-being?

Q4. Explore and articulate models based on experiential learning, hands-on learning and knowledge acquisition through research and instruction.

Q5. Explore and list possible tasks that the learner will actually do at the place of learning.

S4/T2: Open Source Institution

Table 3/2

Q1. Discuss models that enable the learner to make her own institution -- the Open source institution.

Q2. Global explanations of e-learning are disrupting existing brick and mortar schools. What would learners need to sharpen skills and clarify concepts in a networked situation?

Q3.List possible tools, strategies and approaches to facilitate learning across a variety of subjects, skills and sensitivities

Q4. Make a bank of challenges that you would like the learners of tomorrow to take up.

Q5. How could tutors mentor self-efficacy and goal-setting in an open-source institution?

S4/T3: New Inspirations amp; Challenges

Table 5/4

Q1. What could inspire the 21st century learner?

Q2. What could be challenges she will face?

Q3. Could we conceptualise classroom exercises that make the designer an organizer of networks?

Q4. What are the challenges thrown up by evolving technology to learning situations and possible outcomes?

Q5. Global movements and socio-cultural realignments attract student learning interest. How do institutes cope with these diversity challenges?

Q6. Who are the thought leaders driving contemporary learning aspirations across disciplines in design learning?

S4/T4: Electives amp; Choices – Learner-Centric

Table 7/6

Q1. How do we manage the huge variety of aspirations to limited teacher bandwidth that is available in each teaching centre or institution?

Q2. How do schools manage an open menu option across disciplines as well as levels of expertise? Are there good examples that we can study or share?

Q3. What are the challenges of an elective-rich multidisciplinary university and what are the associated challenges?

Q4. What would be a profile of an elective-rich multidisciplinary institute vis-à-vis a traditional institute? Is the industry ready to absorb this graduate.

Documentation and Follow through

The event concluded with the announcement of the proposed Whats Next book based on the conference but the Pearl Academy website has already posted all Table Doodle Sheets and the keynote lectures on their website and next week all the voice recordings and visual data will also be posted for participant review and for the follow up sessions on social media that is a planned follow up which could involve a wider participation. We hope that this event will have a positive impact on new directions in design education here in India as well as around the world.

The Whats Next brochure can be downloaded from this link here on Academia.edu. The Conference was conceptualised by Prof M P Ranjan as Conference Chair with the Pearl Academy team led by its CEO Sharad Mehra and Conference Director Dr Tarun Panwar and a dedicated team of faculty and officers at Pearl Academy.

M P Ranjan
Independent Academic, Ahmedabad, India amp; Author of Blog
www.DesignForIndia.com

7 OF THE 10 HARDEST-TO-FILL JOBS IN HEALTH CARE

Find out which types of health care workers employers are having the hardest time hiring.

This week, the American Staffing Association (using CareerBuilder's Hiring Indicator) released a list of the top 10 hard-to-fill jobs in 2015. Of those, seven are related to health care.

1. Occupational therapists
2. Heavy and tractor-trailer truck drivers
3. Physical therapist
4. Photographic process workers and processing machine operators
5. Occupational therapy assistants
6. Speech-language pathologists
7. Family and general practitioners (physicians)
8. Merchandise displayers and window trimmers
9. Nurse practitioners
10. Physician assistants

Using our labor market analysis tool Analyst, we took a closer look at these health care occupations, restricting our study to the 150 largest metros in the US. For each occupation, we discovered a significant gap between job postings and actual hires: the average number of job postings is way above the average number of hires, indicating a thirst for talent that businesses can't seem to find. Related to this, we list the top MSAs for sheer number of graduates in relevant degrees for each occupation, giving some solid options for businesses trying to recruit.

Occupational Therapists and Occupational Therapy AssistantsThere are currently 93,000 occupational therapists in the 150 largest metros. Because there are far fewer (34,000) occupational therapy assistants nationwide, we'll focus our analysis on just therapists.
Interestingly, companies are putting up huge numbers of job postings for occupational therapists—an average of 16,600 per month since 2011—and yet only 4,000 therapists are hired each month. This speaks to a skills gap for occupational therapists in these areas.

Some key stats for occupational therapists:

• San Jose; Ogden, Utah; Dallas; Fresno, California; and Canton, Ohio have seen the most rapid job growth (above 30% since 2010).
• Los Angeles, New York, Philadelphia, Orlando, and San Francisco have graduated the most people with degrees in occupational therapy.
• Boston and Milwaukee have the highest concentrations of occupational therapist jobs. Other cities of note include Scranton, Pennsylvania; Canton, Ohio; Worcester, Massachusetts; Portland, Maine; and a handful of cities in Michigan: Ann Arbor, Flint, Kalamazoo, and Grand Rapids.

Physical TherapistsThere are 168,000 physical therapist jobs, and, as with occupational therapists, there is heavy demand for more. Jobs have increased by 17% since 2010—well ahead of the national average. There has also been an impressive average of 7,300 hires per month compared to an even more impressive 20,500 postings since 2011, which speaks to the tremendous need for physical therapists. (Read our article here regarding top colleges for recruiting physical therapists.)

• Cities like San Jose, Dallas, Phoenix, and Atlanta have seen growth over 30% since 2010.
• The number of college graduates is greatest in Los Angeles, New York, and Philadelphia. After those three, there is a big drop off.
• The Northeast has higher concentrations of physical therapists: New Haven and Hartford, Connecticut; Providence, Rhode Island; Boston; and Rochester are all at the top.

Speech-Language PathologistsThere are 103,000 speech-language pathologists—folks who assess and treat people with speech, language, voice, and fluency disorders—in the top metros. Since 2010, the field has increased by 9%, adding some 11,000 new jobs. On average, employers put up about 10,500 job postings for speech pathologists each month, yet hire only 4,000.

• Larger cities with the best growth are San Jose (27%), Denver (25%), San Francisco (24%), and Dallas (21%). Smaller cities with rapid growth are Ogden, Utah; Springfield, Illinois; Myrtle Beach, South Carolina; Grand Rapids, Michigan; and Des Moines, Iowa.
• The cities with the most recent college graduates are New York, Los Angeles, Orlando, and Philadelphia.
• There are a handful of smaller cities with high concentrations of speech pathologists: Huntington, West Virginia; Little Rock, Arizona; Albuquerque, New Mexico; Buffalo, New York; and Youngstown, Ohio.

Family PractitionersThere are 105,000 family practitioners in the top 150 metros, growing 6.5% since 2010. Job postings have spiked this year with an average of well over 20,000 per month.

• Large cities with rapid growth for family practitioners include Orlando, Riverside, Phoenix, and Houston, all growing more than 15% since 2010. Smaller cities with high growth are Anchorage, Alaska (24%—the most for any city); Provo, Utah; Greenville, South Carolina; Ocala, Florida; Charleston, South Carolina; and Austin, Texas.
• The cities with the best supply of graduates are New York, Philadelphia, and Chicago.
• The city with the greatest concentration of family practitioners is St. Louis, Missouri, with almost three times the concentration of the typical region.

Nurse PractitionersIn the top 150 metros there are 91,000 nurse practitioners, people who diagnose and treat acute, episodic, or chronic illness, either independently or as part of a healthcare team. The occupation grew by over 16% since 2010. Not surprisingly, the rapid increase in job postings in 2015 mirrors that of family practitioners; there are currently a whopping 12,000 ads out for nurse practitioners.

• Houston, Denver, and Atlanta have seen the best job and percentage growth. Some small cities are doing well too: Killeen, Texas; Anchorage, Alaska; Provo, Utah; and Austin, Texas have all increased by over 30%.
• New York, Philadelphia, and Chicago are leading cities for nurse practitioner graduates.
• Nashville and Hartford are the two larger cities with the highest concentration of nurse practitioners. There are many smaller cities with pretty high concentrations: Gulfport, Mississippi; Chattanooga, Tennessee; New Haven, Connecticut; Rochester, New York; and Knoxville, Tennessee.

Physician AssistantsThe final occupation is physician assistants. They provide healthcare services typically performed by a physician, but under the supervision of a physician. As with the previous two examples, job postings for physician assistants have gone up dramatically, with an average of 12,000 ads and more than 2,500 hires each month.

• Large cities seeing the best growth are New York, Los Angeles, Houston, Atlanta, and Phoenix. Many smaller cities have also done well: Anchorage, Alaska; Killen, Texas; Myrtle Beach, South Carolina; Provo, Utah; and Austin, Texas.
• New York, Los Angeles, and Philadelphia have the greatest number of graduates.
• Ann Arbor has the highest concentration of physician assistants—more than three times the national average.

This article originally appeared on The Desktop Economist, the blog of Economic Modeling Specialists Intl.

PROGRAMME OFFICER

New Delhi

5TH CWE BY IBPS FOR PROBATIONARY OFFICERS AND MANAGEMENT TRAINEE POSTS

Institute of Banking Personnel Selection (IBPS)
IBPS House, Post Box No.8587, Kandivali (East), Mumbai - 400101
P
IBPS, an autonomous body, has been authorised by the IBA and has received mandates from 22 Public Sector Banks to conduct the recruitment of Probationary Officers/ Management Trainees posts twice in a year for their requirements.

Vth (5th) Common Written Examination (CWE) will be conducted by the IBPS as a per-requisites for selection of personnel for Probationary Officers (PO)/ Management Trainees posts in the following 22 Public Sector Bank on .

• Allahabad Banks / Andhra Bank/ Bank of Baroda/ Bank of India/ Bank of Maharashtra/ Bhartiya Mahila Bank/ Canara Bank/ Central Bank of India/ Corporation Bank/ Dena Bank/ ECGC/ EXIM Bank/ IDBI Bank/ Indian Bank/ Indian Overseas Bank/ Oriental Bank of Commerce/ Punjab National Bank/ Punjab amp; Sind Bank/ Syndicate Bank/ Union Bank of India/ United Bank of India/ UCO Bank/ Vijaya Bank

Probationary Officer/ Management Trainee posts :

• Age : 20-30 years as on 01/07/2015, age relaxation as per rules for SC/ST/OBC/ PWDs/ Ex.-SM
• Qualification : Graduate in any discipline.

Application Fee : Rs.600/- (Rs.100/- SC/ST/PWD candidates) to be paid Online or to be deposited in any CBS branch of following 7 banks - Bank of Baroda, Bank of India, Bank of Maharashtra
, Central Bank of India, Indian Overseas Bank, Punjab National Bank, United Bank of India

How to Apply for CWE : Candidates need to apply Online at IBS website from 10/07/2015 to 01/08/2015 only.

Please view http://ibps.in/career_pdf/CWE_PO_V_Detailed_Advt-2.pdf for all the details available and visit http://www.ibps.in to submit the application online from 10/07/2015 onwards.

JOB VACANCY IN ZÜRICH, SWITZERLAND FOR ENGLISH SPEAKERS: SALARY: 5000EUR/MONTH

Director of Corporate Communications EAME/SWA ZUR000228

Description

This position reports directly to the Senior Vice President
Brand and Commercial Strategy EAME/SWA and has dotted line to the Senior Vice
President of Corporate Marketing and Global Communications for Hyatt Hotels
Corporation (HHC). The individual in this role is responsible for
developing and implementing public relations, corporate communications and
media relations initiatives for Hyatt, the master brand, and supporting the
company’s portfolio of sub-brands.

It is
expected that the individual in this position will be a key member of HHC’s
marketing team, a trusted partner for the Regional Public Relations Directors,
a source of public relations and communications counsel when necessary for
other functions, and an adviser/mentor to the department’s managers.

Responsibilities:
In conjunction with key stakeholders in the business,
develop strategic programs in support of Hyatt’s marketing, operations and
development objectives and work with Regional PR Directors and Corp. PR
Managers to implement those initiatives in a way that delivers measurable
results.

Position Hyatt as business and leisure service/product
innovator through new initiatives and creative publicity programs (surveys,
events, social media outreach, etc.).

Oversee the corporate communication strategy in South West
Asia with the Director of Corporate Communication SWA

Work with VP Corporate Communication to prepare, develop consensus for,
and implement annual PR plan including measurable objectives, strategies and
action plans.

Spearhead integrated communications program designed to
drive preference for Hyatt among developers and potential developers.

Program to include proactive trade media
relations, leveraging development conferences to maximize Hyatt exposure,
overseeing development of messages and materials that differentiate Hyatt and
its brands in the minds of this key audience.

Act as spokesperson for company on designated corporate
issues/positions, and in response to media inquiries.

Identify current industry and lifestyle trends that create
opportunity to position Hyatt as an industry leader and expert resource for
news media

Work in tandem with Regional PR Directors to identify
opportunities among ‘like’ or regional hotels to develop compelling storylines
and to ensure that local/regional and corporate messages and media relations
efforts reinforce and leverage each other.

Develop strong relationships with leaders of key functions
across the enterprise, including marketing, development and operations vps and
directors, general managers and directors of sales at hotel level to enhance
credibility and relevance of global communications function.

Develop relationships and maintain active contact with
local/regional/national and international press that will benefit Hyatt.

Support and guide efforts to leverage new hotel openings,
acquisitions, conversions and renovations to create awareness of and enthusiasm
for Hyatt’s position as an industry leader and its prospects for growth that
will drive preference.

Leverage internal and external resources (Corporate PR
staff, local hotel PRs and agencies) to maximize productivity, results and
message consistency.

Support all Corporate Communications initiatives on on-going
and as-needede basis, including, but not limited to issues management,
executive visibility initiatives and crisis communications.

Qualifications

High degree of personal and professional savvy and
experience which instills confidence among all internal and external audiences

Minimum 10 years’ public relations/corporate communications
experience, including managerial/supervisory roles, preferably within the
travel and tourism sector, either on the corporate or agency side

Public company experience highly desired

Extensive media relations/spokesperson experience

Ability to lead through consensus building and strong
mentoring orientation

Experience in establishing credibility and presenting
programs and ideas persuasively to strong individuals in leadership positions

High level of energy and enthusiasm

Crisis management exposure and experience necessary

Proven ability to write and edit a wide range of materials,
including press releases, issue statements, key messages, speeches and other
documents.

Writing samples and publicity
placement results required

Conceptual, strategic and creative thinker, with
unquestionable integrity

Flexible, stimulated by challenges, open-minded

B.A./M.A. in Communications, Journalism, English, Marketing

Primary Location

:

CH-ZH-Zurich

Organization

:

EAME Divisional Office

Job Level

:

Director

|

Full-time

Job

JOBS IN MADINA, MASJID NABAWI, IN INDIA AND ADMISSIONS AVAILABEL

Admissions amp; Jobs 24 February 2015

Wanted for Binladen Group

Madina, Masjid Nabawi

1. Saudi Binladin Group: Madina- Masjid Nabawi Extension Project

Technical Section Head

SR Technical Engineers

Engineers

Drafts Mans

Interview: 1^st March 2015 at Delhi

Mail: arshi@soundlinesgroup.com

Call: 011- 26843882, 8826188337
JOBS IN INDIA

1. MECON Limited (Ministry of Steel): HO- Doranda, Ranchi-834002

Requires Experienced Personnel in the field of:

HR, Finance

Safety

Architecture

Details: www.meconlimitd.co.in

2. Chenab Valley Power Projects Private Limited: Panama Chowk, Jammu-06

Trainee Engineer: Civil

Trainee Engineer: Electrical

Trainee Engineer: Mechanical

Trainee Engineer: IT

Trainee Officer: HR

Trainee Officer: Finance

Trainee Officer: Geology

Trainee Officer: Law

Last date: 27 March 2015

Details: www.cvppindia.com

3. DAV Public School: Sector-48-49, Sohna Road, Gurgaon-122001

TGT: English, Maths, Physics, Chemistry, Social Studies, Geography, Sanskrit

PRT: Maths, Science

Nursery Teachers

Special Educator

Caretaker

Computer Lab Assistant

Office Superintendent

Last date: 4^th March 2015

Call: 0124- 4227866, 4255975

Web: www.dav4849gurgaon.org

4. PC Chandra Gems Pvt Ltd: k1/20, CR park, New Delhi- 110019

Sales Executives

Receptionist cum Customer Care Executives

Cashier

Walk in Interview: 3^rd March 2015

Mail: soma_hr@pcchandra.net

Contact: 40616364, 26270034

Visit: www.pcchandraindia.com

5. Nuclear Power Corporation of India Limited

Executive Trainees

Last date: 20 March 2015

Details: www.npcilonline.co.in

6. The Institution of Engineers (India): 8, Gokhale Road, Kolkata- 700020

Director: Administration

Director: Finance

Director: EE amp; A

Last date: 16 March 2015

Details: www.ieindia.org

7. Japee University, Anoopshahr: Aligarh Road, Anoopshar-203390 D. Bulandshahr

Professors

Associate Professors

Assistant Professors

Last date: within 30 days

Details: www.japeeu.ac.in

8. Hindustan Insecticides Limited: A-4, Industrial Growth Centre, Bathinda Punjab

Dy. Production Engineer

Assistant Hindi Officer

Jr. Assistant: Admin

Operator

Fitter

Peon

Mail: hiibt@gmail.com

Call: 0164- 6533055 amp; 53

Web: www.hil.gov.in

9. Hemwati Nandan Bahuguna Garwal University: Srinagar Garhwal Uttarakhand

Professors

Associate Professors

Assistant Professors

Last date: 30 April 2015

Details: www.hnbgu.ac.in

Admission

1. Maulana Azad National Urdu University: Gachibowli, Hyderabad- 500032

Post Graduate Course:

MA: Urdu

MA: English

Diploma Course:

Teach English

Mass Communication

Certificate Course:

Urdu/ English

Technical English

Last date: 10 April 2015

Call: 1800 425 2958

Details: www.manuu.ac.in

2. Lal Bahadur Shastri Institute of Management, Delhi

PG Diploma in Management (Evening): 2015-18 (3 Years)

PG Diploma in Management (Executive): 2015-16 (15- Month)

Last date: 16 March 2015

Mail: admission@lbsim.ac.in

Contact: 011- 25307700

Details: www.lbsim.ac.in

3. Indira Gandhi Institute of Development Research: Deemed University

MSc: Economics

M Phil

Last date: 20 March 2015

Details: www.igidr.ac.in