Abstract
Purpose. The purpose of this study was to identify major obstacles to and stimuli for districts changing from an adversarial to an integrative bargaining process and to document the perceived benefits and drawbacks of this change. Findings and conclusions. (1) The three districts all experienced what was described as extreme conflict in personnel relationships prior to the change. (2) The change in superintendents played a significant, though varied, role in the change in the bargaining process in all three districts. (3) In each district, the superintendent or assistant superintendent had had experience or received training in integrative collective bargaining and acted as the change agent. (4) Trust was freely given without a long history of consistent, open, and honest actions, based solely on the teacher's willingness to establish a trusting relationship and the belief that a change in bargaining process was worth the risk. (5) The level of communication changed radically and quickly as if willing open communication was synonymous with generating open communication. (6) The willingness of the districts to share and explain their financial records; the use of careful, active listening on both sides; and the commitment to collaboration eliminated the barriers which had existed in previous negotiations. (7) Goal setting and goal sharing were not systematically pursued in any of the three districts, although those interviewed believed they understood each other's goals. Again, although superordinate goals were not specifically developed or acknowledged, teachers and administrators did express a common need for educating students and for eliminating tension. Recommendations. For those who have already made the change in bargaining processes: (1) The process should be reviewed annually to address concerns. (2) The Board, administration, and union leadership should jointly plan means by which the positive relationship and integrative bargaining process can be sustained and improved. For those considering changing to integrative bargaining: (1) All potential participants should receive training in integrative bargaining strategies and should meet with their counterparts in districts which have already made the change. (2) Working as one team instead of two should be a long-term process goal. (3) Teachers and administrators should establish consistent and frequent channels of communication with their constituents to anticipate and alleviate their concerns. (Abstract shortened with permission of author.).