Development and Implementation of a Collective Gaining Model in Teacher Negotiations.

Autor/in	Brynildson, Gerald
Titel	Development and Implementation of a Collective Gaining Model in Teacher Negotiations.
Quelle	(1986), (36 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Collective Bargaining; Conflict Resolution; Elementary Secondary Education; Employer Employee Relationship; Employment Problems; Labor Demands; Labor Relations; Scope of Bargaining; Unions + Suchen Sie Ihr Suchwort? Tarifverhandlung; Conflict solving; Konfliktlösung; Konfliktregelung; Beschäftigungssituation; Arbeitskampf; Tarifkonflikt; Arbeitsbeziehung
Abstract	The traditional approach to collective bargaining as a win/loss situation in the educational field adversely affects staff members' confidence, security, and morale. Typically, those involved in this form of negotiation see only two ways to negotiate: soft and hard. Neither approach proves satisfactory because the soft negotiator often ends up feeling exploited and bitter, while the hard liner, whose goal is total victory over fellow participants, can irreparably harm his or her relationship with the other side. Outlined in this document is a collective gaining model of negotiation, that does not eliminate bargaining conflict but rather makes the conflict more productive. Collective gaining is based on the assumptions that (1) a rational, open discussion using reasonable persuasion is the prefered means of managing conflict; (2) all involved share the common interest of improving education; (3) each member has a valuable contribution to make; (4) cooperation raises morale and productivity; (5) the chief weapons are truth, wisdom, and understanding; and (6) a creative solution will not compromise either side's principles. Collective gaining is a more difficult and intellectually demanding process than traditional bargaining, but it fosters fair participation and allows protection of negotiators from exploitation. The bulk of the document consists of illustrations which highlight many facets of the collective gaining model. A part of the FLEA negotiations council survey conducted in 1983-85, and general guidelines for negotiations developed by the Independent School District, Number 831, in Minnesota are attached. (KM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01