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