In the process of developing a coherent bargaining position, the school board's chief negotiator functions as a group leader, responsible for controlling behavioral dynamics so that the school board is productive and cohesive. Dissonance and dissent are expected components of the position-formulating process, and the negotiator should be well-versed in the means of resolving conflicts among board members. The board as a group will go through four phases, emerging as a unit with strong positions on the issues, if the negotiator succeeds in his role as group leader: (1) Orientation--the phase in which all dissonance should be clearly delineated; (2) Conflict--the phase in which all disparate opinions and dissonance are discussed by the board and alternative positions considered; (3) Emergence--the phase in which positions are solidified into group decisions; and (4) Reinforcement. During this final phase, if all disparities have been thoroughly explored, lobbying and pressure from the teachers' union will actually tend to reinforce the board's positions. The board negotiator should carefully study the disparate interests and opinions that exist within the teacher ranks and between the teachers and their bargaining team. (Author/DS)