Understanding the Management Role in the City and Guilds of London Institute

3322 Words Oct 24th, 2013 14 Pages
Understanding the Management Role in the City and Guilds of London Institute (‘City & Guilds’)

Contents Page
The organisation in relation to its purpose and its stakeholders 2
Purpose of City & Guilds 2
Key stakeholders 2
Structure of City & Guilds 3
Rationale for structure 4
The role of management in achieving goals 5
City & Guilds goals 5
Responsibilities of middle managers in City & Guilds 5
Manager’s responsibilities linked to organisational goals 6
Effect of communications and interpersonal relationships on 7 managerial performance

Importance of interpersonal relationships 7
Importance of effective communications 8
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‘Our vision is to enable people and organisations to develop their skills for personal and economic growth’ (City & Guilds Customer Service Statement, October 2011).
1.2 Key stakeholders
At a functional level, every team in City & Guilds is a key internal stakeholder. However, at Governance level, the affairs of City & Guilds are governed by the Trustee Board. The Trustee Board is responsible for ensuring that City & Guilds fulfils its primary Charter, charitable and business purposes. It considers and approves the strategic plan which sets the objectives of City & Guilds and identifies the financial, physical and human resources, along with the quality parameters necessary to achieve those objectives.

The key external stakeholders can be grouped as follows: * Regulators – these are the UK regulators responsible for standards of general and vocational education for their respective countries: * England – Ofqual * Northern Ireland – CCEA * Scotland – SQA * Wales – Welsh Government

Their purpose is to ensure that qualifications offered by awarding organisations are fit for purpose and are in line with the skills strategies of the relevant countries. They will take appropriate action where they can justify there are weaknesses within an awarding organisation when risks are identified that aversely affect a learner, for example, incorrect assessment materials.

* Professional and standard setting bodies – these

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