Resources: University of Phoenix Material: Analytical Matrix: Contemporary Views of Leadership and Electronic Reserve Readings

Choose two people who vary in age and experience. Only one of the subjects can be someone you know well. This is an opportunity to learn about acquaintances and strangers as well. These should be face-to-face interviews.

April 12, 2015

Preparing today to lead in a global future

April 12, 2015

Resources: University of Phoenix Material: Analytical Matrix: Contemporary Views of Leadership and Electronic Reserve Readings Select three contemporary leadership models from the Wren text. Select one article from each of the three leadership categories located on the Electronic Reserve Readings related to your personal and professional interests.

Complete the analytical matrix by grouping commonalities and disparities among the six contemporary views of leadership you selected.

Source: Wren (1995). The leader’s companion: Insights on leadership through the ages. New York, NY: The Free Press.

Quality work please no plagiarism

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University of Phoenix Material

Analytical Matrix: Contemporary Views of Leadership

Resource: Part IV of the Wren text

Complete the analytical matrix by grouping commonalities and disparities among six contemporary views of leadership: three from the Wren text and one from each of the three categories on the Electronic Reserve Reading page.

Note. You may need to add additional rows and columns depending on how you organize your matrix.

Sample Analytical Matrix

The following is an example of commonalities and disparities among ancient models of education.The information and references have been fabricated for this sample analytical matrix.

Commonalities

Disparities

Rote memorization

Students were required to memorize certain versus, phrases, ideas, concepts, and sayings developed among the societies (“Edu“, 2008; Graves, 2005; Murphy, 2006; Tehie, 2007).

Curriculum

The curriculum taught varied considerably because of the radical differences in beliefs, such as the identification of polytheism among Romans and monotheism among Hebrews, Muslims, and Christians (Palmer, 1981).

Train the trainer

To maintain the training of a society, priests, masters, muftis, philosophers, and teachers needed the training necessary to continue with the educational system (“Edu“, 2008; Murphy, 2006; Nibley, 1991; Palmer, 1981; (Patai, 2002; Tehie, 2007).

Purposes of education

The purpse of education for Roman and Spartan was military and state protection. Education prepared leaders and military commanders.

The purpose of education for many faiths, such as Christian, Hebrew, Muslim, and Hindu was to prepare the individual for living a certain kind of life (“Edu“, 2008; Murphy, 2006).

In this first column, common factors among ancient cultural systems of education are identified and analyzed.

In the second column, differences among ancient cultural systems of education are identified and analyzed.

Note your citations in each column.

Contemporary Views of Leadership

Commonalities	Disparities

References

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