Formal training in collective bargaining

Abstract

The purpose of this qualitative study is to investigate superintendents' perspectives of the value of formal training in collective bargaining negotiations. Dependent on their responses, one could propose negotiation skills training as a crucial area of need for superintendents. Social interdependence theory provides the theoretical framework for the literature review and helps to inform an analysis of following research question: What is the impact of formal training in negotiation, or lack thereof, as perceived by LEA administrators on the outcomes of contract negotiations? Seven superintendents of medium size school districts across three states were interviewed about their perspectives of the impact of formal negotiation training in the outcomes of collective bargaining. A qualitative approach was used to examine their perspectives and the potential impact of such training on school district negotiations.