Abstract
Several models of leadership outline theories on successful intervention such as “Observe, Interpret, and Intervene” within the Adaptive Leadership model (Heifetz, Grashow, & Linsky, 2009) or the “Five Practices” within Kouzes & Posner’s (2012) work. However, during stressful moments of leadership practice, many models for leadership intervention are difficult for students to implement. The authors suggest the pVASE framework as an additional component to other intervention models of leadership in order to better support cognitive load and leadership problem-solving during real-time, emergent leadership moments within and beyond the classroom.
Citation
Werner, L.R.L. and Hellstrom, D. (2020), "SUPPORTING PROBLEM SOLVING IN THE LEADERSHIP CLASSROOM: Using the pVASE Framework for Bridging Theory to Practice", Journal of Leadership Education, Vol. 19 No. 1, pp. 44-52. https://doi.org/10.12806/V19/I1/A5
Publisher
:Emerald Publishing Limited
Copyright © 2020, The Journal of Leadership Education
License
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