Francine Campone is an executive and personal coach and coach educator. She specializes in coaching professionals to stretch into the requirements and expectations of executive leadership. Since 2001, Francine has coached men and women in corporate, education and nonprofit sectors, with extensive experience in helping women executives find their voice and become strategic leaders. Her coaching focuses on helping leaders to acquire the skills to clearly articulate vision, generate engagement and commitment, facilitate change within organizations; and to communicate clearly and effectively. Specific communication coaching has helped leaders change from confrontational to collaborative styles and to learn how to effectively hold difficult conversations and give effective performance feedback. Previous clients include leaders in Xerox Corporation, Rio Tinto, Earth Share, NetAid, CASA, and the Calvert and Kellogg Foundations.
Francine has provided academic leadership to the Evidence Based Coaching program since 2012, ensuring currency of evidence and research in the curriculum and program activities. She has designed and teaches courses in evidence based coaching theory, coaching research methods and the uses of case study.
She is past president of the Graduate School Alliance for Education in Coaching and a contributor to the Academic Standards for Graduate Coach Education. She is serving on the Academic Standards Committee of GSAEC in developing a peer review process.
Industry Expertise (3)
Areas of Expertise (4)
Teachers College of Columbia University: EdD, Higher and Adult Education 1993
Wagner College: MS, Education and Teaching of Individuals with Specific Learning Disabilities 1979
New York University: MA, English Language and Literature 1976
- International Coach Federation : Member
- Association of Coaches : Member
Event Appearances (4)
The Scientist-Practitioner: An Informed Curiosity
(2014) Pre-Conference Webinar: International Coach Federation Advance The Science of Coaching conference
Coaching Research: Does Anyone Have Any Questions?
(2014) ICF Advance: The Science of Coaching conference Praxis session
Connecting the Dots: Coaching Research from the Past into the Future
(June, 2008) European Coaching Conference Geneva, Switzerland
From Uh-Oh to Aha! Using Critical Incidents in Coaching
(2008) International Coach Federation Conference St. Louis, MO
(2015) This is the 148th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.
(February, 2014) Coaching/psychotherapy boundaries have been explored theoretically and through surveys. The confidential nature of coaching has precluded direct observation of how they are operationalized. The case presented here was initiated at the invitation of a client who has a clinical diagnosis of Dissociative Identity Disorder and her coach. Their journals, interviews and observed sessions enabled the author to construct a case study that offers insight into how an individual coach and client navigate the coaching/psychotherapy boundaries in practice. The case provides evidence of specific coach and client characteristics and coaching strategies employed in these circumstances.
(2012) Coaches do not come to practice as a blank slate. However, there is little documentation of the impact diverse life experiences have on coaches' skills, professional evolution or presence in practice. Analysis of a critical events question included in a long-term global ...
(2011) The Reflective Coaching Practitioner Model. In Supervision in Coaching:
Supervision, Ethics and Continuous Professional Development. J.Passmore
(July 2014) This article explores the impact of one graduate coach education program, the Evidence-Based Coaching Certificate (EBC) program at Fielding Graduate University, on the professional judgments of program graduates. Results indicate three different catalysts for coach judgments: client characteristics, coaching tasks, and elements of the coaching engagement (including time frames, expected outcomes, organizational or other situational contexts). Through reflective learning, coaches gained insights into four aspects of their coaching: managing boundaries and ethical challenges, self-awareness and self-management, understanding responsive processes, and situational application of theory.