Grutter v Bollinger Case Study Discussion

Grutter v Bollinger Case Study Discussion

Instructions/Descriptions

Grutter v Bollinger Case Study Discussion

Case: Grutter v. Bollinger, 123 S. Ct. 2325 (June 2003)
In the Case Briefs Discussion area, give your constructive feedback on the submissions that have been posted by your classmates. Your remarks can be opinion, but must be based on your experience, research, and/or prior learning. Use this area to gain valuable insight on how your fellow colleagues approached the Case Briefs and how your professor gave feedback and suggestions. Apply this information going forward to strengthen your own work. Apply this information going forward to enrich your understanding of the material, improve your ability to apply that knowledge to new content, and to strengthen your own work.

Case briefs will be written in the following format (mandatory):

Title and Citation (e.g. Jones v. Smith, 123 F.3d 456 (11th Cir. 2004))

Type of Action (e.g. civil suit for money damages for violation of free speech rights under the First Amendment.)

Facts of the Case (Discuss relevant facts; what happened? Why is this matter in court?)

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Contentions of the Parties (What are the best arguments favoring each party?)

Smith argues that:

Jones argues that:

Issue(s) (The issue relevant to the subjects studied in the module in which it is assigned, e.g. Were Jones’ rights under the First Amendment violated when he was fired for speaking at a political rally?)

Decision (How did the court rule on that issue?)

Reasoning (Why did the court rule the way it did? This is the most important part of the case.)

Rule of Law (What one legal point do we take from this case?)

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no plagiarize, spell check, and check your grammar. Please use the references below. Ask at least one question in response to an original peer post that you would like the author to explore further.

There are many things that can hamper the building of an effective volunteer training program such as; the manner, flow, and clarity in which the content is delivered; not taking into consideration the audience of volunteers being trained; content that does not relate to the tasks and requirements necessary for the success of the program; the setting and environment in which the training is taking place; and not taking into consideration the different learning styles of the volunteers. Training is necessary to build a learning organization in order to; achieve superior performance; provide and constantly work to improve quality services, build competitive advantages, and manage change (Connors, 2011). In order to design a meaningful program, it is important to consider; what are the necessary skills needed by the volunteers to effectively perform their assignments; what knowledge should the training provider, and which types of learning styles should be implemented in the training? When creating a program, it is important to remember the three types of learners; Audio learners, visual learners, and experimental learners. Age and life experiences can affect the way the content received and understood by volunteers, and will influence how much of the information that would be retained. It can be helpful to break up the training time into segments and provide breaks; have the content of the training flow with a beginning, middle and end; and allow adequate time for debriefing so that volunteers are able to solidify the knowledge they have gained in training (Conners, 2011). An effective training program will increase organizational success.

I have attended some training programs in my current position that I have found very effective. Many of our training are all-day training from 9 am-4 pm, and originally my first thought was how long and boring the day would be. I was honestly presently surprised when beginning training because our trainer uses different techniques than I have previously experienced. When we enter the room, she usually has coffee, tea, and snacks prepared for us. She decorates each table with stress balls, and colorful stress-relieving toys because she understands that this may improve the ability to focus. For some. She begins the training by telling us about herself and asking us to introduce ourselves to increase the comfort level of the room. She then explains what the day will entail, what times we will stop for breaks and lunch, and why it is important for us to have knowledge of the information that is being presented and how it will improve our work performance. Training is often very interactive, and everyone is encouraged to asked lots of questions, and share any personal experiences that relate to the training content. I also love that our trainer is very experienced in the field, shares stories of her experiences and mistakes that she has made in the past, and frequently ask if there is anything we need clarification on before advancing to another subject. Our trainer also implements methods that address all the different learning styles by; giving brief and informative lectures; showing videos and photos that relate to the topic, and having hands-on interactive exercises that allow us to learn through experience. I found the training to be fun, beneficial, engaging, and they provide an effective learning experience.

Reference

Connors, T. D. (2011). Wiley nonprofit law, finance, and management series: volunteer management handbook: leadership strategies for success (2nd ed.). Hoboken, NJ: John Wiley & Sons. ISBN-13: 9780470604533.

Grutter v Bollinger Case Study Discussion

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