The Process of Negotiating Year-round Contracts

There might be hidden costs in government-provided services as well, and so a comparison is required. The motive does rightly menstruation forbidden how to ascertain many of the hidden costs in mysterious contracting so as to know what sort of training to seek to make the comparison in a revealing and effective manner.

Cowles (1991) considers the process of negotiating year-round contracts, an issue that will be facing many California schools as they develop year-round education as a partial solution to a facilities crisis. In theory, using classrooms year round provides a triad increase in school capacity. The educational Employment traffic Act compels school districts to bargain with certificated employee administrations over the termination to implement year-round education. Since this is a relatively new schedule, few have experience in negotiating or agreeing on these issues. The author offers advice on how to undertake this task and how to accomplish certain precise elements in negotiating, from the language used in the contract word of honor to a number of specific areas of needed year-round commensurateness in the categories of work year, work day, transfer policy, substituting, leaves, maintenance of benefits, working conditions, and termination of year-round education. The author examines these issues in a agency that points out som

Interest-establish bargaining seeks obligation on issues that can be agreed upon without creating dissension, and in this vogue a more cooperative and collaborative style becomes accept by both(prenominal) sides and helps with issues that might be more contentious. The interpretation given here is not fully adequate, but it does point to a style and directs the attention of the reader to the federal organization that can assist in t apieceing and monitoring this mode acting in real situations.

Noack, R. (1991, April). "Focusing on interests." Thrust for Educational Leadership, 12-16.

"Contracting out: Who wins?" (1996, May). The Education Digest, 47-51.

Noack (1991) also analyzes interest-based bargaining and considers the pros and cons, suggesting that each district examine the issues before undertaking this method. The approach has generated thick interest among high school administrators and is referred to as cooperative, win-win, or principled bargaining as well as interest-based bargaining. The theory is to center on interests rather than positions so the parties can develop a resolution that meets both of their needs. Adherents claim it is the best approach to bargaining. Critics urge that it is not really bargaining at all and solid ground that historical inequities between labor and management justify the adversarial method of collective bargaining. The author says there is truth on both sides and that everyone should transform the pros and the cons. He suggests several elements that he says are based in reality and not in the rosy assessments proponents oftentimes use. Among the important factors he cites are the following: 1) interest-based bargaining is a technique and not a result; 2) you must understand what your bargaining options are at the outset and the implications of exceeding them; 3) this method will not solve all problems; 4) it is a special K misconception that the parties must be friends for the process to work; 5) it is easy to survive stalled by the mechanic
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