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Alan Echtenkamp

Professional Background

Educational Background

  • Ph.D., Social-Organizational Psychology, Columbia University, New York, NY (2004)
  • M.A., Social-Organizational Psychology, Columbia University, New York, NY (1996)
  • B.A., Psychology, Purdue University, West Lafayette, IN (1993)

Scholarly Interests

Selected Publications

Bergeron, D., Block, C. J., Echtenkamp, B. A. (2006). Disabling the Able: Stereotype Threat and Women's Work Performance. Human Performance, 19, 133-158.

Echtenkamp, B. A. (2004). Open Systems Theory and Leadership: A Dynamic Person-Centric Framework. Leadership Review, 4, 89-102.

professional presentations

Echtenkamp, B. A., & Riggio, R. E. (2004). Authentic Impression Management in the Individual, Group, and Organization: A Brief Research Agenda. Paper presented at University of Nebraska – Lincoln Gallup Leadership Institute Summit, Omaha, Nebraska.

Echtenkamp, B. A., Bergeron, D. M., & Block, C. J. (2003). Stereotype Threat in the Workplace: Goal orientation as a remedy. Poster presented at the annual conference of the American Psychological Society, Atlanta, Georgia.

Bergeron, D. M., Echtenkamp, B. A., & Block, C. J. (2001). Disabling the Able: Stereotype Threat and Women’s Work Performance. Poster presented at the 15th Annual Conference for the Society for Industrial and Organizational Psychology, San Diego, California.

biographical information

Alan Echtenkamp is Executive Director and global head of talent management for Time Warner.  He joined Time Warner in 2007 and is currently responsible for the design and implementation of talent strategies for senior executives across Time Warner (HBO, Turner, and Warner Bros.).  In this role, he works closely with business and creative leaders to identify, develop, and deploy high performing and high potential talent across the company.  

Prior to Time Warner, Alan worked as a consultant with Sibson Consulting and with Mercer Consulting.  In these roles, he helped to design, execute, and evaluate human capital strategies in industries ranging from pharmaceutical to higher education.  He also worked as an internal consultant to JPMorgan Chase in the area of leadership development.

In addition to consulting to organizations, Alan has worked as an adjunct professor at Columbia University, New York University, and Barnard College, and as the Postdoctoral Research Fellow at the Kravis Leadership Institute.  He also serves on the board of The Brotherhood/Sister Sol; a not-for-profit organization that provides comprehensive, holistic and long-term support services to youth who range in age from eight to twenty-two.  

Alan earned his Ph.D. in Organizational Psychology from Columbia University and his B.A. from Purdue University.  He lives in New York City with his wife and two children.

professional experiences

  • Time Warner, Inc. – New York, NY (2007- Present)
  • Sibson Consulting – New York, NY (2005-2007)
  • Kravis Leadership Institute, Claremont McKenna College – Claremont, CA (2004-2005)
  • Mercer Human Resource Consulting – New York, NY (1998-2001)
  • JPMorgan Chase – New York, NY (1996-1998)
  • Columbia University, New York University Stern School of Business, and Barnard College, Adjunct Professor (1996 – 2003)

  • Center for Creative Leadership Assessment Suite, including Benchmarks®, 360 BY DESIGN®, Executive Dimensions® and Prospector®.
  • Consulting Psychologists Press Assessment Suite, including Myers-Briggs®, Strong, TKI, FIRO®, CPI™
  • Hogan Assessment Suite, including HPI, HDS, and MBPI
  • Conflict Dynamics Profile

ORLJ 5003: Human resource management

Current and emerging emphases in the management of human resources in organizations.

ORLJ 5019: Data-based interventions in organizations

Prerequisite: ORLJ 4009. Reviews tools for collecting, organizing, and analyzing qualitative and quantitative data in organizations. Students explore and practice the use of data collection techniques most frequently utilized by practitioners in the field (secondary data, observations, questionnaires, interviews, and focus groups), as well as practice analysis techniques associated with these tools. The use of diagnostic tools is considered within the framework of the consulting cycle (contracting and planning, data collection, data analysis, and data feedback). Upon completion of this course, the students should be well prepared to engage in a consultation with the real client.