Program Guidebook Industrial and Organizational Psychology, M.A. - Chicago

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1 Program Guidebook Industrial and Organizational Psychology, M.A. - Chicago

2 Table of Contents Department Educational Model and Goals... 3 TCSPP Individual and Cultural Differences... 3 Program Competencies... 3 Grading and Performance Feedback... 5 Professional Performance Evaluation (PPE) Requirements... 6 Professional Development Group and Academic Advisor Assignment... 7 Independent Study... 7 Academic Development Plans... 7 Internship... 7 Thesis... 8 Applied Research Project

3 Department Educational Model and Goals The educational program of Master of Arts in Industrial and Organizational Psychology is based on the practitioner/scholar model, the curriculum developed by the Society of Industrial and Organizational Psychology, and the National Council of Schools and Programs of Professional Psychology (NCSPP) Core Competency model of professional training. These models are predicated on the belief that a competent practitioner must possess a solid foundation in the field s scientific research and theoretical models as well the skills required to apply that knowledge in specific organizational settings, with their unique challenges. The curriculum presents the theoretical models, scientific research and practice skills of I/O psychology. It teaches students to think critically and to use research methodologies to evaluate real-world questions. The educational program instills the ethical principles, personal values and professional attitudes necessary for successful practice. Consistent with its focus on training practitioners, courses are designed to engage students in realworld projects, instructors bring their professional experience into the classroom, and students develop the professional skills that contribute to success in business. Our programs emphasize critical thinking, sensitivity to ethical principles, the role of personal values, and cultural diversity, and are flexible in order to adapt course content to reflect current developments in the field. In addition, The Chicago School Business Psychology Department offers internships and service learning opportunities to educate students to become competent and civically engaged industrial/organizational psychology practitioners. TCSPP Individual and Cultural Differences The Chicago School is committed to preparing professionals for practice in a multicultural and diverse society. In keeping with this commitment, the content of all courses is informed, where appropriate, by knowledge of individual and cultural differences (e.g., age, ethnicity, gender, physical and mental disability, race, religion, sexual orientation, and socioeconomic status), so that students develop the skills that enable them to provide professional services to individuals of diverse backgrounds. Faculty convey attitudes respectful of these individual and cultural differences. Program Competencies 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). 3

4 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. 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. 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. 4

5 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. 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. Grading and Performance Feedback Grades are assigned in all courses and students can review course grades online through eportal. Course grades assist the school, the student, and the student s academic advisor to monitor the student s progress and mastery of material deemed necessary by the department faculty to become proficient and competent clinicians. The Department of Business Psychology does not accept grades of "C" or "F" in required courses. A student who receives a grade of "C" or F in a required course must repeat and pass that course with a "B-" or better. Grades of "C" in elective courses can be counted toward graduation requirements. To replace the "C" or "F" grade, the retaken/replacement course must be offered by The Chicago School. Only in the most unusual of circumstances is a student allowed to replace a grade with a 5

6 retaken/replacement course offered at another institution. Repeated/retaken courses may not be eligible for Financial Aid coverage. When the retaken/replacement course is successfully completed, the second grade will be computed in the cumulative grade point average; the quality points for the first grade ("C" or "F") will no longer be computed in the student's GPA. However, the original grade ("C" or "F") will remain on the student's transcript. No course in which a student receives a grade of B- or better may be retaken. Students must be aware that the Chicago School sets minimum requirements for academic policies from which specific Department policies may differ, and Business Psychology students must meet both Chicago School and Business Psychology Department policies. Therefore, the student must know and understand both the Department policy and the Chicago School policy to insure that both are met. Students should consult their Advisor or the Department Chair if any clarifications are needed. Graduate courses from other accredited institutions that the student desires to submit for evaluation for transfer or waiver of credit to be evaluated in the Business Psychology Department for Fall Semester must be presented July 1 of each year. Courses for Spring Semester are to be submitted December 1 of each year. Syllabi, reading lists and similar documentation may be presented in the Department office up to two weeks before the deadline. Exceptions to these policies may occur based on individual circumstances with an appeal to the Department Chair. Please discuss classes that are possible transfer or waiver candidates with your Advisor or the Department Chair well in advance of the deadline for submitting your material, so that all needed documentation is included. Attendance requirements for face-to-face Business Psychology classes are met when the student appears in class on time and stays for the whole class. Blended or online classes may have periods of time during which the student in required to be online or in a prescribed exercise such as a discussion or chat. These times are identified in the syllabus or announced by the instructor. Attendance requirements for these courses are met when the student is online as required. Students who are absent more than one class period may incur a loss of points or other consequences for their grade. Other consequences for missed classes may be specified in the syllabus for specific classes. Professional Performance Evaluation (PPE) Requirements Student Performance Evaluation and Student Review Process After completion of the required first year foundational courses (typically at the end of the first year for Full-time students and a year and a half for Part-time students), students participate in an Assessment Center which evaluates students on the I/O program competencies. The faculty then meets to review students progress. During these student reviews, the student s academic advisor summarizes his/her progress in the program to date. Student grades, Assessment Center performance, and Academic Development Plans (if applicable) are a part of the review. Other department faculty can contribute information from their experiences with the student, expressing areas of strength and/or weaknesses. The student review also involves determining a student s readiness to proceed in the program and developing recommendations to support the student s 6

7 learning and progression in the program. The student s advisor forwards a copy of the Assessment Center Feedback report and the results of the student review. The student and advisor meet to discuss the feedback and to formulate a professional development plan for his/her second year in the program. Professional Development Group and Academic Advisor Assignment All students are required to enroll in the Professional Development course during their first semester in the program. Students Professional Development Group instructor serves as their academic advisor throughout their duration in the program. Students wishing to change academic advisors may petition to do so upon completion of their first semester in the program. Independent Study Students may undertake a faculty supervised independent study project in an area not covered by courses in the curriculum. Requests for independent study must be approved by the department chair. Independent study can be applied towards degree requirements for graduation. Academic Development Plans Students experiencing difficulty meeting department requirements may be placed on an Academic Development Plan (ADP) by their academic advisor or by the department chair on behalf of the department faculty. An ADP is not punitive, but rather aims to identify and address weaknesses in a student s behaviors, skills, and academic performance. An academic advisor, department chair, or APP representative may seek consultation from each other, ADP manager, or a student s academic file to best inform academic development planning. When an ADP plan ameliorates the identified concerns, no further action is required. If an ADP is unsuccessful or unlikely to remedy the presenting problem or concern, the ADP could be modified or a student may be referred to the Student Affairs Committee for disciplinary action up to, and including, dismissal from the school. Additionally, should a student refuse to participate in academic development planning the student may be referred to the Student Affairs Committee for disciplinary action up to and including dismissal from the school. Internship Students must complete the following internship requirements. 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 may 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. 7

8 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. Internships completed during the eightweek 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, it is strongly suggested that he or she be in 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 7 weeks of the semester. 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. Thesis Students may choose to complete a thesis instead of completing one of the internship requirements. The thesis option would be comprised of two courses, Thesis I and Thesis II The student must get approval of the Business Psychology Department Chair to enroll in this course. The student must also select a faculty member to serve as thesis advisor. This faculty member will supervise the thesis. Applied Research Project Students with experience in the field could complete an Applied Research Project (ARP), in place of the Internship requirements. Students who are allowed to complete the ARP will be required to enroll in two courses over the course of their program. A faculty member will approve and supervise the project through these courses. The criteria for entry into these courses would be: three years of postbaccalaureate work, and the student must be working on a project related to the field of IO Psychology. The student must get approval of the Business Psychology Department Chair to enroll in these courses. 8

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