An important part of the PIPS structure is consensus. The group does not move on to the next phase until agreement is reached by all. This does not mean that every person gets his or her way but that the ideas and solutions presented are livable and acceptable to all. Personally, one or more members might prefer a particular solution but will defer to the group process, as long as the solution selected is not personally objectionable.
For the Roosevelt School tardiness problem, the problem-solving group consists of the principal, the school secretary, two grade level chairpersons, two teachers who are always on time, and two teachers who are almost always late. This diverse group membership was selected to represent a variety of viewpoints. The principal selected the team members among those individuals who are known to be objective, task-oriented, and skilled in problem solving. One of the teachers has been thoroughly trained in the PIPS process and has demonstrated team skills in other professional areas. None of the teachers are politically "hot" in any type of school controversy. Although the principal has taken the initiative in starting the process, it is important to recognize that since the problem-solving team will work in a democratic setting, the principal can in no way be autocratic, or the team will be unlikely to generate creative solutions.
At the outset, each group member agrees to try the PIPS suggestions, to read the instructions ca