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Got Grit RA Leadership Training
- 1. J O NAT 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 - 9:00ABreakfast 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? TheRA 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 Theoryof 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 CognitiveBehavioral 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 willconnect 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!!
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- 12. GOT GRIT SCALEACTIVITY 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 overcomesetbacks to conquer an important challenge. Agree Disagree
- 14. New ideas andprojects sometimes distract me from previous ones. Disagree Agree
- 15. My interests changefrom year to year. Disagree Agree
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- 17. I have beenobsessed with a certain idea or project for a short time but later lost interest. Disagree Agree
- 18. I am ahard worker. Agree Disagree
- 19. I often seta goal but later choose to pursue a different one. Disagree Agree
- 20. I have difficultymaintaining my focus on projects that take more than a few months to complete. Disagree Agree
- 21. I finish whateverI begin. Agree Disagree
- 22. I have achieveda goal that took years of work. Agree Disagree
- 23. I become interestedin new pursuits every few months. Disagree Agree
- 24. I am diligent. AgreeDisagree
- 25. The more Ihave on my plate, the more helpless and unmotivated I feel. Disagree Agree
- 26. I tend togive up fairly easily when I am not good at something right away. Disagree Agree
- 27. SCORING 10-14 GRIT cardsequals “super gritty” 6-10 GRIT cards equals “somewhat gritty” 0-6 GRIT cards equals “not very gritty”
- 28. 1 MINUTE ASSESSMENT ReflectionTime! 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 havedifficulty 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.