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Purpose The purpose of this paper is to contribute to the understanding of the workplace experiences and access to career-enhancing opportunities of transgender employees and to apprise organization leaders of opportunities to create an all-inclusive workplace environment. Design/methodology/approach This phenomenological study used semi-structured interviews with transgender and gender non-conforming individuals in the US. Study participants (n = 12) varied slightly in racial and ethnic identities, the highest level of formal education completed and the industry sector they were employed at the time of interviews. Findings The data reveals a lingering presence of dominant narrative (cissexism) in US organizations and its adverse impact on workplace experience and access to career-enhancing opportunities of transgender and gender non-conforming individuals. The participants’ narratives reveal recommendations for effective organizational practices for a transgender-inclusive workplace. Research limitations/implications The challenge of recruiting qualified participants from the marginalized group along with the selection criteria of English proficiency and legally adult age resulted in a relatively limited sample (n = 12) nevertheless adequate for the study. Practical implications Results of this study point at the urgent need to increase visibility and acceptance of the represented population and expand workplace diversity policies to create inclusive, just and equitable organizations for all individuals that will translate into job satisfaction and improved productivity. Social implications This study contributes to developing a culture of inclusion and prevention of discrimination in the workplace thus ensuring respect, safety and agency for gender minority employees. Originality/value This study contributes to a better understanding of workplace experiences, access to career-enhancing opportunities of transgender and gender non-conforming individuals and best practices for a transgender-inclusive workplace.

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Complex and adaptive challenges threaten human well-being and sustainability. However, our leadership graduates often lack the capacity and or commitment to address these challenges in a meaningful way. This paper details a five-year study exploring the impact of an interdisciplinary undergraduate course on the development of global capacities, complex Adaptive Leadership, Socially Responsible Agency, and systems thinking. The course instructors used innovative and intentionally divergent learning methods to challenge students to serve as stewards of their own knowledge and facilitators of their own learning through the confrontation of authentic and complex challenges. The researchers note transferable qualitative findings that demonstrate the profound impact of the noted leadership learning experience on the development of Socially Responsible Agency, along with Adaptive Leadership capacity and systems thinking.

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