There is recent groundbreaking research that provides new insights for consulting psychologists’ work in supporting women leaders in large organizations. This article discusses the potential impact of these research results for women and men in organizations and offers ideas on the implications of these results for the practice of consulting psychology and for future research efforts. Recent meta-analytical studies and other research findings provide new perspectives in advancing gender inclusion in organizations that involve the evolution of gender stereotypes, the placement of women in tactical versus strategic jobs, bosses’ assessments of women’s derailment potential, and other research results. These combined efforts suggest that the time may be right for a new paradigm for gender-inclusive leadership. This article briefly summarizes the span of progress from the recent past on women’s workforce participation and educational attainment, and it highlights recent challenges and threats to this progress arising from the worldwide pandemic. The article offers ideas and suggestions for consulting psychologists and researchers interested in gender inclusion. These initiatives include developing more inclusive leadership for CEOs and boards of directors as well as enabling organization-wide inclusion and diversity through evidence-based innovations in talent management and other human-resource functions. This comprehensive approach could lead to a multifaceted agenda for consulting psychology that would increase our collective agency for supporting women leaders in organizations.

Learning agility is a metacompetency important to leadership success, particularly in turbulent times. The global coronavirus pandemic catapulted individuals, organizations, and societies into the harsh reality of our volatile, uncertain, complex, and ambiguous (VUCA) world. Coaches can play an important role in accelerating the development of learning agility, thereby expanding the leadership pipeline within organizations. The purpose of this article is to help coaches and consultants (a) understand the behaviors and strategies that undergird learning agility; (b) better assess coaching clients' level of learning agility as well as the organizational context; and (c) become more intentional about incorporating the development of learning agile behavior into their coaching practice. The article reviews the literature regarding what we know about the construct of learning agility and the role coaches can play in intentionally developing it. Suggestions are provided for assessing a leader's level of learning agility as well as the organizational context. Recommendations for practical coaching application are organized around the heuristic "Agile Learning Process and Behaviors Model." Although many coaches may already be helping clients develop learning agility, this article describes how coaches may do it more deliberately. What's It Mean? Implications for Consulting Psychology Facilitating the development of learning agility may create a "double bottom line" for coaching by both increased leadership effectiveness and learning agility. Coaching for learning agility (a) supports the development of a greater capacity to deal with rapid, ongoing change; (b) builds independence and self-efficacy in learning; and (c) holds the promise of empowering more leaders to achieve success in leadership roles.