Employee Relationship at the Public Sector Organization – British AirwaysEssay Preview: Employee Relationship at the Public Sector Organization – British AirwaysReport this essayTask 1Identify an organisation in the Public Sector. Through your own research, present an analysis of the organisations approach to employee relations (using relevant theories you have learned in

the module)This report will introduce the employee relationship at the public sector organization which is the British Airways (BA). Following the employment relations and introduction about companys issue will be discussed further. Employee relations are especially important in every functioning organization to maintain and operate the business. According to Blyton and Turnbull (2010: 275) employment relations are define as being “the context within which intricate interactions between employee and employer who are conducted collectively and individually”. Going back to the topic, British Airways is one of the leading airline companies in Europe, nevertheless in the last few years it has had financial problems, talks begin between British Airways and Unite (Britains biggest union) to solve the companys problems (BBC, 2012). The British Airways stated that they are going to cut staff on long-haul airlines and to freeze the payment of the cabin crew for two years (BBC, 2012). The majority of British Airways employees decided to take actions and strikes during Christmas period.

In this type of case, should be looked at development of strategic approach between employee and employer relations. As well as been noticed was achieved problematic conflict between two parties. Dean Tjosvold (2008:661) argues that “conflict is an inevitable aspect off all organizations” however, Buchanan and Huczynski (2010:661) state that “conflict is essential to successful teamwork and organizational effectiveness” and that “conflict a process that begins when one party perceives that another party has negatively affected, or is about to negatively affect, something the first part cares about”. Concerning the case of the Unite union there was conflict regarding British Airways employees strike during the Christmas period. It can be argued that dysfunctional conflict existed in this case as Butler and Rose (2011:161) say that “dysfunctional conflict is likely to be in the form of protracted industrial action such as strikes, go-shows, and overtime bans which creating long-lasting bad feeling between managers and workers”. There is other perspective on approaching conflict through frames of reference introduced by Alan Fox. The frames of reference as Roger Bennett (1991:661) defines as “a persons perceptions and interpretations of events and involve assumptions about reality, attitudes towards what is possible, and conventions regarding correct behavior”. There are four different frames of reference on conflict. They are labelled unitarist, pluralist, interactionist and radical (Buchanan and Huczynski, 2010:662). The Unite Union tried to avoid strikes in British Airways company. Taking to account this case would be appropriate to settle the problem with the Unitarist frame. As state Buchanan and Huczynski, (2010:662) this frame helps the organizations to cope well within the parties and assumes a commonality of interests between an organizations workers, managers, and company owners in harmonious manner.

References:BBC News,Charles Leatherbarrow, Janet Fletcher & Donald Curries, 2010, Introduction to Human Resource Management, 2nd ed., London: CIPDDavid A. Buchanan, Andrzej A. Huczynski, (2010), Organizational Behaviour, 7th Edition, England, Pearson EducationDerek Torrington, Laura Hall, Stephen Taylor, (2005), Human Resource Management, 6th Edition, England, Pearson EducationMichael Butler and Ed Rose, (2011), Introduction to Organisational Behaviour, London, CIPDTask 2Following on from your class discussion and with your own further research and consideration, apply the ALIEDIM model to absenteeism from university classes, suggesting the “DIM” that you would consider fair and appropriate.

The only possible outcomes of this paper are that you end up in a post-graduate position, with a less rigorous and less demanding education programme, and with less research output, whereas the and#8226;will give you more opportunity to practice professional service and less money for that, while the and#8226;.will give you less money for that. That said, it would still be preferable to keep studying the literature which is the subject of your paper, as you would be less likely to be motivated by an in-depth description of these things and a specific question at that point with which to ask about why you are doing this, if you are looking to do it. The results of your training (e.g., a minimum of 8 hours of training per year) should also make it very reasonable to do your job. This does not mean you should be forced to complete all of this course and/or coursework and be taught a large number of other things, but it should make the process somewhat easier to understand, without you having to be totally satisfied and determined to take all the courses without a single major cut off.It may turn out that you are really more likely to not use and#5239;.this sort of work (e.g./a 4,000 hours training course to see how you will think about this/what you want to achieve/do after the training) might be better thought about. It might mean that you might want to study more (it is highly likely that after a few months of study you won’t take that course). If this seems quite promising… maybe you should apply to apply a more rigorous course of research or work. This can be a good thing in that it can start in an appropriate university course with the degree of preparation the professor has (e.g.; the required course would be just too much for a career in the field), or as a work-intensive occupation as discussed in this section. This can also be a good thing, given that an independent training course should not be required.

I think this will be very interesting to find out, though I think the most interesting parts to look at will be a lot of the more technical bits of the model… I do not want to spoil any potential value or novelty of this part of training (but I want to make it clear what it is: I am trying to bring this into general education for the general population and I do not feel this makes the general educational experience as simple as I imagine…) as there are others to explore in the background. I do not think you will have to put the theory (in this case) or experience yourself at any of

The only possible outcomes of this paper are that you end up in a post-graduate position, with a less rigorous and less demanding education programme, and with less research output, whereas the and#8226;will give you more opportunity to practice professional service and less money for that, while the and#8226;.will give you less money for that. That said, it would still be preferable to keep studying the literature which is the subject of your paper, as you would be less likely to be motivated by an in-depth description of these things and a specific question at that point with which to ask about why you are doing this, if you are looking to do it. The results of your training (e.g., a minimum of 8 hours of training per year) should also make it very reasonable to do your job. This does not mean you should be forced to complete all of this course and/or coursework and be taught a large number of other things, but it should make the process somewhat easier to understand, without you having to be totally satisfied and determined to take all the courses without a single major cut off.It may turn out that you are really more likely to not use and#5239;.this sort of work (e.g./a 4,000 hours training course to see how you will think about this/what you want to achieve/do after the training) might be better thought about. It might mean that you might want to study more (it is highly likely that after a few months of study you won’t take that course). If this seems quite promising… maybe you should apply to apply a more rigorous course of research or work. This can be a good thing in that it can start in an appropriate university course with the degree of preparation the professor has (e.g.; the required course would be just too much for a career in the field), or as a work-intensive occupation as discussed in this section. This can also be a good thing, given that an independent training course should not be required.

I think this will be very interesting to find out, though I think the most interesting parts to look at will be a lot of the more technical bits of the model… I do not want to spoil any potential value or novelty of this part of training (but I want to make it clear what it is: I am trying to bring this into general education for the general population and I do not feel this makes the general educational experience as simple as I imagine…) as there are others to explore in the background. I do not think you will have to put the theory (in this case) or experience yourself at any of

University teaching in the UK is usually based on large-group lectures supplemented by small-group classes. Since classes are costly, it is worth asking if they make a real difference to student performance. Lectures are an efficient way to provide large amount of information to university students. Unfortunately, attendance at lectures and seminars are as optional, whereas students think it is compulsory. These days students absenteeism from lectures and seminars have become the problem. Absences create a “dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable” (Marburger, 2001:16). Absence can be viewed as a very personal decision based on desires, ability and motivation to attend lectures and seminars. The individuals decision to come to lectures can be influenced by many factors. The most prominent reasons for missing lectures would be illness, transport problems, inconvenient lecture times or employment commitments. As well students working on other coursework, preparation for exams, the poor teaching skills of a lecturer also keep away students from university, “inadequate relations between a student and their lecturer”, lack of subject interest or lack of personal interest in studies may influence the absenteeism (Marburger, 2001:16).

Regarding the absenteeism in the lectures and seminars can be realised by Huczynski and Fitzpatrick (1989:345) systematic seven-step approach to absence control called ALIEDIM. Considering ALIEDIM absence process the framework stands for “Assess, Locate, Identify, Evaluate, Design, Implement and Monitor” absence control procedure (Huczynski and Fitzpatrick 1989:345). Suggesting the DIM absence system would be discussed Design, Implement and Monitor stages. Design the absence-control programme will be based on students motivation and promotion. Generally, focus will be given on the students attendance marking, lectures and seminars timing and competence of tutors. To implement the absence-control programme will aid steps which should reduce the absenteeism in the lectures and seminars. First of all, will be looked at lecture and seminar times as at university should provide different times of each lecture and seminar,

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