To the extent that leadership is learned, it is learned through experience. This article begins with seven conclusions about the role of experience in leadership development, ponders the reasons that what is known is so rarely applied, suggests some ways to put experience at the center of leadership development efforts, and concludes with a series of recommendations for practice and for future research.

There doesn't seem to be much disagreement that experience should be at the heart of leadership development. The energy in the commentaries was around building on the existing foundation of knowledge about experience-based leadership development, bolstering certain areas to make it more complete and usable. I examine more closely several of the issues raised in the commentaries: the role of training and education in leadership development, increasing the probability that the desired learning from experience actually happens, and the transfer of learning.

The central premise of this article is that organizations have social and economic interests in building policies and practices that support lesbian, gay, bisexual, and transgendered (LGBT) workers. This argument is based on empirical evidence that (a) LGBT workers continue to face discrimination at work from which they are not protected under federal law, and (b) discrimination has negative consequences for individual's mental and physical health, and on reasoning that (c) organizations share responsibility for the social good of the communities in which they operate. We offer practical suggestions for creating LGBT-supportive organizations and propose that industrial–organizational psychologists have an ethical obligation to support such efforts.