APPENDIX 19 M.A. IN INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY 20 EXCEL TRACK DEGREE AND CERTIFICATE SCHEDULE 21

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1 MASTER OF ARTS, INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY ADMISSION REQUIREMENTS 2 CAMPUS-BASED DEGREE ADMISSION REQUIREMENTS 3 EXCEL TRACK AND CERTIFICATE ADMISSION REQUIREMENTS 3 APPLICANT NOTIFICATION 3 POLICIES 4 TRANSFER OF CREDIT 4 WAIVER OF COURSES 4 RESIDENCY REQUIREMENT 4 SATISFACTORY PROGRESS 4 CREDIT HOURS PER YEAR AND PROGRAM LENGTH 4 GRADUATION REQUIREMENTS 5 THE PROGRAM 5 PHILOSOPHY 5 PROGRAM OBJECTIVES 5 ETHICAL AND PROFESSIONAL BEHAVIOR 5 INDUSTRIAL/ORGANIZATION PSYCHOLOGY PROGRAM COMPETENCIES 5 WRITING ASSESSMENT AND REQUIREMENTS 7 EXCEL TRACK OPTION 7 INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY CERTIFICATE OPTIONS-FULLY ONLINE 8 INTERNSHIP REQUIREMENTS (CAMPUS-BASED TRACK ONLY) 8 THE CURRICULUM: CAMPUS-BASED DEGREE 9 CAMPUS-BASED DEGREE PROGRAM REQUIREMENTS 9 THE CURRICULUM: EXCEL TRACK DEGREE AND CERTIFICATE 10 EXCEL TRACK DEGREE AND CERTIFICATE PROGRAM REQUIREMENTS 10 CAMPUS-BASED DEGREE COURSE DESCRIPTIONS 11 APPENDIX 19 M.A. IN INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY 20 EXCEL TRACK DEGREE AND CERTIFICATE SCHEDULE

2 Master of Arts, Industrial and Organizational Psychology The M.A. in Industrial and Organizational Psychology (I/O) curriculum enables Chicago School students to gain the essential diagnostic and consultative skills to help organizations and the individuals within them solve problems, perform effectively, work in a global multicultural environment, and grow professionally. The Chicago School focuses not just on theory and research, but on teaching its students the applied skills necessary to succeed in the business world. The I/O program at The Chicago School is distinctive in that it applies the discipline s assessment skills and feedback mechanisms to the program itself. Students not only learn how to design and implement assessment centers and 360-degree feedback tools, but they also benefit by participating in these very same practices to identify their own strengths and to improve developmental areas. Intensive course work that balances theory and practice is accompanied by two supervised internships. Students must successfully complete 46 credit hours, six of which are electives, to graduate. The Chicago School, in cooperation with Lake Forest Graduate School of Management (LFGSM), also offers its graduates the option of earning an accelerated M.B.A. degree. This program is designed to facilitate additional graduate-level education for actively employed professionals who have received an M.A. in I/O Psychology. Chicago School alumni who enroll at LFGSM through this educational alliance will receive transfer credit for three graduate-level courses toward the completion of an M.B.A. degree. Our students have secured internships and jobs at organizations such as the Chicago Board of Trade, Chicago Tribune, AC Nielsen, Red Cross, Allstate, Rush Health Medical Systems, GM Electromotive Division, Buck Consulting, YMCA, Aon Consulting, United Healthcare, Bank of America, Red Prairie Software, Ernst and Young, GSP Marketing, United Airlines, Watson Dwyer, Synovate, Monar Consulting, HR Advantage, and Carrington LTD Executive Search. The IO program also offers an Executive Career Enhancement and Leadership (ExCEL) track in Applied Industrial/Organizational Psychology. This track offers courses in a format of online courses and one virtual residency consisting of a one hour meeting each term via a Webinar/teleconference. This accelerated track is designed for working adults who desire advanced skills and knowledge in human behavior to improve individual and organizational performance. It is an applied program that incorporates individual work experiences and workplace situations with classroom theory to extend and deepen learning and it builds upon the self-direction of adult learners to strengthen this relationship. Students must complete an applied research project which integrates program learning and applies this learning to an authentic workplace situation. Additional field practica are not required. Students in the ExCEL track will select from a specialization in one of the following areas: Organizational Effectiveness, Workplace Diversity, Consumer Psychology, or Leadership for Healthcare Professionals. For those who do not wish to pursue a Master s degree, The Chicago School also offers a nine credit hour certificate in one of the aforementioned areas of specialization. Admission Requirements Application to the Industrial and Organizational Psychology graduate program is open to any person who has earned a bachelor s degree from an accredited institution and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. Factors that are considered in admission are: GPA from undergraduate and any graduate schools, successful work history after completion of the baccalaureate degree, the admission essay, and letters of recommendation from academic professors or professional or volunteer experience supervisors. Generally, an undergraduate GPA of a 3.0 or higher on a 4.0 scale is required for admission. There are separate applications for the campus-based and online and blended format tracks of ExCEL. Those interested in the ExCEL track must apply directly at Standardized Testing: The Graduate Record Examination (GRE) is not required; however students who have taken the exam may submit their scores to enhance their application. Scores should be sent directly to the school (GRE School Code: 1119) for consideration. Please see the application for detailed instructions and information regarding application requirements, deadlines, and letters of recommendation. Application Fees: Degree applications must be submitted with a $50.00(USD) application fee to be considered. Certificate applications must be submitted with a $25.00(USD) application fee to be considered

3 Campus-Based Degree Admission Requirements The campus-based track requires three specific undergraduate courses (one course in psychology, one course in statistics or quantitative psychology, and a course in research methods or experimental psychology) that must be completed prior to enrollment, with a grade earned of C or better. The Graduate Record Examination (GRE) is not required for our M.A. Industrial and Organizational Psychology program; however, we encourage students to submit their scores to enhance their application. Please note that you must have your official scores sent to The Chicago School (School Code 1119). Please see the application for detailed instructions and information regarding application requirements, deadlines, and letters of recommendation. ExCEL Track and Certificate Admission Requirements Students applying into the ExCEL (Executive Career Enhancement and Leadership) track or the certificate options are not required to submit letters of recommendation, but may submit them to strengthen their application. Applicants to this track should ensure their resume properly highlights three or more years of related, post-baccalaureate relevant work experience or five years or more of unrelated work experience. In additional to the admission criteria, students within this track and certificate must have access to a computer that is less than three years old, a broadband internet connection, and the Microsoft Office Suite including Word, Excel, and Outlook and, at minimum, the following computing skills: A comfort with basic Internet technology The ability to open and attach files from and to The ability to send and receive The ability to save documents Beginning in June 2008, certificates are available in the following areas: Organizational Effectiveness, Workplace Diversity, Consumer Psychology, or Leadership for Healthcare Professionals. These are nine-credit-hour, blended-format programs for working professionals. TOEFL or IELTS, International Credentials, and International Students TOEFL or IELTS: If English is not your primary language, you must submit official TOEFL or IELTS scores with your application (TOEFL School Code: 7161). International students who received a bachelor s degree from an accredited United States institution are exempt from this requirement. The minimum scores are: TOEFL paper based, 213 computer based, 79 internet based; IELTS 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 ( or Educational Credential Evaluators Inc ( In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted. International students: International students must submit a completed application by the general consideration deadline. 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. Note: Since the ExCEL track does not require any residency or travel to the US for completion, an I-20 will not be issued for this track. Applicant Notification The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and notified regarding the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions. If a student is offered admission, an intent to enroll form and a non-refundable tuition deposit* of $500 will be required by the deposit deadline indicated in the offer of admission in order to secure a place in the incoming class. The non-refundable deposit will be applied in full toward the student s tuition upon enrollment. * Students accepted into the ExCEL track or certificates are not required to submit a tuition deposit

4 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 Petition for Transfer/Waiver of Credit ** and all required documentation. The decision to accept transfer credit is solely that of the school who reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. Satisfactory completion of a competency examination is required before transfer of credit is awarded when the course in question has been taken more than five years prior to admission. No credit will be transferred for course work that is more than 10 years old. Transfers of credit are 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 not granted for clinical practica or for internships. Transfer of credit is granted only for courses in which the grade obtained was a B or higher. Pass/Fail grades are not eligible. Each hour of credit accepted for transfer will be assessed a fee of $125 per credit hour. The maximum number of semester credits that may be transferred for the campus based track of the I/O program is 12 hours and for the ExCEL track nine hours. **The Petition for Transfer/Waiver of Credit is available on the school website by following the Current Student link to Student and Academic Services Forms on the Student Services page. Please submit all required documentation with each petition. Any credit approved for transfer will not be added to the student s academic record until after the second week of their first semester. Waiver of Courses Any domestic or international student with previous graduate course may request a waiver of course work. Waiver of courses does not reduce the total number of hours of course work to be completed at The Chicago School; it permits students to substitute course work as approved by the department chair. An international student, who has completed an undergraduate course(s) that, in the judgment of the department chair, is equivalent to a required course at The Chicago School, may apply for the course to be waived. Waiver will not apply to undergraduate courses offered by U.S. educational institutions. M.A. students may seek a waiver for a total of 12 credit hours; ExCEL students may seek a waiver for a total of nine credit hours. Those Master s students seeking both a waiver and transfer of credit hours may not exceed a total of 12 credit hours; ExCEL track students may not exceed nine credit hours. Residency Requirement It is expected that students will fulfill all degree requirements through courses offered at The Chicago School. Under unusual circumstances, and subject to the approval of the department chair, a student may be permitted to complete certain course requirements at another institution. For ExCEL tracks, two distance courses have a blended (online and on-campus) format and therefore require a one weekend intensive seminar on campus. Students are notified at the onset of the course of the exact date that they are required to report to campus. Satisfactory Progress Matriculated students must be continuously enrolled in the program until graduation unless granted an approved leave of absence. Satisfactory progress semester hours do not include waiver or transfer credit hours. No student will be permitted to take less than three semester hours of course work in the fall or spring semesters unless that student has fewer than three semester hours of course work remaining or is on an approved leave of absence. In order to receive financial aid, however, you must be at least half-time for the semester. Credit Hours per Year and Program Length The maximum duration of the programs is five years. Students must complete, at minimum, nine semester hour credits each calendar year. Students must be enrolled for a minimum of nine semester hours during fall and spring semester and five credits during summer term to be classified as full-time in terms of financial aid. The ExCEL track is a 20-month, half-time program. In order to be classified as half-time in terms of financial aid, students must be enrolled for a minimum of 3.5 credit hours in at least one of the two eight- week fall, spring, or summer terms

5 Graduation Requirements Students must complete the online Petition for Program Completion form in order to have their degree conferred, diploma issued, and to participate, if desired, in the annual commencement ceremony by the end of the third week of the semester in which a student expects to meet the program requirements for the Master of Arts 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. Students must be in good standing in their program and have completed all of their degree requirements before the Master s degree can be conferred. This includes course work and any clinical training (practicum/internship), thesis/dissertation, and/or applied research project, required by the program of study. After all final grades are posted for the student s final semester; a degree audit will be conducted to verify degree completion. The degree is then conferred, posted to the transcript, and a diploma is issued. *Detailed information regarding petitioning and commencement can be found on the website under: Current Student, Student and Academic Services Forms, Petition for Program Completion. The Program Philosophy The Industrial and Organizational Psychology (I/O) Program has adopted the Society of Industrial and Organizational Psychologists' (SIOP) recommended areas of study as the basis for its curriculum. It provides students with a broad knowledge of the scientific literature and theoretical principles of organizational and industrial psychology and the application of these principles to the variety of work settings in which I/O psychologists are employed. Students develop an understanding of the way organizations operate, gain the essential assessment, intervention, and consultation skills to help organizations and the individuals within them solve problems, enhance performance, and manage the complexities of today's work environment. The emphasis is on training students to assume professional responsibilities in human resources, consulting, management positions, and organizational-development. Program Objectives 1. To provide students with the foundation in I/O theory and research in order to have the necessary knowledge and skills to lead personnel selection, development, organizational assessment, and interventions. 2. To provide students with the necessary skills in research and statistical methods to become educated consumers of the professional literature, and to draw upon research methodologies in designing interventions and critically approaching problems in an applied setting. These skills will lead to the ability to correctly assess survey results, choose components of a selection system, evaluate performance management at an organizational level, and analyze jobs efficiently. 3. To provide students with the personal and interpersonal skills necessary in the business environment, such as effective communication, conflict negotiation, influence strategies, networking skills, business savvy, and cross-cultural intelligence. Ethical and Professional Behavior I/O program students are expected to develop a working knowledge of the ethical and legal issues pertaining to work in the domain of I/O psychology including, but not limited to, APA s current 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, see Industrial/Organization Psychology Program Competencies The nine key I/O competencies to be assessed are defined under the four academic institutional goals: 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)

6 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 I/O 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 understands the importance of using data from empirical research to make informed business decisions. Moreover the student conveys this appreciation to others. Research Skills: The student possesses knowledge of descriptive 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. I/O Knowledge: For any given major topic (e.g., personnel selection, performance appraisal, leadership), the student is able to name the major theories influencing practice, and provide a brief description of how each compares and contrasts with the others. The student is able to apply I/O theory to solve organizational problems. The student appreciates that best practices are rooted in I/O theory. 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. Professional Practice I/O Consulting: The student is able to develop assessment, intervention, and evaluation strategies that are both: (1) consistent with the pragmatic constraints and opportunities of a real-world situation, and (2) drawn from relevant research and theory in I/O psychology. The student critically discusses key I/O principles and the research bases of those principles in terms of their applicability to real-world situations. The student conveys I/O principles in language appropriate for the audience. 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

7 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. Note: Students in ExCEL will not begin testing until Spring ExCEL Track Option The ExCEL track allows students to learn about new theories, concepts, and best practices relevant to their careers and apply that learning in the workplace. This track is accelerated and offered in two eight-week terms each semester. A typical student schedule would include one threesemester-credit course per term as well as one 5 credit course per term, totaling seven semester credit hours per semester. The program may, therefore, be completed in five semesters or approximately 20 months. The ExCEL track features online courses and one virtual residency one hour Webinar/teleconference per term. Courses are based on: An instructional environment which accepts students as mature learners and allows them to bring their work-related experience and expertise into the class Readings and materials which expose students to new theories, concepts, and best practices relevant to their careers Providing a broader range of workplace experiences and provide multiple perspectives on workplace problems, situations, and challenges from classmates An experienced faculty member who is a personal mentor-guide-facilitator-resource for students Study in the ExCEL track culminates in an applied research project. The Applied Research Project is completed over the length of the program through 10 courses at 5 credits each, in addition to required interactions with facilitators, the student s advisor, and cohort members

8 Industrial/Organizational Psychology Certificate Options-Fully Online Beginning in June 2008, The Chicago School also offers three-course certificate options in the following areas: Organizational Effectiveness, Consumer Psychology, Workplace Diversity, and Leadership for Healthcare Professionals. The program consists of three graduate level courses and can be completed in approximately five months. Participants will earn nine graduate-level credits and a certificate of completion. Internship Requirements (Campus-Based Track Only) 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. The internship 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 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. Internships completed during the eight-week summer term average to about 37.5 hours per week. Internships lasting two full semesters may count for both internship experiences so long as the student meets the 600-hour requirement. If a student is working 30 or more hours per week while on internship, he or she must be on the part-time track during that semester. 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 weeks of the semester. Exceptions to the standard time commitment may be made 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 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 corporate organizations can often provide. Internship Options Below are some examples of possible internships that would be approved by the Business Psychology internship director 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 the Business Psychology Consulting Center Grading Students are given a letter grade for the quality of their work performance in the Internship Seminar. Additionally, the I/O internship director reviews the evaluation of the student s performance by the internship site supervisor, as well as the number of internship hours accrued, before the grade is awarded for the internship experience. More details about the grading process for I/O internships are provided in the internship seminar course syllabus

9 The Curriculum: Campus-Based Degree Campus-Based Degree Program Requirements Intensive course work that balances theory and practice is accompanied by two supervised internships. Students must successfully complete 46 credit hours, six of which are electives, to graduate. The Chicago School offers both a full-time and a part-time curriculum. If a student is working 30 or more hours per week, he or she must follow the part-time track. Required Courses Elective Courses Course Title Credit Hours Course Title Credit Hours IO 400 Professional Development 3 IO 550 Compensation and Benefits Administration 3 IO 510 Organizational Behavior 3 IO 551 Legal Issues 3 IO 511 Organizational Culture and Design 3 IO 552 Professional Coaching 3 IO 512 Organizational Consulting Skills 3 IO 554 Data Management 3 IO 519 Statistics & Lab 4 IO 555 Work Team Dynamics 3 IO 518 Personnel Psychology 3 IO 556 Strategic Human Resource Management 3 IO 522 Performance Appraisal 3 IO 557 Managing Organizational Diversity 3 IO 523 Job Analysis and Employee Selection 3 IO 558 Negotiation and Conflict Resolution 3 IO 524 Training: Theory, Design, and Evaluation 3 IO 559 Talent Mgmt and Succession Planning 3 IO 525 Organizational Leadership 3 IO 560 Training Facilitation and Instructional Design 3 IO 531 Organizational Attitudes and Survey Develop. 3 IO 570 Consumer Psychology/ Special Topics 3 IO 592 Ethics 2 IO 593 Internship I 1 IO 598 Career Planning 2 IO 599 Internship II 1 Choose two electives (3 credits each) 6 Total I/O Psychology program credits

10 The Curriculum: ExCEL Track Degree and Certificate ExCEL Track Degree and Certificate Program Requirements The M.A. Industrial and Organizational; Applied I/O Psychology ExCEL track is a 35-semester credit hour program including 10 courses and a fivecredit-hour applied research project. ExCEL tracks feature online courses, Webinar/teleconferences, and a part time curriculum to accommodate the flexibility needs of working professionals. Students in this track are encouraged to apply current work projects to their degree course work and thus are expected to be employed. The ExCEL track does not include internships or a thesis option; rather, students will complete an applied research project over the course of their studies that reflects their grasp of the program s learning outcomes. Two courses will require an intensive, weekend class session which is facilitated at The Chicago School campus. They are indicated as blended in the course description. All students completing the M.A. in Industrial and Organizational Psychology, ExCEL track select an area of specialization. Each specialization consists of 9 credit hours taken over the course of the program. These courses provide in-depth study in a niche area of industrial and organizational psychology. Course work is completed online. Non-degree seeking students may elect to take specialization course work as a stand-alone, three course certificate. The curriculum is designed to be completed in approximately six months (3 eight week terms). There are four areas in which a student may specialize or pursue a certificate: Consumer Psychology: Specialization in this area will provide a better understanding of how consumers think, feel, and reason, and how marketers can adopt and improve their marketing strategies to more effectively gain consumer confidence. Leadership for Healthcare Professionals: Those who specialize in this area will better understand the legal framework of the healthcare industry, its systems of care, and the implications of social, cultural, and behavioral aspects of health-related issues. Organizational Effectiveness: Those who specialize in this area will learn to identify limitations in current work processes, management approaches, and team building practices and create a more effective workplace. Workplace Diversity: Specialization in this area will teach students to address the challenges of diversity, create a balanced, inclusive workforce, understand global leadership, and manage generational differences. All students enrolled in the M.A. in Industrial and Organizational Psychology, ExCEL track select an area of specialization. Non-degree seeking students may enroll in a three-course certificate program in one of these areas. Core Courses Specialization/Certificate Course Course Title Credit Hours Course Title Credit Hours EIO 510 Organizational Behavior 3 Consumer Psychology EIO 511 Organizational Culture and Design 3 ECP 701 Consumer Motivation 3 EIO 512 Organizational Consulting Skills 3 ECP 702 Reaching the Target Market: Qualitative Research 3 EIO 522 Performance Management 3 Methods EIO 523 Employee Selection 3 ECP 703 Understanding Consumer Perceptions: Quant. 3 EIO 525 Management and Leadership 3 Research Methods EIO 555 Organizational Team Dynamics 3 Leadership for Health Professionals EHP 731 Legal Issues in Healthcare 3 Writing and Research for Practice Courses EHP 732 Strategic Planning in Healthcare Diversity 3 EIO 601 A and B Professional Proposals 1 EHP 733 Quality Management in Healthcare Organizations 3 EIO 602 A and B Information Literacy 1 Organizational Effectiveness EIO 603 A and B Overview of Applied Research 1 EOE 721 Competitive Compensation and Benefits Systems 3 Methodologies EOE 722 Development and Deployment of Employee Surveys 3 EIO 604 A and B Professional Ethics (A is blended) 1 EOE 723 Production Labor Relations 3 EIO 605 A and B The Applied Research Project (A is 1 Workplace Diversity blended) EWD 711 Meeting the Challenges of Global Human Resource 3 Specialization courses 9 Management Total ExCEL Track credits 35 EWD 712 Beyond Compliance: Building Ethical Organizations 3 EWD 713 Promoting Diversity

11 Campus-Based Degree Course Descriptions IO 400 Professional Development This course is designed to provide students with (1) the core professional skills necessary for competing successfully for I/O positions, (2) socialization into the profession of I/O psychology, (3) research skills, and (4) 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) 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 will 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 518 Personnel Psychology Prerequisites: 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 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. This course is delivered in a blended format, where students complete the lecture portion of the class online and the lab portion on-ground. (4 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)

12 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) IO 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 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, 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) IO 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 developing 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 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 or applied questions drive data collection and management and how to answer questions using data. Skills developed in this class include building relational databases and manipulating, parsing, analyzing, and reporting data. (3 credits) IO 555 Work Team Dynamics Prerequisites: IO 400, IO 510, and IO 520. Most organizations use team-based processes to leverage individual strengths and to 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 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)

13 IO 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 558 Negotiation and Conflict Resolution Prerequisites: IO 400, IO 510, IO 511, and 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 559 Talent Management and Succession Planning 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 560 Training Facilitation and Instructional Design Prerequisites: IO 400, IO 510, IO 511, and 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) IO 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) 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 IO 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 IO psychology in sufficient detail to receive effective consultation from their peers and their instructor. (2 credits) IO 593 Internship I Prerequisite: IO 512. (1 credit) IO 598 Career Planning Prerequisites: IO 592 & 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 & IO 593. (1 credit)

14 ExCEL Track Degree and Certificate Course Descriptions EIO 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. (3 credits) EIO 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) EIO 512 Organizational Consulting Skills 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. At the completion of this class, students will participate in an assessment center exercise and receive feedback to prepare them for their internship requirement. (3 credits) EIO 522 Performance Management This course builds the skills of measuring and improving business performance at the individual and team level. It focuses on developing a culture of performance and rewarding that performance. Supporting topics include legal issues of performance appraisal, multi-source methods of appraisal and models for multi-year performance management. Students analyze their organization s performance system and revise it based on theory and best practices. (3 credits) EIO 523 Employee Selection This course provides students with the requirements for creating a legally defensible selection system. It addresses job analysis, fair employment practices, selection validation, and behavioral interviewing processes. Students practice analyzing a job and creating measures for the selection process. They use the right tools and processes to reduce turnover and to ensure stronger employee retention. They evaluate and revise their organization s selection process based on theory and best practices. (3 credits) EIO 525 Management and Leadership Management and leadership is the heart of organizational life. This course examines how managers and leaders create results by empowering culture and organizational commitment. It leads with the premise that there is no ideal leadership style and that an effective style depends upon realistic assessment of the organizational life cycle, culture, and market environment. Students apply management and leadership theory to their own work environment, evaluating how specific situations can be effectively addressed. (3 credits) EIO 555 Organizational Team Dynamics This course explores organizations at the team level, examining the relationship between employees and teams and organizations and teams. Students practice assessing and facilitating team processes to maximize productivity and results for members and stakeholders. It addresses how to get things done when teams lack leadership or authority. Supporting topics include how to build teams, how to manage meetings, how to build relationships beyond the team, and how to keep teams effective over their life span. The course uses real time teams both virtual and face-to-face. (3 credits) EIO 601 A Writing and Research for Practice: Professional Proposals This two-part course covers basic skills needed for writing at the graduate level, including critical thinking, attention to cross-cultural and multiple perspectives, grammar and writing mechanics, and style and report format appropriate for the workplace. The course familiarizes students with essential resources needed for continuing development of these skills and includes an overview of the Applied Research Project and the project s relationship to the learning outcomes of the program. The course covers the processes and procedures for creating a personal electronic portfolio. Student e-portfolio outcome: A proposal for an Applied Research Project which includes the problem statement, background, goal, and an annotated bibliography of 3 to 4 articles related to the proposal topic. Approval by the student s advisor is required. (.5 credit) EIO 601 B Writing and Research for Practice: Professional Proposals A continuation of EIO 601 A. (.5 credit)

15 EIO 602 A Writing and Research for Practice: Information Literacy In addition to a review of electronic and other traditional scholarly resources available to graduate students at The Chicago School, this two-part course prepares students to create an effective research strategy to find and evaluate needed information. Students learn to formulate research queries, perform advanced searches using a range of search engines, and critically evaluate information for a particular application. Reference information to avoid plagiarism is included. Student e-portfolio outcome: A revised Applied Research Project if warranted and the literature review section of the project with a complete reference list. Approval by the student s advisor is required. (.5 credit) EIO 602 B Writing and Research for Practice: Information Literacy A continuation of EIO 602 A. (.5 credit) EIO 603 A Writing and Research for Practice: Overview of Applied Research Methodologies This two-part course is an introduction to practical research methods used in workplace settings including qualitative and quantitative research methods and action research. The course covers the interpretation and presentation of fundamental statistical data used in workplace research. Students will learn to select an appropriate design for a particular research question. The course familiarizes students with resources for continuing development of these skills. Student e-portfolio outcome: A revised proposal, if warranted, the project methodology section of the Applied Research Project, and a detailed plan to execute and complete the Applied Research Project. Approval by the student s advisor is required. (.5 credit) EIO 603 B Writing and Research for Practice: Overview of Applied Research Methodologies A continuation of EIO 604 A. (.5 credit) EIO 604 A Writing and Research for Practice: Professional Ethics This two-part course serves as an overview of individual, as well as organizational responsibilities, with regard to ethical issues and requirements related to research and professional behavior. Students will think critically about ethical situations and compliance regulations in their workplace. The research ethics requirements of The Chicago School are included. Student e-portfolio outcome: A revised Applied Research Project if warranted, the critical analysis of ethical considerations section of the project, and IRB approval if needed. Approval by the student s advisor is required. This is a Blended course (.5 credit) EIO 604 B Writing and Research for Practice: Professional Ethics A continuation of EIO 603 A. (.5 credit) EIO 605 A Writing and Research for Practice: The Applied Research Project Students will complete an Applied Research Project related to their workplace in which they formulate, investigate, and analyze a problem and develop solutions to address the problem. The project will include a section presenting an overview of the problem, a review of related literature and other organizational information, a critical analysis of the ethical considerations, a research methodology appropriate for the problem and organizational context, and a critical analysis of the problem and recommendation for its resolution. Student e-portfolio outcome: A report documenting the Applied Research Project in a style appropriate for the workplace and a PowerPoint presentation of the project. Approval by the student s advisor is required. This is a blended class. (.5 credit) EIO 605 B Writing and Research for Practice: The Applied Research Project A continuation of EIO 605 A. (.5 credit)

16 ExCEL Track Certificate Specialization Course Descriptions Each specialization is equal to nine credits. All three courses are required to complete the specialization/certificate. Consumer Psychology ExCEL Track Specialization/Certificate ECP 701 Consumer Motivation Consumers today are bombarded by fast-paced, technologically-savvy inducements to make spontaneous purchases across media. Making sense of how potential buyers sort through the stimulus overload will help you design point of sale displays, improve visual merchandising, maintain the integrity of your brand image, and attract and retain customers over time. Individually tailored project work will center on the participant s work challenges. Learning outcomes include: Understanding the basic motivations underlying consumer purchasing behavior Identifying how consumers perceive and respond to product variety and assortment, as well as how individuals vary in their responses to these choices Applying techniques and methods for measuring customer satisfaction, or the degree to which consumers are satisfied or delighted Leveraging how customer goals and identities motivate their buying experiences and preferences Using this information as advertisers, marketers, buyers, merchandisers, and store mangers to create increase customer retention and the frequency of unplanned purchases (3 credits) ECP 702 Reaching the Target Market: Qualitative Research Methods Reaching your target market and building market share requires identifying the characteristics of the people in that group as well as what they look for in products or services that will make them loyal customers. Techniques for collecting and analyzing data covered in this course include: An overview of qualitative research techniques Designing, conducting, and managing in-depth interviews; focus groups (on-site, telephone, web) and on-line bulletin boards Ethnographic research Hybrid models that combine interviews and focus groups Preventing, avoiding, and dealing with products associated with qualitative research How to report research findings (3 credits) ECP 703 Understanding Customer Perceptions: Quantitative Research Methods Focusing on your target market, improving customer satisfaction, and building your brand image means keeping your pulse on the public perception of your products and services. Surveys are a key component of a customer awareness strategy. Learning objectives in this course include: When to use survey research Designing, conducting, and managing quantitative (survey) research How to ask survey questions that the get the information you need How to conduct mail, web, and telephone surveys How to manage, analyze, and interpret survey data How to choose the right types of analysis The impact of sampling techniques and sample size How to report survey findings (3 credits) Leadership for Healthcare Professionals Specialization/Certificate EHP 731 Legal Issues in Healthcare Leadership Healthcare administrators must be conversant with the legal framework of the health care industry as well as the ethical issues confronted in various healthcare settings. This knowledge is essential if you are to run your operation in an ethical and professional manner. Learning outcomes include: Becoming patient centered Effectively administering licensure and medical malpractice/liability, insurance issues Legal and ethical standards for care and informed consent Protecting medical record confidentiality, patient rights and patient advocacy (3 credits) EHP 732 Strategic Planning in Healthcare Diversity The course provides an overview of the development of the current status of the health care system in the United States, its organizational structure, and operation of the various healthcare organizations. Reflecting on the issues faced by major health care delivery systems such as clinics, hospitals, long-term care facilities, health care cooperatives as well as relevant managed care providers, this course takes a long term look at the strategic planning necessary for the operation of healthcare services in a competitive market. Learning outcomes include: Defining the market position and operational role of your organization within the larger health care system Creating a three to five year strategic plan Taking a pro-active role in planning longer term solutions to current challenges (3 credits)

17 EHP 733 Quality Management in Healthcare Organization This course will provide basic quality management philosophy and strategies to effect positive organizational change. Healthcare leaders are challenged to have the knowledge and skills to assess, evaluate, and design clinical processes; challenge existing methods; rapidly implement new ideas; direct organizational change; and plan for future innovations in a changing healthcare environment. Learning outcomes include: Designing, organizing and analyzing information related to quality improvement Appling problem-solving skills to analyze problems and issues related to quality Designing appropriate organizational structures and teams to implement quality solutions (3 credits) EOE 721 Competitive Compensation and Benefits Systems Your company s compensation and benefits systems communicate and reinforce the values of your organization. Participants in this course learn how to create a strategic compensation policy that helps you attract and retain top talent. Learning outcomes include: Structuring a compensation policy Understand and use different job evaluation methods Understand the value of compensation surveys and how to use them Create market-competitive salary ranges Design internally fair salary structures (3 credits) Organizational Effectiveness ExCEL Track Specialization/Certificate EOE 722 Development and Deployment of Employee Surveys Employee opinion surveys are powerful management tools that can help you strategically enhance productivity, market share, customer satisfaction, and profitability. Participants will learn how to create effective surveys using appreciative inquiry and action planning to measure and implement organizational performance improvement initiatives. Learning outcomes include: Creating effective surveys using appreciative inquiry Developing sustainable organizational survey initiatives Using surveys to enhance organizational performance Leveraging survey data to increase organizational effectiveness (3 credits) EOE 723 Production Labor Relations This course focuses on understanding the role of collective bargaining in building strong, effective organizations. Participants will become familiar with applicable legislation, responsibilities around negotiations and contract adherence, managing multiple bargaining units, and partnering with bargaining unit representatives to make corporate initiatives successful. Learning outcomes include: Partnering with bargaining unit leaders Managing the grievance procedure Navigating fair employment and other important labor laws (3 credits) Workplace Diversity ExCEL Track Specialization/Certificate EWD 711 Meeting the Challenges of Global Human Resource Management Managing human resources on a global basis requires an understanding of global staffing issues, including international assignment, compensation/benefits, practices, and requirements across borders, and culturally influenced differences in ethical practices. This course is intended as an overview of these issues, with the focus selected by the participant using an individualized project. Learning outcomes of this course include: Managing the challenge of balancing conflicting values across cultures Designing value-added expatriate programs Identifying important considerations in international staffing (3 credits) EWD 712 Beyond Compliance: Building Ethical Organizations Leaders drive performance in line with their personal values in ways that have far-reaching implications and consequences. The savvy global leader understands the impact of her or his own personal value system on the organization, and uses that understanding to make the organization a responsible corporate citizen that is a valued partner in the global marketplace. This course guides the leader though making assumptions about visible, understanding their impact on corporate culture and performance, and translating them into a living Code of Ethics that guides the citizenship behavior of the organization through ethical dilemmas. Learning objectives in this course include: Addressing three key assumptions leaders make when setting the moral compass for their organizations Stating and embracing a corporate value system that is based on fundamental definitions of right and wrong that are somehow universal A decision making strategy based on these definitions can by applied across cultures A published Code of Ethics will ensure that employees will operate with integrity or face sanctions (3 credits) EWD 713 Promoting Diversity Organizational mission, vision, and value statements frequently include language that indicates diversity as a guiding principle or deeply held ideal. Those organizations that truly want to put these words into meaningful action may find it difficult to articulate what they mean and how to accomplish them. This course addresses the idea of embracing and adopting diversity. Learning objectives include: Defining diversity in practical, meaningful, and useful terms Developing strategies for increasing diversity in leadership ranks Exploring implicit bias in contemporary leadership competency models and working to reduce it Building a business case for purposefully increasing diversity in the workforce (3 credits)

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19 Appendix Master of Arts, Industrial and Organizational Psychology, Campus-Based Master of Arts, Industrial and Organizational Psychology, ExCEL Track Degree and Certificate

20 APPENDIX A Full-Time (46 credit hours) M.A. in Industrial and Organizational Psychology Campus-Based Year 1 Fall Spring Summer IO 400 Professional Development 3 IO 511 Organizational Culture and Design 3 IO 592 Ethics 2 IO 510 Organizational Behavior 3 IO 512 Organizational Consulting Skills 3 IO 593 Internship I 1 IO 519 Statistics & Lab 4 IO 518 Personnel Psychology 3 Elective 1 3 Elective 2 3 Total fall credits 10 Total spring credits 9 Total summer credits 9 Total credits year 1 28 Year 2 Fall Spring IO 523 Job Analysis and Employee Sel 3 IO 522 Performance Appraisal 3 IO 524 Training: Theory, Design, and 3 IO 531 Org. Attitudes and Survey Design 3 Evaluation IO 598 Career Planning 2 IO 525 Organizational Leadership 3 IO 599 Internship II 1 Total fall credits 9 Total spring credits 9 Total credits year 2 18 Total Industrial and Organizational Psychology M.A. credits 46 Part-Time (46 credit hours) M.A. in Industrial and Organizational Psychology Campus-Based Year 1 Fall Spring Summer IO 400 Professional Development 3 IO 510 Organizational Behavior 3 Elective I 3 IO 519 Statistics & Lab 4 IO 518 Personnel Psychology 3 Elective II 3 Total fall credits 7 Total Spring credits 6 Total Summer credits 6 Year 1 total credits 19 Year 2 Fall Spring Summer IO 511 Organizational Culture & Design 3 IO 522 Performance Appraisal 3 IO 592 Ethics 2 IO 512 Organizational Consulting Skills 3 IO 525 Organizational Leadership 3 IO 593 Internship I 1 Total Fall credits 6 Total Spring credits 6 Total Summer credits 3 Year 2 total credits 15 Year 3 Fall Spring Summer IO 523 Job Analysis and Employee Sel 3 IO 524 Training: Theory, Des, and Eval 3 IO 531 Org. Attitudes and Survey Design 3 IO 598 Career Planning 2 IO 599 Internship II 1 Total Fall credits 6 Total Spring credits 6 Year 3 total credits 12 Total Industrial and Organizational Psychology M.A. credits