1. 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

2. 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 Room
Inspiration 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 Room
Inspiration Hall
Assembly Room
Inspiration Hall
6:00 – 7:00P Dinner (BBQ) Quad
Armstrong Pavilion
7:30 – 8:30P Lawn Games Quad
(weather
permitting)
Armstrong Pavilion
8:30 –
10:00P
Complex
Meetings
Various Residence
Halls
DAY LONG AGENDA

3. 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.

4. 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.

5. 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

6. THEORETICAL FRAMEWORK
Skinner’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

7. LEARNINGOUTCOMES
 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

8. GOALS AND OBJECTIVES
 Leadership Development
 Intellectual Growth
 Meaningful Interpersonal Relationships
 Collaboration/teamwork
 Appreciating Diversity
 Have FUN!!

9. ADVERTISEMENT- FLYER

10. ADVERTISEMENT- FB INVITE

11. PROGRAMMING DOCUMENT

12. GOT GRIT SCALE ACTIVITY
We 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 

13. I have overcome setbacks to
conquer an important
challenge.
Agree Disagree

14. New ideas and projects
sometimes distract me from
previous ones.
Disagree Agree

15. My interests change from
year to year.
Disagree Agree

16. Setbacks don’t
discourage me.
Agree Disagree

17. I have been obsessed with a
certain idea or project for a
short time but later lost
interest.
Disagree Agree

18. I am a hard worker.
Agree Disagree

19. I often set a goal but later
choose to pursue a different
one.
Disagree Agree

20. I have difficulty maintaining
my focus on projects that
take more than a few
months to complete.
Disagree Agree

21. I finish whatever I
begin.
Agree Disagree

22. I have achieved a goal
that took years of work.
Agree Disagree

23. I become interested in
new pursuits every few
months.
Disagree Agree

24. I am diligent.
Agree Disagree

25. The more I have on my plate,
the more helpless and
unmotivated I feel.
Disagree Agree

26. I tend to give up fairly easily
when I am not good at
something right away.
Disagree Agree

27. SCORING
10-14 GRIT cards equals “super gritty”
6-10 GRIT cards equals “somewhat
gritty”
0-6 GRIT cards equals “not very gritty”

28. 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.

29. 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 QUESTIONS
1. 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.

30. REFERENCES
Duckworth, 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.