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Catherine Stakenas

Catherine Stakenas

ExCEL IO Adjunct Faculty
  • Associate Professor
    Business Psychology Department
  • The Chicago School Chicago
Department
ExCEL IO/FO Psychology
Address
The Chicago School of Professional Psychology (Online)
325 N. Wells St. Chicago, IL 60654
325 N. Wells St.
Office Location
325 N. Wells St.
Office Phone
312-467-8625
On-campus Ext.
8625
Email
cstakenas@thechicagoschool.edu
Website
Biography
Catherine joined The Chicago School Business Psychology Department in 2004 and currently holds a position as Associate Professor and course lead for Organizational Behavior and Organizational Culture and Design. Catherine entered sales and management consulting after years with Quest Diagnostics and managing $91M in sales, service, operations, and six mergers. Upon leaving Quest, she began her career in sales and management consulting. She traveled 25-40 weeks/year from 1997-2011, working with small businesses, corporations, and not-forprofits, providing coaching and training in sales, service, management, and leadership. Her analytical approach to assessment instruments and keen insight into behavioral awareness is grounded in her background as a medical technologist, and grass-roots business experience.
Education
  • American Academy of Medical Technology
  • Governors State University: B.A.
  • DePaul University: MA in Integrated Professional Studies focused in Change Management
  • Benedictine University: Post Graduate
  • Certification and expertise in 18 self-assessment instruments
Licensure(s)
Areas Of Expertise

Professional Memberships

  • CPP-Myers-Briggs Type Indicator, Certified 
  • Inscape Publishing, Authorized Distributor with Assessment Certifications 
  • ODN Chicago

Select Presentations

  • Stakenas, C. (2012). Practical Applications and Insights of Different Learning Styles One hour lectures and discussions on the three aspects of learning. Boston, MA. (1 CME/CMLE Credit) 
  • Stakenas, C. (2012). Job Search - Mining Relationships. One hour lecture and discussion on the art of networking and use of web-based programs in a job search. Boston, MA. 
  • Stakenas, C. (2012). Leading and Coaching More Effectively. Three hour lecture and discussion on building a leadership focus, effectiveness and flexibility. Chicago, IL., and Saugatuck, MI., Boston, MA. 
  • Stakenas, C. (2012). Feel Valued, Adventures In Attitudes. Three hour lecture and discussion on four workplace philosophies to improve your work place attitude. Chicago, IL., Boston, MA. 
  • Stakenas, C. (2012). The Analytical Approach To Effective Communication. One and one half hour lecture and discussion on effective communication and the application of the DiSC Personal Profile System. Chicago, IL., Boston, MA. 
  • Stakenas, C. (2012). Stress and Your Coping Resources. Five and one half hour lecture and discussion exploring the stress, and coping resources in your work and personal life. Chicago, IL. 
  • Stakenas, C. (2012). Four Level Selling and Simulation. One hour lecture and discussion on the selling process in the HVAC industry. Wisconsin Dells, WI. 
  • Stakenas, C. (2012). Time Mastery With Goal Setting and Action Planning. One hour lecture and discussion on managing time with a focus on twelve different categories in your life. Wisconsin Dells, WI. 
  • Stakenas, C. (2012). Discovering Diversity In So Many Ways. Lecture and discussion on the study of how to increase your awareness of individual, ethnic, and cultural differences, and identify potential areas of conflict and creating a welcoming work place for all people. Chicago, IL. 
  • Stakenas, C. (2012). Stakenas, C. (2011). Chaos, Conflict and Change. Three hour lecture and discussion on the workplace application of managing change and conflict with the Thomas-Kilmann Conflict Mode Instrument. Chicago, IL 

Community Involvement

  • Community Partners
  • Coaching and Staff Development within the Church Communites in Chicago and surrounding suburbs. 
  • NCWF Network focused on Employment and Job Search Support

My Teaching Philosophy 

My approach to teaching is to work closely with each student and help them to take the course materials we study through text books, articles, and self-assessments, and apply what they study to their “real world.” Our courses are written to ask questions and challenge your critical thinking through the on campus classrooms, online Discussion Forums, Written Assignments, and field work with our Community Partners. 

As their instructor, I take the theories, concepts, and models we study, and bring them to life by applying them to my own work place experiences. This models the behavior and mental exercise the student needs to experience so they can dig deep within, and apply that theory to their own life. That is when the real learning takes root! 

Why did you choose to enter the field of business psychology? 

I found that the field of business psychology can make a difference in the lives of people on the job, professionally, personally and socially. Organizational Behavior examines concepts such as motivation, leadership, teams, management, diversity, personality, and behaviors. It is concerned with cognitive and emotional differences among people. Organizational Theory is a way of thinking about organizations with the differences in structure and behavior at the organizational level of analysis. 

I was the project manager for six mergers while I worked for Quest Diagnostics. I did great with the numbers and timelines, however, I think there were times I left broken glass around when it came to the people. That is what drove me to graduate school where I studied Organizational Development. I wanted to learn how to do it right and make a difference in people’s lives and within organizations.

What advice would you give a student entering The Chicago School? 

The Chicago School creates learning environments where a student will both read about theories, concepts, and models, and experience them in our classrooms and with our Community Partners. The Chicago School teaches people how to earn a living and make a difference in doing so. The people of the Chicago School work in teams to support each student’s individual needs.