2012 TC Academics
Teachers College, Columbia University
Teachers College Columbia University

Academics

Section Navigation

Lyle Yorks

Professional Background

Educational Background

  • Ed.D. Columbia University, New York, N.Y. May 1995
  • M.A. Columbia University, New York, N.Y. May 1993
  • M.A. Vanderbilt University, Nashville, TN. May 1972
  • B.A. Tusculum College, Greeneville, TN. June 1968

Scholarly Interests

  • Action Learning
  • Action Research 
  • Collaborative Inquiry
  • Qualitative Research Methods
  • Strategic Approaches to Human Resource Development
  • Strategy Development/strategic Advocacy 
  • Application of adult learning theory to individual, group, and organizational learning, and workforce and organizational development

Selected Publications

Langer, A. M. & Yorks, L. (2013). Strategic IT: Best practices for managers and executives. Hoboken, N.J.: Wiley.

Yorks, L. & Nicolaides, A. (2013). Toward an Integral Approach for Evolving Mindsets for Generative Learning and Timely Action in the Midst of Ambiguity. Teachers College Record, 115(8), 1-26.

Yorks, L. (2013). Ulilising action learning for fostering developmental capacity: An application in the graduate school setting. International Journal Human Resource Development and Management, 13, 4-22.

Nakamoura, Y. T. & Yorks, L. (2011). The role of reflective practices in building social capital in organizations: Implications for HRD research and practice. Human Resource Development Review, 10, 222-245.(Received the Elwood Holton III Research Excellence Award, 2011, for the Outstanding Article 2011 in Human Resource Development Review)

Kasl, E. & Yorks, L. (2010). Whose inquiry is this anyway? Money, power, reports and collaborative inquiry. Adult Education Quarterly, 60(4), 315-338.

Poell, R.F., Marsick, V.J., & Yorks, L. (2010). The relation between central actors and level of reflection in action-learning programs: Dutch and U.S. data and theory compared. In M. Van Woerkom & R.F. Poell, (Eds.), Workplace learning: Concepts, measurement, and application (pp. 148-166). London, U.K.: Routledge.

Yorks, L., Beechler, S., & Ciporen, R. (2007). Enhancing the impact of an open enrollment executive program through assessment. Academy of Management Learning and Education, 6, 310-320.

Yorks, L., Neumann, J.H., Kowalski, D., & Kowalski, R. (2007). Lessons learned from a 5-year project within the Department of Veterans Affairs: Applying theories of interpersonal aggression and organizational justice to the development and maintenance of collaborative social space. Journal of Applied Behavioral Science, 43, 352-372.

Yorks, L., Aprill, A., James, L., Rees, A.M., Hoffman-Pinilla, & Ospina, S. (2007). The tapestry of leadership: Lessons from six cooperative inquiry groups of social justice leaders. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participatory inquiry and practice, (2nd edition), (pp. 497-509). Thousand Oaks, CA: Sage.

Yorks, L. (2005). Strategic human resource development in organizations. Mason. Ohio: South-Western College Publishing.

Yorks, L. (2005). Adult learning and the generation of new knowledge and meaning: Creating liberating spaces for fostering adult learning through practitioner based collaborative inquiry. Teachers College Record, 12, 9-25.

Yorks, L. (2004). Toward a political economy model for comparative analysis of the role of strategic human resource development leadership. Human Resource Development Review, 3, 189-208. (Outstanding Article Award, HRDR, Academy of Human Research Development).

Yorks, L. (2003). Beyond the classroom: Transfer from work-based learning initiatives. In E. Holton and T. Baldwin, (Eds.). Improving learning transfer in organizations, (pp. 138-160). San Francisco: Jossey-Bass.

Yorks, L. & Kasl, E. (2002). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52, 176-192. (Reprinted in Danish, in K. Illeris & S. Berri (Eds.). Texts on adult learning. Copenhagen, Denmark: Roskilde University Press.)

curriculum vitae

Please click here to view as a PDF.

ORLD 5054: Strategy development as a learning process in organizations

This course provides a comprehensive view of organizational strategy from a learning perspective. Students examine various models for facilitating the development of strategic initiatives through learning interventions.

ORLD 5062: Human resource development in organizations

A comprehensive view of the field of human resource development. The emphasis is on how HRD relates to a changing workplace and how emerging theories of strategic and performance management relate to the learning and development needs of people and organizations. Prerequisite: ORLD 5055 or ORLJ 5003 (Organizational Psychol-ogy students), or instructor permission.

ORL 6500: Qualitative research methods in organizations: Design and data collection

An introduction to qualitative research methods conceptualization and data collection procedures and design. Students learn various qualitative data collection techniques and conduct a pilot study.

ORLD 6902: Proseminar in Adult & Cont Ed

ORLD 6908: Adult Lrng/Educ:Thry & Practce

ORLD 6918: Adv Sem:Research in Adult Educ

ORLD 8900: Dissertation Advisement in Adult Education

Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.