<p> The demand for leaders able to navigate the complexity of multinational circumstances working with and through people of multicultural backgrounds is greater today than ever before. Corporations, non-governmental organizations, and governmental agencies and operations are all dealing with a globalized marketplace and economy. Work and the dynamics at play are more complex than ever; the coordination and interplay between people of different nationalities, customs, backgrounds, and languages is at an all-time high. People who live and work in global contexts have reported experiencing transformational moments as well as the development into a global leader. Such transformational, or crucible, experiences have been found to create for people new mental models, such as perspectives, worldviews, and perceptual acumen that do not exist for those people who have not gone through like events.</p><p> The intersection of global leadership and transformative learning is one ripe for further study. This study aimed to bring together two different fields of study, both relatively nascent in academe, to determine how the elements of one (transformative learning) may be beneficial in the expansion and development of another (global leadership). This mixed-methods study investigated the experience of people who developed as a global leader, as well as their experience with the ten phases of transformative learning. Senior level employees at a global fast-moving consumer goods company who had completed an international work assignment of at least one year in duration were asked to participate in this study on the intersection of global leadership and transformative learning.</p><p> This research showed that there are common phases through which people who have developed as global leaders have progressed in their growth as global leaders. Additionally, this research showed that those who developed as global leaders in an international work assignment of greater than one year reported experiencing, at different levels, the ten phases of transformative learning. Lastly, this study showed that the phases through which people progressed match closely with the phases of transformative learning. </p><p>

<p> This qualitative, phenomenological study examined the lived experiences of 25 National Guard members and reservists representing the United States Air Force, Army, Navy and Marine Corps returning to civilian careers following a post-9/11 deployment to Iraq or Afghanistan. The research question asked: What are the lived experiences of post-9/11National Guard and Reserve military veterans as they transition back to the civilian workplace? The literature review revealed numerous studies focused on active duty military personnel transitioning out of the military and seeking civilian employment, but few studies were found regarding National Guard members and reservists serving in a post-9/11 deployment for over 90 days and returning to their civilian jobs &mdash; citizen soldiers. The transition experiences of these members are the focus in this study. Interview questions were designed based on Schlossberg&rsquo;s 4-S model and Bridges&rsquo;s transition theory. Six themes emerged from the analysis of this data offering insights on the experiences of these citizen-soldiers: (1) Getting to the core of what matters most and what is valued, (2) adjusting to the civilian workplace, (3) united in education: insider perspectives on Department of Defense workshops, (4) to have, or not to have, transition support, (5) wrestling with a new normal, and (6) transferring military skills to the civilian workplace: hiring our heroes. Recommendations for future research are to examine the curriculum and design of Department of Defense transition workshops, continuing and adult education for recruiting and retaining military veterans in the civilian workplace, and adult leadership programs for military-connected college students.</p>