Get the hands-on training and insights needed to help today’s organizations build a skilled, productive, and adaptable workforce.
By pursuing this specialization, you’ll have the opportunity to complete the required training and accrue the requisite hours to prepare to sit for the Board Certified Coach (BCC) examination as part of the process to become certified as a Board Certified Coach. This credential is a mark of distinction for credential holders and a source of credibility for potential clients.1
The number of credits for completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate, call an enrollment specialist at 1-866-492-5336.
|Course Code||IPSY 6002||Course||Foundations of Graduate Study in Psychology||Credits||(3 cr.)|
|Course Code||IPSY 6200||Course||Themes and Theories in Industrial and Organizational Psychology||Credits||(5 cr.)|
|Course Code||IPSY 6480||Course||Psychology of Organizational Behavior||Credits||(5 cr.)|
|Course Code||IPSY 6214||Course||Consulting for Organizational Change||Credits||(5 cr.)|
|Course Code||IPSY 6755||Course||Leadership and Leader Development||Credits||(5 cr.)|
|Course Code||RSCH 6110||Course||Research Theory, Design, and Methods||Credits||(5 cr.)|
|Course Code||IPSY 6753||Course||Leadership Coaching: Theories, Concepts, and Processes||Credits||(6 cr.)|
|Course Code||RSCH 6210||Course||Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||IPSY 6756||Course||Leadership Coaching: Practices and Applications||Credits||(6 cr.)|
|Course Code||DRWI 8508||Course||Coaching Skills Virtual Intensive||Credits||(0 cr.)|
|Course Code||IPSY 6393||Course||Capstone||Credits||(5 cr.)|
Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students build a foundation for academic and professional success as social change agents. They assess the relationship of Walden's mission and vision to professional goals. They establish connections with their peers and the broader Walden community. Students engage in course assignments focused on the practical application of scholarly writing, critical-thinking skills, academic integrity, ethics, and the promotion of professional and academic excellence within the field of psychology.
Students in this course are introduced to the field of industrial/organizational psychology. The major focus is on industrial/organizational psychology, themes, models, and theories, as well as practical implications to individuals, groups, and organizations in a variety of workplace settings. Students evaluate and apply research, models, and theories related to practice in areas such as selection, training, and performance, as well as leadership, team dynamics, organizational development, and change.
Students in this course examine the application of behavioral theories in organizational settings. The focus is on individual, group, and organizational behavior. Topics include individual differences in employee motivation and job satisfaction, group development, team building, organizational leadership, and organizational design, culture, and development. Students acquire a broad knowledge base in organizational psychology, its research, and its applications.
Organizational and professional development (OPD) professionals promote and implement organizational change by using fundamental techniques of change management. Students in this course examine and apply these tools, including consulting competencies, approaches, and organizational change models to learn the skills of an OPD consultant. Students explore methods for accelerating individual, group, and organizational performance through consulting, coaching, and change management. They also explore related topics, such as organizational assessment; team development; strategic planning; group dynamics; power, politics, and influence; leadership; and conflict management. Students apply course concepts to the assessment of an organization and the development of strategies to address identified needs for change.
Leadership is complex and requires an exploration of the nuances, theories, and development required to be an effective leader. Students are provided with an extensive overview of leadership theories examining leadership from historical to more contemporary perspectives. Some of the more contemporary topics students explore include strategic and global leadership, team leadership, emotional intelligence, and crisis leadership. Students explore definitions of leadership, major theoretical leadership models, and contextual and situational factors related to leadership. Students also examine various perspectives on leadership and the role of leadership in the achievement of organizational, group, and individual goals. Students engage in application assignments and discussions, focusing on effective leadership issues and practices. Ethical, cultural, and global aspects of leadership are explored throughout the course. Leader development is emphasized as students examine different leadership issues.
In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
The intent of leadership coaching is to facilitate psychological change that leads to goal attainment and enhanced performance. In this course, students apply evidence-based psychological approaches to coaching case studies focusing on coaching competencies and ethical practices. They assess coaching roles and settings; skills and competencies; models and frameworks; and current issues and future trends. Students employ critical-thinking skills and synthesize concepts learned in the course to develop a plan for implementing effective coaching in a real-world setting. Students will also engage in hands-on coaching competency and skill development through Voice to Voice training sessions. (This course includes a practice lab).
Students in this research course build core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. In this course, students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.
Effective leadership coaches must be fully capable of working with clients immersed in different organizational cultures that present unique challenges. In this course, students apply models, approaches, and frameworks; individual and team coaching strategies; and ethical guidelines to case studies focusing on coaching competencies and ethical practices. Students also examine characteristics, factors, and conditions that influence the effectiveness of coaching; assessment and evaluation; diversity considerations; and professional issues and challenges. Students will also engage in hands-on coaching competency and skill development through Voice to Voice training sessions. (This course includes a practice lab). IPSY 6753.)
In this intensive experience, students immerse themselves in the coaching context to practice and reinforce coaching skills acquired during IPSY 6753/8753 - Leadership Coaching: Theories, Concepts, and Processes. Students participate in live virtual coaching sessions through various roles: coach, client, and observer. Each synchronous coaching practice session emphasizes Board Certified Coach competencies and ethical guidelines as well as coaching best practices. Small groups work closely with faculty members for 4 days on a final project that requires synthesis of and reflection on skills learned during the intensive. IPSY 6753/8753 - Leadership Coaching: Theories, Concepts, and Processes; IPSY 6755/8755 - Leadership and Leader Development.)
Students are provided with the opportunity to synthesize knowledge and skills acquired throughout their program into a practical project designed to promote positive social change in a capstone project. During this course, students work on a capstone project in which they complete a major integrative paper on a topic related to their specialization, incorporating theoretical and practical knowledge as well as social scientific research skills acquired throughout the program. The instructor may approve other capstone projects presented by students.
1The MS in Industrial and Organizational Psychology – Evidence-Based Coaching specialization has been designed to prepare students to sit for the national Board Certified Coach Examination (BCCE) which is administered by the Center for Credentialing and Education. Walden enrollment specialists can provide information relating to national certification exams; however, it remains the individual’s responsibility to understand, evaluate, and comply with all requirements relating to national certification exams for the state in which he or she intends to practice. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain national certification. For more information regarding the application process please see http://www.cce-global.org/Credentialing/BCC/Exam.