Fielding students, graduates, and faculty members collaborate on The Handbook of Knowledge-Based Coaching: From Theory to Practice

The Handbook of Knowledge-Based Coaching: From Theory to Practice

Editors and contributing authors Leni Wildflower, PhD, PCC and Diane Brennan, MBA, MCC are leading consultants, educators and coach practitioners.

Leni envisioned and launched Fielding Graduate University’s evidence based coaching program. Diane took on leadership roles in the International Coach Federation, serving as ICF global president in 2008.

CONTRIBUTING AUTHORS (HALF FROM FIELDING!)
Janet Baldwin Anderson, PhD
Jacqueline Binkert, PhD
Diane Brennan, MBA, MCC
Katrina Burrus, PhD, MCC
Mary Ann Burke, PhD
Mary Wayne Bush, EdD
Francine Campone, EdD, MCC
Dian Christian, MBA, MSOD, PCC
Ann L Clancy, PhD
David Clutterbuck
Connie Corley, MSW, PhD
David B Drake, PhD
Sherry Harsch-Porter, BSBA, MA
Laura Hauser, MA, PCC
Kate Hefferon, PhD
Tony Latimer, MCC
John Leary-Joyce, MA
David Megginson, PhD
Ed Modell, JD, PCC
Mary M Nash, PhD, PCC
Cinnie Noble, LLM, ACC, CMed
Kathy Norwood, Med, PCC
Linda J Page, PhD
Jonathan Passmore, PhD
Jenny Rogers
Katrina Rogers, PhD
Jennifer Sellers, PCC
Irene F Stein, PhD
Reinhard Stelter, PhD
Karen Tweedie, PCC
Chloé Tong, MSc
Terrie Lupberger, MCC
Leni Wildflower, PhD, PCC
Carol Wilson

From the Preface:
As coaches we have responsibilities: to master the skills of our trade, to work on the issues in ourselves that might obstruct or distort our dealings with clients, to be ethical, to acknowledge limitations and recognize boundaries, to justify the trust clients put in us. We also have a responsibility to understand the intellectual underpinnings of our fledgling profession.

Some of us have an instinctive ability to draw people toward greater insight; some of us have to work at it. But we all need to understand what we do when we coach, to recognize that coaching has not sprung fully formed from the protocols of our coaching schools or the minds of individuals, however dynamic and innovative, but has grown from a rich tilth of wisdom and study.

Some of this knowledge is the direct history of coaching. Much of it could be thought of as coaching’s prehistory—ideas developed in entirely independent fields before coaching in its modern sense was conceived of. But far from dry or dutiful, these explorations have the power to continually reignite our sense of coaching as a living practice.

In each of the chapters that follow there is a progression from theory to application, studying first a model or a set of findings in the context of a particular discipline and then identifying the implications for the practicing coach. There is a mind‐opening diversity in this, but also a striking unanimity. Coaching may derive from the confluence of many rivers, but it flows with its own powerful current.

“Anyone who is serious about improving the quality of coaching will find The Handbook an
invaluable resource that reflects the breadth and richness of the growing evidence‐based
approach to coaching practice.”

For more information on publications by members of the Fielding research community, visit www.fielding.edu.