Abstract
Is there a better way to conduct collective bargaining? Interest-based bargaining is proposed as a viable alternative to the more contentious and adversarial industrial model. Can interest-based bargaining help the sides in public disputes reach satisfying agreements while maintaining amicable relationships over time? The purpose of this study was (1) to determine if the union-management teams trained in the process continued implementation of the strategies over time, (2) to determine if districts maintained a positive union-management relationship over time, and (3) to determine the impact resulting from use of the strategies over time. The sample consisted of forty-one school districts trained by the California Foundation for the Improvement of Employer-Employee Relations (CFIER). A questionnaire was sent to district superintendents, chief district negotiators, union presidents, and chief union negotiators. Scores were compared for districts trained more than two years ago and those trained less than two years ago. Effects of district size, type of union, and bargaining group affiliation were also analyzed for the three main variables under study. This study found that districts trained in interest-based bargaining were able to maintain implementation of the strategies over time. However, additional support and training was needed to minimize hindrances to the process. The process was also found to have a continuing positive impact on the negotiation relationship. Maintaining the relationship required constant attention to open lines of communication and acceptance of the other party as a legitimate negotiating partner. The process also had a noticeable impact in districts when first implemented. To maintain and expand this impact, the organizational culture and structure must support expansion of the process. The process seemed to be most effective in medium-sized districts, and had a greater effect on classified negotiations. Administrators rated impact on the organization higher than certificated and classified union members. On-going training and support must be planned for districts in various stages of implementation. Training is crucial for new people in key positions, new negotiators, and for constituents. Training strategies should also be explored for expanding the strategies in all areas of the organization. Future research should (1) determine usefulness of the process as an organizational development tool for conducting school reform, (2) determine if personnel trained in the process become more collaborative in their leadership style, (3) identify organizational factors which facilitate transfer of the skills in the workplace, (4) Compare districts with a history of rancorous labor relations with districts having amicable labor relations in terms of variables which influence successful adoption of the process, and determine changes in the perceptions of union members toward bargainers and collective bargaining.