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The changing landscape that leaders face demands an evolution of leadership development that not only builds skills but also grows a leader's capacity to effectively respond to and manage an ambiguous, uncertain and changing future. Based on adult development theory, we explore the nuanced difference of leadership development through two distinct, but equally useful lenses: horizontal and vertical leadership development.We examined the state of leadership development practice across fifteen large organizations and present differences in how six common leadership development practices including assessments, individual development plans, expert knowledge sharing, mentorship, coaching, and experiential opportunities were used in a more traditional skill-building way, and how principles of vertical development were incorporated. We conclude with specific practical approaches to modify traditional practices to meet emerging needs.

This research reinforces arguments for the use of adult vertical development theory to transform traditional leadership development practices to prepare leaders for the volatile, uncertain, complex, and ambiguous (VUCA) world. Vertical leadership development strategies and practices were assessed in fifteen large organizations. Multiple factors impacted implementation of vertical development practices. The primary factor was the overall leadership development mindset (the organization's learning strategy and its theory of individual change). Secondary factors include senior leader engagement, space for openness and vulnerability, capability and experience of practitioners, alignment in business processes, and expanded understanding of risk-taking. Our results illustrate that accelerating leadership capacity through the implementation of vertical development practices requires significant personal and organizational commitment.

This study examines executives' beliefs about the management of diversification and seeks to determine whether those beliefs are associated with their prior experiences. The study identifies three broad sets of beliefs that executives hold about the management of diversification. In spite of a longstanding theoretical linkage between experiences and cognition, this study finds no association between top managers' prior experiences and their beliefs about the management of diversification. The article concludes by offering new theorizing about how executives learn to manage a complex diversified firm. The article also offers a number of implications for leadership development in diversified companies.