Doctor of Psychology, Business Psychology

ADMISSION REQUIREMENTS 2 TOEFL OR IELTS, INTERNATIONAL CREDENTIALS , AND INTERNATIONAL STUDENTS 2 APPLICANT NOTIFICATION 2 POLICIES 3 TRANSFER OF CREDIT 3 WAIVER OF COURSES 3 SATISFACTORY PROGRESS 3 PROGRAM LENGTH 3 GRADUATION REQUIREMENTS 4 THE PROGRAM 5 PHILOSOPHY 5 PROGRAM OBJECTIVES 5 ETHICAL AND PROFESSIONAL BEHAVIOR 5 THE BUSINESS PSYCHOLOGY PSY .D. PROGRAM COMPETENCIES 5 WRITING ASSESSMENT AND REQUIREMENTS 7 LEARNING FORMAT 7 COMPETENCY EXAMINATION (CE) 7 DISSERTATION 7 THE DOCTOR OF BUSINESS PSYCHOLOGY CURRICULUM 8 DOCTOR OF PSYCHOLOGY , BUSINESS PSYCHOLOGY , PROGRAM REQUIREMENTS 8 COURSE DESCRIPTIONS 9

APPENDIX 15 POST -BACCALAUREATE BUSINESS PSY .D. SCHEDULE 16 POST -MASTER ’S IN BUSINESS PSY .D. SCHEDULE 17

- 1 - Doctor of Psychology, Business Psychology

The Business Psychology program trains doctoral-level leaders and applied psychologists for corporate, consulting, and other work settings. The curriculum is a unique blend of clinical and organizational psychology integrated with business courses that prepares Chicago School students to use a multi-disciplinary approach to solve individual, group and organizational problems in business environments. The program combines strategic thinking and psychological practice, as well as leadership and business acumen to help them be more effective in their roles as leaders/consultants.

The Business Psychology program is designed for career preparation and is taught in a traditional on-campus learning format.

Students enrolling in the program without a master’s degree are eligible to receive a Master of Arts in Industrial Organizational (I/O) Psychology degree upon the successful completion of 46 credit hours of I/O requirements.

Admission Requirements

Application to The Chicago School’s Business Psychology doctoral program is open to any person who has earned a bachelor or master’s degree from an accredited institution in psychology, the behavioral sciences, or management, and who meets other entrance requirements.

The school admits students whom it judges to possess sufficient academic aptitude, as well as the emotional and social maturity to function effectively as a professional psychologist. Applicants will be judged on their overall ability to do graduate work. Factors considered in admission are: GPA from undergraduate and any graduate schools; Graduate Record Examinations (GRE) scores (Please note that you must have your official scores sent to The Chicago School--School Code 1119.) or GMAT scores; successful work history; admission essay(s); and letters of recommendation from academic professors or professional or volunteer experience supervisors. Depending on point of entry, an undergraduate or graduate GPA of a 3.0 or higher on a 4.0 scale is required for admission to the school’s Business Psychology doctoral program.

The Business Psychology program requires 12 semester hours of psychology credit, including two specific courses (statistics or quantitative methods and research methods or experimental psychology) that must be completed prior to enrollment, with a grade earned of “C” or better. Based on the evaluation of these materials, selected candidates may be invited to interview for further consideration of their application. Please see the application for detailed instructions and information regarding application requirements, application deadlines, and letters of recommendation. Applications must be submitted with the $50.00 (USD) application fee in order to be evaluated.

TOEFL or IELTS, International Credentials, and International Students TOEFL or IELTS: If English is not the primary language, the student must submit official TOEFL or IELTS scores with the application (TOEFL School Code: 7161). International students who received a master’s degree from an accredited United States institution are exempt from this requirement. The minimum scores are : TOEFL – 550 paper based, 79 internet based; IELTS – 6.5.

International credentials : Applicants with international credentials must obtain and submit an official “course-by-course” evaluation through an evaluation agency such as World Education Services (www.wes.org) or Educational Credential Evaluators Inc (www.ece.org). In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted.

International students : International students must have a completed application by the general consideration deadline. This will allow sufficient time to obtain the additional documentation required to study in the United States. In addition, once accepted, international students must submit the International Student Information form, a copy of their passport, and financial documentation showing sufficient funding for at least one year of study and all living expenses. This documentation must be submitted at least two months prior to the start of the semester in order to allow sufficient time for the school to issue an I-20 for the student to obtain an F-1 visa, if needed. An I-20 visa will not be issued without this documentation.

Applicant Notification After the initial review of all application materials, and if the Admission Committee so recommends, the candidate will be invited for an interview day with members of the faculty. Interviews are by invitation only and mandatory for full consideration. Post interview, the candidate will be notified of the Admission Committee’s decision regarding his or her application. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission and in order to secure a place in the incoming class, a non-refundable tuition deposit of $500 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

- 2 - Policies

Transfer of Credit Prior graduate course work, if within the area of study, may be eligible for transfer or waiver of credit. Students accepted to the program may petition by submitting a “Transfer of Credit Request Form” and all required documentation. The decision to accept transfer credit is solely that of the school, which reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. No credit will be transferred for course work that is more than 10 years old. Transfer of credits is subject to the following conditions: • Transferred course credit is restricted to graduate level courses from a recognized, regionally accredited graduate degree granting institution. • Transfer of credit is awarded only for required courses. • Transfer of credit is granted only for courses in which the grade obtained was a “B” of higher. Pass/Fail grades are not eligible. • Each hour of credit accepted for transfer will be assessed a fee per credit hour. • A maximum of 37 semester hours of credit for course work completed prior to matriculation at The Chicago School may be transferred. • For students entering with a Masters degree in Psychology, the Behavioral Sciences, or Management (MBA), The Chicago School requires 21 hours in the following foundational IO psychology graduate courses: principles of industrial psychology, selection, two internships courses, performance appraisal, training, and surveys. Students who do not have these prerequisites can complete these courses at The Chicago School.

Waiver of Courses An international student, who has completed a course(s) that, in the judgment of the program director, is equivalent to a required course at The Chicago School, may apply for the course to be waived.

In addition, any student (domestic or international) with previous graduate course work who has already received the maximum transfer credit may request a waiver of additional course work to be completed at The Chicago School.

Students may seek a waiver for a total of 21 credit hours. Those seeking both a waiver and transfer of credit hours may not exceed a total of 37 credit hours. Waiver will not apply to undergraduate courses offered by U.S. educational institutions.

Satisfactory Progress Matriculated students must be continuously enrolled in the program until graduation unless granted an approved leave of absence . The program requires attendance during the fall, spring, and summer semesters. Each student must take a minimum of six semester hours of course work in the fall and spring semesters and three semester hours in the summer semester, unless the student has fewer than the required number of hours of course work remaining or is on an approved leave of absence. Satisfactory progress semester hours do not include waiver or transfer credit hours. A student must maintain satisfactory academic progress by complying with the following requirements:

Credit Hours per Year: Business Psychology program students must complete at least 15 semester hours of credit each year during fall, spring, and summer semesters.

Program Length The Business Psychology doctoral program is 3-5 years in length, depending on point of entry (post-bachelor or post-master’s). Students must complete all requirements within 5-7 years, depending again on point of entry.

Internship Requirements Students entering the Business Psychology doctoral program post baccalaureate are required to fulfill the following internship requirements. The internship requirements must also be fulfilled by students entering the program post-master’s without previous internship experience. Students who have completed relevant internship experiences as part of their master’s program may have these credit hours waived.

The director of Business Psychology internships must approve the student's internship in order for the student to receive credit for training. All sites listed in the Field Placement Database have been previously approved. Students must also develop a site for internship experience. Business Psychology internships should provide the student with a valuable work experience in which he or she will encounter opportunities to develop relevant and transferable skills that can be used to further his or her career. The following guidelines are provided to help one decide whether an internship opportunity meets the school's guidelines and/or if a current work experience can count toward internship credit.

Time Commitment *: Each of the internships must provide a minimum of (600)300 hours (for a total of 600 hours of internship experience). During the 15-week fall and spring semesters, students should expect to work approximately 20 hours per week at the site. Students should expect to work approximately 33 hours per week at the site during the abbreviated summer term.

- 3 - *Business Psychology students must complete PB 592 Ethics, PB 593 Internship I, PB 598 Career Planning, and PB 599 Internship II by the end of the third year in the program.

The internship should coincide with the start and end dates for the semester in which it takes place. If the internship lasts less than 90% of the full length of the semester, the student must obtain permission from the Business Psychology internship director. For the fall and spring semesters, the internship should overlap the term by at least 13.5 weeks. Summer internships should overlap at least seven (7) weeks of the semester. Exceptions to the standard time commitment may be altered for students who are in full-time career positions and therefore unable to complete a traditional internship. The Business Psychology department chair and the Business Psychology internship director must approve alternative training experiences or project substitutions (e.g., a substantial, semester-long I/O-relevant project).

Relevance : The internship should involve the student in learning specific, transferable, I/O-relevant or HR-relevant professional skills. Internships involving only clerical work (e.g. photocopying, filing) or professional work of a non-I/O nature (e.g. telephone sales of non-I/O products and services) will not be approved as an internship experience.

Payment : Some but not all Business Psychology internships are paid. Consistent with the mission of school, students are strongly encouraged to consider completing internships in agencies that provide community services or that serve underserved populations. Many of these agencies, unfortunately, do not have the funding that larger and corporate organizations can often provide.

Internship Options Below are some examples of possible internships that would be approved by the Office of Placement and Training so long as they meet the time and relevance requirements: • A pre-existing I/O internship • A pre-existing HR internship • A current job • Project work for community service organizations • Project work for independent employment • Project work for Business Psychology Consulting Center

Graduation Requirements All requirements for the Business Psychology Doctoral Program, including the dissertation, are designed to be completed within the designated program length. Program duration may not exceed five-seven years, depending on point of entry. Students must be in good standing in their program for the doctoral degree to be awarded and have completed all of their degree requirements before the degree can be conferred. Students who meet the following requirements are eligible to graduate:

• Satisfactory completion of all program required credit hours • Cumulative grade point average of 3.00 or higher • Satisfactory completion of the Competency Exam • Successful defense of the dissertation and submission of bindable copy

Upon completion of all requirements and after final grades are posted; a degree audit will be conducted to verify degree completion. The degree is then conferred, posted to the transcript, and a diploma is issued.

Students must complete the online Petition for Program Completion through the Office of Academic Records in order to have their degree conferred, diploma issued, and to participate, if desired, in the annual commencement ceremony. The petition must be submitted by the end of the third week of the semester in which a student expects to meet the program requirements for the degree. Students who will complete their requirements in the upcoming summer term, and wish to participate in the annual commencement ceremony must submit the Petition for Program Completion in the spring term by the deadline indicated on the graduation page of the website.

* Detailed information regarding petitioning and commencement can be found on the website under: Current Student, Student and Academic Services Forms, Petition for Program Completion

- 4 - The Program Philosophy The Business Psychology program has adopted a distinctive blend of general psychology and business competencies, aimed at supporting the professional in a competitive market that demands both relational and performance success. It provides students with a broad knowledge of clinical and organizational psychology together a foundation in business principles to allow students to address the wide variety of work settings which leaders and consultants encounter. Specifically, the Business Psychology program requires a foundation in the I/O discipline. Students develop an understanding of the way a business functions and grows, learn group and organizational processes and dynamics and gain the essential assessment, intervention, and consultative skills to help leaders and organizations solve problems, enhance performance, and manage the complexities of today's work environment.

The Business Psychology program prepares students to build their careers and assume professional responsibilities as professional psychologists in the executive ranks, management consulting, strategic HR, and organizational effectiveness positions. Program Objectives 1. To provide students with a broad foundation in the discipline of psychology and business. The program presumes a strong foundation in industrial/organizational theory and principles. 2. To provide students with the necessary skills in research, enabling them to design and conduct applied, empirical research. 3. To provide students with the knowledge, attitude, and skills necessary for professional roles in the business environment. This includes: a. The knowledge and skills necessary for conducting appropriate consulting interventions in the workplace; OR b. The knowledge and skills necessary for leading organizations toward performance goals. Ethical and Professional Behavior Business Psychology program students are expected to develop a working knowledge of the ethical and legal issues pertaining to work in the domain of organizational psychology, including, but not limited to, the current APA Ethical Principles of Psychologists and Code of Conduct for Psychologists; relevant federal, state, and local laws, statutes, regulations, and legal precedents (e.g., the Equal Employment Opportunity Commission's Uniform Guidelines on Employee Selection Procedures, 1978); as well as the professional norms, standards, and guidelines relevant to the profession (e.g., Specialty Guidelines for the Delivery of Services by Industrial-Organizational Psychologists, 1981; Principles for the Validation and Use of Personnel Selection Procedures, 1987; and Standards for Educational and Psychological Tests, 1985). The Business Psychology Psy.D. Program Competencies The Business Psychology Psy.D. has identified ten competencies which are demonstrated in four key institutional areas:

Scholarship Critical Thinking: • The student is knowledgeable of common thinking fallacies and cognitive biases in evaluation and decision-making situations. • The student is able to critically review the work of others, actively search for logic flaws, and create alternative suggestions to problems. • The student appreciates the need to probe for more information when seeking a solution (i.e., will look for root causes rather than surface symptoms). Research Utilization: • The student possesses the research and statistical knowledge to comprehend both data and information presented in research articles. • The student is able to use his or her knowledge base to critically evaluate and analyze information presented in research articles. • The student is able to digest articles and pull out relevant information for applied practice. • The student is able to utilize the relevant findings and results from research articles to solve organizational problems. • The student is able to use data from empirical research to understand business decisions. Moreover, the student can convey this appreciation to others. Research Skills : • The student possesses knowledge of descriptive and inferential statistics, data management, and basic statistical procedures. • The student possesses knowledge of test development and program evaluation principles. • The student is able to use SPSS and Microsoft Excel to analyze and present data to technical and non-technical audiences. • The student has respect for the practical and ethical consequences of data results, and is careful to avoid data manipulation. Content Knowledge : • For any given major topic, the student is able to name the major research and applications directing practice, and compare and contrast the implications of each. The program integrates psychology, economics, and business. • The student is able to apply research to address organizational problems. • The student is facile with open systems thinking for problem-solving, planning, and facilitation. • The student demonstrates the analytical ability to address issues from both and business and behavioral perspective. - 5 - Diversity Diversity: • The student is knowledgeable about the role that individual differences play in the workplace. • The student establishes collaborative work relationships with people differing from the student in terms of age, gender, race, cultural background, sexual orientation, or mental disability. The student is able to listen to and learn from the perspectives of others who differ from him/herself. • The student seeks out opportunities to challenge his/her own biases and stereotypes and learns from those experiences.

Professional Behavior Ethics: • The student is able to identify stakeholders, understand how decisions will affect them, and devise an appropriate solution in ambiguous situations. • The student is able to guide others in appropriate ethical behavior.

Professional Practice Interpersonal Skills: • The student develops mutually trusting relationships with others different from oneself. • The student listens to and respects alternative perspectives and points of view regardless of the source’s background, education, or position in the organization. • The student demonstrates professional relationships that are collaborative and team oriented. • The student draws on the awareness of personal strengths, weaknesses, and biases to understand how these factors may detract from or enrich work performance Communication : • The student organizes and presents ideas effectively for both formal and spontaneous speeches that are clear, concise, and informative using language that is appropriate for the audience. • The student demonstrates active listening skills. • The student accepts and evaluates feedback non-defensively and actively seeks to modify his/her behavior appropriately. • The student understands how to compose grammatically correct, consumer-oriented reports of a professional quality.

Individual Assessment and Intervention : • The student successfully conducts individual interviews, using active listening skills to build rapport, gather information, and support the interviewee’s self-understanding. • The student is able to critically evaluate individual work-related assessment instruments, design an ethical, individually-focused assessment process, interpret and integrate test data, and provide written and oral feedback. • The student is able to design and conduct work-related individual interventions, including career counseling, skill-focused developmental coaching, and executive coaching.

Business Skills: • The student is able to develop assessment, intervention, and evaluation strategies that are both: (1) consistent with the business constraints and opportunities of a real-world situation, and (2) grounded in the relevant research and practice in psychology. • The student can critically examine the business factors and dynamics that effect behavior in and of organizations. • The student is able to design and conduct business-related interventions, based on area of concentration (individual, leadership, group or organization). • The student is able to effectively collect, interpret, and integrate information from various levels of the organization. • The student can provide feedback, communicate results, and facilitate discussion of findings to corporate stakeholders.

Consulting Skills: • The student is able to assess a firm’s environment and the choices it makes to manage its environment. This includes scoping market conditions, competitive position and options, SWOT and corporate strategies, stakeholders, organizational design and operations. • The student displays business fluency and economical literacy. Understanding the basic elements and operations of economic organizations involves the ability to read the financial, economic, and marketing vital signs of a firm. • The student is able to appropriately consolidate a firm’s profile and facilitate strategic discussions. • The student possesses the ability to advise on major business initiatives, including M&As, downsizings, technology and innovation project management, marketing repositioning, and enterprise relationships.

- 6 - Writing Assessment and Requirements Believing that academic preparedness is a key to success in graduate school, The Chicago School of Professional Psychology requires new students to complete its innovative program, Foundations for Scholarship and Practice. This program, offered by the Center for Academic Excellence (CAE), is designed to turbo-charge students’ graduate experience by offering the skills they need to achieve their dreams. “Foundations” is an integral part of the first semester’s curriculum and all students are required to complete the program successfully and in a timely manner.

Foundations for Scholarship and Practice consist of three elements:

1. Writing Assessment Process – Each student writes an essay in response to a question and submits it to CAE for scoring. Based on the student’s performance, the school may waive the Academic Writing Course requirement (#2, below). Essay submission by the given date is considered successful completion of this element of “Foundations.” 2. Academic Writing Course – This course is taken before or during the first semester at The Chicago School. A final grade of “pass” is considered successful completion of this element. 3. Academic Focus – An online, tutorial-driven orientation to graduate academics. A final grade of “pass” is considered successful completion of this element.

Learning Format Students will take the majority, if not all their course work, on-campus. For those entering at post-master’s level, the doctorate in Business Psychology is composed of core psychology courses, core business course, core research course and 15-18 credit hours.

For those entering post-baccalaureate, students’ first two years are rooted in the theories and practice of industrial/organizational psychology and require internship. These courses are taken on-campus.

Study in the Business Psychology doctoral program culminates in a comprehensive examination and dissertation completion. Since learning is an applied process at TCS, both comprehensives and the dissertation have applied components. In other words, students conduct real time simulations while taking their comprehensives, applying psychology and business theories. Students are encouraged to produce a product for their dissertation (e.g. training program, program evaluation, grant proposal, etc.)

Competency Examination (CE) Every student is required to pass a Competency Examination (CE). The aim of this assessment exercise is to evaluate the student’s knowledge of theory, research, and practice. This is also an opportunity to assess the student’s ability to demonstrate this knowledge and skill in simulations of work scenarios in order to judge his or her abilities as a future business psychologist. The Competency Examination is taken in the student’s final year of study.

Dissertation Completion of the dissertation is an essential aspect of Business Psychology students’ academic experience and professional education. It provides the school the opportunity to evaluate the student’s ability to apply Business Psychology theory and research and to think critically and creatively about an applied issue in business psychology.

The dissertation should clearly and concisely demonstrate the student’s command of the research in a specific area of business psychology. In the dissertation, the student will critically evaluate and synthesize relevant research and theory in the topic chosen for study. The student’s dissertation Committee is responsible for determining the appropriateness and acceptability of the dissertation proposal and for final approval of the dissertation.

All requirements for the Psy.D., including the dissertation, must be completed within seven years from the date of first enrollment. Students may petition the department chair before the end of the fifth-year period for an extension to complete the dissertation. The department chair’s decision regarding the request for an extension is final. If an extension is granted, the extended date is firm; no additional extensions will be granted. If the dissertation is not completed by the dissertation due date, students are subject to dismissal from the school.

Students are required to complete three dissertation courses (PB610, PB611, and PB612). PB 610 must be completed before taking PB 611, and PB 611 in turn must be completed before taking PB 612. Each course and its requirements must be completed in the semester in which it is taken. To take PB 610 a student must have completed a mini-review and signed the Dissertation Contract. The dissertation proposal must be approved by their chair by the end of PB 610, which is graded by letter grade and a student must earn a B- or better to continue to PB 611. PB 611 is graded on a credit/no credit (CR/NCR) basis which will be given only upon completion of the data collection for dissertation. PB 612 is graded on a credit/no credit (“CR”/”NC”) basis and must culminate with a completed dissertation. Receipt of a grade of “NC” in PB 611 or PB 612 will result in an immediate referral to a student’s advisor and department chair. It is solely the student's responsibility to ensure that they complete the requirements of each dissertation course, so that they can adhere to the curriculum schedule. Any failure to complete PB 610, PB 611 or PB 612 will result in the student incurring the cost of retaking the course, delayed graduation, and whatever financial aid implications may occur from a student not being eligible to take a dissertation course at the appropriate time.

- 7 - The Doctor of Business Psychology Curriculum

Doctor of Psychology, Business Psychology, Program Requirements Intensive course work that balances theory and practice is accompanied by a comprehensive examination and applied dissertation project. Students entering post-baccalaureate must successfully complete 97 credit hours to graduate. Students entering post-master’s may be able to transfer up to 37 credit hours, but they must have successfully completed 21 hours in the following foundational I/O psychology graduate courses: principles of industrial psychology, selection, two internships courses, performance appraisal, training, and surveys. During their program each student may choose a concentration: these are concentrated fields of study in which students will develop a focal expertise.

Courses I/O Foundational Courses Concentration and Elective Courses Course Title Credit Hours Course Title Credit Hours IO 510 Organizational Behavior 3 Succession Planning Concentration IO 511 Organizational Culture and Design 3 PB 552 Professional Coaching 3 IO 512 Organizational Consulting Skills 3 PB 559 Talent Management and Succession Planning 3 IO 519 Statistics & Lab 4 Group Intervention Concentration IO 520 Personnel Psychology 3 PB 563 Large Group Methods 3 IO 522 Performance Appraisal 3 PB 565 Group Facilitation 3 IO 523 Job Analysis and Employee Selection 3 PB 566 Intergroup Conflict Resolution 3 IO 524 Training: Theory, Design, and Evaluation 3 Measurement & Assessment Concentration IO 525 Organizational Leadership 3 PB 571 Inventories 3 IO 531 Organizational Attitudes and Survey Development 3 PB 572 Simulations 3 IO 557 Managing Organizational Diversity 3 PB 573 Advanced Interviewing 3 IO 592 Ethics 2 IO Elective Courses IO 593 Internship I 1 IO/PB 550 Compensation and Benefits Administration 3 IO 598 Career Planning 2 IO/PB 551 Legal Issues 3 IO 599 Internship II 1 IO/PB 552 Professional Coaching 3 Elective 3 IO/PB 554 Data Management 3 Total I/O foundational credits 43 IO/PB 555 Work Team Dynamics 3 Core Courses IO/PB 556 Strategic Human Resource Management 3 PB 400 Professional Development Seminar 3 IO/PB 557 Managing Organizational Diversity 3 PB 451 Social Psychology 3 IO/PB 558 Negotiation and Conflict Resolution 3 PB 439 Life Span II 3 IO/PB 559 Talent Mgmt and Succession Planning 3 PB 447 Cognitive Psychology 3 IO/PB 560 Training Facilitation and Instructional Design 3 PB 455 Research Methods 3 IO/PB 570 Consumer Psychology/ Special Topics 3 PB 468 Systems Theory 3 PB 528 Advanced Statistics 3 PB 530 Individual Interviewing and Assessment 3 PB 535 Business and Financial Literacy 3 PB 536 Strategic and Organizational Planning 3 PB 537 Change Management 3 PB 610 Dissertation Development I 3 PB 611 Dissertation Development II 3 PB 612 Dissertation Development III 3 PB 620 Competency Examination 3 Total Core Business Psychology credits 45 Concentration Courses 9 Total Business Psychology credits 97 Each student who enters the Post-Master’s program will need to start in the Summer. Two courses will need to be completed: PB 451 Social Psychology, and PB 570 Consumer Psychology. This will yield a total of 6 Credit hours.

- 8 - Course Descriptions Post-baccalaureate students seeking a Business Psy.D. require the below Industrial and Organizational foundation courses (course numbers prefixed with IO).

IO 510 Organizational Behavior This course explores organizations at the individual and team level examining the relationship between employees and managers and employees and teams. It examines the factors that drive productivity and success in organizations including motivation, diversity, work stress, conflict and negotiation, decision making, personality, and attitudes. (Lab Fee) (3 credits)

IO 511 Organizational Culture and Design This course explores organizations at the organizational level, examining the relationship between culture and organization design, structure, and environment. It examines the impact of change in strategy and technology, environmental turbulence and organizational maturity, and reviews organization development as a means to advance the changing nature of organization. Supporting topics include corporate ethics, life cycle and control, organizational climate, and globalization. Students create an organizational change strategy for a company in turmoil. (3 credits)

IO 512 Organizational Consulting Skills Prerequisites: IO 400 and IO 510. This course provides students with the knowledge and skills to serve as internal and external consultants to business and non-profit organizations. The class reviews individual, group, and organizational assessment strategies. Through case analysis and in–class experiential exercises, students gain skills in project proposal, problem framing, contract development, client relations, and presentation of findings. Legal and ethical issues specific to the consulting role will also be addressed. (Lab Fee) (3 credits)

IO 519 Statistics & Lab The course presents the descriptive and inferential statistical techniques used in decision making. This course also examines problem-solving research methods currently used in organizational and industrial psychology. Students will apply univariate and multivariate statistics using computer programs designed to fulfill the needs of practitioners to address real organizational problems using research methods. (4 credits)

IO 520 Personnel Psychology Prerequisite: IO 519. This course further develops the students’ conceptual foundation in I/O psychology by providing an in-depth overview of all areas of industrial psychology. These areas include ethical guidelines, case and statutory law, job analysis, selection, training, criterion development, performance appraisal, test development, reliability, validity, cut score, utility analysis, and validity generalization. It features technical knowledge from standard sources as well as recent research and case studies. Students will analyze research and application readings as they continue to develop their critical thinking skills. (3 credits)

IO 522 Performance Appraisal Prerequisites: IO 512 and IO 520. This course initially focuses on criterion theory as a framework for developing standards to indicate the effectiveness of individuals, groups, and organizations. Students will acquire an understanding of performance appraisal instruments; and rater training, motivation, and cognition. Students will also learn about contextual moderators, individual moderators, legal issues concerning performance appraisal, and multi-source performance appraisal. (3 credits)

IO 523 Job Analysis and Employee Selection Prerequisites: IO 512 and IO 520. This course familiarizes students with the requirements for creating a legally defensible selection system. The major domain areas, job analysis, fair employment practices, and selection test construction and validation, are explored with an emphasis on understanding and reducing test bias that could result in disparate impact. The course is supplemented by conducting a selection test project with a client, conducting a job analysis, and analyzing data to assess criterion related validity. (Lab Fee) (3 credits)

IO 524 Training: Theory, Design, and Evaluation Prerequisites: IO 512 and IO 520. This course provides an examination of the design and implementation of effective training programs in organizations. It addresses critical areas such as conducting needs analyses of the organization, the job, and the individuals performing the job. Students will learn and apply modern learning theories, principles of adult learning, and cross-cultural issues. They will develop their ability to evaluate training, especially the transfer of training, to the workplace. (3 credits)

IO 525 Organizational Leadership Prerequisites: IO 511, IO 512, and IO 520. This course reviews the principal theories of leadership and how leadership is developed. It examines leadership in the context of managing continuous change emphasizing the challenges of multinational corporations working across cultures. It supports self-assessment as students gain knowledge in the key theories and principles of the management/leadership continuum. Finally, it reviews practices that I/O psychologists are using to develop organizational leaders. (Lab Fee) (3 credits)

IO 531 Organizational Attitudes and Survey Development Prerequisites: IO 512, IO 592 and IO 593. This course reviews and integrates the extensive literature on the determinants and consequences of job satisfaction, involvement, culture, and commitment with a focus on using this research base for organization diagnosis and intervention. Questionnaire use and development, as well as other methods of measurement, will be addressed. This course will also include psychometrics in relation to survey development. (3 credits)

- 9 - IO 557 Managing Organizational Diversity Prerequisites: IO 400, IO 510, IO 511, IO 520. In today’s global marketplace, the idea of diversity is a valued commodity—so valued that when Fortune magazine names the top 100 companies for minority workers each year, which impacts the stock value of those organizations. To be competitive, many companies have a diversity officer who is responsible to create diversity awareness, promoting the idea of a diverse workforce, recruiting women and minorities, and ensuring that the organization operates within all applicable Equal Opportunity Laws. But what is “diversity”? What is the role of the diversity officer? How is this role evolving and where will it be in the future? What are the “land mines” for a person in such a position? What does it take to do this job well, both from an interpersonal and from an administrative point of view? This course is designed to answer those questions and prepare the participant to fill such a role or to advise those who do. (3 credits)

IO 592 Ethics Prerequisite: IO 512. This course is designed to help students involved in their first IO internship to rapidly develop professional skills needed to apply I/O knowledge to a real-work engagement. Its emphasis is two-fold: ethical practice and internship support. Using APA Ethical Principles of Psychologists and Code of Conduct students evaluate ethical case situations and project the principles to their workplace setting. In tandem, they analyze work-related issues and challenges in their practice of I/O psychology in sufficient detail to receive effective consultation from their peers and their instructor. ( 2 credit)

IO 593 Internship I Prerequisite: IO 512. (1 credit)

IO 598 Career Planning Prerequisites: IO 592 and IO 593. This course explores the intertwining themes of professional development, career management and job search. Class activities support students in acquiring skills and insight that they can apply immediately and in the future to advance their careers. This is a distance learning course designed to offer maximum flexibility to students who seek to perform internships outside the Chicago area and those who prefer a nontraditional, relatively accommodating classroom schedule. (2 credits)

IO 599 Internship II Prerequisites: IO 592 and IO 593. (1 credit)

PB 400 Professional Development Seminar This course is designed to provide students with the core professional skills necessary for competing successfully for I/O positions, socialization into the profession of I/O psychology, research skills, and diversity training. Topics covered include networking, interpersonal skills, self-awareness, critical thinking and writing skills, business and systems logic, professional organization and networks, business etiquette, and competencies needed for successful job placement (Lab Fee). (3 credits)

PB 451 Social Psychology The course focuses on the role of societal and environmental factors in the initiation and maintenance of human behavior patterns. The course will consider the implications of socio-environmental factors for the practicing psychologist. Cultural and individual differences are also considered. (3 credits)

PB 439 Life Span II This course explores developmental issues from early adulthood through advanced age. Emphasis is on human development through the working years (18 – 70). Cultural diversity and individual differences are integral to this course. (3 credits)

PB 447 Cognitive Psychology This course will cover cognitive processes as they relate to the business world. Specifically, applications of cognitive activities such as learning, perception, decision making, and developing strategy will be discussed. Emphasis will be placed on the processes involved in decision making, and these processes will be examined at different levels of analysis. Additionally, implications for organizational change and outcomes will be explored. (Lab Fee) (3 credits)

PB 455 Research Methods Prerequisite: IO 592 and IO 593. This course focuses on the appropriate methodologies for program and intervention outcome analysis, linkage research, and model testing. Specific attention will be paid to organizational measurement and assessment for the purpose of demonstrating the effectiveness of organizational interventions on desired outcomes such as customer retention, return on investment, and organizational effectiveness. Mastery of these methods will be demonstrated by an applied project. (3 credits)

PB 468 Systems Theory Organizations are living systems. To work and improve organizations, we need to understand them as systems. This course focuses on the investigation and applications of Open Systems Theory. The importance of the input->throughput->output flow will be assessed within the scope of boundaries and the environment as well as feedback and interdependencies. Specific attention will be given to the different functions for internal operations that are necessary for maintenance and equilibrium. Organizations and teams will be the main focus but the obvious connections to any group or family will be addressed. (3 credits)

- 10 - PB 528 Advanced Statistics Prerequisite: IO 519. This course focuses on how to effectively use statistics to make effective decisions in research and practice. The objective is to help students learn how to use statistics to draw conclusions about applied problems. The approach will be to help students discover how to use statistics to frame the questions they ask and examine the answers they get. This is a ‘thinking’ course about understanding derived information to solve problems more than a ‘formula’ class about assessing data. Advanced multivariate methods will be explored as ways in which students can creatively explore organization conditions, examine interrelationships, and draw actionable conclusions. (3 credits)

PB 530 Individual Interviewing and Assessment Prerequisites: IO 592 and IO 593. This course introduces the principles of individual assessment and its role in workplace psychology. It includes frameworks for conceptualizing the assessment process, specific strategies for assessing individual personality style, cognitive ability, and workplace relevant behaviors (such as leadership skills, managerial styles, teamwork and other interpersonal skills, etc). The emphasis is on how to develop an ethical, individually-focused assessment process; choose appropriate, valid, and reliable instruments; incorporate non-test assessment strategies such as interviewing and behavioral analysis; interpret and integrate assessment data; and write useful and informative assessment reports for the consumer. (3 credits)

PB 532 Work and Career Development This course provides an understanding of career development theories and decision-making models; occupational, educational information sources and systems; assessment instruments and techniques relevant to career planning and decision making, career, lifestyle, and leisure counseling; guidance and education; career development program planning; resources; and effectiveness evaluation. (3 credits)

PB 535 Business and Financial Literacy Prerequisite: IO 451. This course is designed to give students the basic terminology, logic, and framework to understand business thinking and decisions. The goal is to teach students to look at the ‘vital signs’ of a business. The first part of the class will look at what information a business collects and how it uses that information. Students will learn to use a financial lens to look at an income statement and balance sheet to determine the health of an organization. Students will learn the importance of interest rates as a key to understand corporate planning and valuation. The second part of the course will help students understand how companies make operational decisions. Using the lens of micro-economics, students will learn how supply and demand, costs, and prices effect output decisions. The course will also consider they ways this impacts marketing through the marketing mix, segmentation, and branding decisions. Behavioral economics will be examined to show how the erratic nature of decisions. (3 credits)

PB 536 Strategic and Organizational Planning Prerequisite: PB 535. This course will give students the fundamentals to understand business strategy and organizational effectiveness. The first part of the course will address the concepts and practice of policy formation. It will expand on the marketing, financial, and economic ideas introduced in PB 535. Environment analysis and value chain will lead to assessing business level strategy, corporate level strategy, and competitive actions. The second part of the class will emphasize the organization factors in determining and implementing business policy. Organizational planning will be discussed as aligning the business with the environment through strategy, design, operations, supply chain, and culture. The options of each will examined but students will learn the critical significance of the managing their interdependence. (3 credits)

PB 537 Change Management Prerequisites: PB 535 and PB 536. This course will help students advise organizations on to how restructure, reposition, or revitalize itself. This course will be a summary course. The objective is to integrate strategy and organizational due diligence with consultation and change strategies. Within the frame of community development, students will learn to consider the process of change and the techniques of change to various types of organizations. There will be a dual focus. One will focus on the project change management. The second will emphasize psychological change management. Upon completion the student will be able to understand the corporate conditions and change options available to consult on and facilitate transitions ranging from innovation and new technology, merger and acquisition integration, business succession planning, corporate reorganizations, to board governance. (3 credits)

IO/PB 550 Compensation and Benefits Administration Prerequisites: IO 400, IO 510, and IO 520. This elective will teach students the theories, approaches, and practices of wage and salary administration and provide a basic understanding of employee benefits administration. Specific topics covered include base pay and incentive design, executive compensation, skill-based pay, pay-for-performance, rewarding group performance, benefits administration, and organizational culture in relation to compensation. (3 credits)

IO/PB 551 Legal Issues Prerequisites: IO 400, IO 510, and IO 520. This elective gives the student a broad introduction to the area of law and covers Fair Employment Practices and principles related to the Equal Opportunity Commission. Specific laws covered are the Civil Rights Act of 1964 and 1991, Americans with Disabilities Act, and Age Discrimination in Employment Act, Affirmative Action, and the Equal Pay Act. Other issues that will be discussed are negligent hiring, defamation, privacy, disparate impact, and disparate treatment. This course will teach students how to read case law while learning legal jargon and definitions. Students will also learn about the federal court system. Special emphasis will be placed on how to design a legally defensible affirmative action plan. (3 credits)

- 11 - IO/PB 552 Professional Coaching Prerequisites: IO 400, IO 510, and IO 520. Effective coaching of managers requires the ability to establish rapport, listen effectively, and conduct interviews. Coaches also work with managers to understand the data provided by 360 instruments and other leadership assessment tools, identify strengths and developmental needs, formulate skill-building development plans, and provide non-threatening feedback. This course is designed to introduce students to the roles, responsibilities, and ethical considerations involved in individual coaching. Using role-playing and hands-on exercises, this course enables students to begin to develop the skills needed to establish individual coaching relationships. Students will also work with their own development plans in order to become directly familiar with the challenges and opportunities involved in formulating and implementing those plans. (3 credits)

IO/PB 554 Data Management Prerequisites: IO 400, IO 510, and IO 520. This course is an intensive, hands-on lab using current and commonly available statistical and database software packages. Students will learn to work with data in each program, as well as between programs. Students will also learn how research for applied questions and drive data collection and management, and how to answer questions using data. Skills developed in this class include building relational databases, manipulating and parsing data, analyzing data, and reporting data. (3 credits)

IO/PB 555 Work Team Dynamics Prerequisites: IO 400, IO 510, IO 520. Most organizations use team-based processes to leverage individual strengths and maximize productivity. Often these teams have fairly complex reporting relationships and no formal leadership structure. The most productive teams are facilitated by skilled process managers who understand how to build teams and to keep them productive over their life span, both as informal and formal leaders. Students will learn how to create effective, productive work teams, manage meetings, and get things done while building long term mutually beneficial relationships. This course is designed to give the participant the skills needed to manage team processes in a way that helps the organization reach its objectives. (Lab Fee) (3 credits)

IO/PB 556 Strategic Human Resource Management Prerequisites: IO 400, IO 510, IO 511, and IO 520. This course focuses on how HR adds value to the organization’s business strategy. It addresses four human resource agendas: employee champion, administrative expert, change agent, and strategic partner. It reviews the changing nature of HR and builds on the best of contemporary HR practices. Emphasis is placed on strategic alignment, return on investment, and becoming an employer of choice. The course yields a portfolio of key HR practices designed to support an organization’s strategic focus. (3 credits)

IO/PB 557 Managing Organizational Diversity Prerequisites: IO 400, IO 510, IO 511, and IO 520. In today’s global marketplace, the idea of diversity is a valued commodity—so valued that when Fortune magazine names the top 100 companies for minority workers each year, which impacts the stock value of those organizations. To be competitive, many companies have a diversity officer who is responsible to create diversity awareness, promoting the idea of a diverse workforce, recruiting women and minorities, and ensuring that the organization operates within all applicable Equal Opportunity Laws. But what is “diversity”? What is the role of the diversity officer? How is this role evolving, and where will it be in the future? What are the “land mines” for a person in such a position? What does it take to do this job well, both from an interpersonal and from an administrative point of view? This course is designed to answer those questions and prepare the participant to fill such a role or to advise those who do. (3 credits)

IO/PB 558 Negotiation and Conflict Resolution Prerequisites: IO 400, IO 510, IO 511, IO 520. This course is designed to improve students’ skills in all phases of negotiation and conflict resolution. Students will gain a deeper appreciation for the negotiation process as they will be provided with prescriptive advice regarding negotiation preparation, strategy, and execution. Students will gain a clearer understanding of negotiation theory as it applies to dyadic and multiparty negotiations. They will learn the key differences between a “win-lose” mentality and a “win-win” mentality and how to manage both the integrative and distributive aspects of the negotiation process. The course is based on a series of simulated negotiations in a variety of contexts including one- on-one, multi-party, third-party, and team negotiations. (3 credits)

IO/PB 559 Talent Management and Succession Planning Prerequisites: IO 400, IO 510, IO 511, IO 520. Today’s businesses are undergoing a remarkable and painful revolution brought about by economic pressure, global competition, up-and-down employment, new technology, a diversifying labor force, and customers who demand better service and higher levels of product quality. This class will explore the ways in which large and small organizations are regrouping to meet these challenges and the related psychology underlying effective leadership. The course will examine such topics as “talent management,” “succession planning,” and high performance human resources strategies. We will distinguish “fad” from “solution,” management from leadership, and winner from loser. A central theme in class will focus on aligning internal human resources with business strategy and in turn, strategy with external realities. (3 credits)

IO/PB 560 Training Facilitation and Instructional Design Prerequisites: IO 400, IO 510, IO 511, IO 520. This course will discuss and apply skills that are essential to the implementation of effective training models. The course will initially introduce skills specifically related to designing training models that are applicable to different audiences. It will include proven concepts to design learning modules that can be comprehended and applied to diverse audiences. The second half of the course will be dedicated to learning and applying skills that are necessary to effectively facilitate a training program. This includes public speaking, controlling your environment, and using appropriate media. (3 credits)

- 12 - PB 565 Group Facilitation. Prerequisites PB 451 and PB 538. This course will give the ability students to work with groups in planning and problem-solving. It will focus on the principles of group formation, structure, and dynamics to allow students to differentiate groups at various levels of development. Building upon this, students will learn the skills and techniques to unleash group discussion, creativity and agreement. Processes of group interaction will be explored to help students anticipate and manage resistances and defenses that are confronted in group encounters. (3 Credits)

IO/PB 570 Consumer Psychology/Special Topics Prerequisites: IO 400, IO 510, IO 511, and IO 520. Students will be introduced to the major theories underlying consumer behavior. Regular student presentations of assigned articles from the domains of psychology and marketing are required. Topics may include positive psychology, regulatory focus, goal conflict, materialism, terror management, variety seeking, product assortment, and risk. Students will choose a single topic of interest to them and present both a literature review and research proposal to the class. (3 credits)

- 13 - PB 566 Intergroup Conflict Resolution. Prerequisite PB 561. This course will address the nature of competition and conflicts that occur between groups. It will examine the process and structural approaches to understanding conflict. This diagnostics approach will be employed to design various interventions to manage the differences that arise between groups. Students will explore and practice skills and techniques to manage the differences. Consensual listening and reframing will be emphasized as the prelude providing opportunities to meet the needs of all parties and to adequately address interests so that each party is satisfied with the outcome. (3 Credits)

PB 567 Large Group Methods. Prerequisite PB 562. This course will examine the logic and means of tapping into the knowledge of a large group (from as few as eight to more than 2,000) for planning and implementing major change efforts. It will emphasize the structured processes for engaging large numbers of people in decision making. Students will learn to create inquiry platforms that enhance the amount of relevant information brought to bear on a problem and build commitment to problem solutions. Methods to improve planning will be fused with the means of implementation so firms can shorten the amount of time needed to conceive and execute major policies and projects. (3 Credits)

PB 570 Consumer Psychology Prerequisites: IO 400, IO 510, IO 511 and IO 520. Students will be introduced to the major theories underlying consumer behavior. Regular student presentations of assigned articles from the domains of psychology and marketing are required. Topics may include positive psychology, regulatory focus, goal conflict, materialism, terror management, variety seeking, product assortment, and risk. Students will choose a single topic of interest to them and present both a literature review and research proposal to the class. (3 credits)

PB 571 Inventories. Prerequisite PB 451. This course will address the principles and tactics to understanding individual behavior, cognition and personality. It will focus on specific measures and instruments that can be used to draw conclusions about executive aptitudes, styles, and potential. Tests, such as the 16 PF, Hogan, NEO-PR, Watson-Glaser, and ACL, will are presented a appropriate tools for corporate clients. Students will be expected to conduct tests, interpret responses, and present tests to the class. (3 Credits)

PB 572 Simulations. Prerequisite PB 571. This course will examine the principles and logic of situational tests. It will present the techniques to develop high fidelity and realistic exercises. Building on this, the course will address the training of observers to observe, classify, and evaluate performance on the exercises. Methods for combining different types of simulations into an assessment center will explored. Students will be expected create a mini- assessment center for critique. (3 Credits)

PB 573 Advanced Interviewing. Prerequisite PB 565. This course will build upon the skills of active listening and interactive communication. A dual focus will be emphasized. Informational interviewing will be addressed and applied as a means to problem definition and solution formation. Motivational interviewing will be presented and practiced as means of prompting people to initiate and maintain change. Students will be expected to interview and record at least one interview that will be presented and debriefed in class. (3 Credit)

PB 610 Dissertation Development I PB 610 offers students the opportunity to present their dissertation ideas and dissertation proposal by the end of the semester.

PB 610, PB 611 and PB 612 provide support and structure to the dissertation process. All courses consist of weekly meetings of their designated small research group. The faculty member, who is the dissertation chair for the research group, leads these meetings. During these three courses, specific deadlines are set for committee approval, IRB approval, and submission of dissertation draft to the committee, and oral defense. (3 credits)

PB 611 Dissertation Development II Prerequisite: PB 610. PB 611 provides continued support through peers and the dissertation chair as the student continues to work on the dissertation and secure IRB approval. (3 credits)

PB 612 Dissertation Development III Prerequisite: PB 611. PB 612 prepares the student for the end-of-the-semester dissertation defense. (3 credits)

PB 620 Competency Examination This course is designed to provide support and structure to the competency exam process. (3 credits)

- 14 - Appendix Doctor of Business Psychology, Post-Baccalaureate Doctor of Business Psychology, Post-Master’s

- 15 - Appendix A Full-Time (97 credit hours) Post-Baccalaureate Business Psy.D. Schedule Year 1 Fall Spring Summer PB 400 Professional Devel. Seminar 3 IO 511 Organizational Culture and Design 3 IO 557 Managing Organizational Diversity 3 IO 510 Organizational Behavior 3 IO 512 Organizational Consulting Skills 3 IO 592 Ethics 2 IO 519 Statistics & Lab 4 IO 520 Personnel Psychology 3 IO 593 Internship I 1 Elective 3 Total fall credits 10 Total spring credits 9 Total summer credits 9 Year 1 total credits – 28 Year 2 Fall Spring Summer IO 523 Job Analysis and Empl. Selec. 3 IO 522 Performance Appraisal 3 PB 451 Social Psychology 3 IO 524 Training: Theory, Design & Evaluation 3 IO 531 Org. Attitudes & Survey Development 3 * Students begin literature review articles IO 525 Organizational Leadership 3 IO 598 Career Planning 2 IO 599 Internship II 1 Total Fall credits 9 Total Spring credits 9 Total Summer credits 3 Year 2 total credits – 21 Year 3 Fall Spring Summer PB 455 Research Methods 3 PB 447 Cognitive Psychology 3 PB 610 Dissertation I 3 PB 535 Business and Financial Literacy 3 PB 530 Individual Interviewing and Asses. 3 Concentration Course 3 Total Fall credits 6 Total Spring credits 6 Total Summer credits 6 Year 3 total credits – 18 Year 4 Fall Spring Summer PB 468 Systems Theory 3 PB 439 Life Span II 3 PB 620 Competency Examination 3 PB 536 Strategic and Org. Planning 3 PB 537 Change Management 3 Total Fall credits 6 Total Spring credits 6 Total Summer credits 3 Year 4 total credits – 15 Year 5 Fall Spring Summer PB 528 Advanced Statistics 3 Concentration Course 3 PB 612 Dissertation III 3 PB 611 Dissertation II 3 Concentration Course 3 Total Fall credits 6 Total Spring credits 6 Total Summer credits 3 Year 5 total credits – 15 Total Business Psychology Psy.D. program credits (including dissertation and internship) - 97

- 16 - Appendix B Full-Time Post-Master’s in Business Psy.D. Schedule

Year 1 Fall Spring Summer PB 400 Professional Devel. Seminar 3 PB 447 Cognitive Psychology 3 PB 451 Social Psychology 3 PB 455 Research Methods 3 PB 530 Individual Interviewing and Asses. 3 Concentration Course 3 PB 535 Business and Financial Literacy 3

Total fall credits 9 Total spring credits 6 Total summer credits 6 Year 1 total credits – 21 Year 2 Fall Spring Summer PB 468 Systems Theory 3 PB 439 Life Span II 3 PB 620 Competency Examination 3 PB 536 Strategic and Org. Planning 3 PB 537 Change Management 3 PB610 Dissertation I 3

Total Fall credits 9 Total Spring credits 6 Total Summer credits 3 Year 2 total credits – 18 Year 3 Fall Spring Summer PB 528 Advanced Statistics 3 Concentration Course 3 PB 612 Dissertation III 3 PB 611 Dissertation II 3 Concentration Course 3 Total Fall credits 6 Total Spring credits 6 Total Summer credits 3 Year 3 total credits – 15 Total Business Psychology Psy.D. program credits (including dissertation and comprehensives) - 54

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