Pytte Cup
PLANNING DOCUMENT
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Dear Chapter Presidents and Executive Boards,
The Pytte Cup was designed to develop an organizational understanding of what goes into a
strong, well-rounded chapter, to provide standards for a functional chapter, to to provide a
framework for chapters to develop their members in four key pillars: Scholarship, Citizenship,
Ritual, and Leadership. The Pytte Cup Community Standards and Chapter Development
process aims to help you and your chapters identify key strengths, areas of improvement, and
opportunities. The Pytte Cup was designed to help your chapters grow and flourish.
Over this past year, the Greek Life Office and Order of Omega have partnered together to
improve the Pytte Cup process experience for all involved and to help your chapters use the
Pytte Cup to its full potential. To do so, the Pytte Cup cannot be treated as an afterthought, but
rather, a framework for your chapter to evaluate chapter operations, to set goals, to transition
executive boards, and to inspire leaders. This Pytte Cup Planning Guide is intended to guide
you in doing so. We believe your chapter leadership play a key role in helping the Pytte Cup
fillfill its mission by understanding the purpose of both the Pytte Cup Community Standards
and Chapter Development sections and utilizing this information to help your chapters
understand that it is important to excel at the Community Standards in order to fully take
advantage of the Chapter Development section. We hope that you and your chapters can use
this guide to further advance your organizations and develop your members. If you have any
questions regarding the enclosed guide, please do not hesitate to reach out to Amie Jackson or
any Order of Omega member for assistance or clarification. Thank you, and we cannot wait to
see what our community can accomplish over the next year.
Sincerely,
Amie Jackson
Associate Director of Greek Life
Kelly Buchanan
Order of Omega-Pytte Cup Chair
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Table of Contents
Welcome Letter
Chapter Management Plan Description and Outline
Chapter Development Planning and Goal Setting
pg 2
pg 4-5
pg 6-12
Learning about the Pytte Cup-Chapter Activity
pg 13-15
Connecting the Pytte Cup and the GEM
pg 16-18
Creating a Chapter Specific GEM
Pg 19-20
Appendix I-SMART GOAL
pg 21-22
Appendix II-Greek Experience Model
pg 23
Appendix III-Greek Experience Model Explained
pg 24
Appendix IV-Pytte Cup Themes Connected to GEM
pg 25
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Chapter Management Plan Description and Outline
The purpose of creating and submitting the Chapter Management is to help you create an actionable plan to
follow. That way, before your chapter even begins submitting documentation for Pytte Cup, there is a
straightforward plan that will increase the ease of the process.
To Begin:
First, your chapter should discuss who is in charge of taking care of Pytte Cup. Describe what this person (or
committee) is specifically supposed to do. This step means that if there is any confusion about the leader’s
responsibility, there will be an explicit document stating his role. Also, it gives a point of contact for IFC and
PHC to deal with any issues.
Example: Agnar Pytte Jr. ([email protected]), Pytte Cup Committee Chairman. Responsibilities: He will
oversee the submission of all parts of Pytte Cup. He will collect and submit the documentation. He will
also be the main contact with the chapter liaison.
Delegation of Responsibilities
From here, outline everyone who is involved. This could be just one person, the Pytte Cup committee, or your
entire chapter. Using this list, describe the responsibilities of each of the people involved. The description
should include a general description of everyone, as well as specific responsibilities.
Example: Marcus Starr, Pytte Cup committee member. Responsibilities: Oversee the citizenship pillar
and obtain the citizenship documents for submission.
Ensuring the Completion
Now that there is a description of who is in charge and how the responsibilities are allocated, a process for how
to meet these responsibilities is needed. This can be done through and action plan for each person. An action
plan should contain a specific description of how to complete everyone’s responsibilities. This plan should
include a detailed description of what documents should be created or obtained, how to get the documents, and
when to submit the documents.
Resource Guides:
Community Standards Resource Guide with Evaluation Forms
Campus Resources
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Example:
Standards
Chapter has minimum
service hour requirement
Evidence of accountability
measure for noncompletion
Half of Million Minutes goal
complete
Service project definition
Attendance sheet with 50%
of chapter accounted for at
Service event
Philanthropy event date,
time, location
Philanthropy event
description of event
Philanthropy event charity
description
Philanthropy event
Donation receipt
Crisis management plan
Chapter policies (relating to
risky behavior)
Marcus Starr
Documentation
Method
Chapter Bylaws (Service
Use the Secretary for the
section)
excerpt
1-May
Service Chair Plan –
Failure section
1-May
Greek Life Website
A written description of
project use to promote it
1-Nov
1-June
1-June
Sign in sheet from event
Screenshot of the FB event
(after it)
A written description of
project use to promote it
A written description of
the Habitat for Humanity
Receipt from donation to
Habitat for Humanity
Risk Manager Policy
Chapter Bylaws (housing
rules)
SMARRT quiz completion
Greek Life
Compliance with fire codes
Confirmation from Greek
Life
Compliance with housing
codes
Walkthrough scores
Internal judicial board
manual/process description
List of active judicial board
members
Proof of judicial board
training
Use the Secretary for the
excerpt
Go to the website and
screenshot it
Service Chair to write up Spring
event
Deadline
Confirmation from Greek
Life
Greek Life
Chapter Bylaws (judicial
article)
Get it from the service chair
Make the screenshot
Philanthropy chair makes a
description for the event. Get it
Philanthropy chair to write it
up
Obtain a copy from the
treasurer.
Use the Secretary for the
excerpt
Get Risk Manager to get
everyone to complete it.
Email Case Housing for
confirmation. Give 2 weeks of
leeway
Email Case Housing for
confirmation. Give 2 weeks of
leeway
Check they exist with Greek Life
Use the Secretary for the
excerpt
1-Sept
1-Sept
1-Sept
1-Sept
1-Nov
1-Aug
1-Oct
1-Oct
1-Oct
15-Nov
30-Apr
30-Apr
Certificate from VPAs
Obtain from Chief Justice
30-Apr
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Chapter Development Planning and Goal Setting Worksheet
Introduction:
The information contained in this document is meant to assist your chapter in setting clear and attainable goals
that will advance your organization and enhance your members overall experience. Additionally, it is to assist
you in utilizing the Pytte Cup framework and feedback more intentionally in your chapter operations so you can
begin to measure how the Pytte Cup framework is positively impacting your organizations and members.
Within this document you will find information on how to conceptualize a chapter identity, adequately assess
your organization, and set clear and measurable goals to set you on the path for success! It might be helpful to
make sure you and your chapter fully understand the Pytte Cup before proceeding with the rest of the material.
Pytte Cup-Chapter Development
Pytte Cup is a framework that encouraged chapters to provide a holistic membership experience based on the
values in which fraternities and sororities were founded. The framework consists of benchmarks that represent
increasingly more complex thinking and application of the organization and community core values.
This model is based on the Bloom’s Taxonomy of Learning:
Bloom’s Taxonomy of Learning
Create – “I can put ideas together to create a new concept”
Evaluate – “I can use evidence to justify/argue my ideas”
Analyze – “I can break it down and look at parts of the whole”
Apply – “I can apply this concept in a practical context”
Comprehension – “I can summarize it in my own words”
Knowledge – “I can recite it back to you”
Online Resources:
Blooms Taxonomy Video: http://vimeo.com/57698458
Use the following link to learn more about the Pillars and their themes and as well as the process for completing
the Pytte Cup: https://students.case.edu/greek/leadership/awards/pytte/doc/chapter_dev.pdf
If you need additional help here is a list of campus resources/advisor that would be happy to assist you as you
create your goals:
https://students.case.edu/greek/leadership/awards/pytte/doc/advisorcontact.pdf
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Greek Life Pillars and Themes
Citizenship Themes:
● Community Service & Learning
● Social Justice
● Community Involvement
● Positive Relationships and Collaboration
● Culture of Care
● Cultural Competency
● Chapter/Individual Standards
● Sustainability
Ritual Themes:
● Alumni Engagement and Involvement
● Membership Development
● Incorporation of Purpose
● Values-Based Recruitment
● Recognition
● Life-long Commitment
● Pride in Greek and CWRU Community
Traditions
Scholarship Themes:
● Appreciation of Learning
● Academic Achievement
● Intellectual Development
● Academic Community Involvement and
Engagement
● Professional Integrity
● Career Development
Leadership Themes:
● Ethical leadership
● Culture of Leadership (within and outside
organization)
● Values-based Decision Making
● Chapter Assessment
● Continuity of Leadership
● Positive Change Agent
● Chapter Management
● Interpersonal/Intrapersonal Skills
Development
Pytte Cup Activities: Below are several different activities you can use to help either your chapter or executive
board better understand the Pytte Cup and the Greek Experience Model and its application to your chapter.
Learning about the Pytte Cup-Chapter Activity
pg 13-15
Connecting the Pytte Cup and the GEM
pg 16-18
Creating a Chapter Specific GEM
Pg 19-20
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Chapter Identity:
Organizational identity is strong when people within the organization have a common understanding of who
they are, what they create and for whom they create it.
• Vision: What do we aspire to be?
• Mission: What do we do?
• Member: For whom do we exist?
• Essence: What do we want our members to feel?
Spend time in a chapter meeting or an executive board discussing your chapter’s identity. There can be a lot of
momentum gained when the chapter has a clear understanding of who they are and where they want to go
together!
Chapter Analysis:
Before you can start goal setting your executive board and chapter need to be on the same page regarding where
the chapter currently stands. This will allow you to better understand your strengths and how to build upon
them, opportunities and how to focus on them, aspirations and to inspire others, and results that would come
from your efforts. If you applied to the Pytte Cup Chapter Development in the previous academic year it would
be recommended to remove that feedback prior to this session as well as reach out to the Pytte Cup Advisors or
Order of Omega who assisted with the interview/presentation to receive more detailed feedback.
Strengths: what areas within the Pytte Cup-Community Standards and Chapter Development do you believe
your strengths? How do you know? What contributing factors allow for these areas to be a success (i.e. people,
resources, etc.)? How can you utilize the lessons from your strengths to assist with your opportunities?
Opportunities: what areas within the Pytte Cup-Community Standards and Chapter Development do you
believe are opportunities for your chapter? Which are areas that need to be focused on to bring your ideal
chapter identity to life? What can you do to capitalize on these opportunities? Are there any members who are
successful in the areas that the chapter wants to grow in? How can you learn from these members?
Aspirations: what are areas with the Pytte Cup-Community Standards and Chapter Development that you
hope to achieve? Why are these areas your aspirations? What programs/experiences could the chapter
encourage its members to take better advantage of to help advance these themes (i.e. on a national level, other
student organizations, other greek organizations, campus leadership programs, etc.)?
Results: what will it look like if you capitalize on your strengths/opportunities/aspirations as framed in the
Pytte Cup-Community Standards and Chapter Development? What level of the model do you hope you will
have achieve at the end of 2015 and how will you know if you achieved it?
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Goal Setting Process:
Once your chapter has identified and clarified the Chapter’s Identity and conducted a thorough analysis of the
current state of the organization, and utilized the Pytte Cup to identify areas of strength and areas of focus, the
chapter and/or executive board is ready to set SMART goals.
Step 1: Identify 3-4 overarching Chapter/Executive Board Priorities. These priorities could be somewhat longterm but encourage the Chapter/Executive board to think about what needs to be done this year to work toward
the larger objective.
Step 2: Have each executive board member set 3 SMART goals and action steps with deadlines, have exec
members identify the main Pytte Cup Chapter Development theme and the supporting themes to focus on,
encourage them to think about how they could utilize Blooms Taxonomy/GEM to advance learning. (See
Appendix I and Appendix III)
Step 3: As an executive board collect all executive board SMART goals and identify the connecting themes
amongst all of the goals. Develop a master document that includes the overarching chapter goals with the
SMART goals and action items with due dates. This document should also include the main themes and
supporting themes to achieve success.
Step 4: Develop a plan to follow up on these goals. Who is responsible for tracking progress? When will you
review your goals? How will you know you are making progress?
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Goal 1:
What priority is this goal connected to?
Pytte Cup Main Theme:
Pytte Cup Supporting Themes:
Action Steps (include due date and point person):
1.
2.
3.
4.
5.
How can the Pytte Cup and Greek Experience Model assist in the completion of your goal/action
steps?
Who will be involved? Identify key allies in success
How will you measure your progress and success?
What are some potential obstacles that could stand in your way? Discuss potential strategies for
overcoming this obstacles for success?
Why are you aimed at this specific goal?
What benefits will be received by accomplishing this goal?
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Goal 2:
What priority is this goal connected to?
Pytte Cup Main Theme:
Pytte Cup Supporting Themes:
Action Steps (include due date and point person):
1.
2.
3.
4.
5.
How can the Pytte Cup and Greek Experience Model assist in the completion of your goal/action
steps?
Who will be involved? Identify key allies in success
How will you measure your progress and success?
What are some potential obstacles that could stand in your way? Discuss potential strategies for
overcoming this obstacles for success?
Why are you aimed at this specific goal?
What benefits will be received by accomplishing this goal?
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Goal 3:
What priority is this goal connected to?
Pytte Cup Main Theme:
Pytte Cup Supporting Themes:
Action Steps (include due date and point person):
1.
2.
3.
4.
5.
How can the Pytte Cup and Greek Experience Model assist in the completion of your goal/action
steps?
Who will be involved? Identify key allies in success
How will you measure your progress and success?
What are some potential obstacles that could stand in your way? Discuss potential strategies for
overcoming these obstacles for success?
Why are you aimed at this specific goal?
What benefits will be received by accomplishing this goal?
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Learning about the Pytte Cup-Chapter Activity
5 mins
5 mins
Learning Outcomes:
1. Learn the history and evolution of the Pytte Cup
2. Learn about Bloom’s Taxonomy of Learning and its application to the
Pytte Cup
3. Learn about the Themes within the Pytte Cup and how they relate to
your chapter operations
4. Understand how Pytte Cup can become a tool for chapter excellence
Ask group---What do you know about the Pytte Cup and its purpose? (both
Community Standards and Chapter Development)
**This will help you gauge what your chapter knows and does not know so
you know where to spend more time on later in the session.
History of Pytte Cup
● Originally created in the mid 1990’s by the current undergraduate
students to create a means to community standards and a way to reward
excellence.
● Initially the standards were due every September all at once. This
proved to be problematic for a few reasons. First, the information that
was due overlapped between two executive board terms. This caused
issued with consistency and paperwork. Second, the information was
due all at once so it left little room to correct any information that did
not meet the standards. Finally, there was no accountability mechanism
if they were not met for consecutive years.
● The award packets were due in March and required chapters to submit a
significant amount of documents to prove excellence. The awards were
based more on a checklist of achievements rather than the quality of
those achievements. There were several issues with this process that
proved to be barriers to chapters taking full advantage of the process.
First, there could be only one fraternity and one sorority winner of the
Pytte Cup. This was a deterrent to many organizations in either putting
forth their best effort or even applying as they did not feel like they
could compete with the organizations that won every year. Second, it
was more about breadth then about depth of experiences being provided
to the members. Third, there was very little feedback to the chapters
who submitted packets, therefore; very little of the process was used to
advance the organizations on this campus. Finally, only the Chapter
President’s seemed to be involved in compiling all of the information
which resulted in almost all members having no idea what the Pytte
Cup was or the significance of winning.
● A committee of students compiled all of the above information in the
Spring of 2012 and wanted to provide a process there was more
seamless, developmental, and more widely-known.
● As such they changed the due date of the minimum standards to
December, allowed for rolling submissions, instituted an accountability
system, and switched the ownership of the standards from the Greek
Life Office to the community.
● As for the awards, they utilized the framework of Bloom Taxonomy
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along with an array of themes within the 4 community pillars as the
framework of the awards process. The belief was that this framework
allowed chapters to better understand how to develop the organization
through intentionality as well as allow for flexibility of application to
allow for the chapter leadership to apply the themes in the way that fit
the organization’s needs. Another major change was the
implementation of 4 benchmarks (or recognition levels) as well as
enabling any chapter who receives Excellence (the top benchmark) in
all 4 pillars to win the Pytte Cup. Campus advisors for all of the
themes were created to assist the chapters in better understanding the
themes, applying them to their organization, and assist the chapters
with networking more intentionally with our campus partners. Finally,
the written application was altered to a two-round application process.
The first round is the submission of a cover and resume and then an
interview with a campus advisor a member of Order of Omega and the
second round is a presentation to be created by the chapter to a panel of
evaluators. Throughout this entire process the chapter will receive
feedback of their strengths and opportunities of growth.
● We believe the alterations in the Pytte Cup will help our community
establish a solid foundation and then provide our chapters with the tools
to more intentionally develop their members and engage in our
community.
15 mins
Bloom’s Taxonomy of Learning
Watch Video--http://vimeo.com/57698458
After watching the video have a few individuals repeat back what the different
levels of Bloom’s Taxonomy are and what they mean. (You may consider
writing this on Flip Chart paper or Chalkboard if available)
Questions to ask:
How could utilizing Bloom’s Taxonomy more intentionally help our chapter?
Provide specific examples.
In what ways do you see the chapter utilizing it?
15 mins
4 Pillars and Themes
If you have access to a projector consider put the definition of each pillar and
the learning outcomes for the themes on a powerpoint for the chapter to
review. If you do not have access to this then consider printing off several
packets with this information. (All definitions can be found in the resource
documents under the Pytte Cup section of the website)
Review each pillar one at a time. Before showing your members what the
definitions are ask them the following questions…
● How would you define Leadership, Scholarship, Ritual, Citizenship?
● What does the chapter do that you believe falls under each of the
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definitions?
● Is there anything the chapter should be doing based on how the chapter
defined the pillars?
Now review the definitions and themes and see what overlaps based on how
the chapter defined the Pillars.
Activity:
● Pass out notecard-Have your members review the pillars and the
themes and identify the pillars/themes they most connect with and
why? How do they see this pillar/theme manifest itself in the chapter?
● Find partner-Have members share with each other the pillars/themes
they most connect to and why?
● Group share-spend a few minutes as an entire chapter having a few
members share.
● Question: What did you learn about yourself through this process?
What did you learn about other members? What did you learn about
our chapter? (Point of observation: Different members will pick
different Pillars and Themes)
● It is clear we have a wide-range of interest and passions—how can we
utilize each other’s interests to more intentionally advance the chapter?
15 mins
Planning for the Future
If time allows have the members break up into groups based on their areas of
interests. In these groups have them evaluate the Pillar and the themes within
it and identify the chapters’ areas of strengths and areas of improvements.
Encourage the groups to created specific examples and discuss tangible ways
for improvement.
After they have identified the strengths and areas of improvements have them
assign the level within Bloom’s Taxonomy they believe the chapter has
reached for each theme within the pillar as well as for the pillar overall.
5 mins
After about 10 mins have each group share a few key areas of strengths as well
as areas of improvement. Be sure to encourage each group to take notes as this
information could be very useful for the executive board in developing goals.
Summary
Questions:
● What have you learned about the Pytte Cup?
● How do you see the Pytte Cup framework helping our chapter?
● How do we intentionally use the Pytte Cup and hold ourselves
accountable1 to using it to advance our organization?
This would be a good time to ask for volunteers to sit on a Pytte Cup
committee that would be responsibility for implementing the framework and
developing the necessary information for the awards process?
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Connecting the Pytte Cup and the Greek Experience Model (GEM)
“The Pytte Cup is the framework of thinking;
The Greek Experience Model is the facilitation of learning”
Material Needed:
1) The Greek Experience Model
2) The GEM Explained
3) The Greek Experience Model and Pytte Cup Themes Overlay
Intended Audience:

2 min
Chapter leadership (executive board, cabinet, management team, etc)
Learning Outcomes
1. Learn the history of the Greek Experience Model
2. Learning how the Greek Experience Model and the Pytte Cup are connected
3. Understand how the Greek Experience Model can help advance the Pytte Cup
themes throughout chapter operations
4. Understand how to use the Greek Experience Model can be used to facilitate
learning throughout the chapter
10 min
The History of the Greek Experience Model (GEM)
The Greek Experience Model, nicknamed the “GEM”, was created as a way to be intentional
in creating the experience all Greek students have throughout their time as undergraduate
chapter members at CWRU. It is an assessment and planning tool that will aid chapters in
grounding all programs and initiatives in intentional learning outcomes.
The GEM is created based off the four community pillars in combination with Bloom’s
taxonomy of learning similar to the Pytte Cup. The model is read from the bottom to the top
with each level of learning building upon one another.
This is NOT a check-list in order to have the “ultimate” Greek experience. It should be
viewed as a guide on how to create learning experiences within your chapter while
considering the different levels of learning within your membership.
Allow time for those you are working with to spend some time reviewing the GEM. Some
questions you may have to discuss as a group are:
 How to the “level specific learning outcomes” build upon each other and connect to
the “overarching learning outcome”?
 Where do you feel your programs fall within the GEM? Are there levels that you are
missing?
 How can the GEM be utilized to think about learning and development within your
organization’s membership experience?
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45 min
Pytte Cup and Greek Experience Model Connections
The Greek Experience Model will be extremely helpful in creating action steps focused on
learning and development as your chapter leadership decides on what Pytte Cup theme(s)
they want to focus on during goal setting sessions.
Each Pytte Cup theme falls under a Greek Experience Model “overarching learning
outcome.” Please see the “Greek Experience Model and Pytte Cup Themes Overlay”
attachment for a visual representation of which learning outcomes the themes fall under.
This chart will be crucial in creating learning based action steps.
Activity
1) Pick one of the Pytte Cup themes the chapter leadership has decided to focus on
during its goal setting session. Read through the overarching and level specific
learning outcomes that theme falls under.
2) Recreate a similar worksheet (using a white board, large post-it notes, etc.) to think
about how the pillar theme and the learning outcome connect.
Pillar Theme: Membership Development
GEM Overarching Learning Outcome: Display my personal ethics in my
actions
1) Why is this learning outcome important for the individual chapter
member’s development?
2) How is the pillar theme tied to the overarching learning outcome?
3) Once the group has fully discussed the reflection questions, utilize the level specific
learning outcomes to create action steps to foster development and learning with in
the Pytte Cup Pillar Theme.
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Action Step:
GEM Level connection:
How will you know learning occurred?
Is a specific chapter audience targeted (I.e. new members, executive board
leaders, seniors, etc.)?
How do you build upon this action step to elevate your members to the next
“learning level”?
10 min
Summary
Questions:
 What have you learned about the Greek Experience Model?
 What have you learned about the connection between Pytte Cup Chapter
Development and the Greek Experience Model?
 How can the Greek Experience Model help in creating an intentional learning and
development experience for your chapter members?
 How can the Greek Experience Model serve as a foundation of learning when setting
goals and creating action steps?
Next Steps
1) Advanced Curriculum- “Creating a Chapter Specific GEM”
2) Continued Conversations with the Greek Life Office
Now would be a good time to reach out to the office and set up a meeting to continue
to explore how the Greek Experience Model can help in goal setting, action
planning, and growth within all Pytte Cup Themes.
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Creating a Chapter Specific GEM
Materials Needed:
1) The GEM Explained
2) The Greek Experience Model
5 minutes
55 minutes
Introduction
How can the GEM be used as a membership development tool? It is all about knowing
what you are currently doing, the value of those things to your chapter, and areas in which
your chapter can develop. One way you can organize your chapter operations, programs,
initiatives, etc. is by creating your own “chapter specific” GEM.
Outline of our time today:
1) Deciding the learning outcomes behind everything you are currently doing and
where it fits in the GEM
2) Reflecting on strengths, weakness, and possible room for growth/development
What is your chapter currently doing? Where does it fit in the GEM?
The best way to figure out where your chapter currently falls within the GEM and where
you may want to elevate your chapter is by first looking at what you are currently doing.
Utilizing a list of everything you are doing as a chapter, complete the following steps in
order to create a chapter specific GEM:
Step One- As a large group, assign the main contact/position to each of your current
programs/initiatives/events/etc. Think about the person who is mainly responsible for its
execution.
Step Two- After assigning each items, think about the overarching learning outcomes of the
program/initiative/event/etc. Everything has a purpose. What is the purpose in terms of
your chapter’s development, growth, etc.? As a group, assign three overarching learning
outcomes from the GEM to each. Take the time to discuss the learning outcomes thoroughly
in order to come to a group consensus.
Step Three- Using post-it notes (three per program) place the programs in pillar groups.
Use the below set up to help with organizing your thoughts
Learning
Learning
Outcome 1
Outcome 2
Scholarship
Learning
Outcome 3
Ritual
Citizenship
Leadership
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Discussion Questions
 As a chapter, what pillars does most of your work fall under? What pillars, levels,
learning outcomes are being missed?
 Do you think your members, or even you, thought about the learning outcomes
behind everything you do as a chapter?
 Has this experience helped shed some light on the purpose of fraternity/sorority?
 Think about what you have been “assigned” as your position. Where do most of
your responsibilities fall? Does this fall in line with what you want to accomplish
within your position? Do you see any holes or areas of weakness within the GEM
that you want to focus on moving forward?
 Initial reactions as to how this exercise has/can help shape your view on how the
GEM can help influence your membership development plan throughout the
semester?
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Appendix I: SMART GOALS
What is a S.M.A.R.T. Goal?
A SMART Goal is a convenient acronym for the set of criteria that a goal MUST have in order for it to be
realized by the goal achiever. There are numerous variations on the SMART acronym, however, the one we
will follow is:
• A goal must be Specific: You must be very clear about what exactly you want to accomplish.
• A goal must be Measurable: You must have a quantifiable way of tracking your progress from
start to finish.
• A goal must be Achievable: Your goals must challenging, but realistic for yourself.
• A goal must be Relevant: Your goal must be in harmony with your core values and your life purpose.
• A goal must be Timely: Your goal must have deadlines and sub deadlines attached to it.
Make Your Goals Specific
Success Coach Jack Canfield states in his book, The Success Principles that, “Vague goals produce vague
results.” In order for you to achieve a goal, you must be very clear about what exactly you want to put your
effort into. A great way of doing this is by asking yourself the six questions: Who, What, Where, Why,
When, How.
•
•
•
•
•
•
Who is involved with this goal, or who do I need to recruit in order to realize this goal?
What exactly do I want to accomplish? What is the objective?
Where will this goal take place? Where do I need to be?
Why do I want to invest my time and energy into this goal?
When will this goal take place?
How will I accomplish this goal?
Make Your Goals Measurable
It’s crucial for goal achievement that you are able to track your progress towards your goal. That’s why all
goals need some form of objective measuring system so that you can stay on track and become motivated
when you enjoy the sweet taste of quantifiable progress.
Make Your Goals Achievable
Setting big goals for ourselves is great, but setting unrealistic goals for ourselves will only serve to break us
down. A good goal is one that challenges us, but also is one that is not so unrealistic that we have virtually
no chance of accomplishing it. Becoming a millionaire is a very achievable goal, but becoming a
millionaire by next week, with no startup money is, not impossible, but highly unrealistic. When
considering whether or not your goal is achievable or not, create a scale for yourself from one to ten—one
being not challenging at all and ten being the most challenging. Then decide where on that scale your
particular goal falls. A good and challenging goal should always fall between a six to an eight on that scale.
Make Your Goals Relevant
It’s a good idea, before you even set goals to really sit down and define your core values and your life
purpose because it’s these tools which ultimately decide how and what goals you choose for your life. Goals,
in and of themselves, do not provide any happiness. It’s when we achieve goals that are in harmony with our
life purpose that gives those goals the power to make us happy. Most SMART goal practitioners use
REALISTIC rather than RELEVANT for the “R” in SMART, but some think this is too redundant to
Achievable and any well-engineered goal needs to have RELEVANCY as part of its criteria. For example,
one can go and rob a bank and be successful at it because he planned it out using all the other set of criteria
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for a SMART goal, but after successfully robbing that bank, he would not be very fulfilled because that goal
was not in harmony with his purpose in life. Relevancy therefore becomes the moral and ethical check when
engineering your goal.
Make Your Goals Timely
Sales professionals know best that the greatest motivating force to close a deal is to create a sense of
urgency within their lead. That means creating deadlines because deadlines create a sense of urgency to get
things done. The word “Someday,” needs to be removed from your goal setting vocabulary and replaced by
a precise year, month, day, and even hour. By setting a deadline, your subconscious mind begins to work on
that goal, night and day, to bring you closer to achievement.
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Appendix II: Greek Experience Model (GEM)
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Appendix III : GEM Explained
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Appendix IV:Connecting the Pytte Cup Themes to the GEM
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