B2B Facilitator Manual

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Bridge to Brotherhood
Facilitator Guide

First Version
Fall 2018 – Spring 2019

Welcome
Thank you for your leadership as we educate the newest generation of Brothers!
Brothers,
Welcome to the start of an exciting adventure!
On behalf of the Board of Directors, Management Team, and Heritage Center staff,
thank you for your partnership in creating the foundation of a positive life-long brotherhood
experience. As the brother responsible for leading your chapter’s education process, you are in a
unique position. Unlike your fellow members, you represent what Alpha Kappa Psi is to every new
pledge under your tutelage, since they will learn all there is to learn about the fraternity through
your efforts.
Alpha Kappa Psi spent years developing the pledge program, listening to feedback from all
members (students and alumni), and identifying the skills and knowledge necessary to prepare our
pledges to be successful bothers. Paired with the Fraternity’s Journey to Principled Business
Leadership, the pledge program ensures that all members will get the most out of Alpha Kappa
Psi’s educational offerings, while also having an experience uniquely tailored to their local
university and home chapter. The program is designed to ensure that all chapters can design a
tailored and unique experience for their pledges, while ensuring all new members have the same
basic education as they go through the process.
As you know, Alpha Kappa Psi is something one joins for life. From your personal experience
pledging your home chapter, to your current role in membership education, to the future when you
will participate as a member of an alumni chapter or a fraternity volunteer after graduation, Alpha
Kappa Psi is an ever-changing, evolving, and lifelong journey. The process you are leading on
behalf of the fraternity is the first step in a lifetime of brotherhood and service for your pledges.
Thank you for your efforts in educating our pledges, and future brothers, to become Principled
Business Leaders!

In U—and I—
Michael G. Dickerson, CFV
Fraternity President

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Table of Contents
The Table of Contents below provides a list of the topics covered in each section to help you
navigate the guide.
The Pledge Education Experience

Module Lesson Plans

Program Overview………………………………………………………5

How to Use the Lesson Plans………………………39

Program Snapshot………………………………………………………7

Induction……………………………………………………………………………40

Initiation Requirements…………………………………….…..8

Module 1: Building Relationships………………43

Program Resources……………………………………………..…10

Module 2: Values…………………………….…………………………45

Alpha Kappa Psi Glossary………………………………….11

Module 3: Risk Reduction………………………………..49

Understanding Your Role

Fraternal Exam…………………………………………………………….52

Fraternity Educator Responsibilities………15

Module 4: Interviews……………………………………………..53

Reporting Responsibilities……………………………….16

Mid-Term Interview…………………………………………..…..58

Utilizing Your Resources……………………………………19

Module 5: Handling Feedback……………………59

Facilitating the Program

Module 6: Emotional Intelligence………..….63

Program Structure………………………………………..…………21

Court of Honor…………………………………………………………….67

Program Modifications….…………………………………….24

New Brother Orientation………………………..…………68

Brother Interviews……………………………………………………25

Appendix…….………………………………………………………………………………..........71

Providing Accommodations……………………..…..29
Effective Facilitation……………………………………………...30
Performance Improvement Plans……………32
Big Brother Mentor Program
Minimum Criteria………………………………………………………34
Big Brother’s Role……………………………………………………35
Matching Process…………………………………………..………..35
Big Brother Reveal………………………………………………….36
Effective Mentoring……………………………………….………37.

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The Pledge Program
Experience

Program Overview
Consider this: Are incoming members being properly educated to add to the success of the
chapter and the fraternity? Has what is expected of them as a brother been taught? If you think of
this program as a new employee orientation – have you prepared your new members to be the
best they can be in their role as a brother?
Over the course of Alpha Kappa Psi’s pledge education program, pledges are introduced to the
key skills and practices of the Fraternity. The Bridge to Brotherhood is designed to target areas of
personal and professional development regarding how to become a principled business leader, as
well as build an awareness and appreciation for the history, values, and vision of Alpha Kappa Psi.
Active Learner
The willingness and active effort to continuously grow in knowledge, skill, and
competence.

Principled Decision Maker
The process of gathering information, weighing consequences, and accepting
responsibility for choosing a course of action.

Change Agent
The ability to shape the thoughts and actions of others to drive positive growth.

By the end of the program, pledges will be able to:
• Build a fraternal network
•
• Construct a path for approaching difficult
situations
•
• Define principled business leadership
•
• Describe AKPsi’s Key Practices
•
• Describe the expectations of being an
Alpha Kappa Psi member
•
• Describe what it means to be a valuesbased membership organization
•
• Explore a comprehensive set of
professional and leadership skills

Explore the fraternity history, structure, and
policies
Identify lifelong commitments
Practice a commitment to servant leadership
and personal accountability
Reflect on the purpose of Alpha Kappa Psi
Summarize professional skills and tools on a
résumé, portfolio, and in interviews
Translate chapter, personal, and professional
experiences into the leadership development
process

It is your responsibility to lead the direction of the program,
ensure it is well-managed, and follows all Fraternity and
university policies.

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These objectives are met through the two components of the program; education and integration.
Education mostly occurs through the instructive modules where pledges are taught core
information about the Fraternity, and explore the basics of the key practices and skills needed to
succeed as a principled business leader. Education also extends beyond the educational modules,
including everything from supplemental pledge program electives, to attendance at events the
chapter hosts, to participation in activities such as philanthropy events, campus lectures, and
sporting events. Each provides different elements of a pledge’s education and should be
considered when developing the pledge class calendar and presenting opportunities to the
pledge class. As pledges are students first and their academic education should always take
precedence, chapters must be cognizant of the institution’s academic schedule. Chapters should
develop their pledge program in a way that limits pledge class meetings and events during heavy
academic periods such as exam weeks to allow both the pledges and fraternity educators the
ability to focus on their coursework.
When observing successful training models, it is
evident that providing baseline education leads to a
knowledgeable employee. Those who are new to an
organization not only perform better when they
understand the why and how behind their role, but
they are more confident in their position, resulting in
higher engagement rates. Therefore, it is important
for the health of the chapter to focus on educating
pledges through all available opportunities.

While you may plan and oversee
pledge education, it is the
responsibility of the entire chapter
to contribute to a pledge’s
education and integration to the
chapter. A brotherhood is not
formed by the acts of just one
person!

Integration into the chapter starts the day pledges are extended a bid. Using a hands-on
approach, chapters will begin to assist pledges with acclimating to the chapter experience from
the beginning. This occurs through allowing pledges to participate on chapter committees, attend
chapter events and build relationships through the Big Brother Mentor Program. Big Brothers
should be available to answer questions and help Little Brothers acclimate to the fraternity,
through encouraging participation in chapter events and activities as well as introducing them to
other members, particularly those with common interests, experiences, and backgrounds.
When observing successful training models, it is rare for organizations or companies to segregate
their new members or new hires. Those who are new to an organization not only learn better
through integration, but tend to develop an attachment to the organization when they feel
included and like a valued member of the team, resulting in higher retention rates. Therefore, it is
important for the health of the chapter to focus on integrating pledges in the chapter instead of
separating them with their own activities and projects.

Keep in mind that integration occurs both ways. Reaching out to someone new can be
intimidating, especially if they are seeking membership, so a brother reaching out to a
pledge can help build the pledge’s confidence and show him or her the culture of the
brotherhood.

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Program Snapshot
The program snapshot is the timeline of events that occurs during the pledge process.
Induction
• Introduction to the pledge program
• Follows the Facilitator Guide

Module 4: Interviewing
• Discuss Interviewing
• Follows the Facilitator Guide

Module 1: Building Relationships
• Introduction to the brotherhood
• Follows the Facilitator Guide

Mid-Term Interview
• Practice Interviewing skills
• Follows the Ritual

Module 2: Exploring Values
• Introduction to Alpha Kappa Psi’s core
values
• Follows the Facilitator Guide

Module 5: Handling Feedback
• Discuss feedback
• Follows the Facilitator Guide

Big Brother Reveal
• Assigned a Big Brother to be a mentor
through the process
Module 3: Risk Reduction
• Review and application of Alpha
Kappa Psi’s Risk Management Policies
• Follows the Facilitator Guide
Fraternal Exam
• Complete the online exam
• Recite the Anthem and the Creed

Module 6: Emotional Intelligence
• Introduction to Emotional Intelligence
• Follows the Facilitator Guide
Court of Honor
• Complete the Court of Honor
Presentations
• Follows the Ritual
New Brother Orientation
• Introduction to the pledge program
• Follows the Facilitator Guide

This snapshot does not include any of the elective events
from the chapter. When planning events pledges are
expected to attend, set reasonable expectations that will
not overwhelm them. Remember, the pledge process is
only their introduction to the chapter and the start of their
journey in becoming a principled business leader. Their
learning is only just beginning!

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Initiation Requirements
The requirements for the pledge process include:
• Attending the educational modules
• Completing a personal development plan
• Creating a résumé
• Conducting an informational interview
• Completing the Mid-Term Interview
• Completing all chapter-added elective requirements
• Delivering the Court of Honor Presentation
• Passing the Fraternal Exam with at least a 76%
• Reciting the anthem and creed to a member of the pledge education committee
To qualify for initiation to college chapter membership each pledge must:
•
•
•
•

Fulfill the qualifications for admittance to the pledge period;
Have satisfactorily completed the pledge program and Fraternal Exam;
Have paid any required initiation fees in full; and
Be invited to and approved for membership by the members of the college chapter.

Any improvement plans must also be completed prior to Initiation. At all times, chapters must
comply with university and federal regulations and should allow flexibility to accommodate
academic and work obligations, and any disclosed disabilities.

Fraternal Exam and Recitation
Each pledge must successfully pass the Fraternal Exam with at least a 76% by the end of the
pledge process. The exam must first be administered between Module Three and Mid-Term
Interview, but should a pledge not pass on the first attempt, they are able to retake the exam up
until Court of Honor. Online practice quizzes are provided; however, they are not mandatory and
scores have no bearing on a pledge’s continuance of the program.
In addition to the Fraternal Exam, pledges must recite the anthem and creed individually to a
member of the pledge education committee. This should occur during a private, scheduled time
between a single pledge and a single member of the committee. Brothers may not solicit pledges
to recite the anthem or creed at any other time. Pledges may recite the anthem and creed at the
same or separate times throughout the program, but both must be completed before Court of
Honor. The pledge education committee should keep track of everyone’s progress.

Elective Activities
Chapters can tailor the program with supplemental elective activities based on the needs of the
chapter and university. Any electives indicated on the Program Syllabus are included as chapterspecific requirements, provided they follow all fraternity guidelines. Should a pledge not be able to
complete an elective for any reason, the chapter should provide accommodations.
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Questions Regarding Requirements
Can the chapter use the quizzes during meetings or ask pledges to report their scores?
The quizzes provided are designed as practice for the pledges to use as a study tool only.
Chapters should not be adding quizzes as a required part of a pledge meeting, nor asking pledges
to take them on their own and report their scores. Just as each student studies differently to
prepare for exams in class, pledges should be able to study and prepare as they need for the
Fraternal Exam. The only score which impacts membership is the Fraternal Exam, and as adults,
the chapter should not be monitoring their study progress.

Can the chapter ask pledges to provide written reflection or updates about their process to
the chapter or Fraternity Educator?
While it is important for the pledges to continually reflect on what they have learned, it is not their
responsibility to report it to the chapter. The chapter should not require any additional writing
assignments outside those already included in the program requirements or module activities. The
Fraternity Educator should be in tune with the pledge class enough to provide periodic updates on
the status of the pledge class, how pledges are progressing in meeting requirements, and any
issues that arise.

What should I do if the chapter is concerned about a lack of interaction with pledges?
While there are a number of electives that will allow the chapter to bring the pledge class and
brotherhood together, the best way to increase interaction is organically. While it is important the
pledge class tries to attend chapter events and reaches out to get to know brothers, the brothers
also need to make the effort to reach out to the pledges. It should not be solely on the pledge
class to develop a relationship with the chapter. Reaching out to someone new can be intimidating,
especially if they are seeking membership, so a brother reaching out to a pledge can help build
confidence and show pledges the culture of the brotherhood. As future members of the chapter,
the brothers should want to get to know the pledge class and should take the time to extend a
hand. At the end of the process, if brothers feel they do not know the members of the pledge class,
it is important to consider if they put forth any effort on their own.

How can we use chapter events to integrate the pledges with the brotherhood?
Pledges should be invited to events the chapter hosts. The chapter is already putting a great deal
of effort into hosting the events, whether brotherhood, professional development, service,
fundraising or otherwise. Not only will the chapter have greater attendance by expanding its reach,
but the pledges will start familiarizing themselves with chapter activities and members of the
chapter. Chapters can also consider allowing pledges to participate on the chapter committees.
This provides another avenue for pledges to excel and get a head start on chapter participation.
They may have great ideas and fresh perspectives to share with the chapter. While chapter events
and committee participation are great opportunities for the pledges to take advantage of, they
cannot be required.

Are there any chapter events or activities the pledges are not able to attend?
Pledges are not able to attend chapter meetings, as they have not yet been initiated. Meetings are
reserved for members in good standing to discuss official fraternity business. All other events
should be open to pledges to encourage familiarization with chapter activities and members of the
chapter.
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Program Resources
To assist pledges with their requirements, they must be provided with the following resources:
• Participant Manual, which includes:
o Bill of Rights
o Expectations of Joining
o Risk Management Policies and Assurance
Be sure to provide pledges with
o Pledge Program Requirements
all resources up front.
o Pledge Program Calendar
Throughout the process you
o Contact Information
want them to be able to focus on
the activities and education, not
o Fraternal Exam Study Guide
scrambling to write down the
o Personal Development Plan
information from a slide or
o Informational Interview Guidelines
remember upcoming dates.
o Module Resources
o Additional Resources
• Module PowerPoint Presentations
• Fraternal Exam Quiz Links
o Fraternity Policy Quiz: https://www.surveymonkey.com/r/leadpolicyquiz
o Fraternity History Quiz: https://www.surveymonkey.com/r/leadhistoryquiz
o Fraternity Structure Quiz: https://www.surveymonkey.com/r/leadstructurequiz
The Participant Manual is available online to ensure pledges have access to the resources from the
start of the program. Depending on the resources of the chapter and university, chapters can elect
to provide the Participant Manual physically or digitally for the pledges. Some resources, such as
the Risk Management Policies and activity resources, must be printed for use and collection during
the modules, and may be printed out as needed or entirely upfront.
If a chapter elects to print out and provide all the materials to each pledge at the beginning of the
process, chapters may not require the pledge to carry the binder, folder, or other organization
system at any specific time, or reprimand them for not having it when asked. Like a textbook for
class, the information should be used as a reference guide.

Chapter and University Specific Resources
Chapters should also provide the pledges with information about chapter- or university-specific
resources they can take advantage of throughout the pledge process. These can include, among
others:
• University Career Services
• College of Business Career Services
• Chapter Expectations
• Chapter Event Calendar
• Alumni contact information
• Brother contact information

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AKPsi Glossary
The following are explanations and abbreviations for programs, resources and people commonly
referenced in Alpha Kappa Psi and the pledge program, specifically.
Board of Directors’ Statement of Policy (BoDSoP) –
One of the Fraternity’s governing documents
including policies set by the Fraternity Board of
Directors.
Bridge to Brotherhood - The new pledge program.
This program has been created to replace the Pledge
Education Program (PEP). Bridge to Brotherhood is
designed to set the foundation for defining Principled
Business Leadership. This includes an introduction to
the AKPsi Competency Model and an appreciation for
the values and vision of AKPsi and the general
fraternity and local history.
Chapter Achievement Pathway – The entire process
of creating the Chapter Success Plan for the chapter.
The Chapter Achievement Pathway follows the
calendar year and is composed of the Officer
Curriculum Roadmaps - a series of learning events,
activities, and tasks to complete and manage the
Chapter Success Plan.
Chapter Achievement Pathway Timeline President’s Academy (Jan) >> SWOT analysis
(Jan/Feb) >> PBLI Officer Chapter Achievement
Pathway Track (Feb) >> Executive Committee Retreat
(Mar/Apr) >> Chapter Kickoff (Aug/Sept) >> Regional
Assemblies (Aug/Sept) >> Ongoing support and
coaching (year-around - May to April)
Chapter Achievement Pathway Track – Conducted at
PBLI each February, the Chapter Achievement
Pathway Track is designed for incoming/new chapter
officers and focuses on the Chapter Success Plan,
goal setting, Servant Leadership, and building the
chapter calendar for the year.
Chapter Advisor (CA) – A volunteer responsible for
advising a student chapter, assisting chapter leaders
with completing the Chapter Success Plan and
providing guidance on chapter operations.
Chapter Advisory Board (CAB) – A group of
volunteers responsible for advising student chapters
with chapter operations. Each CAB member is
generally focused on providing assistance in a specific
area of operations.
Chapter Educational Resource Coordinator (CERC) –
The Heritage Center staff member dedicated to
providing operational assistance. Each Area of the

Fraternity has a designated CERC to provide
assistance.
ChapterSpot – The fraternity’s membership platform
for chapters to report status changes, collect dues,
and collaborate within the chapter and with the
Heritage Center.
Chapter Success Plan – The Chapter Success Plan is
a new tool for chapter planning that provides chapter
leaders with a comprehensive plan for the upcoming
year. The Chapter Success Plan provides resources
for each chapter officer to define their goals and to set
a course to achieving those goals.
Chapter Success Plan Reflection - A secondary form
that the chapter leadership completes to evaluate the
successes and challenges of the past year.
College of Leadership (CoL) – An event held every
two years in conjunction with Convention. This is the
educational portion which provides sessions
dedicated to advancing professional and leadership
skills.
Competency Model (CM) – The specific set of
Leadership Practices and Skills needed by business
leaders to thrive in the workforce – as identified by
hiring managers and HR professionals via surveys,
focus groups, and interviews. By providing students
with a foundation of awareness, understanding, and
practice of these key practices and skills, AKPsi
provides students with the tools for success as they
transition to the workforce.
Core Competencies – The Practices and Skills
generally needed for an individual or organization to
complete key processes and operations.
Court of Honor Presentation (COH) – The final
assignment and group presentation the pledges
present to the chapter members before Initiation.
Engagement Roadmaps – Engagement Roadmaps
are part of the Chapter Success Plan. They are a
resource designed to guide the chapter leadership
through the process of planning and executing an
activity, program, or event that engages their chapter
brothers in two key areas: (1)
Businesses/Organizations and (2) the Campus and
Community. The Engagement Roadmap provides the

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chapter leadership with a tool to assess their chapter
brothers’ engagement and learning by focusing on the
key components of each activity, program, or event:
planning, communicating, marketing, executing, and
assessing. The Engagement Roadmap provides the
chapter with a resource to determine the level of
engagement (low, medium, high impact) for all
stakeholders.

educate chapters and members on the risk
management policies.

Executive Vice President (EVP) – A volunteer elected
by the Chapter Congress responsible for working with
the fraternity president and Management Team to
ensure fraternity initiatives are achieved.

Management Team (MT) – The volunteer leadership
team of the organization. Comprised of the fraternity
president, executive vice president, four vice
presidents, and 16 regional directors, these volunteers
support strategic initiatives through managing
regional management teams and providing chapter
assistance.

Faculty Advisor (FA) – A volunteer who is also a
member of the university staff, responsible for
advising a student chapter and providing guidance on
chapter operations.
Fraternity Board of Directors (BOD) – One of the
governing bodies of the fraternity, made up of nine
alumni members elected by the Chapter Congress.
The Fraternity Board is responsible for setting policies
and procedures and strategic planning to guide the
future of the fraternity.
Fraternity Educator – The chapter officer in charge
of pledge education.
Fraternity President – A volunteer elected by the
Chapter Congress to serve as the head of the
Management Team in carrying out fraternity initiatives.
Heritage Center (HC) – The group of paid staff
members who manage the day to day operations of
the fraternity.
Induction - The ritual in which potential new members
who received an offer to join become pledges and
start pledge education.
Initiation - The ritual in which pledges become
collegiate members of the chapter.
The Journey to Principled Business Leadership (“The
Journey”) – The activities, programs, and events that
make up each AKPsi student brother’s experience.
Each step in The Journey gives a brother further
insight into the key practices and skills in the
Competency Model and will lead toward a
‘certification’ (future) in Principled Business
Leadership. The first step in The Journey is the “Bridge
to Brotherhood.”
Judiciary Committee (JC) – A group of volunteers
responsible for protecting the reputation of the
fraternity though ensuring chapters and members are
complying with the risk management policies. They
also assist in maintaining resources and tools to

Judicial Review Board (JRB) – A group of student
members at a local chapter who have exhibited
knowledge of the risk management policies to ensure
chapter compliance. Chapter-led investigations often
utilize a JRB.

Mid-Term Interview (MTI) – The formal interview
conducted roughly half-way through the pledge
process where chapter members provide feedback
on the pledge’s interview and performance thus far in
the process.
Officer Curriculum Roadmaps –A step-by-step
process for the chapter officers to learn their role in
the creation and execution of the Chapter Success
Plan. By participating in the month-by-month learning
activities outlined in the Officer Curriculum Roadmaps,
chapter officers exercise the skills described in the
Competency Model to create the Chapter Success
Plan to lead their chapter.
President’s Academy (PA) – This event is for new
chapter presidents and presidents-elect. The
President’s Academy is the kick-off component of the
Chapter Achievement Pathway and is where the
Chapter Success Plan is first introduced to the new
chapter officers. It is a two-day, centralized leadership
development workshop entirely funded by AKPsi. The
PA focuses on learning the basics of Servant
Leadership, developing the chapter’s executive
committee, and building the Chapter Success Plan.
The Presidents Academy is currently conducted at the
beginning of January.
Principled Business Leadership Institute (PBLI) – An
annual event dedicated to providing all members the
opportunity to network with other chapters and
business professionals and enhance their professional
development through sessions surrounding principled
business leadership, the fraternity’s core values, and
the core competencies.
Recruitment – The time period where the chapter
markets the fraternity to attract potential new
members before distributing bids to join the pledge
process. Recruitment should also be a year-around
effort to attract new members through chapter events
open to the campus community.

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Regional Assemblies – Hosted locally within each
region, the Regional Assemblies are designed to
provide chapter officers with more specific support for
their Chapter Success Plans. This is an opportunity to
improve collaboration and relationship building
among chapters within the region (or area) and to
align learning content for the Regional Assemblies
with the areas of need identified by the students
through the process of building their Chapter Success
Plans.
Regional Director (RD) – A volunteer responsible for
overseeing the chapters and volunteers in a specific
geographic location. Regional directors are also part
of the Management Team to assist in strategic
planning for their region.
Regional Manager (RM) - A volunteer responsible for
advising student chapters within a specific geographic
location on a specific area of chapter operations.
Regional Management Team (RMT) - A group of
volunteers in a geographic location responsible for
advising student chapters with chapter operations.
The Regional Management Team is made up of
chapter advisors, chapter advisory boards, faculty
advisors, regional managers, section directors and a
regional director.
Road to Brotherhood (RTB) – A collection of digital
resources to assist chapter officers and members with
areas of operations. It includes eLearnings, webinars,
and documents to provide guidance and explain
policies and best practices.

Section Director (SD) - A volunteer responsible for
advising student chapters within a geographic
location. Section directors oversee a portion of the
chapters in a region.
Servant Leadership – An approach to leadership that
is defined by the Greenleaf Center for Servant
Leadership as a philosophy and set of practices that
enriches the lives of individuals, builds better
organizations, and ultimately creates a more just and
caring world.
SmarterSelect – The platform used to submit the
Chapter Success Plan and Program Syllabus.
SWOT – An exercise in organizational analysis
designed for the participant to use critical thinking
skills to identify Strengths, Weaknesses,
Opportunities, & Threats. Chapter officers are asked to
complete a SWOT analysis as part of the Chapter
Achievement Pathway as they start to build their
Chapter Success Plan. The insight gained from
completing the SWOT analysis will provide a basis for
starting to create the Chapter Success Plan and will
assist in identifying the areas of need that can be
addressed through the Officer Curriculum Roadmaps
and the Regional Assemblies.
Vice President (VP) – A volunteer who is responsible
for the oversight of volunteers in a specific geographic
area, as well as providing support to a subset of
fraternity initiatives.
Yellow Rose Society (YRS) – The student member
giving society, requiring only a $10 donation from any
current student member.

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Understanding Your Role

Fraternity Educator Responsibilities
As the fraternity educator, you play a crucial role educating the fraternity’s future. It is your job to
organize and oversee the pledge education program and ensure it follows all fraternity and
institution policies. By following this intentionally designed program, you will deliver the best
experience possible to ensure each pledge receives a consistent level of education. To fulfill your
role as the facilitator of the program, there are many responsibilities at various points during your
tenure.
Immediately After Election
• Meet with the outgoing fraternity educator to learn best practices and recommendations
• Thoroughly read the Facilitator Guide to understand the program and requirements of the
fraternity educator
Prior to Recruitment
• Meet with the recruitment chair and committee to align expectations and ensure a
successful recruitment
Before the Pledge Education Process Begins
• Review the elective guidelines and select the options for the upcoming pledge class
• Complete the Program Syllabus prior to the deadline
• Confirm the schedule of dates for pledge meetings, elective activities, and rituals
• Ensure rooms are reserved for pledge education meetings and elective activities
• Meet with the Master of Rituals to ensure room reservations are made for rituals
• Prepare the Induction packet with dates
• Review the module lesson plans in the Facilitator Guide
o Know the lesson plans well enough to avoid reading them word for word!
Throughout the Pledge Education Process
• Report pledges on ChapterSpot within seven (7) days of Induction
• Serve as the liaison between the pledge class and the chapter, providing updates on the
progress of the pledges during chapter meetings
• Facilitate the educational modules and electives
• Serve as a resource for the pledges to address any questions or hesitations
After Initiation
• Report initiates within seven (7) days of Initiation
• Prepare the New Brother Orientation packet with chapter-specific information
• Conduct a chapter-specific evaluation with the newly initiated members regarding the
process and elective selections
Before Transition
• Meet with the incoming fraternity educator to share best practices, recommendations, and
results of the evaluation
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Reporting Responsibilities
Reporting is a very important aspect of your position. Timely reporting ensures that everything runs
smoothly throughout the pledge program, from receiving materials on time to getting prompt
responses to your questions and concerns.
As the facilitator of the program, there are several reports you are responsible for submitting by the
deadlines. Each report serves a specific purpose and should be carefully reviewed before
submission. Below are the reports you are responsible for completing each academic term.

SmarterSelect Reports
The Program Syllabus is required of all chapters to report the pledge program and electives.
Starting with Induction and ending with New Brother Orientation, the Program Syllabus takes
fraternity educators through each aspect of the program to help plan a pledge education program
tailored to the needs of the incoming pledges within the given parameters.
Semester Schools

Quarter Schools

May 1 for Fall Program Syllabus

November 1 for Spring Program
Syllabus

November 1 for Winter Program
Syllabus*

February 1 for Spring Program*
Syllabus;
*If a quarter school is not conducting either a winter or spring program, it must be noted in the Chapter Success Plan.

•

How to Access the Program Syllabus:
o Access the form here: https://app.smarterselect.com/programs/50114-AlphaKappa-Psi, select Apply, and log-in using the chapter account information found in
HQdocs. Any forms submitted under a personal email will not be accepted.
o Chapters will need to start a new Application for each term.
Tips for the Program Syllabus:
o Review the report first to see how it is structured and what information it requires.
Complete it over time as the fraternity educator plans for future pledge classes.
o To complete this form, you must know the dates of pledge class meetings and
rituals, as well as the electives selected to complement the program.
o If an event or activity you chose impacts executive board members or chapter
members, coordinate dates with the respective groups in advance.
o Review the university’s academic calendar prior to completing the report so the
pledge program does not conflict with holidays, exams, and busy academic periods.

The Chapter Success Plan and Chapter Success Plan Reflection, due at the end of the academic
year, require the executive board to collaborate to effectively and accurately complete the reports.
Both reports require information regarding the pledge program.
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•
•

How to Access the Chapter Success Plan and Chapter Success Plan Reflection:
o Work with your chapter executive board to gain access and ensure completion.
Tips for these reports:
o Focus on your section of the report and reflecting on the performance from the
previous academic year as well as how you can improve for the coming year.
o Work together with your executive board to ensure completion.

ChapterSpot Reports
The Pledge Report is required for the chapter to properly report its pledges to the Heritage Center.
Once the report is submitted, pledges are invited to ChapterSpot. The chapter is billed pledge fees
based on the number of pledges reported.
The Initiate Report is required for the chapter to properly report its initiates to the Heritage Center.
The chapter is billed based on the number of status changes from “Pledge” to “Collegiate,” so be
sure that everyone updated to “Collegiate” was initiated.
The Dropped Pledge Report is submitted to keep the chapter’s records up to date. When a pledge
leaves or is dismissed from the program, it is important to report him or her as a “Dropped Pledge”
so the chapter does not accidentally report him or her as “Collegiate” after Initiation. If a pledge is
reported as a dropped pledge within ten (10) days of the induction date, the chapter is issued a
credit for the Heritage Center pledge fee.

•

Pledge Report

Initiate Report

Must be submitted
within seven (7)
days of the
Induction
Ceremony

Must be submitted
within seven (7)
days of the
Initiation
Ceremony

Dropped Pledge
Report
Must be submitted
within seven (7) days
of a pledge
voluntarily leaving
or being dismissed
from the program

How to Access ChapterSpot reports:
o Log-in to ChapterSpot with your personal account and follow the Pledge Program
Reporting Process found in the Appendix to create a recruitment campaign, and
report your pledges, initiates, and dropped pledges.
Tips for these reports:
o To complete these reports, you must know the individual’s email and phone number.
o Create a recruitment campaign early enough to maintain contact information of all
potential members. This allows you to keep a record of those you may not extend a
bid to, but may want to reach out to invite back to future recruitment events. In
addition, you will already have them in ChapterSpot when you are ready to report
pledges.
o When submitting a dropped pledge, if they are being dismissed from the program,
you need to supply the reasoning for removal.
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Questions Regarding Reporting
What if we do not submit the Program Syllabus by the deadline?
If the fraternity educator does not submit the Program Syllabus by the deadline, the chapter is
expected to complete the base program without the addition of any chapter-specific requirements
or electives. The fraternity educator still must submit the Program Syllabus, but is no longer able to
select electives. Therefore, it is important to ensure the fraternity educator knows the deadlines to
maximize the options for the upcoming pledge class. If there are extenuating circumstances that
will not allow you to complete the Program Syllabus on time, reach out to your chapter
educational resource coordinator for assistance.

Does our Chapter Advisor or another volunteer need to review the Program Syllabus
before its submitted?
It is a best practice to discuss the Program Syllabus with your chapter advisor before submission.
Having a conversation allows you to articulate your thought process and reason for selecting the
length of program and electives, as well as gives you the opportunity to receive feedback before
submission.

What if we do not submit the pledge or initiate report on time?
Submitting the pledge and initiate reports are the first step in triggering a series of administrative
items, so it is important fraternity educators submit these reports per the requirements. Delaying
submission could cause the chapter to not receive program materials, certificates, and pins in a
timely manner.

What if we have technical issues with submitting the reports?
If the fraternity educator experiences issues with ChapterSpot, report the issue to
caroline@chapterspot.com and inform the chapter educational resource coordinator of the issue.
Any issues submitting the Program Syllabus or Chapter Success Plan should be directed to your
chapter educational resource coordinator.

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Utilizing Your Resources
To help you in your role as fraternity educator, there are a number of additional resources in
addition to this guide.

ChapterSpot
ChapterSpot is Alpha Kappa Psi’s membership platform. Chapters use ChapterSpot to
communicate within the chapter and with the Heritage Center, collect dues, and collaborate with
one another through maintaining resources. Some of the features of ChapterSpot that will be
useful for your role include:
Recruitment
• Streamline the recruitment process
• Maintain recruitment records
• Set clear and attainable goals
Status Changes
• Report pledges and new members
• Easily make status changes
HQDocs
• Central location for chapter documents
• Assists with officer transition
As a chapter officer, you want to become familiar with the features of ChapterSpot and utilize the
resources located in HQDocs to help you in your position. If you have any questions about
ChapterSpot, contact caroline@chapterspot.com.

Alpha Kappa Psi Website:
Alpha Kappa Psi’s member website, myakpsi.org, has many available resources.
Collegiate Chapters
• Programs – includes details and registration about fraternity programs and events
• Personal and Professional – includes eLearnings and webinars related to personal and
professional development
• Road to Brotherhood – includes eLearnings and webinars related to chapter operations
Programs
• Pledge Education – Access to program materials and FAQs
If you have any questions about the website and available resources, contact
communication@akpsi.org.

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Facilitating the Program

Pledge Program Structure
The program may be conducted between five and eight weeks and comprises six educational
modules, as well as Induction, the Fraternal Exam, Mid-Term Interview, Court of Honor
Presentation, Initiation, and New Brother Orientation.
The six educational modules each have corresponding lesson plans in this facilitator guide and are
designed to be completed in their entirety as written, without revisions or modifications. Modules
must be completed in order, and activities and lessons may not be moved between modules.

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Whereas chapters can set the schedule according to what works best with the university calendar,
the fraternity has suggested schedules based on each program length.

New Brother Orientation should occur within one week of Initiation. This session will not count
toward the total number of weeks in the chapter’s pledge program.
Weeks with more than one meeting may be conducted as one two-hour session, or two one-hour
sessions. No additional meetings should occur the weeks of the Mid-Term Interview or Court of
Honor Presentation. The Fraternal Exam may not be combined with the Mid-Term Interview and
must occur on separate days.

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Electives and Chapter Events
To supplement the educational modules and enhance the program, chapters can select several
electives in personal, professional, and fraternity development which is explained further in the
Tailoring the Program to your Chapter section of this guide. Any electives selected may not replace
the educational modules or activities within the modules. Should chapters wish to add elective
content onto an educational module, it must be prior to or after the module and must comply with
fraternity risk management policies in terms of timing.
Chapters are strongly encouraged to invite pledges to chapter events as they are able. Chapters
are already putting a great deal of work into planning these events such as fundraisers,
professional development opportunities, and service events that can be beneficial for brothers as
well as pledges to attend. To further enhance their development, chapters should allow pledges to
join chapter committees to help plan these events in addition to attending them. Attendance at
chapter events is not a requirement, but pledges should be encouraged to take advantage of the
opportunities to enhance their own experiences. The opportunities to interact with members during
chapter events can help pledges find their fit in the chapter and learn more about positions they
might like to hold as a member.

Questions Regarding Educational Modules
What if the chapter needs to reorganize the meetings due to the university calendar?
The modules and rituals must be executed in the prescribed order. The suggested schedules do
not factor in university calendars, and fraternity educators need to use their best judgement when
scheduling the modules to fit into their program length. You should aim to not have more than two
meetings a week, unless university calendars do not allow or it is in the best interest for the pledge
class.
Sometimes an extenuating circumstance causes meetings and events to be cancelled, such as
illness, weather, or otherwise. Should a change in the university or chapter schedule affect a
pledge meeting after the schedule is set and reported, the chapter should readjust the calendar as
needed. The chapter should not skip a module, but instead will need to add an additional meeting
or extend the process to make up for the missed meeting. In this instance, the chapter should
move forward with extending the process or accommodating an additional meeting date and time
and inform the chapter educational resource coordinator of the delay. Should a university closure
affect the chapter for an extended period of time, the resource coordinator can provide guidance
on how to handle its effect on the pledge process.

What if we are not able to complete the activities in the suggested time?
The activity times are estimations based on how long the activities and discussions should take.
The fraternity educator should do his or her best to stick to the timeframe, but if an activity runs
over, use your discretion on continuing the conversation for the sake of the pledges’ learning and
cutting the activity short. To maintain the one-hour length of meetings, if the facilitator opts to
continue an activity or discussion, he or she may need to amend the time for other activities later in
the meeting to stick to the overall timeframe of the one-hour meeting. If an activity is taking
drastically shorter or longer than prescribed, the facilitator should both take note of it to pass along
to Alpha Kappa Psi’s education department and review the execution of the event to see where
you could have expanded or shortened the activity.
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Program Modifications
Institution-Specific Modifications
If your institution has policies or restrictions in which the program does not currently comply, or if
your chapter must follow certain guidelines for recruitment per your institution, these requirements
should be submitted prior to the beginning of the fall term. Please contact the Heritage Center
prior to the start of the academic year and provide documentation that explains the policy. For
example, if your chapter is not allowed to recruit first semester students or can only recruit one
pledge class per academic year, these need to be reported. The Heritage Center will then work
with the chapter to make accommodations to the program to ensure compliance with the
university. If your chapter cannot recruit due to disciplinary sanctions, the Heritage Center must be
notified prior to the start of the academic term.

Pledge Class Liaison
While the program provides leadership opportunities through the project leads, the chapter has
the option to create an additional role for a liaison between the pledge class and the chapter. This
person should be elected by their pledge class during Module One and will act as a peer leader for
pledges to share questions or concerns if they do not feel comfortable going to the Fraternity
Educator. If the chapter implements this role, they will need to identify it on the Program Syllabus
and the Fraternity Educator should touch base with the Liaison on a weekly basis.

Elective Bank
Chapters can tailor the program based on the needs of the chapter and university through utilizing
the Elective Bank. The Elective bank includes many activities serving personal, professional, and
fraternal development. Each elective has a corresponding number of credit hours associated with
the option, and depending on the length of the program, chapters have a select number of credit
hours available to use. Chapters are not required to use all the credit hours available to them, but
they may not surpass the prescribed number. This may require the chapter to make decisions on
which electives are most important based on the needs of the pledges and campus community.

Length of Program
5-week program
6-week program
7-week program
8-week program

Number of Elective
Credit Hours
6
10
14
18

When selecting the activities from the Elective Bank, chapters must follow the corresponding
guidelines for each activity. These guidelines provide leeway for chapters to develop additional
activities to enhance areas of growth, while still following fraternity policy. The chosen electives
must be reported and reviewed by the fraternity through the Program Syllabus (discussed in the
Reporting Responsibilities) to ensure the Heritage Center and Management Team are aware of
each chapter’s selections.
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Brother Interviews
One of the benefits in joining an organization is the ability to meet many people on campus who
share a common interest.
To allow chapters the flexibility in selecting the format that both works best for their chapter and
assists in development most needed by their pledges, chapters may select for the pledge class to
participate in either Formal or Informal Interviews with members of the chapter. Chapters may not
elect to do both, and they may choose not to include either as part of their pledge program. The
chapter’s selection must be indicated on the Program Syllabus and can be amended each term.

Formal Interviews
Formal Interviews are an opportunity for pledges to gain experience with the complete interview
process. They will be expected to schedule and complete professional one-on-one interviews with
current collegiate members of the chapter, as well as send a follow-up afterward. Through
completion of these interviews, pledges and members of the chapter will be able to get to know
one another, as well as give both pledges and brothers experience in an interview setting.

Requirements
•
•

Interviews may not be longer than 30 minutes each.
Chapters may not exceed the designated number of formal interviews allowed based on the length
of their programs. This number equates to two (2) a week, though pledges can complete the formal
interviews at a pace that is comfortable to them.

Length of Program
5-week program
6-week program
7-week program
8-week program
•
•

•

•
•
•
•
•

Number of Formal Interviews
10
12
14
16

Formal Interviews must be done with current collegiate brothers.
Chapters should not assign specific individuals for a pledge to interview. They should provide
pledges with the list of brothers available and interested in completing the interviews for the term
and their contact information.
The chapters should also provide a few facts about each brother, such as major and any previous
internship or work experience, so pledges can select who they might want to reach out to based on
similar career paths or interests.
Pledges cannot be required to dress professionally to attend the interview.
Chapters may not require the interview to take place in a specific location.
To teach pledges the proper procedure for writing a professional email or making a professional
phone call, the chapter will need to complete the additional content during the Induction Module.
Chapters may not require pledges to ask or answer any specific questions.
The interview is not an opportunity to belittle a pledge based on their answers or lack of experience.
The purpose is to stimulate a similar interview environment and get to know the pledge through
interview-type questions.

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Expectations of Pledges
•
•
•

To request the interview, pledges should either write a professional email or make a professional
phone call to the brothers. They may not be required to do both.
During the Interview, pledges should be prepared to both answer questions about themselves and
their experience, as well as ask questions about the Brother.
Pledges should send a thank you note after the interview to the brother thanking them for their time,
copying their fraternity educator on the email. If the pledge elects to send a handwritten thank-you,
they will still need to send confirmation to the fraternity educator.

Expectations of Brothers
•
•
•
•

•

•
•
•
•

Upon receiving the request to schedule an interview, brothers should aim to respond within 24-48
hours.
If the Brother no longer has the time to complete an interview, they may decline the interview, but
should recommend another Brother who may have the time.
Brothers should not deny an interview for any reason other than not having the availability.
If a brother receives an unprofessional email or phone call, the brother should provide feedback to
the pledge on how their request could have been more professional, but should not require another
email or call before accepting the interview.
During the Interview, the brother should ask questions about the pledge and their experiences to
simulate questions that could occur during a job interview. The interview is not a time to question a
pledge about their knowledge of the Fraternity or chapter.
As brothers are not professional HR associates, brothers should not be providing definitive advice on
interview techniques or responses.
Brothers should also be prepared to answer questions from the pledge.
Brothers cannot force pledges to answer questions or perform tasks or assignments to complete the
interview.
Upon receiving the thank you note, brothers should consider responding to thank the pledge for their
time and providing any additional feedback on the interview.

Explanation of Completion
To confirm completion, pledges will copy the fraternity educator, or a member of the pledge education
committee, on the thank you letters which are sent to the brothers after completing the interview. The thank
you letters will serve as completion for each interview. Both pledges and the pledge education committee
should keep track of the interviews completed.

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Informal Interviews
Informal Interviews are an opportunity for the pledges and current collegiate members to get to
know one another on a more individual basis. These interviews have less structure and should
focus on the conversation and developing a personal connection.

Requirements
•
•

Informal interviews should only be 15-20 minutes in length.
Chapters may not exceed the designated number of informal interviews allowed based on the length
of their programs. This number equates to four (4) per week, though pledges can complete them at a
pace that is comfortable to them.

Length of Program
5-week program
6-week program
7-week program
8-week program
•
•

•

•
•
•

Number of Informal Interviews
20
24
28
32

Formal Interviews must be done with current collegiate brothers.
Chapters should provide pledges with the list of brothers available and interested in completing the
interviews for the term and their contact information, as well as a few facts about the brothers such
as major, other organizations they are in, internships they have had, etc.
Pledges can request the interview by professional email, phone call, or in person. To teach pledges
the proper procedure for writing a professional email or making a professional phone call, the
chapter will need to complete the additional content during the Induction Module
During the interview, there are no formal guidelines for questions either should ask one another.
Brothers cannot force pledges to answer questions or perform tasks to complete the interview.
The interview is not an opportunity to belittle a pledge based on their answers or lack of experience.
The focus of the interview is on building relationships, not on the interview process.

Expectations of Pledges
•
•

During the Interview, both pledge and member should ask questions and carry on a conversation.
Pledges should send a thank you note after the interview to the brother thanking them for their time,
copying their fraternity educator on the email. If the pledge elects to send a handwritten thank-you,
they will still need to send confirmation to the fraternity educator.

Expectations of Brothers
•
•
•
•
•

Upon receiving the request for an interview, brothers should aim to respond within 24-48 hours.
If the Brother no longer has the time to complete an interview, they may decline the interview, but
should recommend another Brother who may have the time.
Brothers can should not deny an interview for any reason other than not having the availability.
During the Interview, both pledge and member should ask questions and carry on a conversation.
The interview is not a time to question a pledge about their knowledge of the Fraternity or chapter.
Upon receiving the thank you note, brothers should consider responding to thank the pledge for their
time and providing any additional feedback on the interview.

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Questions Regarding Modifications
What if the chapter wants to select electives that push them past the allowed number of
credit hours for the program length?
The number of credit hours assigned to each elective was carefully selected based on the amount
of time each activity should take. The number of credit hours allowed per program length was
derived from the estimated amount of time a pledge should be spending on AKPsi activities and
assignments per week, and chapters are not able to go beyond that number. Chapters need to
carefully select the electives to ensure they do not go over the number of credit hours allowed. If
the chapter submits a Program Syllabus with more credit hours than prescribed, the Heritage
Center staff will follow up with you and the chapter to amend the selections.

Can a chapter choose to hold additional electives not submitted in the Program Syllabus,
as long as they are not required?
No. All activities and events designed for the pledge class, whether required or optional, should be
submitted on the Program Syllabus and fit within the parameters of the prescribed number of
credit hours.

What if we want to do an event or activity that is not included in the Elective Bank?
Chapters can provide feedback and submit ideas for enhancements at the end of each term. The
program is reviewed on an annual basis, including the proposed suggestions, to ensure the
fraternity is still meeting the needs of its chapters and incoming members.

Do the Formal and Informal Interviews use up any Elective credits?
No. All chapters can select an Interview option without using any of their Elective credits.

If the chapter has less brothers than the number of Interviews allowed, are we able to
require alumni interviews to make up the difference?
No. The purpose of the Brother Interviews, both formal and informal, are to network with the
current collegiate brotherhood. There is an elective available for conducting Interviews with alumni
members should the chapter choose that option.

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Providing Accommodations
Throughout the pledge process, there may be times when you will need to adjust the program and
requirements due to individual needs or unexpected circumstances.

Accommodating University Changes
If the university closes for any reason (such as extreme weather, natural disaster, emergency, etc.),
then all Alpha Kappa Psi activities, meetings, and events must be cancelled. Should this happen
during recruitment or the pledge process, accommodations must be made to adjust the calendar
and reschedule the meetings and events.
If you have any questions on how a university closure affects your chapter or how to proceed in the
event of a long-term closure, reach out to your regional management team and chapter
educational resource coordinator for help.

Administering the Fraternal Exam
The Fraternal Exam is primarily provided as an online, multiple choice exam in English, but can be
amended on an as-needed basis. This includes if a pledge needs to take the exam in a different
format or language. Ask your pledge class to let you know if they would be more comfortable
taking it in a different language, and reach out to Alpha Kappa Psi’s education department at
education@akpsi.org

Coordinating Makeup Lessons
As much as you encourage attendance at every pledge meeting, there are going to be times when
a pledge is not able to attend due to illness, school work, or personal emergency. It is important
you work with them to set-up a makeup lesson to ensure they still gain the knowledge covered in
the meeting and it is not held against them for reasons outside of their control.

Working with Disabilities
Alpha Kappa Psi’s membership is based on mutual respect, tolerance, and acceptance of others
without bias. We work to help each other emulate our values of brotherhood, knowledge, integrity,
service, and unity. Alpha Kappa Psi perceives students with disabilities as a valued identity group
and integral to our fraternity’s diversity. Reasonable accommodations in accordance with the
Americans with Disabilities Act will be made for potential members with disabilities who require
specific instructional and testing modifications to ensure everyone has equal access to our
materials and activities. Students with such requirements must identify themselves to the fraternity
educator or member of the chapter’s executive board at the beginning of the program. Every effort
will be made to accommodate students’ needs.
If a potential member or a member confides in you, please respect his or her wishes for their
learning difference to remain confidential, if requested. Make every consideration to accommodate
the need and if you are unsure how to do so, reach out to your regional management team or the
Heritage Center for assistance.
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Effective Facilitation
As the fraternity educator, you are the facilitator of pledge class meetings. There are specific times
when you are teaching information, but most of the time is spent allowing the pledges to engage
with the content and arrive at their own answers in their own time. Facilitation involves supporting
the curriculum through discussion, creating connections of shared information and experiences,
helping participants get good information and affirmation, providing focus and direction, and
appropriately challenging and questioning participants.
Effective facilitation requires facilitators who are:
• Natural and genuine
• Interested in all participants
• Engaged in a series of conversations with a variety of participant
• Clear and non-judgmental in their communication
• Flexible and able to adapt to different situations
• Focused on the participants’ experiences and struggles
• Developing appropriate relationships with participants and facilitators

Core Competencies of Effective Facilitators
Communication Facilitators exhibit good communication skills by:

Personal
Interjection

Group
Participation
Group
Atmosphere

Guiding
Discussion

Encourage
Growth

Expressing ideas clearly and accurately.
Being attentive and showing interest in the subject.
Thinking quickly and being prepared for difficult confrontations and conversations.
Knowing when to steer conversations into a serious tone.
Facilitators regulate personal remarks to:
Calling the group’s attention to helpful statements.
Rephrasing participant’s ideas/thoughts to clarify and reinforce.
Summarizing group’s thoughts to create a bridge between topics.
Facilitators avoid emphasizing personal opinions, agendas, etc.
Facilitators encourage group participation by:
Ensuring participation by each group member.
Ensuring one individual does not dominate conversation.
Being alert to the body language and clues from participants.
Facilitators attempt to create a welcoming and safe atmosphere within the group by:
Creating a climate of respect, allowing discussion of differences without attacking
individuals.
Showing interest in the opinions of all group members.
Ensuring there is no favoritism within the group.
Helping participants view/discuss issues from many angles before reaching
conclusions.
Facilitators skillfully guide discussions by:
Providing examples and ideas from personal experience to emphasize points.
Listening critically to discussions to identify confusion, unanswered questions, etc.
Directing discussions away from inappropriate topics/remarks.
Having participants provide summaries of key discussion points.
Facilitators encourage students to expand personal perspectives by:
Gently encouraging students to question the validly of their arguments or reasons.
Helping participants examine their current realities and biases.
Encouraging participants to verbalize how their ideas/reasoning may have changed
during the program.

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As a facilitator, you may come into situations you have not experienced before and do not know
how to handle. As the facilitator, it is your responsibility to take control of the situation and bring an
unruly conversation or individual back on track before it affects the environment and the group’s
learning.

Dealing with Common Group Situations
Managing When introducing a new topic:
Discussions Make sure everyone understands the topic and there is agreement about the idea.

Using Group’s
Energy

Using Silence

Disruptive
Group Members

Dominating
Conversation

Negativity

Summarize discussion periodically.
Use different techniques to draw in under-participating students and control for overparticipating students.
Make sure conversations are not constantly recycled.
Harness the energy of the group by:
Allowing the group conversation to roll as long as it is productive.
Providing energizers for tired, uninvolved groups.
Encouraging physical activity to maintain energy. Get up and move between conversations.
Allowing for some conflict to move the conversation forward. When conversations become
animated/heated do not immediately diffuse them. Step in when conversation is no longer
constructive.
Trust silence when it occurs.
Often this is a signal learning is occurring and you have identified a difficult conversation, or
that they do not understand the question.
Give participants time to form their thoughts and have them talk to one another. This will
give them confidence in their opinion before having to share with the group.
Count to ten before asking another question or filling the void. When the silence becomes
uncomfortable to the group, someone usually steps in and breaks the ice. Wait for it.
The key is to handle the disruption without hurting the individual and/or group.
Determine if the individual is just off topic or is seeking attention, and redirect back to the
conversation.
After the meeting, have a private conversation with the disruptive person and his or her big
brother to determine to root cause of the behavior.
When one person dominates the conversation, it can take away an opportunity for another
participant to learn.
Use techniques such as thanking the person for sharing and asking to hear a new voice to
balance conversation or change how you ask questions to encourage others to participate
as well.
It is important you do not allow the group to fall prey to this negativity.
If a participant(s) is relentlessly negative and skeptical, use techniques which involve
participants in problem solving and identifying ways to be optimistic.
After the meeting, have a private conversation with the negative person and his or her big
brother.

If at any point during the process you find yourself dealing with a situation beyond your control,
discuss it with the rest of the executive board and chapter advisor first. If you still need assistance,
reach out to your regional management team for advice on how to handle the situation.

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Performance Improvement Plans
Occasionally, there are instances when a pledge is not performing according to expectations, or is
exhibiting behavior that is not tolerated in the organization. It is crucial when discussing a pledge’s
performance to foster an open dialog and receive feedback from the pledge to determine whether
the pledge was given the tools and resources necessary to be successful in the program. When
attempts to improve performance are not successful through discussion alone, the use of a
Performance Improvement Plan should be considered. A Performance Improvement Plan is an
opportunity to give struggling pledges the ability to succeed, while still holding them accountable
for past performance.
A Performance Improvement Plan plays a vital role in correcting performance discrepancies, but it
should not be used as a disciplinary mechanism. It should be used as a tool to monitor and
measure the unmet expectations or undesired behaviors of a pledge to improve performance or
modify behavior. Except in extreme circumstances such as an issue with the law or university, a
pledge should never be disciplined or removed from the program without prior discussion and the
opportunity to improve.
The following are examples of what a fraternity educator might identify in a Performance
Improvement Plan:
-

Fraternal Knowledge
Productivity
Teamwork

Attendance
Conduct

For detailed instructions on how to issue an improvement plan,
review the Issuing an Improvement Plan Process in the Appendix.

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Big Brother
Mentor Program

Big Brother Mentor Program
Being a big brother is one of the greatest honors and opportunities a collegiate member can
undertake. Through the Big Brother Mentor Program, members and pledges will form a mentoring
relationship as big brothers are responsible for supporting the personal and professional
development of his or her little brother, and guiding them along the path to membership into Alpha
Kappa Psi.
Mentorship is defined as a relationship between a more experienced or knowledgeable person
who provides career and support to a less experienced or knowledgeable person. The big brother
will introduce his or her mentee to the brotherhood and help foster a sense of belonging within the
chapter.
It is important to have an intentional program that allows all participants the ability to set specific
goals and outcomes to be measured over the duration of the program. By being intentional in what
your Big Brother Mentor Program requires and by fostering a commitment to personal and
professional development, you are creating an environment where members and pledges alike
will be invested in AKPsi not just during their collegiate experience, but throughout their lifelong
affiliation.
Understanding how to be a good mentor is a key component to the success of the program and
why reviewing big brother expectations will be crucial prior to the start of the program each
academic term. As the fraternity educator, you will educate big brothers who serve as helpers in
introducing pledges to AKPsi and educating them on the core values, guiding principles, and key
practices of the fraternity. In this guide, you will find resources to simplify setting up a successful
Big Brother Mentor Program.

Minimum Criteria for Selection as a Big Brother
Only the most qualified collegiate members will be selected to serve as big brothers. Remember,
the opportunity to serve as a big brother is a privilege, not a right of membership. Only those
members who are committed to living the core values of the fraternity and abiding by the risk
management policies set forth by the Board of Directors’ Statement of Policy, should be selected to
serve as a big brother.
Listed below are the basic requirements for serving as a big brother. The chapter may have
additional requirements outlined in the chapter bylaws that should be reviewed annually.
• Be a member in good standing
• Exemplify the core values of AKPsi
• Act as a role model to members of the chapter and students of the institution
• Be available to make the time commitment to meet once a week (at least) with the little
brother and to attend all required events

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The Big Brother’s Role
It is crucial expectations are clearly explained to pledges upon their induction into the program,
particularly on the role of their Big Brother in the process.
As stated previously, the big brother is a member who provides professional development and
emotional support to his or her mentee during the program. Sometimes this will include having
difficult conversations about his or her performance and conduct. Big brothers should be equipped
with the tools they might need should the little brother require additional assistance in meeting the
expectations of the program.
At the Mid-Term Interview, pledges are evaluated based on a rubric. This rubric determines if
pledges are meeting the expectations of the program. Remember, these expectations are for each
pledge’s personal growth and development, as each person is entering the program with different
experiences and skill sets. If a pledge has not met the expectations of the program, per the rubric,
at the Mid-Term Interview, he or she will meet with his or her big brother and fraternity educator to
discuss how to improve based on any improvement plans that were issued prior to the ritual or as
an outcome of their performance.
While reviewing the expectations with the big brothers, the process of issuing and tracking an
Improvement Plan should be covered. The Improvement Plan guidelines in the Appendix walks
you through this process. An Improvement Plan objectively assesses the performance of a pledge
and detail specific actions that the pledge should take to meet the expectations by the Court of
Honor Presentation. Big brothers should work with their little brothers to complete the specific
actions detailed in the Improvement Plan, and provide support and guidance as needed.
In the case that a pledge does not successfully complete the Improvement Plan, the big brother
and fraternity educator will meet with the pledge to discuss his or her options for continuing in the
program.

Big Brother Program Matching Process
Alpha Kappa Psi does not have an official matching process and leaves that up to the chapter to
determine the best method for their program. Here are some suggestions for matching:
• Have each pledge and interested member complete an interest form that covers academic
and personal interests, aspirations and hobbies. Utilize these forms to determine pairs
based on common interests and goals.
• After the first pledge module where pledges and members engage in relationship building
activities, ask the eligible big brothers to write down, in order of preference, the names of
three pledges he or she would like to serve as a big brother to and his or her reasons for the
selections.
• Ask the pledges to also write down, in order of preference, the names of three members he
or she would like as a big brother and his or her reasons for the selections.
No matter the option your chapter selects, ensure both members and pledges understand the
process and let members know that a lot of consideration goes into making the selection. Each
member and pledge should keep an open mind during the selection process and after pairing to
get the most out of the relationship, even if it is not the individual’s first choice.
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Considerations During the Matching Process
Whose selections should I prioritize during the matching process?
It is important to consider the pledges’ selections first. We should seize opportunities to retain
pledges, so try and match them to their first choices, if possible. Also, use the information you have
available to you from the Big Brother Interest Form. You might find that the time commitment each
party can offer or the career aspirations of the members and pledges will help in the matching
process.
What happens if the pledges’ choices are already taken?
Prior to the selection process, you should have reminded pledges to keep an open mind going into
the matching process. If you are finding it challenging to match a pledge with his or her selections,
refer to the interest forms and pledge information forms to find common interests between eligible
members and pledges.
What happens if the eligible big brothers’ choices are already taken?
It is important to make eligible big brothers aware of how crucial their role is during the program.
Eligible big brothers should be encouraged to keep an open mind during this process and be
willing to assume the mentor role with any pledge, because everyone will need a big brother and
the goal is being a strong mentor, not being best friends. Also, refer to the interest form and pledge
information forms to find common interests.
What happens if there are more eligible big brothers than there are pledges?
Some semesters there might be more eligible big brothers than there are pledges, but that does
not mean the members cannot develop a meaningful relationship with the pledges. Let them know
before the reveal that they can still make themselves available as a resource to the pledges, and
there will be future opportunities to become a big brother.
Can senior members serve as a big brother?
Each member has unique experiences and sometimes those experiences are what would make
them a great big brother. It is encouraged that you include your junior and senior members in the
process, particularly before assigning multiple mentees to a single big brother.
What if someone is unsatisfied with his or her pairing?
Everyone brings something different to the table, so encourage the pair to find common interests.
The Big Brother Mentor Program is designed to introduce the concept of mentoring and expose
participants to key skills that will be beneficial to them in their professional careers.

Big Brother Reveal
The Big Brother Reveal should be a fun way to introduce the pairings. Consider icebreakers or fun
activities that serve as a way for pairings to get to know each other. Chapters are given the
flexibility to choose the reveal icebreaker or activity.
Keep in mind that any icebreaker or fun activity the chapter conducts must follow the risk
management policies in the Board of Directors’ Statement of Policy. If the chapter wishes to
consider a scavenger hunt as the reveal activity, please complete the Scavenger Hunt Approval
Form at least two weeks in advance of your expected reveal.

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How to be an Effective Mentor
1.

Agree on the scope of the relationship.
• Determine how often you would like to connect.
• Be clear on communication channels (e.g. text, phone call, email, etc.).
• Determine what topics you will address in your sessions in addition to the prescribed
conversations (keep it focused on 2-3).
• Cover each other’s expectations for the relationship and ensure they align.

2. Define 2-3 goals and skills the pledge will work on during pledge education.
• Assist your little brother in determining the resources he or she will need to achieve
the defined goals and skills.
3. Be proactive!
• Don’t wait for your little brother to reach out to you to start the conversation.
• Be proactive in breaking down the status-related friction (brother and pledge) to
ensure your little brother feels comfortable coming to you.
4. Ask questions.
• It is more important to listen than speak.
• By listening, your little brother will tell you what he or she knows and needs.
5. Make connections.
• Do you know a brother who has the same career aspirations as your little brother?
Do you know a professor on campus who can help your little brother secure his or
her dream internship? Set up a meeting to connect them!
• Connect your little brother to members of the chapter and campus community;
those connections could also help his or her development!
6. Provide constructive feedback.
• If your little brother is struggling in an area, know how to professionally address it
and help him or her create a plan to improve.
7. Be authentic!
• Do not be afraid to be yourself with your little brother. A professional relationship
does not have to squander your personality.
Tip:
The Big Brother Mentor Program is essentially a mentor
program, and part of being a good mentor is knowing what the
mentee desires from the relationship. You may think you are
giving them what they need, when they want something
different. Keep open communication to develop the best
relationship!

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Module Lesson Plans

How to Use the Lesson Plans
Each module includes an introductory page with the total time to complete the module, an
overview of the content, objectives and key skills touched on in the meeting, materials needed,
and notes on what to prepare for the meeting.
Below is an example of the format of the lesson plans and
how to read them.

Topic Header (Approximate Time)
Anything written in italics is a direction to the facilitator.

Tip:
Look for these call out boxes
throughout the lesson plans
to provide helpful tips on
how to facilitate specific
activities, or things to
consider during the lesson.

Everything not in italics can be read verbatim. It is
recommended to review the lessons in advance so you can
become familiar with the material and not have to read directly from the guide.

The modules are designed to be facilitated as a cohesive unit, meaning that activities cannot be
modified, redacted, or moved across modules unless otherwise noted or without approval from
the Heritage Center.

Attendance at the Modules:
Other than during times specifically designated throughout the lesson plans, attendance at the
educational modules should be limited to the pledge class, fraternity educator, and pledge
education committee. In business, new employees are not watched during orientation by their
colleagues as it does not foster a safe learning environment. The modules should be a safe place
for the pledges to be acclimated to the fraternity experience and focus on their professional
development as a pledge class.

39 | P a g e

Induction Module
Time: 60 minutes
The first module should be completed directly after the Induction ceremony. This will set the tone
and expectations for the pledge class for the remainder of the program. The pledge class is
brought into the fold of the Alpha Kappa Psi student experience. Several major objectives are
covered during this period that will influence the individual’s understanding of Alpha Kappa Psi.

Objectives touched on during the module:
•
•
•

Meet the pledge class
Meet the chapter president and chapter advisor
Explain the expectations and requirements of the pledge process

This module will touch on the following Key Skills:
•
•

Listening & Comprehension
Relationship Building

Materials Needed:
•
•
•
•
•

Chapter History Information
Chapter Expectations
Icebreaker materials
Module PowerPoint
Participant Manual

Preparation:
•
•
•
•
•
•
•

This module should occur directly after the Induction ceremony.
Amend the Module PowerPoint to include chapter-specific information.
Determine the short icebreaker activity and any materials needed to conduct the activity.
Remind the chapter president and chapter advisor to stick around to introduce themselves.
Prepare the chapter history information to include with the Fraternal Exam Study Guide.
Prepare an information sheet highlighting the expectations of chapter members.
If you are providing the pledge class with the Participant Manual digitally, ensure you print
copies of the Risk Management policies to hand out, as well as ensure everyone has access
to the Participant Manual. All pledges are required to sign the Risk Management Assurance
at the end of the policies by the next module. If you are printing the Participant Manual,
ensure you have a copy of the manual for each pledge and direct the pledges to bring it to
each meeting.

40 | P a g e

Meet the Chapter President and Chapter Advisor (10 min)
Have the chapter president and chapter advisor congratulate the pledges on induction into the pledge
program and welcome them to the process. Both should briefly explain their role in the chapter and
answer any questions relevant to their positions.

Meet the Pledge Class (10 min)
Facilitate a brief icebreaker to allow the pledge class to
introduce themselves to one another.

Introduction to Pledge Education (10 min)

Tip:
If the chapter advisor cannot attend
this meeting, work to see if another
meeting is more feasible or
coordinate a virtual introduction.

Introduce yourself as the fraternity educator and any of
your committee members (if applicable). Hand out the Participant Manual Induction materials.
The objectives of the program are to introduce you to Alpha Kappa Psi and start your journey to
becoming a principled business leader. Throughout the process you will be introduced to the
history of the organization, some of Alpha Kappa Psi’s key skills it seeks to teach its members, and
begin to form friendships with members of your pledge class and the chapter. Today we are going
to cover the expectations and requirements, as well as the calendar of events.
•

The Participant Manual includes the dates and
times of each of the six educational modules, the
Fraternal Exam, the Mid-Term Interview, the Court
of Honor Presentation, and New Brother
Orientation. You are expected to attend all
modules and rituals. If you are not able to attend
for any reason, you will need to talk to a member
of the pledge education committee beforehand to
schedule a make-up session.

Tip:
If your university has any
additional expectations or
requirements for pledges, this is
the time to share those, as well
as any additional activities your
chapter added from the
electives!

•

You will have some outside assignments due throughout the process. We will go over
them in further detail in the next module, but they include:
o Personal Development Plan
o Résumé
o Informational Interview
o Court of Honor Group Presentation

•

To be initiated, you must meet all Initiation requirements. These include:
o Satisfactorily completing the pledge program and its assignments;
o Passing the Fraternal Exam with at least a 76 percent, as well as reciting the
fraternity’s anthem and creed to a member of the pledge education committee;
o Paying the required Induction and Initiation fees in full.

•

The material on the exam will not explicitly be taught during our meetings; it is your
responsibility to study the information on your own. There is a study guide included in your
participant manual, as well as practice quizzes you can take on-line to prepare.

41 | P a g e

•

Also included are Alpha Kappa Psi’s Risk
Management policies. You must review them prior
to the next module, where you will be expected to
sign and agree to follow all fraternity policies.
During the program, you will be paired with a big
brother who will serve as your guide and mentor
throughout the process.

Tip:
When discussing the
requirements of the pledge
process and what to expect
upon becoming a member of
the chapter, the conversation
should not be intimidating, but
informational. Ensure pledges
know the expectations up front!

Discuss the matching process and when the reveal will
occur. Chapters can utilize the Big Brother Interest Form in the Appendix to assist with the process.
If the pledge class will be electing a pledge class liaison, discuss the role and how the pledge class
will elect this individual during the next module.

Brother Interviews (15 min)
(This section must be done if conducting formal or informal Interviews, otherwise it is optional)
Review the requirements and based on the format and length of the program the number of interviews
to be conducted, as well as the proper etiquette for requesting interviews by email and phone.
Email Etiquette
• Start with a professional greeting and subject line.
• Be concise with why you are sending the email
and what follow-up you expect.
• End the email with a professional closing.
• Review the email for spelling and grammar. You
don’t want to have any typos, or use any slang
terms when sending a professional email.

Tip:
To access additional resources
on email and phone etiquette,
view the Pinterest Board for
Communication. Use them for
your own reference to enhance
the meeting and share them
with your pledge class.

Phone Etiquette
• Speak up! Be sure to use a clear voice so it can be heard through the phone or recording.
• State who you are and why you are calling.
• If leaving a voicemail, be succinct in stating your expectations and repeat your contact
information more than once if leaving a voicemail.

Introduction to Chapter Expectations (10 min)
Cover a high-level overview of what will be expected of them both as a pledge and as a member of
the chapter, including dues and fees, meeting and event attendance requirements, committee
participation, etc. This will clear up differences between expectations of membership and pledging.

Wrap-Up and Expectations (5 min)
Ask for any questions from the pledge class.
• Begin studying for the Fraternal Exam.
• Review the Risk Management Policies.
• Look for an email in the next few days to create your ChapterSpot account. This is Alpha
Kappa Psi’s membership reporting platform, and everyone is required to set up an account
and complete your profile.
42 | P a g e

Module One: Building Relationships
Time: 60 minutes
This module is an opportunity to begin developing the relationships between the pledge class and
the brotherhood. This module also serves as a chance to see potential connections for matching
big brothers, and to encourage pledges and brothers to start building a fraternal network with one
another.

Objectives touched on during the module:
•

Meet the potential big brothers

•

Discuss the expectations of the Personal Development Plan and Informational Interview

This module will touch on the following Key Skills:
•
•
•

Listening & Comprehension
Oral Communication
Relationship Building

Materials Needed:
•
•
•

Icebreaker materials
Participant Manual:
o Personal Development Plan
Big Brother Reveal materials (if applicable)

Preparation:
•
•
•
•
•

•

Amend the Module PowerPoint to include chapter-specific information.
Select the icebreaker activities to complete.
Be prepared for pledges and members to preference their big brother and little brother
matches based on your chapter’s pairing process.
If you are providing the pledge class with the Participant Manual digitally, ensure you print
copies of the Personal Development Plan or ask pledges to print and bring a copy.
Designate one member of your pledge education committee to collect the Risk
Management Assurances and ask the pledges to come early and/or stay after the module
so everyone can complete this requirement. The chapter should retain the agreements in
ChapterSpot or another organization system until the pledge leaves the chapter and/or
university by choice or graduation.
Ensure you have all materials and logistics planned for the Big Brother Reveal, if relevant.
Tip:
To access additional resources on teambuilding and
icebreakers, view the Pinterest Board for Relationship
Building. Use them to help select the activities for the
meeting.
43 | P a g e

Building Personal Connections (45 min)
Conduct a few icebreakers to facilitate relationship building between the pledges and members
present. This will help foster connections to allow you to see who may be good big brother and little
brother pairings.
After the activities are complete, brothers should leave the room so the fraternity educators can cover
a few points with the pledges.

Review the Outside Assignments (10 min)
Let’s review the outside assignments we mentioned during the module at Induction.
•

By the next module, you will need to complete the Personal Development Plan. This is an
opportunity for you to reflect on where you are personally and professionally, and where
you want to improve throughout the course of the program. The plan will help you consider
your goals, strengths and weaknesses, and you will have a chance to review this document
with your big brother to help keep you accountable to the goals you want to meet.

•

If you do not already have one, you will create a
résumé by the Mid-Term Interview where it will
be reviewed by members of the chapter and
feedback will be provided. If you already have a
résumé, consider revising and updating it based
on any new experience you may have.

•

Tip:
When discussing the résumé, share
resources to connect the pledges
with the Campus Career Center.

By Court of Honor, you will complete an Informational Interview with a professional in a field
you are considering. This interview may be conducted in-person, over the phone, or in any
professional format. Through this interview, you will work on building your professional
network and gaining insight into your desired field. There are guidelines and helpful tips in
the Participant Manual, and if you need help finding someone to speak to you can ask
anyone on the pledge education committee for help, or any of the brothers.

If the pledge class is electing a pledge class liaison, hold elections for this role.

Wrap-Up and Expectations (5 min)
While this module was very interactive, come prepared to the next module ready to learn.
• Continue studying for the Fraternal Exam.
• Begin looking for who to contact for the Informational Interview to be completed by Court
of Honor.
• Begin creating or updating your résumé to be completed by the Mid-Term Interview.
• Complete the Personal Development Plan by the next module. You should plan to discuss it
with your big brother after the Big Brother Reveal.

Big Brother Reveal
The Big Brother Reveal can take place any time prior to the third module. Be creative with your reveal
and make it something the pledge class will remember. As long as it complies with fraternity policies,
there are no limits for how to match and reveal your big brother and little brother pairings. If it is
occurring after a module, the reveal may not extend past 11 p.m.
44 | P a g e

Module Two: Exploring Values
Time: 60 minutes
During this module, pledges begin to dive deeper into understanding the values and principles of
Alpha Kappa Psi. This module begins to shape the pledges into the type of brothers they will be in
the fraternity as they explore the concept of Servant Leadership and enhance their connection to
the organization through the start of the Big Brother Mentor Program.

Objectives touched on during the module:
•
•
•
•
•

Identify personal values
Discuss Alpha Kappa Psi’s core values
Define principled business leadership
Describe what it means to be a values-based organization
Discuss servant leadership

This module will touch on the following Key Skills:
•
•
•

Decision-Making
Listening & Comprehension
Oral Communication

Materials Needed:
•
•
•
•
•

Icebreaker materials
Big Brother Reveal materials (if applicable)
Module PowerPoint
Participant Manual:
o Sample values list
Servant Leadership capture submission method

Preparation:
•
•
•
•

Amend the Module PowerPoint to include chapter-specific information.
Create a Google Form or other means of submission for the Servant Leadership captures
first introduced in this module.
If you are providing the pledges with the Participant Manual digitally, ensure you print
copies of the sample values list or ask pledges to print a copy and bring it to the meeting.
Ensure you have all materials and logistics planned for the Big Brother Reveal, if relevant.
Tip:
To access additional resources on values and servant
leadership, view the Pinterest boards for Leadership.
Use them for your own reference to enhance the
meeting and share them with your pledge class.
45 | P a g e

Meet the Chapter Officers (10 min)
Begin each remaining meeting with one to two
chapter officers introducing themselves and their
roles. Allow the pledges the opportunity to ask
questions about their positions and experiences.

Personal Values Activity (20 min)

Tip:
Develop a schedule with your chapter
officers ahead of time to know which
meetings work best with their schedule
to attend. There is no required order of
chapter officers, but try to have the
Master of Rituals introduction before
the Mid-Term Interview!

Hand out the list of sample values or direct them to
the list on the screen and give pledges about three
minutes to create a list of their top ten 10 values. If a value they identify with is not listed, they may add
it to their list. When everyone is finished, give them two minutes to narrow down their list to their top
five values.
Discussion:
What was harder, selecting your top 10 or narrowing it down to five?
For the next 10 minutes, ask the pledges to walk around and share their personal values and why they
chose them with one another.

AKPsi’s Core Values (10 min)
Alpha Kappa Psi was founded and developed on certain principles, and while the primary
reasoning of its founding will not be revealed to you until you are initiated, the core values and
vision are the public declaration of what we stand for as an organization. Our fraternity is a
brotherhood based on values. You will learn these values through various vehicles throughout your
tenure as a member, but if you lose sight of our values, then you lose sight of the purpose of being
a member in AKPsi.
AKPsi has five core values:
• Brotherhood – Trust, respect, cooperation, companionship and aid to brothers is the
expected norm
• Knowledge – Education and experience is emphasized and shared
• Integrity – All actions, whether in business or in life, are guided by honesty, ethics, and
fairness
• Service – Sharing of time, talent, and treasure with society and with our fraternity is a priority
• Unity – A common understanding of our vision and values that transcends chapter,
generation and profession is utilized to anticipate and create the future
Discussion:
How do Alpha Kappa Psi’s core values connect to your
personal values?
What are some ways you exemplify and live our core
values?

Tip:
Two people can hold the same
value, but interpret it differently.
Explore if any pledges would
describe our core values differently
than the fraternity’s descriptions.

While our members live by our core values, as an organization, we need to have a clear idea of
where we are going and where we want to be in the future. By creating and following a vision
46 | P a g e

statement, we are stating in a clear and concise manner what our programs, services, and
resources will support.
Alpha Kappa Psi’s Vision is to be recognized as the premier developer of principled business
leaders.

Leadership Activity (10 min)
Sometimes we like to say that we know good leadership when we see it, but what does a good
leader do?
Have pledges take out a sheet of paper and answer the following questions without looking them up
online:
1. Name the five highest paid celebrities.
2. Name the CEOs of the five largest US companies.
3. Name five US House of Representatives.
Check in after a few minutes. Not many people will have the answers. Now ask them to answer the
following questions:
1. Name someone who has put your needs above his/her own.
2. Name three friends who have helped you through a difficult time.
3. Name someone who made you feel that your opinion was valued.
Discussion:
Which list of questions was easier to answer? Why?
Salary and success are often misconstrued as indicators of being a leader, but they are not
mutually exclusive. Leaders are often successful and paid well, but just because you are paid well
and successful does not mean you are a leader. The people who make an impact are not
necessarily the ones with the best credentials, with the most money, or the highest accolades. The
people who leave a lasting influence are the ones who care; the ones who think about you before
themselves. These are leaders.

Introduction to Servant Leadership (5 min)
There are many different leadership philosophies, but
Alpha Kappa Psi places an emphasis specifically on
servant leadership.
The Greenleaf Center for Servant Leadership, the
foremost organization for servant leadership, defines it
as “a philosophy and set of practices that enriches the
lives of individuals, builds better organizations and
ultimately creates a more just and caring world.”
Discussion:
What are some characteristics of a servant leader?
Give them a few minutes to respond. Answers can include:

Tip:
Have a few examples of servant
leadership you have witnessed
ready to share. Sharing personal
stories can help them relate and
feel more connected to you as
their fraternity educator.
Also consider using examples
from your chapter and making
connections to Alpha Kappa Psi’s
history, such as chapter or
organization founders, and
leaders in the Fraternity.

47 | P a g e

•
•
•
•
•

Putting others before themselves
Consider others’ point of view
Listen to understand
Look for the best in everyone
Include everyone

Why is it important to learn about and practice leadership skills such as being a servant leader?
While servant leaders do not seek recognition for their acts, we want to help you start recognizing
these acts to encourage being a servant leader yourself. Throughout the rest of the program, we
want you to recognize acts of servant leadership you see from your fellow pledge brothers. Do not
wait for only major acts — look for the little things that people do to help a group and serve others.
Explain how you are collecting these acts, whether via a Google Form, a common basket at the
beginning of the module, etc.
Each time we meet, I will read aloud the new submissions at the end of the module to illustrate the
acts of servant leadership the pledge class is performing.

Wrap-Up & Expectations (5 min)
•
•
•
•

Continue studying for the Fraternal Exam.
Continue contacting individuals for the Informational Interview to be completed by Court of
Honor.
Continue creating or updating your résumé to be completed by the Mid-Term Interview.
Discuss your Personal Development Plan with your big brother.

Big Brother Reveal
If it has not already occurred, the Big Brother Reveal must take place prior to the third module. Be
creative with the reveal and make it something the pledges will remember. As long as it complies with
fraternity policies, there are no limits for how to match and reveal your big brother and little brother
pairings. If it is occurring after a module, it may not extend past 11 p.m.

48 | P a g e

Module Three: Risk Reduction
Time: 60 minutes
During this module, pledges will participate in an activity that allows them to exercise their
analytical and critical thinking skills to make principled decisions regarding risk reduction. This
helps pledges further their understanding of the principles of Alpha Kappa Psi and prepares them
for situations where their decision-making abilities will be critical to their success.

Objectives touched on during the module:
•

Explore the Risk Management Policies

•

Apply analytical and critical thinking skills to applicable scenarios

This module will touch on the following Key Skills:
•
•
•
•
•

Analytical & Critical Thinking
Confidence
Decision-Making
Listening & Comprehension
Oral Communication

Materials Needed:
•
•
•

Module PowerPoint
Participant Manual:
o Risk Reduction Scenarios
Risk Reduction Case Studies

Preparation:
•
•

•
•
•

Amend the Module PowerPoint to include chapter-specific information.
If you are providing the pledge class with the Participant Manual digitally, ensure you print
copies of the risk reduction scenarios or ask pledges to print a copy and bring it to the
meeting.
Ask the risk management compliance committee chair (if applicable) to lead this module.
Review the risk reduction case studies.
Pre-select the Court of Honor Presentation groups. Groups should be no larger than five
people. Consider putting people together who have not already formed connections to
avoid the formation of cliques and encourage connections with new people.
Tip:
To access additional resources on risk reduction, view
the Pinterest Board for Risk Reduction. Use them for
your own reference to enhance the meeting and share
them with your pledge class.

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Meet the Chapter Officers (10 min)
Begin the meeting with one to two chapter officers introducing themselves and their roles. Allow the
pledges the opportunity to ask questions about their positions and experiences.

Risk Management Discussion (10 min)
Divide the pledge class into small groups.
The assignment is for each person to think of one word that describes “Why is practicing risk
management important?” Each person in the group should share his or her word and discuss why
they chose the word. Then, group members should discuss the different viewpoints related to the
topic.
After about five minutes, ask for a few volunteers to share their word with the pledge class and
summarize their group discussion.
For the duration of the module, we are going to look at scenarios you may find yourself in
regarding our risk management policies and learn how to apply our analytical and critical thinking
skills to make the best decisions.

Risk Reduction Scenarios (30 min)
In the same or different groups, provide each group with a
different risk reduction scenario from the resource section
to work through together. If there are more than five
groups, more than one group will have the same scenario.
For the first 10 minutes, teams should read through the
scenario and discuss how they think they should
approach the issue, what issues and challenges it
provides, and arrive at a solution.

Tip:
The groups should be small
enough for everyone to listen and
contribute but large enough so
there are not too many groups. If
you have a smaller pledge class,
each group may have more than
one scenario to discuss.

For the next 20 minutes, teams will report their findings to the entire group. If more than one team
had the same scenario, they should all provide input on what was discussed.
After a team has shared its response, open the conversation up to the entire group for additional
thoughts. This discussion time should be limited to about four minutes on each scenario to ensure
all teams are able to report on their scenarios. After each scenario, share the fraternity’s suggested
response.
Discussion:
What was easy or hard about this activity?
How can you apply this activity to your personal or professional lives?

Court of Honor Presentation (5 min)
The last outside assignment for the pledge process is to deliver a group presentation at Court of
Honor. The Court of Honor Presentation is designed to serve as a culmination of the pledge
education program and allow you to showcase in your own way what you learned and how you
50 | P a g e

grew. There are specific elements that each pledge will need to address individually, as well as
portions for the groups to address collectively.
This is meant to be a fun reflective assignment, so there are no formal guidelines on how the
project should be presented in terms of format and style. The only expectations are that everyone
is involved and the project addresses each of the guidelines.
Each pledge will need to individually address the following:
• What did you learn in the process?
• What do you hope to gain from membership?
• How will you contribute to membership?

Tip:
Share examples of well-done
projects previous pledge classes
presented for this assignment!

Each group as a whole will need to address the following:
• What challenges did you face in the process?
• How will you utilize the knowledge you have learned?
• How did you grow personally and professionally as a group?
Be creative!

Presentations may be no longer than 10 minutes, and each group is capped at five people to
ensure everyone is able to make meaningful contributions to the presentation. After the
presentation, members of the group are asked follow-up questions about their presentation and
pledge process as a whole.
To assist with completing the project, each group will elect a project lead to serve as the
leadership of the team. Project leads are responsible for keeping the project on target. They will
serve as our contact point for each group and provide the pledge education team with feedback
on how the group is progressing.
Share the group assignments and recommend groups touch base after the module to share contact
information, elect the project lead, and start planning.

Wrap-Up & Expectations (5 min)
•
•
•
•

Continue studying for the Fraternal Exam.
Touch base with your Court of Honor Presentation group to begin discussing the project
and elect a project lead by the next meeting.
Continue contacting individuals for the Informational Interview to be completed by Court of
Honor.
Continue creating or updating your résumé by the Mid-Term Interview.

Share any servant leadership submissions received since the last module.

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Fraternal Exam
Time: as long as needed
The Fraternal Exam can be administered any time after the third module, and prior to the Mid-Term
Interview. It may not occur on the same day as the Mid-Term Interview and must be proctored by
the pledge education team in a computer lab or room where each pledge has access to his or her
own computer. Members of the pledge education committee should also be available to listen to
pledges recite the anthem and creed if they are ready. If not, they should schedule a time before
Court of Honor to do so.
The pledge education team will provide the password to take the exam when everyone is ready. It
should be noted up front that upon completion, pledges should share their score with the pledge
education team before exiting the web browser.
The minimum passing score on the written exam is a 76 percent. The oral portion of the exam is a
pass/fail score. If a pledge fails one portion (written or oral), they only need to retake the portion
they did not pass. If a pledge does not pass one or both portions, the pledge education team
should schedule a make-up session with the pledge to retake the exam. Both the written and oral
portions can be taken as many times as needed to pass prior to the Court of Honor Presentation.

Objectives touched on during the module:
•

Demonstrate knowledge of the fraternity’s history, policies, and structure

This module will touch on the following Key Skills:
•
•
•

Listening & Comprehension
Oral Communication
Relationship Building

Materials Needed for the Week:
•
•

Fraternal Exam Link and Password
Anthem and Creed Oral Assessment Rubric

Preparation:
•
•
•

Access the exam at https://www.surveymonkey.com/r/akpsifraternalexam.
The password to the exam is BrooklynBridge.
Secure a computer lab or have enough laptops for all pledges to take the exam.
Tip:
If you have a large pledge class that cannot meet at one
time to take the exam, have a few pre-selected times for
pledges to choose from so they can find a time that works
best for their schedule.
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Module Four: Interviewing
Time: 60 minutes
During this module, the material starts to shift away from fraternal information into professional
development. In advance of the Mid-Term Interview, this module will cover the basics of
interviewing, how to prepare an interview and what to expect during an interview. This will prepare
pledges for both the Mid-Term Interview and future interviews.

Objectives touched on during the module:
•
•
•

Discuss the expectations before, during, and after an interview
Share tips for preparing for an interview
Practice selling and making connections

This module will touch on the following Key Skills:
•
•
•
•

Creative & Innovative Thinking
Listening & Comprehension
Oral Communication
Relationship Building

Materials Needed:
•
•
•

Interview activity slips
Module PowerPoint
Random objects for the primer activity

Preparation:
•
•

•

Amend the Module PowerPoint to include chapter-specific information.
Gather enough random objects to provide one per group.
Prepare the Interview activity slips for character traits and occupations. Ensure you have
enough activity slips for each pledge to participate multiple times. Consider having some
blank slips for the pledge class to add their own occupations and character slips.

Tip:
To access additional resources on interviewing, view
the Pinterest Board for Interviewing. Use them for your
own reference to enhance the meeting and share
them with your pledge class. These resources may
also help you in developing an elective or chapter
event!

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Interview Primer Activity (10 min)
Split the participants into groups and provide each group with a random object.
•

•
•

Each group should brainstorm different ways to use the object aside from its intended use.
For example, a belt is designed to hold up pants, but could also be used as a dog leash or a
jump rope.
Each group should spend five minutes brainstorming.
For the next five minutes, each group will try to sell its object as one of the newly
brainstormed uses to the rest of the pledge class.

Discussion (2 min)
How can you apply this exercise to preparing for an
interview?
During a job interview, you do not know the questions will
be asked, and may need to apply your experience to the
expectations of the job in a different way than you have
before. Being comfortable with your imagination and
flexibility will help you find ways to apply your experience
to the job you are applying for and questions asked.

Tip:
Remember not all your
pledges may be business
majors – but everyone will
eventually interview to get a
job. Frame your advice and
conversations to make it
relevant for everyone, not just
business students.

Before the Interview (5 min)
Before an interview, there are a number of things you should do to prepare yourself.
• Know the logistics. When is it, where it is, is there any pre-work you are expected to
complete? You don’t want to be caught off-guard the day of the interview and discover
your interview is by a panel of executives and not just one individual, or they were
expecting you to bring a portfolio of work to discuss.
• If it is an in-person interview, the best thing you can do is show up early. Be sure to look at
the location on a map and determine how long it will take to get there, and factor in extra
time for traffic.
• Select your outfit. It is important to dress appropriately for the position, and to ensure your
appearance is presentable. You do not want to find out the morning of the interview your
suit jacket is too small or has a hole.
Review briefly appropriate attire for men and women,
•

•

Be sure to have your interviewer’s contact information. If for some reason you are not able
to make the interview, or something happens on the way there, you need to have a way to
get ahold of the interviewer to let him or her know.
Do your research about the company, the position, and the interviewer. You should be
knowledgeable about the company’s operations and industry, what the position entails, and

54 | P a g e

•

how your experience can benefit them. Review the job description before the interview so it
is fresh in your mind what they are looking for in a candidate.
Get in the right mindset. Interviews can be nerve-wracking and that is ok. Your goal is to
convince the interviewer why you are the best fit for the company and why he or she should
hire you. Good salespeople are good because they know their product, and during an
interview you are selling yourself. The key to a successful interview is confidence in yourself
to sell your qualifications.

The Interview (10 min)
During the interview itself there is a lot to consider. To help
calm your nerves, remember the following pieces of
Tip:
interview etiquette:
If there are pledges who have
interviewed before, encourage
• Pay attention to your body language. Always face
them to share their
your interviewer, look at him or her and not the
experiences – and don’t forget
ground, and smile. You should appear excited and
to share your own! Personal
happy to be there.
anecdotes are more impactful
• Do not chew gum, curse, slouch, touch things in the
than just hearing facts.
interviewer’s office, etc. You should not give your
interviewer anything else to focus on other than
what you are saying.
• SPEAK UP! If the interviewer cannot hear you, he or she cannot hear why you should be
hired. If you are quiet, it comes across that you are not confident in your abilities. Always
speak up and be sure to have a positive tone of voice.
The majority of the interview is spent with the interviewer asking you questions about your
background, experience, and goals.
• Remember, the interviewer saw your résumé so your answers should not repeat what was
already read, but elaborate on your experiences to give better context. Your résumé was
your foot in the door, and now the interview is your chance to sell the company on why you
should be hired.
• Do not focus on your weaknesses. A common interview question will ask you about your
strengths and weaknesses. Place a greater emphasis on your strengths and where you
excel. When discussing weaknesses, do not put yourself down, but instead talk about how
they are opportunities for growth and you are working to improve or compensate for them.
• If you do not understand a question, it is ok to ask the interviewer to explain. This can also
give you additional information to collect your thoughts before answering.
• Do not criticize former employers, coworkers, teachers etc. If you spend an interview talking
poorly about a former place of employment, all the interviewer is going to think is if you are
hired, will you say the same things about them some day? They are interviewing you, not
your former place of employment.
• While you may not have much experience, especially at your first interview, try not to relate
back to only one experience or project. Showing a wide range of examples will serve you
better as the interviewer can see you are consistently capable of a skill or task.
• Lastly, do not discuss salary requirements until the interviewer brings it up. Compensation is
one of the most important parts of accepting a job, but it will not be an issue if you do not
get the job. Do not appear too eager to know the compensation package, and instead focus
on the aspects of the job you are excited for and want to know more about.
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Interview Activity (15 min)
Divide the pledge class into groups of three to five people.

Tip:
If you have a large pledge
class, limit the number of traits
to two per person to move the
activity along quicker. You can
also involve the pledge class in
creating the traits and
occupations prior to the start of
the activity!

In this activity each person will take a turn convincing
another that you are the best fit for an imaginary job. The
twist: you have to talk about a job and character traits
drawn at random. For example, you may have to explain
why being acne-prone and a movie addict makes you a
great accountant. The next person may have to make a
case why being an NBA all-star and allergic to chocolate
makes them fit to be the Secretary of Education.
In each group, select one person at random to be the first interviewer. Each of the other members
on the team will draw an occupation and three-character traits. Participants can look at the
occupation, but not at the traits.
The interviewer starts with one person as the interviewee. The interviewee will give a short speech
about why he or she is fit for the job drawn. The interviewee will begin the speech using the first
trait card and revolving the speech around that trait.
When ready, the interviewee will move onto the next trait. At any time, the interviewer can force
the interviewee to move on to the next trait by saying “Okay, what else?” When the interviewee has
finished talking about the three traits, the interviewer moves on to the next person to give his or her
speech.
When everyone has given their speech, the interviewer selects the person who gave the best
interview to be the next interviewer. Each round should last no more than 2-3 minutes.
Discussion
What was easy or hard about this activity?
Being able to think on your feet and make connections is
very important in an interview as you have to quickly
make connections between your own qualifications and
the job you are applying for based off the questions the
interviewer asks.

Tip:
This is an ideal time to talk about
elevator pitches. The previous
activity was essentially giving an
elevator pitch for someone else,
so what might one look like for
the pledges? Consider spending
a few minutes allowing pledges
to practice and share their own!

After the Interview (5 min)
Before you leave the interview there a few things you want to be sure you do.
• Ask any questions about the position/company that were not answered. Interviewers will
always ask what questions you have for them, and even if all your questions have been
answered, you want to be prepared with a few additional questions to ask.
• Follow up on the next steps of the process. When should you expect to hear back from
them? What can you expect moving forward? If they offer you a position on the spot, don’t
accept right away and take a few days to collect yourself and ensure it is what is best for
you. Waiting also gives them the opportunity to offer you a higher pay or better benefits.
• Thank them for their time. Shake their hand, smile and remember politeness goes a long
way.
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After you leave the interview, remember to follow up.
• Send a thank you message within the next 24 – 48 hours. This can be emailed or
handwritten. Ask any additional questions you forgot to ask, as well as sell yourself one last
time on how excited you are about the position and how you think it would be a great fit for
you and the company.
• If you have not heard back from them according to the timeline they provided on the next
steps, do not be afraid to follow-up. Give them the timeline previously stated, but
understand the interviewer may be caught up in other projects and forgot to send a
message. Just remember to give them time to respond to that message. You do not want to
hurt your chances by over following up. If you send an email, you do not also need to give
them a phone call.

Wrap-Up & Expectations (5 min)
Share how interview preparation relates to the Mid-Term Interview, as well as the logistics of where
and when the Mid-Term Interview will occur. Also share the Mid-Term Interview Rubric so pledges
have an idea on how they will be assessed.
•
•
•
•

If you have not taken the Fraternal Exam, it must to be taken prior to the Mid-Term
Interview.
Finish creating or updating your résumé to be completed by the Mid-Term Interview.
Continue contacting individuals for the Informational Interview to be completed by Court of
Honor.
Meet with your big brother to discuss progress on your Personal Development Plan and any
hesitations about the Mid-Term Interview.

Share any servant leadership submissions received since the last module.

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Mid-Term Interview
Time: as long as needed
The Mid-Term Interview is conducted similar to a professional job interview where pledges can
reflect on their experiences thus far in Alpha Kappa Psi and obtain relevant feedback on their
growth and performance. Pledges are asked to pause and reflect upon what they learned
throughout their time in the program to this point.

Objectives touched on during the ritual:
•
•

Reflect on the purpose of Alpha Kappa Psi
Practice Interviewing Skills

This ritual will touch on the following Key Skills:
•
•
•
•
•

Analytical & Critical Thinking
Confidence
Creative & Innovative Thinking
Listening & Comprehension
Oral Communication

Materials Needed:
•
•
•

Mid-Term Interview Procedure
Ritual Question Bank
Mid-Term Interview Rubric

Preparation:
•
•
•
•

Coordinate with the Master of Rituals to ensure room reservations are secured prior to the
ritual.
In advance, review the Mid-Term Interview procedure in the Appendix.
Share the Mid-Term Interview procedure with the Master of Rituals.
Review the Mid-Term Interview Rubric and Ritual Question Bank with the Master of Rituals
and panel members.

Tip:
Make sure to know your university’s policy for room
reservations. Some campuses require rooms to be reserved
up to a year in advance!

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Module Five: Handling Feedback
Time: 60 minutes
During this module, pledges will reflect on their experiences at the Mid-Term Interview and focus
on feedback. Pledges will receive their Mid-Term Interview feedback and discuss what to do next,
as well as have the chance to practice giving feedback.

Objectives touched on during the module:
•
•
•
•
•

Discuss the importance of feedback
Discuss the difficulties of giving and receiving feedback
Review a model for giving feedback
Discuss tips for giving and receiving feedback
Practice giving and receiving feedback

This module will touch on the following Key Skills:
•
•
•
•
•
•

Analytical & Critical Thinking
Emotional Intelligence
Listening & Comprehension
Oral Communication
Relationship Building
Resilience

Materials Needed:
•
•
•

Icebreaker materials
Module PowerPoint
Timer or stopwatch (can be a cellphone timer)

Preparation:
•
•
•

Amend the Module PowerPoint to include chapter-specific information.
Make sure to have each pledge’s Mid-Term Interview rubric sheet.
Touch base with any pledge who has not yet recited the anthem or creed successfully to a
member of the pledge education committee to see how you can assist them. Remind them
it must be completed by Court of Honor.

Tip:
To access additional resources on handling feedback,
view the Pinterest Board for Resilience. Use them for
your own reference to enhance the meeting and share
them with your pledge class.

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Feedback Discussion (5 min)
Why is it important to give feedback? Wait for answers.
Feedback is a constructive way to help another person become aware of how you perceive his or
her actions, how the behavior affects you, or how he or she can improve themselves.
What is hard about giving feedback? What is hard about receiving feedback? Wait for answers.
It can be difficult to give feedback because you cannot anticipate the other person’s reaction.
When receiving feedback, it can be difficult to digest what may come across as negative.

Giving Feedback (10 min)
It is important to consider the way you deliver feedback and the environment in which you do so to
avoid causing the individual to feel threatened. This may also increase the receptiveness to the
information. The Robert Greenleaf Center for Servant Leadership has developed a model for giving
feedback. It follows the pattern of Fact, Impact, Next.
Fact: What happened?
Impact: What was the result?
Next: What will we do next time?

Following this model can help the person delivering feedback avoid
inputting personal biases, and the person receiving feedback to hear
how his or her actions are affecting others.

Fact

Impact

Using the chart below, cover a few of the tips to giving feedback.
Tip
Make sure your intention is to
be helpful;
Use “I” statements;

Deal only with behavior which
can be changed;
Describe the behavior you see,
do not evaluate it;
Focus on the behavior, not the
person;
Be as specific as you can be
(use examples);
Explain the impact of the
behavior on you;
Remember the value of
silence.

Example
Ensure you are sharing information to benefit them as opposed
to just getting a feeling off your chest.
“I am frustrated you did not complete your assignment on time,
causing us to turn it in late. Next time I need you to consider the
timeline.”
Do not confuse behavior with personality. They cannot change
how their voice sounds or if they prefer to spend time alone.
Explain what happened so the person can understand what
needs to happen.
Do not let personal biases get in the way and focus on a
specific action and its impact.
“Tuesday when we had lunch at Steak and Shake, you said….”
“When you said that, I felt…”
Give them time to digest what you said before asking
questions.

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Receiving Feedback (10 min)
While giving feedback poses its difficulties, receiving
feedback can be just as hard. Not all feedback is bad,
and should be treated as an opportunity to improve as
opposed to a reason to critique your behavior, but that
does not lessen the impact on your emotions as you
hear something critical about yourself.
Using the chart below, cover a few of the tips to receiving
feedback.
Tip
Do not explain or try to defend
your behaviors;
Ask clarifying questions only;
Focus on the value the
information may have to you;
Paraphrase what you heard to
ensure proper clarification;
Say thank you;
Decide what you want to do
with the feedback.

Tip:
Be sure to share your own
experiences on what has made
giving and receiving feedback
easier. What are some examples of
times it could have been handled
better? Ask the pledges to share
their experiences as well to start
making connections.

Example
“I never did that…”
“From what you said it seems….”
Ask yourself, “how can I use this information to
better myself?”
“In other words…”
“I appreciate your feedback…”
Not all feedback should be taken, make a personal
judgement on what to do next.

Let us look at some of the feedback the brothers provided you from the Mid-Term Interview.
Pass out the Mid-Term Interview Rubrics and allow pledges to review their feedback individually. To
ensure privacy, personally hand out the rubrics individually to each pledge and make it known there is
no expectation to share their sheets with one another. Encourage the pledges if they have any
questions about their rubrics to reach out to the brother whose name is on their sheet and provided the
feedback, as well as review the rubric with their Big Brother.

Feedback Activity (20 min)
Unlike the 'hot seat' where individuals are put on the spot and face questions from others, the
'warm seat' is a comfortable seat from which the seated person asks the questions. The seated
person is in control: if they feel 'too hot', 'too cold' or in any way uncomfortable, he or she leaves
the seat to stop whatever is being said.
•

Ask for a volunteer to sit in the warm seat at the
front of the room. When in the warm seat, you
will ask a question for feedback based off your
Mid-Term Interview Rubric or Personal
Development Plan. For example, How could I be
more...? What should I do if...? How could I get
on better with...?)

Tip:
If you have a large pledge class,
consider breaking them into smaller
groups to allow more individuals the
opportunity to receive feedback.

If you have the ability, write the question on a board behind the person in the 'warm seat'. This
arrangement focuses the group's attention both on the question and on the questioner.
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•

If the questioner asks a question about a situation which is not well known to the group, the
group can ask for more information by saying, "It will not be easy to answer your question
unless you tell us a bit more about ..."
The questioner may choose to change the question, ask extra questions, or give more
information but (assuming there is a time limit for each person's time in the warm seat), the
more they talk, the more they reduce the time for answers.

There is no expectation all pledges need to take a turn if they are not comfortable. Encourage
them to take advantage of the opportunity to receive feedback from their peers in a constructive
manner, but nobody should be forced to participate. Also, be prepared to step in if you notice the
conversation taking an unconstructive turn. To allow the most number of volunteers to get
feedback, volunteers should only ask one question and not stay in the warm seat for more than
five minutes.

Wrap-Up & Expectations (5 min)
•
•
•

Continue working in your groups on the Court of Honor presentation.
Continue contacting individuals for the Informational Interview to be completed by Court of
Honor.
Meet with your big brother to review your Mid-Term Interview Rubric and how you can use
the feedback provided.

Share any servant leadership submissions received since the last module.

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Module Six: Emotional Intelligence
Time: 60 minutes
During the final module before Court of Honor, the pledges will look critically at the personality
types in their presentation groups and how to work in a team environment. They will learn about
the basics of emotional intelligence, how understanding personality types can play into group
dynamics, and apply their new knowledge to their own experience in their Court of Honor
Presentation groups.

Objectives touched on during the module:
• Identify the elements of emotional intelligence
• Discuss the team styles in the DiSC® assessment
•

Evaluate the styles in the Court of Honor Presentation Groups

This module will touch on the following Key Skills:
•
•
•
•
•
•

Analytical & Critical Thinking
Confidence
Decision-Making
Emotional Intelligence
Listening & Comprehension
Oral Communication

Materials Needed for the Week:
•
•
•

Emotion cards
Module PowerPoint
Participant Manual
o Team Style handout

Preparation:
•
•
•

Amend the Module PowerPoint to include chapter-specific information.
If you are providing the pledge class with the Participant Manual digitally, ensure you print
copies of the Team Style handout or ask pledges to print a copy and bring it to the meeting.
Create the emotion cards. These can be blank strips of paper with a single emotion written
on them.
Tip:
To access additional resources on emotional intelligence,
view the Pinterest Board for Emotional Intelligence. Use
them for your own reference to enhance the meeting and
share them with your pledge class.

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Emotional Intelligence Primer Activity (15 min)
Ask for a volunteer to come draw an emotion card.
The volunteer will draw an emotion card, step outside the room, and come back in role playing
through body language the emotion written on the card. The rest of the group will guess how the
volunteer feels by trying to read the body language. The volunteer will continue role playing until
the audience guesses correctly.
Ask for another volunteer and continue the exercise for about five minutes. After a few examples, they
may choose to do an emotion not on an emotion card.
Discussion
What was easy or hard about this activity?
How did you feel when confronted with a person with such emotion? For example, when
someone was angry, did you feel concerned or potentially angry as well?
Did your mood change as a result of the other person’s emotion being portray?
How can you control your emotions to avoid affecting other’s emotions or being affected by the
negative emotions?
Emotional Intelligence (EI) is the ability to recognize your emotions, understand what they are
telling you, and realize how your emotions affect people around you. It also involves your
perception of others; when you understand how they feel, this allows you to manage relationships
more effectively. * Understanding others’ emotions can affect how you react to situations, which
can lead to how you shape their thoughts and actions.
*(2015) Emotional Intelligence. Mindtools.com. Retrieved on May 16, 2018 from https://www.mindtools.com/pages/article/newCDV_59.htm

Introduction to Emotional Intelligence (10 min)
In his book titled "Emotional Intelligence - Why It Can Matter More Than IQ" 1995, Daniel Goleman,
an American psychologist, developed a framework of five elements that define emotional
intelligence:
1.

Self-Awareness – People with high emotional
intelligence are usually very self-aware. They
understand their emotions, and because of this,
they do not let their feelings rule them. They're
confident – because they trust their intuition and
don't let their emotions get out of control.

Tip:
To keep them engaged, have the
pledges read out loud ‘popcornstyle’ from their manual or
PowerPoint slide or play one of the
videos from the Module 6
Pinterest Board!

64 | P a g e

They are also willing to take an honest look at themselves. They know their strengths and
weaknesses, and they work on these areas so they can perform better. Many people
believe that this self-awareness is the most important part of emotional intelligence.
2. Self-Regulation – This is the ability to control emotions and impulses. People who selfregulate typically don't allow themselves to become too angry or jealous, and they do not
make impulsive, careless decisions. They think before they act. Characteristics of selfregulation are thoughtfulness, comfort with change, integrity, and the ability to say no.
3. Motivation – People with a high degree of emotional intelligence are usually motivated.
They are willing to defer immediate results for long-term success. They are highly
productive, love a challenge, and are very effective in whatever they do.
4. Empathy – This is perhaps the second-most important element of emotional
intelligence. Empathy is the ability to identify with and understand the wants, needs, and
viewpoints of those around you. People with empathy are good at recognizing the feelings
of others, even when those feelings may not be obvious. As a result, empathetic people are
usually excellent at managing relationships, listening, and relating to others. They avoid
stereotyping and judging too quickly, and they live their lives in a very open, honest way.
5. Social Skills – It is usually easy to talk to and like people with good social skills, another sign
of high emotional intelligence. Those with strong social skills are typically team players.
Rather than focus on their own success first, they help others develop and shine. They can
manage disputes, are excellent communicators, and are masters at building and
maintaining relationships.

Introduction to DiSC® (5 min)
Hand out the Team Style Worksheet and review the attributes of each letter in DiSC®.
We are going to focus on the first element, self-awareness. If you understand who you are as a
person, you can better understand how your personality fits in with a group. There are a number of
personality assessments that can help you better understand your personality type. The two most
commonly known assessments are the Myers-Briggs
Type Indicator® and the DiSC® profile. Does anyone
Tip:
know their Myers-Briggs Type Indicator® or DiSC®
If most of the pledge class already
has experience with DiSC® and
profile? Wait for answer.
knows their style, focus discussion
on what they learned from knowing
Carl Jung developed the Myers-Briggs Type
their style, and how they can use
Indicator® which measures your level of Sensing,
the knowledge of their style to work
Intuition, Feeling and Thinking to determine a fourmore efficiently in a team.
letter personality type based on your level of each
factor.
William Moulton Marston thought people behaved along two axes; one indicating whether they are
more passive or active, and the other depending on the individual’s perception of the environment
as being more favorable or antagonistic. This created the DiSC® profile, four quadrants with a
describing behavioral pattern.
65 | P a g e

C
Appears reserved and somewhat timid
Is quiet
Focuses on details
Asks many questions
Studies specs and other information
carefully
Proceeds with caution
Does not easily express disagreeing
viewpoints

D
Often appear to be in a hurry
Is direct, says what they are thinking
May be blunt
States their own opinions as facts
Interrupts others
May talk to many people at the same time
Wants to know “what is the bottom line?”
Is aggressive/demanding

S
Appears calm
Does not get easily excited
Listens carefully
Nods and goes along
Is easy-going
Asks questions and inquires about the
specifics
Seems to have strong opinions but does
not express them vocally

I
Is open and friendly
Talks a lot
Gets easily excited
Is animated
Talks about people he/she knows
Does not focus much on details
Does not listen for long

5 Fast & Fun DISC Behavioural Style Activities for Meetings. TalentTools. Retrieved on May 16, 2018 from https://s3-ap-southeast2.amazonaws.com/wh1.thewebconsole.com/wh/419/images/TalentToolsBehaviouralIndicator.pdf

Team DiSC® Activity (15 min)
Give about 10 minutes for participants to complete the worksheet with their Court of Honor
Presentation teams. Everyone should share where they feel they fit themselves, and teammates can
share what they have witnessed about each other so far.
Discussion
How many groups have a balanced team? A balanced team is where all four styles are
represented in the group and are roughly equal in representation.
How many of you work on teams that are weighted in one or two styles? How will this affect the
work you need to do?
How will this activity and understanding your teammates better help you complete the Court of
Honor Presentation?

Wrap-Up & Expectations (5 min)
Discuss logistics of where and when Court of Honor will occur.
• Finish working in your groups on the Court of Honor presentation.
• Complete the Informational Interview.
• Meet with your big brother to discuss progress on your Personal Development Plan and any
concerns about Court of Honor.
Share any servant leadership submissions received since the last module.
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Court of Honor
Time: as long as needed
The Court of Honor Presentation is the final reflection point of the program and the conclusion of
pledge education. Pledges are asked to pause and reflect upon what they learned throughout their
time in the program. The Court of Honor Presentation will showcase the pledges’ experiences in
the program, including the exploration and development of Alpha Kappa Psi’s key practices and
skills.

Objectives touched on during the ritual:
•
•

Reflect on the pledge process
Present the Court of Honor Presentation

This ritual will touch on the following Key Skills:
•
•
•
•

Gratitude
Listening & Comprehension
Oral Communication
Relationship Building

Materials Needed:
•
•
•

Court of Honor Procedure
Ritual trunk
Room reservations

Preparation:
•
•

Secure room reservations.
If you are holding the Initiation ceremony directly after the Court of Honor Presentation
(recommended), be sure you have all the materials for the ceremony!

Tip:
If a pledge is unable to make the Court of Honor
Presentation due to a pre-determined reason, that
presentation group will need to do the Court of Honor
Presentation at a separate time. Should an emergency
prevent a pledge from attending, the executive board can
hold a makeup for the pledge to do the individual portion of
the presentation.

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New Brother Orientation
Time: 60 minutes
The process of educating brothers does not end when a pledge is initiated into membership.
Continued learning is an important and often overlooked component of a chapter’s responsibilities
to its student brothers. Conducting a New Brother Orientation session is the first step in the
extended learning process and is an important bridge for new members between pledging and
student membership. Utilize this time to have the new brothers complete a survey about their
experiences in the pledge program.

Objectives touched on during the module:
•

Review the expectations of chapter members

This module will touch on the following Key Skills:
•
•

Listening & Comprehension
Organization

Materials Needed for the Week:
•
•

•

Module PowerPoint
New Brother Information Packet including the following:
o Chapter Bylaws and standing rules
o Fraternity Constitution and Statutory Code
o Board of Directors’ Statement of Policy
o Chapter organization chart
o Member requirements
o Chapter calendar
o Chapter committees and officer explanations
New Member Evaluation

Preparation:
•
•

Amend the Module PowerPoint to include chapter-specific information.
This module should occur within a week after Initiation, prior to the first chapter meeting
new members are expected to attend.

•

Compile the New Brother Information Packet with all the necessary information.

Tip:
New Brother Orientation is the perfect time to have your newly initiated
members complete a survey about their experiences while it is still fresh
in their minds. Find out if the additional activities you selected were
valuable and how to enhance their benefit! A sample survey is included
in the Appendix.
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Fraternity Opportunities and Expectations (5 min)

Tip:
The discussion should highlight each of the following.
Have brothers who have attended
• Governing documents – Chapter Bylaws,
fraternity events or benefitted from
standing rules, Fraternity Constitution and
the programs provide testimonials
Statutory Code, Board of Directors’ Statement of
about their experience!
Policy;
• Fraternity programs – Chapter scholarships, All-AKPsi Academic Team, Yellow Rose
Society, Fraternity Awards Program; online resources (webinars, eLearnings, etc.);
• Fraternity Events – Principled Business Leadership Institute, Convention, College of
Leadership, President’s Academy, the Academy, Officer Training, Case Competition.

Chapter Requirements (25 min)
Discuss the chapter membership requirements including:
• Amount of dues and due dates
• Attendance at chapter meetings, rituals, recruitment, and committee meetings
• Process for submitting and reviewing excuses
• Number of hours/activities/points required
• Process for submitting a Leave of Absence
• Process for appealing discipline and reinstatement
Review chapter committees and have the new members preference the committee(s) they would
like to be involved with for the next term.

Parliamentary Procedure (10 min)
Start off by setting the ground rules of the importance of Parliamentary Procedure and touching on the
following information:
• Discussions in chapter meetings are confidential
Tip:
This includes with other members and pledges.
If you selected the Parliamentary
• Consequences of violating the oath of
Procedure workshop in the pledge
confidentiality
program, use this time as a review.
• It is Important to have open, honest, and
respectful discussion
Using the Basics of Parliamentary Procedure and Parliamentary Procedure at a Glance, as well as
the Parliamentary Procedure eLearnings and webinar for reference, discuss the following:
• Chapter meeting order of events
• Different types of motions
• Methods for taking a vote
• Number of votes required to pass different types of motions

Open Forum (15 min)
Allow the newly initiated members to ask any unanswered questions about the chapter, fraternity,
requirements, expectations or otherwise.

Wrap-Up & Expectations (5 min)
Share any announcements about upcoming due dates, events or meetings
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Appendix

Table of Contents
The Table of Contents below provides a list of the topics covered in the appendix to help you
navigate the guide.
Pledge Program Reporting Process…………………………………………………………………………………………………………………………………………………………………..72
Chapter History Template…………………………………………………………………………………………………………………………………………………………………………………………….76
Big Brother Interest Form………………………………………………………………………………………………………………………………………………………………………………………………78
Personal Development Plan……………………………………………………………………………………………………………………………………………………………………………………….79
Informational Interview Guidelines………………………………………………………………………………………………………………………………………………………………………83
Issuing an Improvement Plan Process………………………………………………………………………………………………………..…………………………………………………..85
Improvement Plan Template…………………………………………………………………………………………………………………………………………………………………………………….87
Anthem and Creed Oral Assessment Rubric……………………………………………………………………………………………………………………………..……………..89
Risk Reduction Case Study #1………………………………………………………………………………………………………………………………………………….………………………………90
Risk Reduction Case Study #2…………………………………………………………………………………………………………………………………………………..……………………………..91
Risk Reduction Case Study #3………………………………………………………………………………………………………………………………………………….……………………………..92
Risk Reduction Case Study #4………………………………………………………………………………………………………………………………………………….……………………………..93
Risk Reduction Case Study #5………………………………………………………………………………………………………………………………………………….……………………………..94
Mid-Term Interview Procedure……………………………………………………………………………………………………………………………………………….……………………………..95
Ritual Question Bank……………………………………………………………………………………………………………………………………………………………………………………………..………..102
Mid-Term Interview Rubric…………………………………………………………………………………………………..…………………………………………………………………………………..104
Team Style Handout…………………………………………………………………………………………………….…………………………………………………………………………………………….……105
Court of Honor Procedure………………………………………………………………………………………………………………………………………………………………………………………….106
Court of Honor Rubric……………………………………………………………………………………….…………………………………………………………………………………………………………….113
New Member Evaluation……………………………………………………………………………………………………………………………………………………………………………………………..114

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
Reporting pledges in a timely manner is vital to the pledging process as it starts the process of a
pledge creating their ChapterSpot account and the process of sending needed resources to the
chapter. Pledge reporting is done through recruitment campaigns and is a central hub for the
contact information you collect throughout your recruitment process for potential new members.
Following the steps below you’ll be able to successfully create a campaign, report individuals
through various steps up through Induction, and close the campaign. You will also see how to
report a dropped pledge throughout the pledge program and how to report initiates after Initiation.

Creating a Campaign
Campaigns are used to house the data of individuals who have shown interest throughout your
recruitment process. You must create a campaign to report your pledges. Please note that you will
not be able to create a campaign if the previous recruitment’s campaign has not been closed.
1. Log in to ChapterSpot
2. Click on ‘Recruitment’ from the top menu of options
a. If there is currently a campaign open it will automatically open that campaign for you
i. If this occurs skip down to ‘Closing a Campaign’
3. Click the ‘+ New Campaign’ button in the top right corner of the page
4. Fill in each of the sections of the pop up window
a. The name of the campaign should follow whatever naming convention was used
previously
b. The inducted goal should be a number to reach your year-end Regional Director
assigned chapter size, taking into account individuals who will be graduating from
the chapter, individuals you may lose to suspended or resigned statuses, and
pledges you may lose to dropping out of the pledging process.
i. E.g.: If your goal for the year is 60 members, your chapter currently has 65
members, you know you have 10 members graduating this semester, you
account for 6 members moving to a suspended or resigned status, and four
pledges may drop the process, you must recruit, retain, and initiate 15 members
c. The start date listed should be the date you start your recruitment (i.e. the date you
first start doing classroom speaking, tabling, or holding Recruitment Week events)
d. The end date should be a couple days after the date you plan to induct the
individuals you have recruited. If you have a make-up induction on your calendar to
accommodate any individuals unable to make the initial Induction ensure that your end
date is after the make-up induction date
5. Click the ‘Start this Campaign!’ button after you have completed answering the questions in
the pop up box
Editing a Campaign
You can edit your campaign to align properly with your recruitment structure if you so choose. To
edit the campaign simply click ‘Recruitment’ from the top menu of options. Should you wish at any
point to view the other campaigns you can click the ‘View All Campaigns’ directly under the title of
the current campaign you are in.
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Editing a Stage
Stages can be edited to mirror your recruitment structure or add supplemental stages.
Editing a Stage Name
1. Click on the small notepad icon in the top right corner of the stage you are looking to edit
2. Update the ‘Name’ field
a. Can be changed in conjunction with the stage description and/or order number
3. Click the ‘Save Changes’ button
Editing a Stage Description
1. Click on the small notepad icon in the top right corner of the stage you are looking to edit
2. Update the ‘Description’ field
a. Can be changed in conjunction with the stage name and/or order number
3. Click the ‘Save Changes’ button
Editing a Stage Order
1. Click on the small notepad icon in the top right corner of the stage you are looking to edit
2. Update the ‘Order’ field
a. Can be changed in conjunction with the stage name and/or description
3. Click the ‘Save Changes’ button
Adding a Stage
If your recruitment breaks down into more than the five (5) predetermined stages, you can add
additional stages
1. Inside the campaign you wish to add a stage to click on the ‘Add Stage’ link directly under
the title of your campaign name
2. Input the ‘Name’, ‘Description’, and ‘Order’ for the additional stage
a. Order should be a numerical digit of what stage it is (i.e. if you want it to be the first
stage type ‘1’, the second stage ‘2’, and so on)
3. Once all necessary input has been input click the ‘Save’ button
Creating a Form
Forms can be used in conjunction with your campaign to collect potential new member data that
will automatically be siphoned into the stage you designate them to fall into. If you have the
capacity for potential new members to use a tablet(s) to sign up to receive information regarding
recruitment through tabling, classroom speaking, or sign in for events attended, creating a
recruitment form has the power to streamline the collection of basic contact information of the
potential new member(s).
1.

From inside your current campaign click on the ‘Recruitment Forms’ button in top right
corner.
2. Click on the ‘+ New Form’ button in the top right of the Recruitment Forms page
3. In the popup box name your form
4. Now choose from the drop down which basic submission stage you’d like individuals who
complete the form
73 | P a g e

a. Note that a form can have only one destination so if you plan to utilize forms
throughout your recruitment know that you will need to create multiple forms to
flow in to each step OR you will need to update the submission stage your form will
feed into
5. Click the ‘Save’ button after you have completed filling in each field
6. You can choose to share the link or an embeddable link by clicking the ‘Get Embeddable
Link’ button
It is worth noting that the form will only collect potential new members first and last name, e-mail
address, and phone number (though it is not a required field). If you wish to collect additional
information you will not be able to utilize this form to collect it.
Reporting Pledges
Now that your campaign, and possibly forms, has been created you can start moving potential new
members through the campaign. All Chapters are required to report pledges within seven (7) days
of Induction.
Uploading Prospects
1. If you do not utilize forms each prospect will need to be added
2. Click the ‘Add Prospect’ button on the top left of the campaign
3. From the drop-down menu select which stage they will be uploaded into
4. Input the ‘Firstname’, ‘Lastname’, ‘Email’, and ‘Phone’ – all of these elements should be
collected from new prospects
a. It is vital that you input names correctly (including capitalization) as should they be
initiated this will be the name printed on their membership certificate; any names input
incorrectly by a chapter that result in a misspelled certificate and require a reprint will
incur a charge to the chapter for said reprint
5. Once you have input information for all potential new members click the ‘Submit’ button in
the top right corner
a. You can only upload 100 prospects at a time though you can continue to add
prospects in batches of up to 100
6. Return to your campaign by clicking the ‘Recruitment’ link from the top menu
Moving Prospects
1. If you want to move an individual prospect, you can click on the name and drag it to the
stage that you wish to move it to
2. If you want to move a group of people, click the box next to each prospect’s name
3. You can have a prospect skip over a stage (i.e. moved from ‘Prospect’ to ‘Interviewed’
without being placed in the ‘Attended Event’ stage) but all prospects must be placed in the
‘To Be Inducted’ stage
4. When prospects are moved to ‘To Be Inducted,’ a button will appear above that stage
named ‘Report Prospects’
a. Once the prospects have been Inducted, press the ‘Report Prospects’ button
b. Verify in Step 1 that you are only moving prospects that have been inducted; individuals
who are improperly moved through the process and are not updated in a timely manner
may cause the chapter to incur charges for dues/insurance

74 | P a g e

c. In Step 2, the ‘Inducted Date’ must be in the past and the ‘Expected Initiation Date’
must be in the future
d. Click the ‘Report as Pledge(s)!’ button
5. Once prospects have been reported you can then move them en masse or individually to
the ‘Inducted’ stage
Closing a Campaign
A campaign cannot be opened unless all past campaigns are closed.
1. Enter the current campaign by clicking on the ‘Recruitment’ link in the top menu
2. From the current campaign click the ‘View All Campaigns’ link under the current campaign
name
3. On the main Campaigns page click the ‘Actions’ drop-down menu
4. Click the ‘Archive’ option
Reporting a Dropped Pledge
At any point during the program if a pledge either decides to no longer continue with the process,
or the chapter dismissed the pledge from the process, he or she must be reported as a dropped
pledge.
1.
2.
3.
4.
5.

Click on the “Members” tab
Select the pledges who need to be removed by checking the boxes beside their names
Click the “Actions” button and choose “Update Members’ Status”
Select “Dropped Pledge” from the drop-down menu
Answer the question ‘Did the pledge willingly choose to leave the pledge process?
a. If no, please provide an explanation of why this pledge is being removed. (i.e. has
failed to complete a performance improvement plan for professionalism, etc.)
6. Submit the dropped pledges
If a pledge is reported as dropped within 10 days of the induction date, the chapter will be issued a
credit for the Heritage Center pledge fee(s).
Reporting Initiates
At the end of the process, you are ready to report all pledges who successfully completed the
pledge program and requirements as initiates. This is only to be completed after the pledges are
initiated. All Chapters are required to report initiates within seven (7) days of Initiation.
1.
2.
3.
4.
5.

Click on the “Members” tab
Select the pledges by checking the boxes beside their names
Click the “Actions” button and choose “Update Members’ Status”
Select “Collegiate” from the drop-down menu
Enter the date that the member was initiated. You should only do this on the day of initiation
or after initiation. You cannot complete this if initiation has not yet occurred.
6. Submit the initiates. You will see the new brothers listed as collegiate members on your
roster in ChapterSpot. This will come through on a report run by the Heritage Center. The
initiation certificates and recognition buttons are sent shortly after you report.

75 | P a g e

Chapter Founding Date:
Chapter Greek Name and Letters:
University Founding Date:
University President:
Dean of the College of Business:
Chapter Officers
Position

Name

Phone

Name

Phone

President
Vice President of
Administration
Vice President of
Alumni Relations
Vice President of
Membership
Treasurer
Secretary
Master of Rituals
Chapter-specific
officers

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Chapter Committees
Committee Name

Committee Chair

Phone

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
Name:
Major(s):
Year in School: Freshman

Sophomore

Junior

Senior

Graduate

Activities (please list campus and/or work responsibilities and chapter involvement):

Why do you want to serve our chapter as a Big Brother?

In your opinion, what does a strong mentoring relationship look like?

What do you feel is your most important quality you can use to mentor a Little Brother?

What else do you wish to add about yourself and your interest in being a Big Brother?

Is this member in good standing? To be completed by the Fraternity Educator




Financially
With Chapter Attendance/Involvement
Judicially

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
To achieve something you have never accomplished requires the development of new
skills. A personal development plan is a tool to assist you in your career and personal
development, allowing you to tailor your experience in Alpha Kappa Psi to your own
personal skill development, and decide where you want to focus your growth during the
program.
Think about what is important to you. Are there any opportunities you would like to have
on campus or in your community? What skills would you like to develop?
Key Skills
Analytical &
Critical-Thinking
Confidence
Creative & Innovative
Thinking
Decision-Making
Emotional Intelligence
Gratitude
Listening &
Comprehension
Oral Communication
Organization
Relationship Building
Research
Resilience
Written Communication

Definition
Accurately analyze and interpret relevant information in
the context of organizational decision making
Self-assuredness, reliability, and trustworthiness to
complete tasks
Conceive and implement original mechanisms and
processes
Cognitive ability to select a course of action among several
possibilities
Recognize internal emotions, their meaning, their impact
on and your perception of those around you
Expression of appreciation, genuineness, and kindness
Recognition of speech, sounds, and meaning of the
spoken language
Compose and effectively deliver ideas and thought
processes in a clear and professional manner
Planning, arrangement, and administration of processes
and projects
Mutual understanding and connection between individuals
or groups of people
Systematic study of mechanisms and process to
authenticate facts and determine conclusions
Capability to recover from difficult situations
Proficient in language use, excellent mechanics, and uses
language conventions effectively

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Assess Yourself
In what area(s) do you already feel comfortable? View the definitions on the previous page.
Analytical & Critical Thinking
Making
Emotional Intelligence
Organization

Confidence

Gratitude

Relationship Building

Creative & Innovative Thinking

Listening & Comprehension
Research

Resilience

Decision-

Oral Communication
Written Communication

Other:

Based off your selections in the previous questions, where do you want to improve?
Analytical & Critical Thinking
Making
Emotional Intelligence
Organization

Confidence

Gratitude

Relationship Building

Creative & Innovative Thinking

Listening & Comprehension
Research

Resilience

Decision-

Oral Communication
Written Communication

Other:

80 | P a g e

Creating S.M.A.R.T. Goals
One type of goal is known as S.M.A.R.T. Goals, which stands for:
Specific

Measurable

Attainable

Realistic

Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal.
To set a specific goal you must answer the six "W" questions:
*Who:
*What:
*Where:
*When:
*Which:
*Why:

Who is involved?
What do I want to accomplish?
Identify a location.
Establish a time frame.
Identify requirements and constraints.
Specific reasons, purpose or benefits of accomplishing the goal.

EXAMPLE: A general goal would be, "Get in shape." But a specific goal would say, "Join a health
club and workout 3 days a week."
Measurable – Establish concrete criteria for measuring progress toward the attainment of each
goal you set. When you measure your progress, you stay on track, reach your target dates, and
experience the exhilaration of achievement that spurs you on to continued effort required to
reach your goal. To Determine if your goal is measurable, ask questions such as “How much?”
“How many?” “How will I know when it is accomplished?”
Attainable - When you identify goals that are most important to you, you begin to figure out ways
you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to
reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the
achievement of your goals.
You can attain most any goal you set when you plan your steps wisely and establish a time frame
to carry out those steps. Goals that may have seemed far away and out of reach eventually move
closer and become attainable, not because your goals shrink, but because you grow and expand
to match them. When you list your goals, you build your self-image. You see yourself as worthy
of these goals, and develop the traits and personality allowing you to possess them.
Realistic – To be realistic, a goal must represent an objective toward which you are both willing
and able to work. A goal can be both high and realistic; you are the only one who can decide just
how high your goal should be. But be sure that every goal represents substantial progress. A high
goal is frequently easier to reach than a low one because a low goal exerts low motivational
force. Some of the hardest jobs you ever accomplished seem easy simply because they were a
labor of love.
Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to
know if your goal is realistic is to determine if you have accomplished anything similar in the past
or ask yourself what conditions would have to exist to accomplish this goal.
Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no
sense of urgency. If you want to lose 10 lbs., when do you want to lose it by? "Someday" will not
work. But if you anchor it within a timeframe, "by May 1st", then you have set your unconscious
mind into motion to begin working on the goal.
T can also stand for Tangible - A goal is tangible when you can experience it with one of the
senses, that is, taste, touch, smell, sight or hearing. When your goal is tangible you have a better
chance of making it specific and measurable and thus attainable.
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Define Your Goals
Now that you have created the scope of your targeted skill development, what are the
specifics you hope to accomplish? This can be related to your professional career or
personal life, both large or small. No goal is too small.
Write down three to five goals which are important for you to achieve.
1.
2.
3.
4.
5.
Hold yourself accountable and list three people with whom you plan to share your goals.
1.
2.
3.
Track Your Progress
It is important to keep track of the progress you are making towards achieving your goals,
especially if it is a long-term or complex goal. As you progress through the pledge
program, keep a list of things going well and things to change in your skill development.
Things going well (accomplishments):

Things to change (improvements):

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
The purpose of an informational interview is to provide an opportunity to gather career and
industry information from a professional currently working in the field. This is done through
asking questions related to the aspects of the specific career or job and the professional’s
experience. The interview is designed as a learning experience and not meant to be a
solicitation for a job or internship, but to gain knowledge about an intended career path.
As part of pledge education, each pledge is expected to conduct an informational
interview. To complete the interview, pledges select an industry of interest to them,
research contacts in the industry and make an introduction, followed by scheduling and
conducting the interview.
Benefits
The informational interview can be beneficial to both the pledge and the professional.
These benefits can include the following:
•
•
•
•
•
•

Provides direction in choosing a career field or preparing for a career change
Offers insight to guide future job searches
Prepares you for an upcoming interview
Allows you to assess your compatibility with a career
Expands your professional network
Improves interviewing skills

Your Responsibilities
The informational interview is not required to be held in person. If needed, the interview
may be over the phone, via email or any other method feasible for both parties. By
reaching out to a professional contact with the intent to conduct an informational
interview, you are taking responsibility for direction of the interaction. Your responsibility
for this assignment includes:
•
•

•
•
•

Demonstrate desire to explore career options, personal skills, and attributes
Generate your own list of questions addressing specific career-related aspects such
as work environment, career preparation, average salary, lifestyle, a typical day,
problems, referrals, and placement as well as questions about the contact’s
personal experiences
Maintain professional presence and conduct during the entire interview
Coordinate the scheduling of the interview and related details
Have a polished and professional résumé available if the contact requests it

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Making the Connection
The interview can be conducted with anyone – executives, alumni, supervisors,
colleagues, family friends, or anyone you connect with in your intended industry. Usually,
conversations and informational interviews are initiated through an introductory email.
Here are a few tips that can simplify the process.
•
•
•
•
•

Do not skip the subject line
Introduce yourself
State your request
Keep it simple
Spelling and grammar still count

Sample Questions
The most beneficial interview will come through asking personalized questions based on
the professional’s experience and what information the interviewer is seeking. Below are
some sample questions by category.
Industry/Career Field
1. What trends and developments do you see affecting career opportunities?
2. What are the most significant changes you have seen in the industry over the past 5
years?
3. What recommendations can you give to someone looking to enter this field?
Skills and Experience
1. What skills and education are needed to enter this field?
2. Are there additional certifications or skills which would help me stand out in the
industry?
3. What can I do now that would put me in a good position to work in the industry?
More Information
1. What are some career paths to consider?
2. Who else would you recommend I speak with? When I call, may I use your name?
3. What are additional resources I should consider?
Adapted from the UNC Asheville Career Center’s “Information Interview Guide”
https://career.unca.edu/sites/default/files/documents/Job_Search_PDFs/Informational%20Interview%20Guide.pdf

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
A Performance Improvement Plan plays a vital role in correcting performance discrepancies, but it
should not be used as a disciplinary mechanism. It should be used as a tool to monitor and
measure the deficient expectations or undesired behaviors of a pledge to improve performance or
modify behavior. Except in extreme circumstances, a pledge should never be disciplined or
removed from the program without prior discussion and the opportunity to improve
Upon Identifying a Concern
Upon identifying a concern, you need to identify if the problem is related to performance or
behavior. In documenting the issue, the fraternity educator must be objective, factual and specific,
and provide facts and examples to further clarify the pattern of performance concerns.
Develop an Improvement Plan
1. The fraternity educator should document a provisional improvement plan for improvement,
which may be adjusted based on pledge feedback during a private meeting to discuss the
improvement plan and steps to correct their performance or behavior.
2. A Performance Improvement Plan must include the following components:
a. Pledge name
b. Relevant dates (e.g. date issued and date it needs to be completed)
c. Performance areas being reviewed
d. Specific examples of the current performance under review
e. Improvement plan action items
f. Description of potential consequences (including dismissal from the program, if
applicable)
g. Signatures of the fraternity educator and the pledge
h. Periodic review notes
i. Evaluation of the Performance Improvement Plan
3. The plan should include specific and measurable objectives that are attainable, relevant
and time-bound (SMART goals).
4. While drafting the plan, draw upon the pledge program expectations and fraternity risk
management policies to clearly identify the performance or behavioral issues and
expectations.
5. The fraternity educator should determine if the pledge may need additional resources, time,
training, or coaching to meet the objectives.
6. The plan should identify exactly what the fraternity educator will do or provide to assist the
pledge in achieving the objectives.
7. An improvement plan should help set the performance expectations and must include a
statement regarding the consequences for not meeting those objectives.
Review the Performance Improvement Plan
1. Prior to the meeting, the fraternity educator should seek counsel and advice from the
chapter advisor, section director, and/or regional director to review the Performance
Improvement Plan.
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2. The advisor(s) should make sure the documentation is stated clearly without emotion and
the suggested improvement plan follows the SMART goals structure.
During the Meeting
During a private meeting with the pledge and their Big Brother, the fraternity educator must lay out
the areas of improvement and recommended plan of action.
1. This meeting should be collaborative between the fraternity educator and pledge. A
collaborative process can help identify areas of confusion or misunderstanding on the
pledge’s part and can encourage ownership of the issue by the pledge.
2. After receiving the pledge’s input and feedback, the fraternity educator may need to modify
the improvement plan slightly.
3. During this meeting, the pledge and fraternity educator should establish regular follow-up
meetings, which must be outlined in the plan.
4. After changes are made to the pledge, both the pledge and fraternity educator should sign
the Performance Improvement Plan document.
5. A signed copy of the Improvement Plan should be uploaded to HQdocs after the meeting.
After the Meeting
During the follow-up meetings established in the improvement plan, the pledge and fraternity
educator should discuss and document the progress made towards objectives. Follow-up
meetings serve as an opportunity for the pledge to ask questions and seek guidance on
performance expectations. The fraternity educator should ensure any potential roadblocks are
discussed and the pledge has been provided the necessary tools and coaching to be successful.
Performance Improvement Plan Conclusion
1.

When the pledge has responded positively by meeting the objectives, the fraternity
educator should formally close the Performance Improvement Plan and allow the pledge to
continue in the program. This improvement plan should not be brought up for further
discussion during future voting sessions.
2. If a pledge shows some improvement but is unable to achieve some or all of the objectives
within the given timeline, there are a few options:
a. If the pledge is doing his or her best but just cannot meet one or more objectives,
the fraternity educator may agree to extend the improvement plan.
b. If the fraternity educator decides in retrospect that the objectives were not realistic
or not completely within the pledge’s control, the fraternity educator may decide to
either extend the improvement plan or end the improvement plan due to progress
that was observed.
c. If the fraternity educator determines the pledge is not a good fit or is not really trying
to improve even after all this effort, then the fraternity educator should bring the
concern to the chapter and follow the procedure for voting on removal of a pledge.
3. If a pledge is unable to improve or refuses to commit to the Performance Improvement
Plan, or if the performance worsens, the fraternity educator should bring the concern to the
chapter and follow the procedure for voting on removal of a pledge.
Questions or concerns should be brought to the chapter’s advisor, section director, regional
director, or chapter educational resource coordinator.
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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
Pledge Name
Fraternity Educator Name
Meeting Date
Area(s) of Performance Reviewed: (check all that apply)
Attendance

Productivity

Conduct

Teamwork

Fraternal Knowledge

Other:

Specific examples of current performance under review:

Improvement Plan:
Action
Items

Activity
(What will be done?)

Desired Results

Resources Needed

Start Date

Completion
Date

This performance improvement plan is not a guarantee of continuing the program. Failure to meet and sustain improved
performance may lead to further action, up to and including dismissal from the program.

By signing below, I acknowledge my understanding the performance improvement plan and the potential
consequences should I choose not to complete the action items described above.
Pledge Signature
Fraternity Educator Signature

Date
Date

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Periodic Review Notes:
Comments

Fraternity
Educator Initials

Pledge Initials

Date

1.
2.
3.
4.
5.

Evaluation
CHECK ONE:
Performance Improvement Plan satisfactorily completed on:

Corrective Action Required (attach and submit to Regional Director)
Corrective action may be taken in conjunction with, during, or after the performance improvement plan.

Reviewed and accepted by:
Pledge
Signature

Date

Review completed by:
Fraternity Educator
Signature

Date

Big Brother Signature

Date

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
Pledge Name
Evaluator Name

Date

Explanation of Grading
Successful completion of the reciting the anthem and creed will be based on correctly speaking the anthem and
creed to an individual member of the pledge education committee during a pre-scheduled time. Grading is
based solely on speaking the words in the correct order, not punctuation, and pledges may individually choose
to sing or state the anthem. Should a pledge make a mistake during the recitation, the member should circle the
areas of the creed or anthem the pledge spoke incorrectly and provide the sheet for feedback. Pledges should
be given adequate time to complete the oral assessment and not cut off during their recitation. Any more than
two mistakes constitute a fail and the pledge will need to try again. Should a pledge not pass either the creed or
anthem, they will only need to redo the one they did not pass.

The Anthem of Alpha Kappa Psi
Should old acquaintance be forgot,
And Alpha Kappa Psi?
Shall we pass slowly out of view,
Without regret or sigh?
For Alpha Kappa Psi, my friend, for Alpha Kappa Psi;
We’ll bless the days that we have spent,
In Alpha Kappa Psi.
We’ll work with might and main to win
Our meed of daily praise.
But ne’er shall we in after years
Forget fraternal days!
For Alpha Kappa Psi, my friend, for Alpha Kappa Psi;
We’ll bless the days that we have spent,
In Alpha Kappa Psi.
Pass/Fail
The Creed of Alpha Kappa Psi:
Alpha Kappa Psi recognizes that
We live in deeds, not years;
In thought, not breath;
In service, not in figures on the dial.
We count time by heart throbs,
When they beat for God, for man, for duty.
He lives most who thinks most,
Is noblest, acts the best.
Pass/Fail
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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
You have been a pledge with Alpha Kappa Psi for a few weeks and have started getting to
know your pledge class. As soon as you received your Court of Honor Presentation group,
your group decided to create a text group to stay in touch and work on the project. One of
your pledge brothers posed in the group chat the pledge class should host a pledge only
party at his house to get to know each other even better. Another pledge brother mentioned
her older sister was over 21 and would purchase alcohol for them if everyone chipped in
money. Everyone agreed it was a great idea, until the night of the party. The pledge brother
whose sister purchased the alcohol for everyone ended up having too much to drink and
blacked out and hit her head on the staircase, resulting in a concussion.
Where did this scenario go wrong?
Notes
•

•

It was a ‘Pledge Party’
Even though none of the chapter members were aware of the party, does not mean the
Fraternity is not liable. Using the reasonable person test, an outsider looking at the party
would see that it was not just a group of friends, but a group of Alpha Kappa Psi pledges
having a party.
Pledges utilized fraternity communication channels
The avenue the party was planned on was a group chat designated for Alpha Kappa Psi
pledges only. This makes it a fraternity associated event, which requires all pledge class
events to be alcohol-free.
Pledges pooled funds
Fraternity policy indicates that any event including alcohol must be BYOB or hosted by a
licensed third-party vendor. Collecting funds to purchase the alcohol, as well as many
members being underage, goes against the alcohol and drug policy and violates state
laws.

Result: As an outsider would associate the party with Alpha Kappa Psi, the chapter and
fraternity is liable for the pledge who got a concussion even though the chapter was not
involved. The pledges broke risk management policies putting the party together and put
their chapter at risk of probation, charter suspension, and legal ramifications if the pledge’s
family decided to sue.

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
You have been anxiously waiting for Big Brother Reveal to receive your big brother. To make
the night more exciting, the chapter decided each pledge will be blindfolded and led to the
room from outside by a guide. Once they remove the blindfold, the pledge will turn around
and see his or her big brother. The room reserved in the basement of the business building
holds 100 people, and when including the pledges, it brought the number of attendees to just
over that amount. Since it was the only place available, the chapter decided the number was
close so it would be fine because all the posters fit along the walls comfortably anyway. To
ensure the little brothers did not peak and to create a certain ambience, they also kept the
lights dimmed in the room. As your guide walked you through the business building you got
caught up in the excitement and tripped over one of the chairs at the front of the room that
the brothers had pushed off to the side. You thought nothing of it at first other than the fall
hurt, but later found out you sprained your wrist.
Where did this scenario go wrong?
Notes:
• Blindfolding is never allowed
Even if it seems innocent, blindfolding is against the fraternity’s hazing policy. Taking away
a pledge’s or member’s ability to see, even if someone else is guiding them, brings a level
of risk that chapters cannot mitigate.
• There was inadequate lighting
Being able to see is important for your safety. While dim lighting can bring a certain
ambience to the room, it limits your vision. If you cannot clearly see the room, it is too dark.
• There were too many people in the room
The fraternity requires all events to follow fire and health safety requirements of the
location the event is occurring. When they tried to squeeze more people into the room than
the room’s maximum capacity, the chapter broke the fire and health safety policy. In the
event of an emergency, members and pledges would have experienced a difficulty
evacuating the room.
Result: While the chapter meant well, the combination of decisions led to a pledge getting
hurt. Risk management policies are not meant to prevent members and pledges from having
fun, but to keep them safe. In addition, the chapter lost its room reservation privileges on
campus for a semester.

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
With a large pledge class, it was hard to find a time for all the pledges to meet for the weekly
modules. The chapter and pledge class decided the best time to meet was at 10 p.m. on
Monday night. Normally, it is not an issue and you are out by 11 p.m., but one night the
fraternity educator was late and did not arrive until 10:30 p.m. You considered telling him you
had an exam the next morning and needed to leave so you could study, but did not want
them to think you could not balance your academics and extracurriculars. The module also
went over and you ended up not leaving until midnight. By the time you arrived back at your
dorm and put in a few hours of studying, it was nearly 3 a.m. You managed to get a few hours
of sleep before you had to leave for your exam, but struggled through the rest of the day.
Where did this scenario go wrong?
Notes
• The meeting went too late
Fraternity meetings and activities shall not go beyond 11 p.m. Asking pledges or brothers to
stay beyond that time can be considered hazing. Even if they are not required stay beyond
that point, putting a pledge or member in that situation where they may feel obligated to
stay is not acceptable. All functions should conclude at the original time and if need be, be
picked up at another time.
• Pledges should feel comfortable
Feeling that you have to stay at a meeting or event when it is harmful to your academics
or personal situation can be mental hazing. You should always feel comfortable
prioritizing your needs and saying that you need to schedule a make-up session.
• Lack of communication
The pledge class should not have had to wait around wondering where the officer was
and waiting on him for the meeting to start. The fraternity educator should have
communicated as soon as he was able to cancel the meeting and reschedule it for a
better time.
Result: Hazing is not only physical in nature, but can be mental as well. Being forced to stay
out too late can cause fatigue, and not feeling like you can leave without repercussion can
create undue stress. Both pledges and members should feel comfortable speaking up about
a situation that concerns them.

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
One night while you are scrolling through your Instagram feed you notice a few pictures a
chapter brother posted from a house party the previous weekend. The pictures show brothers
playing drinking games, chugging beers and a few of the members in the photos are
underage.
In one of the pictures a brother is wearing fraternity letters and each of the posts include
hashtags referencing the fraternity.
Concerned about the image this reflects on the chapter you are hoping to join and the
individual brothers whom you have gotten to know, what should do you do?
Steps to take:
•

•

Ask the brother to take down the picture with the brother wearing letters and remove
the hashtags.
Removing the reference to the fraternity helps protect the fraternity’s brand and the
reputation of chapters.
Talk to the chapter president about placing a larger focus on risk management
education with the chapter and pledge class.
In this instance, the individual is breaking the Publication of Inappropriate Materials policy
and those who were drinking underage were breaking the Alcohol and Drug policy.
Contact the chapter advisor and Heritage Center.
The regional management team and staff can help map out a plan and coach you
through the steps to take.
Encourage brothers to edit their privacy settings.
Social media privacy settings are not a complete fix as the platforms are constantly
changing their settings and companies are able to break through them, but setting your
accounts to private will help minimize outside parties viewing your personal information
and images.

Result: The Heritage Center will reach out to individuals if they come across inappropriate
images and ask them to remove the image or references to the fraternity. If the image or
reference is not removed and/or another instance occurs, further action may occur. It is
everyone’s responsibility to safeguard the good name and reputation of the fraternity.

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
As a new member, you are very excited to attend your first Principled Business Leadership
Institute. You have heard a lot of great stories, and are really excited to network with
members from other chapters and attend the sessions to enhance your professional
development. The chapter set aside a certain amount of money to reimburse the registration
costs of every brother attending, but it is an expectation that you attend the entire conference.
During PBLI weekend, you notice that a few brothers decide to leave the conference early to
tour the city. They posted photos on social media while the conference was still occurring, so
there was no doubt they were not in attendance. When you return to campus, nobody says
anything and the chapter refunds them the full cost of registration even though they did not
meet the expectations.
As a new chapter member, what should you do?
Steps to take:
•

•

Confront the individuals who were not honest.
Talk to your brothers and share your concern about their lack of integrity. Provide them the
opportunity to own up to their mistake before taking it any further.
Involve your chapter’s judicial review board.
If the brothers do not want to own up to their mistake, you may not to bring it to your
chapter’s executive board or judicial review board. Be sure to show evidence from the
pictures so it is not your word against another brother’s. Approach the conversation as you
do not want to get them in trouble, but want to ensure it is a fair situation for everyone and
they did not hold up their end of the deal.
Contact the chapter advisor and Heritage Center.
The regional management team and staff can help map out a plan and coach you
through the steps to take.

Result: Not owning up to their actions brings the brothers’ integrity into question, one of the
fraternity’s core values. If there was a standard in place, these brothers are also taking money
that belongs to the chapter. Members may face disciplinary actions from the chapter’s judicial
review board, and may lose the privilege to represent the chapter at future fraternity events
with chapter funding.

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Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
The Mid-Term Interview is an opportunity to provide pledges with experience in going
through a professional interview. The questions are introspective to their experience in the
program to this point and what they can bring to the fraternity in the future. The Mid-Term
Interview should be held approximately half-way into the pledge program.

Interview Team
To perform a meaningful ritual, the brothers must plan, organize and act as a team. The
Interview Panel consists of one Interview Panel Chair and two additional panel members. The
Master of Rituals is responsible for notifying the selected Interview Panel members in a timely
manner (weeks — not days — before the planned session). Alumni and faculty brothers, when
possible, should be encouraged to participate on the panel. The use of alumni and faculty
members as Interview Panelists will provide “new” and “mature” faces to the pledges, and will
add a “lifetime” commitment emphasis to membership in Alpha Kappa Psi. Any alumni or
faculty members participating on a panel will need to be briefed beforehand on guidelines
and expectations.
The Master of Rituals, Fraternity Educator or Vice President responsible for new member
education shall serve as the Presenter of Pledges; two Guards should be appointed to assist
in presenting pledges before the chapter. The Master of Rituals is also responsible for
arranging the interview room.
The Master of Rituals must assign responsibilities, see that they are properly carried out, and
ensure thorough preparation as follows:
1. Each member of the ritual team should rehearse his/her part several times before
attempting to speak his/her part.
2. A rehearsal should be held by the members of the ritual team before the formal
ceremony. If possible, the Regional or Section Director, or Chapter Advisor should
be present to give additional direction or advice, where needed.
3. The responsibilities listed below should be memorized.
Interview Panel Chair

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efficiently as possible. Sincere, direct, unbiased, respectful, authoritative and able to delegate
while maintaining control – these are the qualities of the Interview Panel Chair.
Interview Panel Members

Two additional Interview Panel members are required in each interview room to assist the
Interview Panel Chair in the interview process, as directed. These roles may be filled by
students, alumni, or faculty members in good standing. Sincere, direct, unbiased, respectful
and authoritative – these are the qualities of the Interview Panel Members.
Presenter of Pledges

The Presenter of Pledges is the liaison between the brothers and pledges. The Master of
Rituals, Fraternity Educator or Vice President responsible for new member education are best
suited for this position. This person has complete charge and supervision of the chapter ritual
and must be familiar with the Fraternity’s confidential hand grip, password, and motto. He/she
has full responsibility for instruction of the ritual team members, for the supervision of the
ritual equipment, for proper arrangement of the ritual rooms, and for assistance to the ritual
team members to insure they are properly prepared and have studied their parts for an
effective ceremony. The presenter of Pledges must handle his/her part competently and
correctly, speak with sincerity, and fervor, and should memorize as much of the part as
possible.
Warden

The Warden’s initial responsibility is to see that only true members of Alpha Kappa Psi in good
standing are admitted into any of the ritual rooms. The Warden’s part should be spoken in a
loud voice so each brother in attendance may hear.
Guides

At least two Guides are required for this ritual. The major responsibility of the Guide is to lead
pledges from the “Before” room to the executive interview room, then to the “After” room. The
role of Guide may be filled — or assisted — by a pledge’s Big Brother. This role serves both as
escort and brotherly support to the pledge. The Guides must carefully read the directions
within the ceremony prior to the start.

Conducting the Interviews
Preparation

Note: In order to comply with university, local, state and federal laws, the “vow of silence” can no
longer be used as a requirement in any Alpha Kappa Psi Ritual. The purpose of the “vow of
silence” was to keep a quiet environment in which pledges could study, reflect on their
experiences and prepare for their interviews. While a “vow of silence” cannot be required, pledges
(and brothers in the 'Before' and 'After' rooms) can be asked to respect a quiet environment so
every person may prepare and reflect individually.
For continuity, the following is suggested:
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1. The date and time of the Mid-Term Interview and the location of the “Before” room
should be provided to brothers and pledges in advance. Impress upon the pledges
that promptness counts.
2. “Before” and “After” rooms are essential. The “Before” room is a waiting place for
pledges prior to the interview session. An “After” room separates those who
completed the interview process from those yet to go, avoiding confidence leaks
regarding ritual proceedings.
3. All pledges and brothers shall be instructed to dress in business professional attire
for both rituals. Remember, these are to be conducted like professional job
interviews. Pledges are the applicants; student, alumni, and faculty members are the
potential employers in a corporate atmosphere.
4. Get an early start. The suggested starting time is between 8 and 9 a.m. and
completion time is two to two-and-a-half hours later — a maximum of three hours
should be allotted, depending on pledge class size.
5. Mid-Term Interview can be conducted in multiple executive interview rooms; each
room is to be fully staffed and equally arranged. Benefits of multiple executive
interview rooms are: 1) time savings; 2) varied points of view; 3) participation and
interaction from fraternity officers, regional volunteers, alumni, and/or faculty
members; and 4) an opportunity for more brothers to participate in the Executive
Interview Board process.
6. Interviews should last five to 15 minutes to provide necessary depth and prevent
stressful abuse of time to the brothers and the pledges. If deemed appropriate, a
pledge may be brought before the Executive Interview Board a second time, but
never a third. If interviews are conducted in groups of two or three pledges, a 20minute time limit is suggested. (More than three pledges at once is inefficient).
Utilize the following chart and tiering system to know the recommended number of interview
rooms and pledges per panel based on the size of your pledge class:
Number of
Pledges

Number of
Interview Rooms

Maximum Length
of Panels

Maximum Total
Length of MTI

1
1

Number of
Pledges per
Panel
1
2

1 – 10
11 – 20

10 minutes
15 minutes

21 – 30

15 minutes

31 - 40
40+

2-3
3 -5

3
3

20 minutes
20 minutes

2 hours
2 hours 30
minutes
2 hours 30
minutes
3 hours
3 hours
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7. Should delays require the interview sessions to continue past the lunch hour, the
student chapter should provide lunch for all pledges, alumni, and/or faculty
participants or the opportunity to leave and get lunch.
8. Using blindfolds, or any attempt to direct pledges against their will, is in violation of
the Constitution and Statutory Code and the Board of Directors’ Statement of Policy
regarding risk management, and may be grounds for revocation of the chapter’s
charter.
9. When possible, alumni and faculty brothers shall be encouraged to attend and
participate. Invitations to the alumni and faculty brothers should be made at least
two weeks prior to the event.
Set up

In each interview room, the head table is comprised of three persons who make up the
Executive Interview Panel. The head table should be at the front of the room. The table should
be long enough to comfortably seat the panelists on one side and pledges on the other. The
Presenter of Pledges may be seated in front, or stand to the left of a separate table located
left (when facing the executives) of the head table. The members in attendance, including the
big brothers and Guide, should always remain behind the pledge(s) when before the
Executive Interview Board. The Warden is stationed at the door to let no one enter until
verified they are true Alpha Kappa Psi in good standing.
The Fraternity Educator shall provide the Interview Panel Chair with a typewritten copy listing
all pledges in alphabetical order (last name first), who will be going through the Mid-Term
Interview. The pledges should be preassigned to their panels, including the order of panels
and who will serve as the Interview Panelists.
Interview Process

The Mid-Term Interview should convene as soon as possible after the pledges have arrived. If
a pledge, must leave the “Before” room for any reason prior to being called to the interview
room, an Alpha Kappa Psi member in good standing must escort the person. No more than
two pledges should be permitted to leave the “Before” room at any given time.
1. When the time comes for a pledge to leave the “Before” room to go to the interview
room, that person should be escorted by his/her Big Brother, and/or Guide, for
support.
2. Panelists will ask the pledges questions of professional quality and character to
obtain desired results. Acceptable questions are defined further in the Appendix as
approved by the Board of Directors.

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3. A timekeeper should be positioned behind the pledge, out of view, to notify the
executives when five minutes, then two, then no time remains (see suggested
description within the ritual).
4. Pledges should not be brought to tears, verbally abused or applauded for good
replies; these are not appropriate actions within the confines of a professional
interview. Pledges shall be referred to as: “Mr./Mrs./Ms. (last name).”
5. After a pledge passes through the interview, he/she should be led into a separate
“After” room. The “After” room should not the same as the “Before” room, so pledges
who have not yet passed through the interview will not receive guidance. A quiet
study environment should be maintained in the “After” room as well. Pledges will be
required to wait in the “After” room until interviews are completed and all pledges
pass through successfully.
6. Once the Mid-Term Interview is completed and all pledges are in the “After” room,
the student chapter meets one last time to cast a vote on all pledges (quorum must
be met). This voting session is mandatory and essential following the Mid-Term
Interview. This voting procedure should be only a formality. Any “problem” pledges
should have previously been removed, but in the rare case of necessity, this may be
performed.

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Mid-Term Interview
(Interview Panel Chair quiets the room).
PANEL CHAIR

Presenter of Pledges, are all pledges prepared to be interviewed?

(Presenter of Pledges stands).
POP

Yes, they are ready.

(Interview Panel Chair faces the Guides, speaks loudly).
PANEL CHAIR

Guide(s), retrieve the pledges.

(Guide(s) go to the “Before” room to retrieve the next pledge(s), in order, for examination. Upon
arrival to the executive interview room door, the Warden will open the door and permit the
Guide(s) to enter. The Guide(s) escorts the pledge(s) to front of the room, instructing him/her
to face the Interview Panel, then steps back. Simultaneously, the second Guide(s) brings the
next pledge(s) to the executive interview room door and awaits departure of the previous
pledge(s)).
(Alternating the Guide(s) prevents delays in the transfer from the “Before” room to the
executive interview room for presentation to the chapter. This process is the same for each
pledge; repeat until all have been examined).
(Big Brother is standing behind the pledge. The Guide then says…)
GUIDE
Brothers, I present to you Mr./Ms./Mrs. full name, currently a year in
school, majoring in subject.
(Guide introduces each Panel Member by name, as Mr./Ms./Mrs… to the pledge).
POP

Welcome to your interview. You may be seated.

(Presenter of Pledges Pauses while pledges sit in pre-stationed chairs).
(Interview Panel Chair begins by asking several professional interview questions. Acceptable
questions are defined in the new member education facilitator guide as approved by the
Board of Directors. As pledges have already taken the Fraternal Exam, no fraternal knowledge
questions may be asked. This should give enough time for the other executives to review the
pledge’s submissions. After several questions, the Interview Panel Chair will pause, turn to
another Panel Member and ask…).
100 | P a g e

PANEL CHAIR

Mr./Ms./Mrs./Dr. (last name), do you have any questions for this pledge?

(In turn, each panel member will ask the pledge one or two questions. Questioning will
resume with the Interview Panel Chair. This pattern may repeat until time is up).
(A time keeper, positioned behind the pledge but in full view of the Interview Panel Chair, will
notify the panel members subtly when five minutes remain, then two minutes, then when time
is up).
PANEL CHAIR

Mr./Ms./Mrs./Dr. (pledge last name), do you have any questions for us?

(Pledges will be allowed to ask 1-2 questions of the panel members).
(After the interview, the Interview Panel Chair).
PANEL CHAIR
Thank you for taking the time to speak with us. Please return to the “After”
room where it is requested that you maintain a quiet study environment. You will be informed
at the conclusion of the afternoon/evening of the results of your interview.
(Guide returns pledge to the “After” room. Afterwards, he/she returns to the “Before” room to
escort the next pledge(s) to the interview room. Process is repeated until all pledges have
been interviewed and are in the “After” room).
(Voting on pledges is conducted in accordance with Caput II, Section 6B, 1 &2 of the
Constitution and Statutory Code. After voting is completed, the Interview Panel Chair renders
decisions to the student chapter and all accepted pledges. Should there be any denied
pledges as a result of this final vote, he/she must instruct the chapter’s President to address
those persons individually and immediately. Denied pledges should be encouraged to try
again next term for reconsideration).
PANEL CHAIR
Brothers, all pledges have been examined. We will now discuss and vote
on the pledges’ continuation in the education process.
(Interview Panel Chair pauses to obtain the results of the vote, if necessary).
PRESIDENT Brothers, it is the decision of the Chapter that the following pledges…
(President reads the list of names of accepted pledges).
PRESIDENT …have been found qualified for continued education by Alpha Kappa Psi. This
Mid-Term Interview is now complete. Brothers you may now offer congratulations.
(President ends the interview session).
— OMEGA —
101 | P a g e

Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
The Mid-Term Interview and Court of Honor Presentation are opportunities to provide pledges
with experience in going through a professional interview experience. Both sit down
questioning as well as presentations are typical of an interview process. The questions they
will be asked are introspective to their experience thus far in the program and what they can
bring to the fraternity in the future. The following questions have been approved for use
during the rituals.
Pledge Program Experience Questions
1. Tell us about your experience in the pledge process. What have you taken away from
being a pledge?
2. What progress have you seen in yourself based on your desired improvements in the
Personal Development Plan and how do you hope to continue to improve?
3. What does principled business leadership mean to you?
4. What have you learned about résumés and résumé writing? Pledges should also review
their current and former résumé.
Alpha Kappa Psi Reflection Questions
1. Tell us one piece of our chapter history
2. Why is it important to learn about chapter history?
3. Which of Alpha Kappa Psi’s core values do you most identify with and why?
4. In your opinion, what is the most significant moment in AKPsi’s history and why?
5. What is Alpha Kappa Psi’s vision statement and what does it mean to you? (If they are
struggling to name the vision, politely inform them)
6. What have you gained in learning about the history of the fraternity and our chapter?
Servant Leadership Questions
1. What does servant leadership mean to you?
2. What are some ways you have exemplified being a servant leader throughout the
pledge process?
3. What are some characteristics of a servant leader?
4. How has learning about servant leadership impacted your pledge process thus far?
5. Why do you think it is important to act as a servant leader?
Professional Development Questions
1. What is your personal “code of ethics”? Has Alpha Kappa Psi or your education at this
school influenced these in any way?
2. Why did you choose your major and AKPsi as your career choices?
3. What will you bring to Alpha Kappa Psi via this chapter and/or through future
professional alumni involvement?
4. Who in the business world would you most consider as your role model? Who you
most admire? Why?
5. Define brotherhood and professionalism; discuss their interrelationship
6. What office will you seek in this chapter? Why? How would you improve the current
management of the chapter?
102 | P a g e

7. Do you have any personal expertise that may benefit the fraternity? Describe in detail.
8. How do you anticipate that Alpha Kappa Psi will benefit your career?
9. Why are interested in becoming a brother of Alpha Kappa Psi?
10. What are your strong character traits? How will you utilize these traits to advance your
career and/or Alpha Kappa Psi’s ideals?
11. What are your weak character traits, and how do you compensate for them?
12. Describe your greatest success within your pledge program thus far.
13. An integral part of any future job will be effective communication with supervisors,
coworkers, and subordinates. Describe how you utilized the past several weeks in
AKPsi to develop good communication skills.
14. What were your pledge class’ shortcomings? How were you involved?
15. Today’s management acknowledges the benefit of encouraging employees to build
social relations in promoting a healthy productive work environment. What efforts did
you make to build social interaction among your fellow pledges?
16. Many companies stress the importance of teamwork. What efforts did you make
toward ensuring teamwork among your pledge class?
17. Where do you see yourself within the fraternity in five to ten years?
18. What do you perceive is the role of Alpha Kappa Psi members within the business
school? The college/university?... the community?
19. What would you perceive is the best way to motivate interaction between Alpha Kappa
Psi student members and our alumni?
Court of Honor Reflection Questions
1. What did you learn from conducting the Informational Interview?
2. What did you learn about yourself and your group members in completing the
presentation?

103 | P a g e

Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
Pledge Name
Evaluator Name

Date

Expectations

Comments

Presentation Preparation
Meeting expectations includes being appropriately
prepared for the interview including attire, demeanor,
completed requirements, and arriving on time.

Does not
Meet

Meets

Exceeds

Does not
Meet

Meets

Exceeds

Does not
Meet

Meets

Exceeds

Does not
Meet

Meets

Exceeds

Does not
Meet

Meets

Exceeds

Does not
Meet

Meets

Exceeds

Does not
Meet

Meets

Exceeds

Does not
Meet

Meets

Exceeds

Does not
Meet

Meets

Exceeds

Content
Professional Experience
Meeting expectations includes adequately explaining
his or her professional background and experience in
relation to the interview questions as well as his or her
professional goals and development.

Servant Leadership
Meeting expectations includes explaining servant
leadership and its connection to being a principled
business leader.

Principled Business Leadership
Meeting expectations includes explaining in his or her
own words the definition of principled business
leadership.

Key Skills
Analytical & Critical Thinking
Meeting expectations includes analyzing and
interpreting relevant information in the context of his
or her professional experiences as they relate to the
interview questions. Can apply appropriate logic
when making connections between experiences and
skillsets.

Confidence
Meeting expectations includes exhibiting selfassuredness, reliability, and trustworthiness to
complete tasks through appropriate diction, presence
and performance throughout the interview.

Creative & Innovative Thinking
Meeting expectations includes conceiving and
implementing original thought processes when
answering interview questions.

Oral Communication
Meeting expectations includes the ablity to compose
and effectively deliver ideas and thought processes in
a clear and professional manner. Voice, tone, and use
of diction is exceptional with appropriate use of body
language.

Written Communication
Meeting expectations includes the résumé exhibiting
proficient language use, excellent mechanics, and
effective language conventions. Effective organization
and development contributes to full comprehension
of his or her experiences.

104 | P a g e

Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
C
Appears reserved and somewhat timid
Is quiet
Focuses on details
Asks many questions
Studies specs and other information
carefully
Proceeds with caution
Does not easily express disagreeing
viewpoints

I
Is open and friendly
Talks a lot
Gets easily excited
Is animated
Talks about people he/she knows
Does not focus much on details
Does not listen for long

Using the chart above, determine which styles are represented in your presentation group
and discuss your preferred styles. Is your team weighted heavily in one area or another? What
might be missing from your team? How might this affect how your team functions?
Team Member

Preferred Style

Behavior or Characteristic

105 | P a g e

Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
The Court of Honor Presentation is the final stage before pledges are initiated into
membership, and aims to provide an opportunity for reflection as well as experience giving a
formal presentation. The Court of Honor Presentation should be held at the conclusion of the
pledge education program, prior to Initiation.

Interview Team
To perform a meaningful ritual, the brothers must plan, organize and act as a team. The
Interview Panel consists of one Interview Panel Chair and two additional panel members. The
Master of Rituals is responsible for notifying the selected Interview Panel members in a timely
manner (weeks — not days — before the planned session). Alumni and faculty brothers, when
possible, should be encouraged to participate on the panel. The use of alumni and faculty
members as Interview Panelists will provide “new” and “mature” faces to the pledges, and will
add a “lifetime” commitment emphasis to membership in Alpha Kappa Psi. Any alumni or
faculty members participating on a panel will need to be briefed beforehand on guidelines
and expectations.
The Master of Rituals, Fraternity Educator or Vice President responsible for new member
education shall serve as the Presenter of Pledges; two Guards should be appointed to assist
in presenting pledges before the chapter. The Master of Rituals is also responsible for
arranging the interview room. The Master of Rituals must assign responsibilities, see that they
are properly carried out, and ensure thorough preparation as follows:
1. Each member of the ritual team should rehearse his/her part several times before
attempting to speak his/her part.
2. A rehearsal should be held by the members of the ritual team before the formal
ceremony. If possible, the Regional or Section Director, or Chapter Advisor should
be present to give additional direction or advice, where needed.
3. The responsibilities listed below should be memorized.
Interview Panel Chair

The Interview Panel Chair should be a “seasoned” student chapter member, alumnus, or
faculty member in good standing. This is a leadership role that carries with it the specific
responsibility of guiding each pledge’s Court of Honor experience as professionally and
efficiently as possible. Sincere, direct, unbiased, respectful, authoritative and able to delegate
while maintaining control – these are the qualities of the Interview Panel Chair.

106 | P a g e

Interview Panel Members

Two additional Interview Panel members are required in each presentation room to assist the
Interview Panel Chair in the interview process, as directed. These roles may be filled by
students, alumni, or faculty members in good standing. Sincere, direct, unbiased, respectful
and authoritative – these are the qualities of the Interview Panel Members.
Presenter of Pledges

The Presenter of Pledges is the liaison between the brothers and pledges. The Master of
Rituals is best suited for this position. This person has complete charge and supervision of the
chapter ritual and must be familiar with the Fraternity’s confidential hand grip, password, and
motto. He/she has full responsibility for instruction of the ritual team members, for the
supervision of the ritual equipment, for proper arrangement of the ritual rooms, and for
assistance to the ritual team members to insure they are properly prepared and have studied
their parts for an effective ceremony. The presenter of Pledges must handle his/her part
competently and correctly, speak with sincerity, and fervor, and should memorize as much of
the part as possible.
Warden

At least two Guides are required for this ritual. The major responsibility of the Guide is to lead
pledges from the “Before” room to the presentation room, then to the “After” room. The role of
Guide may be filled — or assisted — by a pledge’s Big Brother. This role serves both as escort
and brotherly support to the pledge. The Guides must carefully read the directions within the
ceremony prior to the start.

Conducting the Presentations
Preparation

2. “Before” and “After” rooms are essential. The “Before” room is a waiting place for
pledges prior to the interview session. Groups may elect to practice for their
presentation, but should ensure they are not distracting to other pledges who may
opt for quiet reflection. The “After” room separates those who completed the
interview process from those yet to go, avoiding confidence leaks regarding ritual
proceedings.
3. All pledges and brothers shall be instructed to dress in business professional attire.
Remember, these are to be conducted like professional job interviews. Pledges are
the applicants; student, alumni, and faculty members are the potential employers in
a corporate atmosphere.
4. Get an early start. The suggested starting time is between 8 and 9 a.m. and
completion time is two to two-and-a-half hours later — a maximum of three hours
should be allotted, depending on pledge class size.
5. Court of Honor can be conducted in multiple executive interview rooms; each room
is to be fully staffed and equally arranged. Benefits of multiple executive interview
rooms are: 1) time savings; 2) varied points of view; 3) participation and interaction
from fraternity officers, regional volunteers, alumni, and/or faculty members; and 4)
an opportunity for all brothers to participate in the Executive Interview Board
process.
6. Presentations should last no longer than 10 minutes, followed by up to 10 minutes of
questioning from the interview panels.
Utilize the following chart and tiering system to know the recommended number of
presentation rooms based on the size of your pledge class:
Number of Presentation Groups
1-3
4-6
7-9
10 - 12
13+

Number of Presentation Rooms
1
2
3
4
5

7. If pledges will need special equipment for their presentation, such as a projector,
adapters, speakers, etc., they must inform their fraternity educator far enough in
advance so the chapter can secure the equipment. If equipment is not guaranteed,
pledges should be prepared to deliver their presentation in a different format.
8. Should timing require the interview sessions to continue past the lunch hour, the
student chapter should provide lunch for all pledges, alumni, and/or faculty
participants or the opportunity to leave and get lunch.
108 | P a g e

9. Using blindfolds, or any attempt to direct pledges against their will, is in violation of
the Constitution and Statutory Code and the Board of Directors Statement of Policy
regarding risk management, and may be grounds for revocation of the chapter’s
charter (see Foreword).
10. When possible, alumni and faculty brothers shall be encouraged to attend and
participate. Invitations to the alumni and faculty brothers should be made at least
two weeks prior to the event. Any alumni in attendance should be informed ahead
of time on changes to the ritual and risk management policies since they were last
involved.
Set up

In each presentation room should be a head table for the Executive Interview Panel with
additional chairs placed behind it for additional members in attendance. The table should be
long enough to comfortably seat the interview panel on one side. The Presenter of Pledges
may be seated in the first row of chairs behind the interview panel, or stand to the left of the
head table. The members in attendance, including the big brothers and Guide, should always
remain behind the interview panel. The Warden is stationed at the door to let no one enter
until verified they are true Alpha Kappa Psi in good standing.
The Fraternity Educator shall provide the Interview Panel Chair with a typewritten copy listing
each presentation group who will be going through the Court of Honor. The order of
presentations should be preassigned including who will serve as the Interview Panelists.
Presentation Process

The Court of Honor Presentation should convene as soon as possible after the pledges have
arrived. If a pledge, for any reason must leave the “Before” room prior to their presentation, an
Alpha Kappa Psi member in good standing must escort the person. No more than two
pledges should be permitted to leave the “Before” room at any given time.
1. When the time comes for a group to leave the “Before” room to go to their
presentation room, the person should be escorted by a Guide. The Presenter of
Pledges should instruct the group to set up for their presentation in front of the
panel and membership.
2. Groups will be allowed adequate time to set up for their presentation. Once they
begin, they have ten minutes to complete their presentation. A timekeeper should
be positioned within sight of the pledges, to notify the group when five minutes,
then two, then no time remains (see suggested description within the ritual).
3. After the presentation, panelists will then be allowed up to ten minutes to ask
questions of the group members. Questions may be a follow-up to content
addressed in the presentation, or questions of professional quality and character.
109 | P a g e

They may be addressed to the group or individual members of the group.
Acceptable questions are defined in the new member education facilitator guide as
approved by the Board of Directors.
4. Pledges should not be brought to tears, verbally abused or applauded for good
replies; these are not appropriate actions within the confines of a professional
interview. Pledges shall be referred to as: “Mr./Mrs./Ms. (last name).”
5. After a pledge passes through the interview, he/she should be led into a separate
“After” room. The “After” room should not the same as the “Before” room, so pledges
who have not yet passed through the interview will not receive guidance. A quiet
study environment should be maintained in the “After” room as well. Pledges will be
required to wait in the “After” room until interviews are completed and all pledges
pass through successfully.
6. Once the Court of Honor is completed and all pledges are in the “After” room, the
student chapter meets one last time to cast a vote on all pledges (quorum must be
met). This voting session is mandatory and essential following the Court of Honor.
This voting procedure should be only a formality. Any “problem” pledges should
have
previously been removed, but in the rare case of necessity, this may be performed.
In this instance, contact a regional management team member to ensure you have
followed proper procedures for removal.
7. If conducting Initiation on the same day as Court of Honor, proceed directly to the
ritual upon the completion of voting. If one presentation room is finished prior to
others, that room should be utilized to begin setting up for Initiation to save time
later.

110 | P a g e

Court of Honor Presentation
(President raps the gavel once).
PRESIDENT Brother Warden, are all present true Alpha Kappa Psi in good standing?
(Warden is stationed at the door, allowing in only those who can be identified by the
confidential hand grip and password).
WARDEN

All present are true Alpha Kappa Psi in good standing.

(President faces the Master of Rituals).
PRESIDENT Brother Master of Rituals, are all pledges prepared for their final presentations to
the chapter?
(Master of Rituals stands).
MASTER OF RITUALS

Yes, they are prepared.

(President faces the Guards, speaks loudly).
PRESIDENT Guide(s), retrieve the pledges for their presentations.
(Both Guides go to the “Before” room to retrieve the pledge groups, for presentations. Upon
arrival to the Court of Honor room door, the Guide knocks. Warden will open the door and
permit the Guide to enter. The Guide escorts the pledge(s) to front of the room, instructing
him/her to face the Court of Honor panel, then steps back. Simultaneously, the second Guide
brings the next pledge(s) to the executive interview room door and awaits departure of the
previous pledge(s). The second Guide knocks for entry like the first Guide).
(Alternating the Guides prevents delays in the transfer from the “Before” room to the
executive interview room for presentation to the chapter. This process is the same for each
pledge; repeat until all have been examined).
(Guard is standing behind the pledge, then says…)
GUIDE

Brothers, Pledges full name, seek admittance to Alpha Kappa Psi Fraternity.

(Guide introduces each Panel member by name, as Mr./Ms./Mrs… to the pledge at this time).
POP Welcome to your presentation. Please take a few moments to prepare yourselves and
begin when you are ready. You have ___ minutes for your presentation.
111 | P a g e

(Presenter of Pledges Pauses).
(Each pledge class group will deliver its presentation to the chapter members. This should be
in a pre-determined order so as not to waste time during the session waiting for groups to
volunteer).
(After delivering the presentation, each pledge in the group should be asked questions as
defined in the new member education facilitator guide as approved by the Board of Directors):
Thank you, that is all pledges. You are now dismissed to the “After” room where it is
requested that you maintain a quiet study environment. We will inform you of the results of
the chapter’s vote soon. Guide, please return these pledges to the “After” room to await our
decision.

(Guide returns pledges to the “After” room. Afterwards, he/she returns to the “Before” room to
escort the next pledge(s) to the interview room. Process is repeated until all pledges have
been interviewed and are in the “After” room. At this point, the chapter members should all
reconvene in the same room if separated in order to vote).
(Voting on pledges is conducted in accordance with Caput II, Section 6B, 1 &2 of the
Constitution and Statutory Code. After voting is completed, the Chapter President renders
decisions to the student chapter and all accepted pledges. Should there be any denied
pledges as a result of this final vote, he/she must instruct the chapter’s President to address
those persons individually and immediately. Denied pledges should be encouraged to try
again next term for reconsideration).
PRESIDENT Brothers, all pledges have been examined. We now await the chapter’s decision.
(President pauses to obtain the results of the vote).
Brothers, it is the decision of the Chapter that the following pledges (President reads
the list of names of accepted pledges) have been found qualified for
membership in Alpha Kappa Psi. This Court of Honor is now complete.
(It is now appropriate to invite all accepted pledges to the Initiation of Members ritual.
Proceed to the ritual, or, if it will be performed at a later time and/or place, then announce…)
The Initiation of Members will be held at time o’clock AM/PM, day/date, at location/room.
(President raps gavel once to close the ritual).
— OMEGA —
112 | P a g e

Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
Presentation Group
Pledge Name
Evaluator Name

Date

Expectations

Comments

Presentation Preparation
Meeting expectations includes, as a whole, the
groupis appropriately prepared for the interview
including attire, demeanor, and arrives on time.

Presentation Format
Meeting expectations includes the presentation
involving the entire group and is engaging in style.

Does Not
Meet

Meets

Exceeds

Does Not
Meet

Meets

Exceeds

Does Not
Meet

Meets

Exceeds

Does Not
Meet

Meets

Exceeds

Does Not
Meet

Meets

Exceeds

Does Not
Meet

Meets

Exceeds

Does Not
Meet

Meets

Exceeds

Does Not
Meet

Meets

Exceeds

Does Not
Meet

Meets

Exceeds

Individual Reflection
Meeting expectations includes explaining what they
have learned and how they want to contribute in
membership

Group Reflection
Meeting expectations includes explaining the
challenges they faced and how they plan to use their
knowledge

Analytical & Critical Thinking
Meeting expectations includes analyzing and
interpreting relevant information in the context of his
or her professional experiences as they relate to the
interview questions. Can apply appropriate logic
when making connections between experiences and
skillsets.

Confidence
Meeting expectations includes exhibiting selfassuredness, reliability, and trustworthiness to
complete tasks through appropriate diction, presence
and performance throughout the interview.

Creative & Innovative Thinking
Meeting expectations includes conceiving and
implementing original thought processes when
answering interview questions.

113 | P a g e

Alpha Kappa Psi is recognized as the premier developer of principled business leaders.
Congratulations! You are now a brother of Alpha Kappa Psi! The {Chapter Name} chapter
appreciates your hard-work as a pledge and encourages the same dedication as a brother. In
addition to the evaluation you are asked to complete for the Fraternity, we would like you to
complete the following survey about your experience and involvement with the chapter. Your
answers are anonymous and will help to improve the process for future pledge classes.
Overall Program Assessment

How did you feel about the general attitude from the student members toward you?
Did you ever feel pressured by members of the pledge education committee or the chapter?
How could the pledge education committee have better helped you manage your time or stress
level?
How can the pledge education committee enhance the experience for future pledges?
On a scale of 1 to 5, five being the highest and one being the lowest, how would you rate the following
aspects of your pledge experience?
Approachability of Brothers
Commitment to your growth
Communication
Flexibility

Amount of Time Spent on the
Program

1
1
1
1
1

2
2
2
2
2

3
3
3
3
3

4
4
4
4
4

5
5
5
5
5

Comments regarding the above rankings:
Elective Feedback

On a scale of 1 to 5, five being the highest and one being the lowest, how would you rate the following
aspects of your pledge experience? Insert your chapter Electives below

1
1
1
1
1

2
2
2
2
2

3
3
3
3
3

4
4
4
4
4

5
5
5
5
5

What additional activities would you suggest for future pledge activities?

114 | P a g e

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