Much of the relevant literature in the domains of leadership development, succession planning, and cross-generational issues that discusses learning paradigms associated with emerging generational cohorts has been based on qualitative research and anecdotal evidence. In contrast, this study employed quantitative research methods using a validated psychometric assessment, the Learning Tactics Inventory, based on research in the field of adult learning theory, to examine the self-reported frequency of specific behaviors that participants used in the experiential learning process. The first component of this study was to add to the body of literature that examines the learning tactics used by leaders in the experiential learning process (a) to determine if leaders prefer to use specific learning tactics more frequently than others, and (b) to identify similarities and differences in learning tactics use that may be attributable to generation and other demographic factors. The second component of this study further examined the measurement characteristics of the Learning Tactics Inventory (LTI) using a larger, more diverse sample than the original normative sample used in the instrument's development (a) to test the stability of the instrument's basic psychometric attributes, (b) to identify any new distinctions that emerge in the instrument's characteristics compared to its original form, and (c) to identify opportunities to expand the instrument's application in the community of practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]