Dr. Terry H. Hildebrandt is a coach educator, certified coaching supervisor, executive coach, organization development consultant, researcher, entrepreneur, and author. In addition to serving as Director of the Evidence Based Coaching Program at Fielding Graduate University, he is also the founder and CEO of Terry Hildebrandt and Associates, LLC, an organization development and executive coaching consultancy. Dr. Hildebrandt is passionate about educating professional coaches.
With over 21 years of coaching experience and 30 years of business experience, Dr. Hildebrandt has dedicated a large portion of his career to executive coaching and organization development. He has worked with organizations in multiple industries including high tech, aerospace, financial services, manufacturing, professional services, healthcare, insurance, energy, construction, network communications, farming/ranching, government, schools, and nonprofits. He works primarily with mid-level and senior executives.
Dr. Hildebrandt has worked with leaders of global business units and their teams to design and implement organizational change initiatives resulting in increased revenue, greater market share, improved executive team effectiveness, and alignment of organizational culture with new business strategies.
He was formerly at Hewlett-Packard Company for over 22 years where he served in several positions including Master Level Internal Consultant, Reengineering Manager, Business Manager, Production Manager, Sr. Quality Consultant, Manufacturing Development Engineer, and Quality Engineer. He has worked in Germany, Israel, Singapore, Malaysia, Puerto Rico, Costa Rica, and the United States.
Dr. Hildebrandt is a Master Certified Coach (MCC) with the International Coach Federation (ICF); a certified Master Corporate Executive Coach (MCEC) with the MEECO Leadership Development Institute; a certified Evidence Based Coach from the Fielding Graduate University; a Social & Emotional Intelligence Certified Coach from the Institute for Social & Emotional Intelligence (ISEI); a Certified Conversational Intelligence® Coach, and a Certified Productivity Coach. He also serves as an executive coach at several universities.
He earned his PhD in Human and Organizational Systems from Fielding Graduate University. He also holds an MA in Organizational Design and Effectiveness; and an MA in Human Development from Fielding; as well as Certificates in Integral Studies and Evidence Based Coaching.
Industry Expertise (9)
Areas of Expertise (15)
Fielding Graduate University, Santa Barbara, CA: PhD, Human and Organizational Systems 2012
Fielding Graduate University, Santa Barbara, CA: MA, Human Development 2010
Fielding Graduate University, Santa Barbara, CA: Year-Long Graduate Level Certificate, Evidence Based Coaching 2009
Fielding Graduate University, Santa Barbara, CA: Certificate, Integral Studies 2008
Fielding Institute, Santa Barbara, CA: MA, Organizational Design and Effectiveness 2000
Grand Round Finalist
Rice University, Houston, TX: BS, Materials Science, Electronic Materials Option 1986
Magna Cum Laude
- International Coach Federation (ICF)
- Association of Corporate Executive Coaches (ACEC)
- European Mentoring & Coaching Council (EMCC)
- American Psychological Association (APA)
- Society for Industrial and Organizational Psychology (SIOP)
- Society for Human Resource Management (SHRM)
- Rocky Mountain HR People & Strategy (RMHRPS)
- National Gay and Lesbian Chamber of Commerce (NGLCC)
- Colorado LGBTQ Chamber of Commerce
- Team Management Systems Accredited Network Member
- Association for Psychological Type International (APTi)
(2019) Vol. 17, No. 1, pp. 23-25
Creating measures can be done for any client goal. The collaborative process of creating an Action Plan that includes goals, actions, measures, and targets can support a client in creating a roadmap for success. Using a well-designed Action Plan builds clarity, confidence, and accountability into the coaching engagement. Clients and coaches can use the reflection process of tracking progress to make course corrections and refine Action Plans to improve the likelihood of success in meeting the client’s goals. At the end of the coaching engagement, the client has a record of accomplishments to celebrate success and to document progress to other stakeholders if needed.
(2018) Vol. 16, No. 4, pp. 26-17
Investing in creating a strong foundation can accelerate a team’s performance, improve relationships, and create a positive work climate. Teams need to invest in five key areas: Strategy, Structure, Process, Culture, and Results. A Team Coach’s role is to ask the right questions and facilitate dialogue to create and maintain these five areas as an integrated system. Savvy team leaders collaborate with team coaches to provide the processes and tools to enable these conversations. The author will briefly explores each of these key areas along with the key questions that a team coach needs to ask.
(2018) Vol. 16:2, pp. 36-38
What creative tools and techniques do you use to make the work you do stand out as memorable? What results are possible when you introduce new stimuli into your work? How do you “break the ice,” get out of a rut, shift perspective and create aha moments? This issue discusses coaching tools, tips and creative processes to help you become a better coach.
(2018) Vol. 16:1, pp. 18-21
How do organizations decide that coaching is for them? Who is the decision maker inside the organization and how do they choose and implement a coaching program? How do coaches market and get into corporate coaching programs? What are the different types of coaching required in corporations? What qualifications and tools do you need to be a corporate coach? Join us as we explore coaching in corporations.
(2017) Vol. 15:3, pp. 19-20
Executive development is an important specialization for professional coaches which requires a combination of skills, expertise, and processes to be effective. Coaching, assessment, mentoring, and teaching all play a role in developing executives. Executive coaches often rely on their own experiences as leaders in organizations to inform their coaching practice. It’s important to contract with clients regarding which modes you plan to use in the developmental journey and to signal to the client when you are moving out of coach mode into another learning modality.
(2017) Vol. 15: 2, pp. 38-40
Coaching supervision is already an established practice in the UK and Europe. As the field of coaching continues to grow globally, clients and organizations that hire coaches will likely demand more rigorous quality standards from coaches and coaching firms. Just as we are seeing more emphasis on coach certification, coaching supervision will likely be the next evolution of enhancing coaching quality. Supervision also provides coaches with the support to reflect upon their own practice and engage in continuing professional development in a confidential setting that is customized to their unique context and individual needs.
(2017) Volume 15:1, pp. 28-29
Where is coaching provided to the not-for-profit sector and what is the impact? What are the differences in engagement with not-for-profits vs. for-profits? How does coaching inform and challenge the vision of the social profit sector? Does it help the sector in advancing
a strengths-based approach to clients, recognizing their clients as the experts in their own lives? This issue explores how coaching in the not-for-profit sector is transforming the lives of the vulnerable.
(2017) Springer, pp. 1-38
Full inclusion of lesbian, gay, bisexual, and transgender (LGBT) employees into the workplace continues to be a challenge, despite progress in legal protections and social acceptance in the last two decades. A new transformational, developmental model for managing LGBT diversity in organizations is proposed, applying Spiral Dynamics Integral (SDi), where multiple value systems exist within employee groups. Several diversity management paradigms are integrated with seven value systems levels of SDi to explain how organizations differ in their approaches to LGBT workplace equality. A process model of change is proposed to show how individuals and organizations transform their thinking and strategies under certain life conditions. The next evolutionary diversity management paradigm is also hypothesized. Specific diversity management and communication strategies for LGBT workplace inclusion are proposed for each of the seven levels. Lastly, a process model for applying SDi principles to LGBT workplace advocacy is proposed.
HIldebrandt, T.H. & Webb, K.E.
(2016) Vol 14:2, pp. 27-29
Coaching can play a critical role in growing healthcare practitioners and administrators into great people leaders. Integrating coaching into a leadership development program can offer richer, more personalized learning and growth opportunities than classroom based programs alone. Assessments and individualized development plans support healthcare leaders in pinpointing areas for development, resulting in more engagement and specific learning experiences that maximize investment and leadership outcomes. Given the increased focus on efficiency in the healthcare industry, coaching can optimize the resources and time investment in leadership development.
(2016) Vol. 14:1, pp. 28-30
When engaging in leadership coaching, two essential assessment tools for informing the development process include personality assessment and 360° stakeholder feedback. Taken together, these tools enable the coach and the client to gain greater insight into the client’s strengths, preferences, style, needs and leadership development gaps. Personality focuses on the style side of the equation and 360 leadership assessment focuses on skills and competencies. Let’s first explore personality and how it fits with leadership coaching.
(2014) Vol 12:2, pp. 22-25
You can’t know how far you’ve come, or how far you need to go, unless you measure along the way. Instruments today can assess the client and the coach. Instruments can assess: personality, skill level, behaviors, group dynamics, leadership ability and coaching effectiveness. Join us as we examine instruments and methods you can use to support and enhance your coaching engagements. What are the different types of tools available and what are they used for? How do you measure the effectiveness of your coaching engagement? How, when and what do you use to engage with your client to increase self awareness? How do they overlap? When do you use these measurement instruments?