- 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.
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.
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.