Social-Organizational Psychology | Organization & Leadership

The Program in Social-Organizational Psychology is concerned with the various contexts (interpersonal, group, inter-group, and inter-organizational) in which human behavior occurs; the ways in which groups of individuals interact and influence these contexts; and how these interactions can be understood, studied, and modified through theory, research, and various types of interventions.

Three programs are offered: a master’s program in organizational psychology, an executive master’s program in organizational psychology with a specialization in change leadership, and a doctoral program. A terminal Master of Arts degree in Psychology: Organizational is awarded upon successful completion of 45 points and passing the comprehensive examination, or in the case of the executive MA program, a capstone project. The Ph.D. degree is awarded upon completion of at least 75 points of planned and sequential study, qualifying papers, and a dissertation.

The programs provide advanced training in the concepts, research methods, and applications of social-organizational psychology. They are designed to prepare students to engage in research, consultation, and teaching in educational, business, governmental, and community organizations. Emphasis is placed on the acquisition of basic concepts and methods applicable to diverse institutional and organizational contexts.

With the help of a faculty advisor, students select courses in a generalist track, or, in their area of specialization, with consideration given to their academic backgrounds, work experiences, and career objectives. These tracks are supplemented by courses offered through other programs and departments at Teachers College and Columbia University.

In addition, an Advanced Certificate in Cooperation and Conflict Resolution approved by the New York State Education Department is also offered to students in the M.A./ Ph.D. programs. Students interested in receiving the certificate must complete a sequence of five courses and one semester of internship. Students who opt for the Advanced Certificate must complete an application for admission with the Office of Admission. Students in the M.A./Ph.D. program who wish to take their electives within the area of conflict resolution but who do not wish to receive the Advanced Certificate may register for courses without completing an application.

Master of Arts in Organizational Psychology (ORGM)

The 45-point M.A. program educates students to be experts in organization effectiveness, culture and change, team development and team building, conflict resolution, assessment and coaching, leadership, diversity, equity, and inclusion (DEI) and more, through emphasizing the rigorous scientific study of the practical problems facing people in organizations today, in service of a more just society.

Students who join the M.A. program craft their course of study according to their backgrounds, interests, and goals along with their advisor. Academic, career and personal advising is plentiful and accessibility to meetings with the Program Director and the Program Advisor is a key source of support for M.A. students. Further, all social-organizational psychology program faculty are available for advising and meet with students regularly to discuss research, practice, and myriad other issues related to the program and the field, providing an additional resource to students for academic and career development.

Upon completing the M.A. program, students are prepared to engage in a broad range of professional employment opportunities. Our graduates are often employed in positions typically found within the organization development function of middle or large-size organizations including human resources, people development, human capital, talent management, and the like. These include positions in organization development and consultation, human resource development and strategy, organizational effectiveness, human capital research, employee relations, mediation and conflict resolution, global learning, DEI strategy, and career development and counseling among others.

Graduates of the master’s program may apply for admission to the doctoral program in Social-Organizational Psychology. However, successful performance in the M.A. program does not in and of itself guarantee admission. Students who apply become part of the applicant pool for that year, and their qualifications are evaluated with equal standing along with the other applicants.

Executive Masters Program in Organizational Psychology with a specialization in Change Leadership (ORGX)

Developed specifically for experienced professionals, the Executive Masters Program in Change Leadership is designed to help individuals and organizations increase their capacity for initiating, leading, and sustaining workplace change efforts in increasingly complex and global environments. Focusing on the application of both psychological and business principles to relevant real-world organizational challenges, the program emphasizes individual, team, and organizational learning and transformation through rigorous training in and experience with applied research, reflective practice, and the use of theoretical frameworks and models. Executives enter the program each summer in small cohorts of 16-24 students and are trained by faculty experts in organization change and consultation using a range of innovative adult learning pedagogies and various cultural events in and around the New York City metropolitan area. The program is delivered in four one-week modules extending over one year and includes pre-work, post-work, and guided independent study/action research as part of the formal program requirements. Executives will learn about change-related topics at the societal, organizational, group, and individual levels and will be asked to integrate their own learning and professional development through various opportunities for practice and reflection. The program culminates in a 45-credit Master of Arts Degree in Organizational Psychology, with a specialization in Change Leadership.

For a more comprehensive description of the Executive Masters Program in Change Leadership, please visit www.tc.edu/leadchange.

Doctor of Philosophy in Organizational Psychology (ORGD)

The doctoral program in Social-Organizational Psychology follows a scientist- practitioner model. It is designed for full-time graduate students who desire fundamental education and skill development in the science and application of psychology to social and organizational situations and activities. Our goal is to provide an environment that is conducive to the development of scientist-practitioners who are prepared to assume the diverse responsibilities of positions at research universities, leading businesses, and professional service firms. Through coursework, field projects with organizations, and close working relationships with faculty members and fellow graduate students, doctoral students are provided with advanced training in the theoretical concepts, research methods, and applications of social-organizational psychology. Students gain critical knowledge and skills that encompass both research and practice.

Some unique aspects of the program include:

MASTER OF ARTS IN SOCIAL PSYCHOLOGY (ORGS)

Doctoral students enrolled in ORGD may complete 32 credits towards an en passant MA in Social Psychology. There are no direct admits to this degree, and transfer credits are not permitted. Courses used to fulfill the MA in Organizational Psychology (ORGM) cannot be used towards the MA in Social Psychology.

Degrees

Group by Degree Type

Master of Arts

Executive Masters in Change Leadership
Master of Arts Points/Credits: 45 Entry Terms: Summer Only Degree Requirements

EXECUTIVE MASTERS PROGRAM IN ORGANIZATIONAL PSYCHOLOGY WITH A SPECIALIZATION IN CHANGE LEADERSHIP (ORGX) Executives enrolled in the program will be exposed to a change leadership curriculum that is grounded in traditional psychological and business principles while focused on leading change in contemporary organizational environments. Learning objectives reflect professionally documented competencies essential for successful change leaders and are sequenced to emphasize the multi-level, complex nature of change in today’s organizations. Executives will learn about change- related topics at the societal, organizational, group, and individual levels and will be asked to integrate their own learning and professional development through action research projects, cultural events, and participation in discussion-based reflective practice courses. Executives will enroll in twelve core courses that reflect the fundamental knowledge, skills, and abilities required for leading organization change. These courses are sequenced across four Learning Modules, each of which focuses on a different aspect or level of change in organizations (e.g., system, group, individual). In addition to the core, two integrative courses have also been developed to assist with the translation and application of course concepts to the actual work environment, namely through action research and individual and group reflection. These integrative courses will span the length of the entire program and will have virtual components that occur in the liminal spaces between modules. All integrative courses are part of the formal curriculum and will be taken for credit. Capstone Project The third integrative course will require executives to apply their learning to a change leadership initiative within their sponsoring organizations.

Social-Organizational Psychology
Master of Arts Points/Credits: 45 Entry Terms: Spring/Summer/Fall Degree Requirements

Advanced Core Required Courses: Level II

The three courses immediately below are required for all candidates. In addition, candidates must choose one of the application courses (listed further down), for a total of four courses required to satisfy the advanced core level II:

Plus one of the following application courses:

Breadth Courses: 6 credits Teachers College, non-ORLJ courses are required. Please consult an advisor.

Suggested Organizational Psychology Elective/Concentration Courses:

The following courses are suggested electives within ORLJ. Students may choose from among these electives and other relevant electives that are not listed here (including courses at the Graduate School of Business, SIPA, etc.) upon consultation with an academic advisor.

Internship

While not a prerequisite for graduation, an internship may be helpful for proper job placement. The purpose of the internship is to provide students with an opportunity to gain practical experience relevant to their interests and to apply the principles of organizational psychology theories to real-world situations. Students who are interested in doing an internship should consult with an academic advisor.

Comprehensive Examination

The Comprehensive Examination, ORLJ 5500, may be taken after a student has completed the core level I courses receiving the grade of a C+ or above. In addition, 32 of 45 credits toward the M.A. degree must be complete or in progress the semester the exam is taken. Students are encouraged to take the exam in their penultimate semester of the M.A. degree program.

A student must score 80% or above to pass the comprehensive examination. Should a student fail the examination twice, he/she may not be allowed to continue in the M.A. degree program.

Social-Organizational Psychology - West Point
Master of Arts Points/Credits: 45 Entry Terms: Summer Only Degree Requirements

The following are short summary descriptions of the courses that will be included in the program of study leading to an MA in Organizational Psychology for the cohort of military officers in the Eisenhower Leader Development Program (ELDP). The first four courses will be taught at the United States Military Academy (USMA) and all others will be taken at Teachers College, Columbia University and will be taught by the faculty of Teachers College. 1. Quantitative Research Methods (LD 710) – This course is designed to give students an understanding of quantitative research studies of human behaviors and how to use data to investigate and answer research questions. Students will identify strengths and limitations of common study designs and will apply statistical models to data and interpret output from statistical software, as well as cover and understand the ethical considerations when conducting research on humans. (3 credits) 2. West Point, the Army, and the American Military Experience (LD 720) - The course examines the history of West Point and the U.S. Army in the context of the American military experience. LD720 focuses on the history of West Point as an institution in the 20th Century primarily through text; however, the course meets in a different venue on campus for each lesson. West Point’s architecture, art, chapels, cemetery, museum, memorials, and geography serve as vehicles to understand the institution outside of the classroom. For students seeking a graduate degree in organizational psychology, this course provides the historical context for one organization. (3 credits) 3. Cross-Culture and Strategic Leadership (LD 730) - The course explores the effects of culture on leadership at the organization through global region level. Cultural differences across nations are explored using nine comparable cultural dimensions while simultaneously examining how these same cultures differ internally based on race, gender, religion, and other factors. Through an understanding of cross-cultural differences, leaders enhance their abilities to understand, predict and influence behaviors across different cultural contexts. Students complete three cross-cultural experiences and analyze these cultures using the GLOBE study cultural dimensions and culturally based implicit leadership theories. Course Objective: LD730 graduates will effectively assess culture, understand its influence on individuals, organizations, and societies and are effective leaders across diverse cultural contexts. (3 credits) 4. Leader Development (LD 740) - The course focuses on the broad domain of leader development. In short, it concentrates on how leaders in organizations can develop others to realize their potential. Growing other people's talents helps leaders to accomplish the mission and improve their organizations. LD740 builds upon ORLJ 5005 (which examines leadership and leadership theory from a variety of perspectives). The course seeks to integrate much of the theoretical work associated with constructs related to organizations, leadership, and adult development in order to provide a more complete understanding of how leaders are nurtured (and influenced).(3 credits) 5. Group Dynamics: A Systems Perspective (ORL 5362) – This course provides students with an opportunity to develop an in-depth understanding of group dynamics from a systemic perspective and to learn about their own behavior in groups. This course aims to enable students to perceive, understand, and interpret dynamics in groups and systems using a group relations framework. The course covers: theories of group development; group boundaries, tasks, and roles; power and authority in groups and systems; dynamics of small and large groups; dynamics between and among groups in a larger system or organization; and the interplay of socio-political identities and group dynamics. (3 credits) 6. Organizational Psychology (ORLJ 4005) – This course is an introduction to theories and research that underlie the field of organizational psychology and is intended to help students understand the behavior of people in today’s complex organizations. Implications for and applications of topics such as motivation, leadership, group dynamics, organizational culture, decision-making, job design and workforce diversity in various organizational contexts are considered. (3 credits) 7. Understanding Behavioral Research (ORLJ 4009) – This course is designed to help individuals become informed consumers of data and information. An overview of the various methods of behavioral research and the relative strengths and limitations of each is addressed. The ability to read and evaluate social science research is developed and the skill of conducting research is initiated. (3 credits) 8. Executive Coaching (ORLJ 4010) – Executive Coaching combines two previously taught courses into one, intentionally to integrate theory and practice. As such, this course is intended to provide students with an overview of theory, research, and practice related to executive coaching within organizational settings as executive coaching is viewed as a subset of organizational consultation. Assuming some basic knowledge of organizational behavior and theory and limited experience with coaching, the course is designed to give students an opportunity to gain foundational knowledge of the coaching process, including how to create a coaching relationship, engage in coaching conversations, and build commitment for action planning. Throughout the semester the focus will be on increasing self-awareness and other awareness, and linking one’s experience to theory and research in service of developing effective individual coaching skills. As a result of coaching and being coached, reading and lectures, and through ongoing reflective exercises, each student will develop thier own coaching model as well as a process of ongoing monitoring and revision of the model. (3 credits) 9. Leadership & Supervision (ORLJ 5005) – This course focuses on major psychological and other interdisciplinary approaches to the study of leadership and provides a critical analysis of relevant theories and research and an understanding of practical applications within organizations. (3 credits) 10. Organizational Dynamics (ORLJ 5045) – This course studies organizations as total systems with consideration of different types of organizations. Emphasis on the impact of such dimensions as mission, strategy, structure, culture, systems, and leadership on individual and organizational performance and vice versa, is considered. Organizational change is also addressed. (3 credits) 11. Preparation for Coaching (ORLJ 5310) – In this practicum course, students are supervised in the application of their coaching model, developed in ORLJ 4010, to a cadet at the United States Military Academy, in preparation of assignment as a Tactical Officer and as leaders assigned to coach and develop individuals under their command. (1 credit) 12. Any of the following conflict resolution courses (courses outside of those not listed below must be approved by the TC-­ELDP Program Director in advance): Adaptive Negotiation & Conflict Resolution (ORLJ 5340) An experiential course designed to promote negotiation understanding and adaptivity across negotiation situations. Students will have the opportunity to develop more self-awareness and basic collaborative negotiation skills with supervised practice. (3 credits) Effective Mediation: Standard and Adaptive Practices (ORLJ 5341) Mediators help disputants handle their conflict constructively and to find acceptable solutions. Students will learn the conditions when mediation is most effective, appropriate and feasible; identify basic differences in the task versus relationship nature of the cases presented; and employ strategies that are fitting and conducive to mediation. (3 credits) Fundamentals of Cooperation, Conflict Resolution, and Mediation in DifferentInstitutional Contexts (ORLJ 6040) Focusing on theory and research, this course covers such topics as cooperation and competition, trust and suspicion, bargaining and negotiation as they relate to conflict resolution in various contexts. (3 credits) 13. Practicum in Change and Consultation (ORLJ 6343) [capstone course] – This course is intended to provide students with an introduction to the practice of consultation and planned organizational change through the application of behavioral science concepts and tools. Assuming some basic knowledge of organizational behavior and theory, the course will address issues of how to gather information about organizations in order to diagnose and facilitate change, to increase effectiveness, and to foster the capacity for learning and development over time. The focus will be on understanding organizations through the development and use of diagnostic models and self-as-instrument in conjunction with specific change technologies during all phases of consulting to organizations. The course is heavily weighted toward practice and provides students with opportunities to: give class presentations; give and receive feedback to and from peers – individually and collectively; learn what factors enhance and impede team development and effectiveness; consult to a team as well as be a client team; and form a consulting firm in which the task is to provide consultation to a “real” client organization. The course is divided into two components: class session (Mondays) and weekly team meetings (Wednesdays). Learning opportunities are intentionally designed to be sequential with team assignments building on learning from class and vice versa. Class sessions vary weekly according to the topic and task and include a variety of learning experiences such as brief lectures, discussion of cases, structured team-work, and simulated as well as actual consultation with an organization. (5 credits) 14. How Adults Learn (ORLD 4051) – This course provides a sophisticated introduction to basic and significant theories of adult learning. Areas covered include: transitions and evolutions; learning and achieving styles; exploration of how people think, reason, and make meaning of the complexities around them; and transformation theory. Each of these areas focuses on its application to an understanding of how adults learn. (3 credits)

Doctor of Philosophy

Social-Organizational Psychology
Doctor of Philosophy Points/Credits: 75 Entry Terms: Fall Only Degree Requirements
  1. Research and Statistics
  2. Theory and Practice in Social-Organizational Psychology
  3. Integrative Experiences
  4. Breadth Requirement (courses beyond those offered by program faculty but within TC)
  5. Elective courses
  6. Dissertation Advisement

Students take both required and elective courses for a total of 75-79+ credits. Variable-credit courses should be taken for the minimum rather than the maximum number of credits in order to have both the required number of credits and the desired distribution of courses.

For a more comprehensive description of the Ph.D. degree program requirements, please see the Ph.D. program handbook, located on the Social-Organizational Psychology student resources web page. The handbook should be considered the primary document with regard to degree requirements for the Ph.D. program, including information on requirements for the two Qualifying Papers.

1.) Research and Statistics (6 courses required)

Plus one of the following:

2.) Theory and Practice in Social-Organizational Psychology (12 courses required)

Courses in this section are sub-divided into theory/seminar and practice courses. Of the twelve required courses, there are five courses that are set (two pro-seminars, as well as three practice courses). Of the seven remaining courses, four must be theory/seminar courses taught by TC Faculty, while the remaining three may be selected from either the remaining optional theory/seminar courses or the remaining optional practice courses listed below.