Negotiations Between Chicago 's Teachers Union And Mayor Rahm Emmanuel

Negotiation is a fundamental form of dispute resolution involving two or more parties (Michelle, M.2003). Negotiations can also take place in order to avoid any future disputes. It can be either an interpersonal or inter-group process. Negotiations can occur at international or corporate level and also at a personal level. Negotiations often involve give and take acknowledging that there is interdependence between the disputants to some extent to achieve the goal. This means that negotiations only arise when the goals cannot be achieved independently (Lewicki and Saunders et al., 1997). Interdependence means the both parties can influence the outcome for the other party and vice versa. The negotiations can be win-lose or win-win in nature.

In 2000, the Boeing Company found itself in an unprecedented crisis. Over 17,000 engineers walked off the job site in a massive strike initiative. Attempts to end and mitigate the strike provide a backdrop for negotiation process analysis in a collective bargaining situation. Prior to the engineering strike, Boeing grossly underestimated the morale and emotions of the company’s engineers. The failure to connect with employee concerns cost the company in both reputation and financial loss. The purpose of this paper is to explore the negotiation process as it unfolded during the Boeing engineering strike.

LEWIN, D., KEEFE, J. H., & KOCHAN, T. A. (2012). THE NEW GREAT DEBATE ABOUT UNIONISM AND COLLECTIVE BARGAINING IN U.S. STATE AND LOCAL GOVERNMENTS. ILR Review, 65(4), 749-778 Retrieved from https://web-b-ebscohost-com.bethelu.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=4&sid=71a03270-ad95-41f9-a574-414b59891617%40sessionmgr103&hid=101

April 1st 2016, more than 340 thousand students had to spend the school time in churches, libraries, parks, or other places without teacher. It was an April Fools' Day but the Chicago Teachers' Strike was not a joke. Not long after the first strike in 2012, the Chicago Teachers Union walked out again. Thousands of teachers and their supporters gathered at schools and City Hall, shouting that they protest for low wages and unfair labor practices. Karen Lewis, the CTU President, says that they hope this "act of war" can bring pressure to the governor Bruce Rauner, so that they can have changes like better pensions, fairer raises and more autonomy on school work. Obviously they did not get what they want from the first

Bidwell explains, “ Some questioned whether Duncan’s new initiative would open the door for states to tie teacher evaluation systems that take into account student growth measures to their equity plans” (Bidwell, 2014). Opponents to the program believed Duncan’s plans would really be based on test scores.

Collective bargaining was a result of a Keokuk, Iowa teacher strike in 1970. The salary of the teachers was the main reason the KEA and school board was vigorously divided. When a deadlock was reached between the two groups a mediator came in to help. The school board shot down what the mediator came up with for a solution. According to Daily Gate City, “When the school board adopted a salary schedule April 17 that was $21,000 (or $107 per teacher) less of a package than what was recommended by the mediator, the teachers, with community support went on strike”(Daily Gate City). The Keokuk Education Association ended up in court due to the teachers protesting and state public employees were not allowed to go on strike. They refused to stop the

On September18th, the Chicago Teachers Union (CTU) voted to end its strike. After seven days of rumbustious protects, the CTU accepted the suggestions made by the city of Chicago. And there are many things we can think about through this strike.

For the second time in almost 4 years, over 350,000 Chicago Public School Students may not be able to go to school because of the CTU Strike that is currently in progress today (The Washington Post). The issue between the Chicago Teachers Union and Chicago Public Schools has not been solved yet due to disagreements about the income received. The Chicago Teachers Union has made offers to school administrations; however, the responses were not in their favor. The union has been in progress of agreeing on a contract “since November 2011, [and the strike that occurred at the time] was the first to hit the Windy City in 25 years” (Liebelson). The issue must have erupted due to a misconception or a realization of problems occurring. Chicago Teachers Union choosing to strike does not affect charter schools since they are not a part of Chicago Public Schools. The issue of school strikes can be fixed by increasing the budgets and providing useful resources to teachers in order to improve the level of education.

This paper explores the effectiveness of joint collaboration between unions and management. Our focus is on the role of collaboration, process, performance, and efficiency as viewed by various city managers. By asking how do different collective bargaining and contract administration processes affect problem solving, conflict resolution, and management responsiveness; how does discussion and interaction with union leaders away from the bargaining table impact bargaining outcomes; and are collaborative processes in labor-relations too time consuming, or do they contribute to problem solving and trust building that save time in the end (Kearny, 2009). It is apparent that Jon Nelson should focus on a more strategic interest based bargaining or high performance work system

The article was about Greeley-Evans School District 6 administrators and teachers of the district negotiating terms. During the negotiation process they had come up with 7 tentative agreements, which took 6 hours to come up with. They have had unsuccessful negotiations in the past and everyone had seemed to be content with the process that had been made during the current negotiation process. The article had stated that the difference between this negotiations and the past ones, was that they used a consensus-based negotiation system. The Superintendent stated that they even had their chairs in a circle compared to the past when they had two sides, they exchanged documents and peppered watch other with questions and then broke into their own

Collective bargaining has declined as a dominant public personnel system in many state and local governments in 1970, to a much more diminished and defensive position today. Within public sector unions’ jurisdiction, strikes have been replaced by givebacks, absences, and layoffs. And even in areas such as New York and Connecticut where unions have been historically powerful, state and local politicians have won popular support by campaigning against unions, and by gaining bargaining concessions under threat of layoffs or privatization. According to Klingner the collective bargaining systems are under economic, organizational, and political pressure (Klingner, 1993, 20). These pressures have interacted with demands for “reinventing government” to intensify political pressure on public personnel systems to measure outputs, increase efficiency, and enhance political accountability. In comparison with the private sector, the public sector unionism and collective bargaining idea were mostly rejected from the public eye because of 1) the traditional American notion of governmental supremacy; 2) the nature of government employment; 3) and the unfavorable legal environment where the courts held that since persons had no right to a public sector job, public employers could make non-membership in unions a condition of employment. (Kearney & Mareschal, 2014, 16). In the state and local level union membership depends on the presence and scope of state bargaining legislation. Factors such as reductions in size of organized public sectors, outsourcing of employment in the private sector, globalization, and the expansion of the temporary and part-time workers have contributed to the decline of unions (Kearney & Mareschal, 2014,

This publication was a paper that was presented at the annual meeting of the American Economic Association. Hanushek and Rivkin’s paper spoke about the influences of teachers to student’s achievement, it can be seen that standardized testing is not a proper way in determining educational quality. With their value-added research, the statistics show the presence of a significant amount of differences in teacher effectiveness even within the same schools. Due to the fact that now in many districts “teacher effectiveness” is based solely on test scores concerns of personnel compensation, employment, and promotion are brought up, including the issues of cheating and teaching methods that are narrowly focused towards the test are an ongoing problem

Discussion of collective bargaining must begin with recognizing the fundamental differences between public and private employment. The terms and conditions of employment in the private sector are determined by private decisions made by private parties shaped by market forces. In the public sector, the terms and conditions of employment are public decisions made through governmental officials and shaped by political processes as well as by market forces. In a democratic society, this means that decisions are confined by constitutional limitations and must ultimately reflect the will of the electorate (Summers, 2003).

Negotiators develop positions based on their party’s self-interest in resolving workplace disputes in a way that provides the greatest benefit to those they represent (Post, 2009). As each party brings their positions to the table, an adversarial relationship between them is bound to form, especially when it is difficult to find an agreement that benefits both parties. This is particularly true of economic issues, such as wages and hours. For example, if negotiating employee wages, labor will almost always propose an increase in their wages, while management typically propose either a smaller increase, or no increase at all. By engaging in a style of negation that pits labor and management in direct competition with each other, and by emphasizing the opposing views that each side has on the issues being negotiated, labor-management relations suffer. In order for the collective bargaining relationship to work and have both sides willing to

Our district is constantly changing the way they evaluate teachers. This year, all teachers attended a mandatory PD session on our new evaluation system. One of the biggest difference for this year, is that we will be using student tests scores as part of our evaluation. Another change will be that teachers are now going to be picking two student growth objects to focus on, and two professional development growth plans. This current system is very aligned to what Robert Marzo suggested in his article on the two purposes of teacher evaluation. Our new evaluation system will put teacher growth and student growth on top of the system. Principals will use the evaluation system to help teachers grow and focus on goals.