Open AccessSUPPORTING PROBLEM SOLVING IN THE LEADERSHIP CLASSROOM: Using the pVASE Framework for Bridging Theory to Practice
Author(s) -
Linnette Werner,
David Hellstrom
Publication year - 2020
Publication title -
journal of leadership education
Language(s) - English
Resource type - Journals
ISSN - 1552-9045
DOI - 10.12806/v19/i1/a5
Subject(s) - intervention (counseling) , bridging (networking) , psychology , leadership theory , leadership studies , shared leadership , cognition , leadership style , transactional leadership , mathematics education , pedagogy , computer science , social psychology , neuroscience , computer network , psychiatry
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.
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