J O N AT H A N C R O C K E T T

M I C H E L L E D U N N

M A R T I N E F R A N Ç O I S

8:00 - 9:00A Breakfast McCaffrey Cafeteria

9:00 - 10:45A Icebreakers Taggertson Hall

- Share Something Special”- “Who Am I” Exercise

10:45A -12:00P

Scavenger Hunt Campus Quad

12:00 - 1:30P Lunch McCaffrey Cafeteria

1:30 – 2:00P Residence Hall Meetings

Campus Quad

2:00 - 4:00P Teambuilders Assembly RoomInspiration Hall

-“Life Line”- Human Knot - Bring It On! Cheer Competition- Blindfolded Obstacle Course- “True Colors” Personality Test

4:00 – 5:00P

5:00 – 6:00P

"Got GRIT?!” What Makes a Good RA

Are You Gritty?

Assembly RoomInspiration Hall

Assembly RoomInspiration Hall

6:00 – 7:00P Dinner (BBQ) QuadArmstrong Pavilion

7:30 – 8:30P Lawn Games Quad (weather permitting)Armstrong Pavilion

8:30 –10:00P

Complex Meetings

Various Residence Halls

DAY LONG AGENDA

GOT GRIT – OVERVIEW

Got Grit RA Training is designed with the goal of “inspiring

leaders of tomorrow starting with today.” This two-week

comprehensive training will introduce RAs to the breadth

and depth of skills, experiences, information, and

resources that they will need to be most successful in

their roles. Guided by relevant theories, learning

outcomes, and competencies, this training will encourage

RAs to learn, grow, experience, evaluate, make mistakes,

be challenged, develop connections, build relationships,

and increase confidence.

WHY GOT GRIT?

The RA role can be rewarding, but can also be

“gritty” at times, and can require access to

inner resources. Got Grit RA Training will

provide RAs with the foundations to dig

deep, find their inner resilience, and be fully

prepared to embrace what will likely be the

most challenging, rewarding, enjoyable job

they’ve ever had.

THEORETICAL FRAMEWORK

Kolb’s Theory of Learning Styles and Learning Cycle (1984)

● Four learning styles that individuals use to perceive information and process

experiences

o Diverging, Assimilating, Converging, Accommodating

● Application to Training: importance of understanding individual differences,

identify difference in learning styles through the “True Colors” exercise

Jung’s Theory of Personality Types (1960)

● How people gather information and use that information to make decisions

● Application to Training: importance of understanding individual differences,

identify differences in personality types through the “True Colors” exercise

THEORETICAL FRAMEWORKSkinner’s Cognitive Behavioral Theory (1950)

● The process by which one replaces irrational and unproductive thoughts, ideas and

attitudes with rational and productive ones

● Application to Training: understanding how outlook can impact progress

Dweck’s Theory of Growth Mindset (2006)

● Seeking opportunities to challenge and “stretch” oneself to unimaginable levels

● Application to Training: being able to identify the difference between pushing oneself and

complacency

Duckworth’s Theory of Grit (2007)

● Grittier individuals attain higher levels of education and also have higher grade point

averages

● Application to Training: foundation for understanding how continued ongoing

perseverance can achieve long-term goals

LEARNING OUTCOMES Participants will connect and engage with each other as they develop

interpersonal relationships

Participants will gain a deeper sense of self through facilitated personal

reflection activities

Participants will become better acquainted with campus layout, facilities, and

resources

Participants will be able to define grit, articulate why/how it matters, and

assess their own levels of grittiness

Participants will develop teamwork skills by working together in a variety of

teambuilding activities

Participants will gain an increased understanding of qualities and

responsibilities of an RA

Participants will have fun, which will enhance their sense of joy and pleasure

with being an RA

GOALS AND OBJECTIVES

Leadership Development

Intellectual Growth

Meaningful Interpersonal Relationships

Collaboration/teamwork

Appreciating Diversity

Have FUN!!

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PROGRAMMING DOCUMENT

GOT GRIT SCALE ACTIVITYWe will read a series of statements related to personality and

preferences. For each statement, participants will choose which

answer best describes them - either “agree” if you feel the statement

is “very much like me” or “disagree” if you feel the statement is “not

like me at all”. You must choose one of these 2 options - there

are no in-between options. There are no right or wrong answers,

so just answer honestly!

When you have decided please move to the side of the room

that reflects your choice

I have overcome setbacks to

conquer an important

challenge.

Agree Disagree

New ideas and projects

sometimes distract me from

previous ones.

Disagree Agree

My interests change from

year to year.

Disagree Agree

Setbacks don’t

discourage me.

Agree Disagree

I have been obsessed with a

certain idea or project for a

short time but later lost

interest.

Disagree Agree

I am a hard worker.

Agree Disagree

I often set a goal but later

choose to pursue a different

one.

Disagree Agree

I have difficulty maintaining

my focus on projects that

take more than a few

months to complete.

Disagree Agree

I finish whatever I

begin.

Agree Disagree

I have achieved a goal

that took years of work.

Agree Disagree

I become interested in

new pursuits every few

months.

Disagree Agree

I am diligent.

Agree Disagree

The more I have on my plate,

the more helpless and

unmotivated I feel.

Disagree Agree

I tend to give up fairly easily

when I am not good at

something right away.

Disagree Agree

SCORING

10-14 GRIT cards equals “super gritty”

6-10 GRIT cards equals “somewhat

gritty”

0-6 GRIT cards equals “not very gritty”

1 MINUTE ASSESSMENT

Reflection Time!

Partner up and discuss what you learned about

yourself from this activity.

Alternatively- everyone would write down their

reflections on pieces of paper that would be

collected and reflected on the next day.

8. I have difficulty maintaining my

focus on projects that take more

than a few months to complete.

9. I finish whatever I begin.

10. I have achieved a goal that took

years of work.

11. I become interested in new

pursuits every few months.

12. I am diligent.

13. The more I have on my plate, the

more helpless and unmotivated I

feel.

14. I tend to give up fairly easily when

I am not good at something right

away.

REVIEW OF QUESTIONS1. I have overcome setbacks to

conquer an important

challenge.

2. New ideas and projects

sometimes distract me from

previous ones.

3. My interests change from

year to year.

4. Setbacks don’t discourage

me.

5. I have been obsessed with a

certain idea of project for a

short time but later lose

interest.

6. I am a hard worker.

7. I often set a goal but later

choose to pursue a dif’t one.

REFERENCESDuckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance

and passion for long-term goals. Journal of Personality and Social Psychology, 9,

1087-1101. © 2013 Angela Duckworth

Dweck, C. S. (2008). Mindest the new psychology of success: How we can learn to fulfill

our potential. Ballantine Books: New York.

Gordon, V.N., Habley, W.R., Grites, T.J., et al (2008). Academic advising: A

comprehensive handbook. Jossey-Bass: San Francisco.

Reynolds, A.L. (2009). Helping college students: Developing essential support skills for

student affairs practice. Jossey-Bass: San Francisco.