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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

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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 Psychology 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: Pro-Seminar in Adult Education

Adult education is an interdisciplinary field of theory and practice that draws on social sciences. Students in AEGIS are experienced practitioners who come to the program with a wide range of disciplinary, theoretical, and practical backgrounds on which they can draw as they begin this journey.  The pro-seminar provides a common language in our quest as adult education scholar-practitioners.  It is a forum through which students can examine the common threads of adult learning and education that run throughout the different settings and disciplines through which they practice. Students examine the main theoretical orientations and professional practice areas in the field. They also examine and critique the personal, philosophical, and professional presuppositions and underpinnings of their practice.

 

ORLD 6908: Adult Education/Learning: Theory and Practice

This course helps educators gain insight into themselves as facilitators of adult learning based on theory, research, and practice related to learning from and through experience, self-directed learning, and transformative learning theory. This course supports a critical appraisal of one's facilitation practice. The format will be interactive discussion of various theoretical perspectives on adult learning, with a view to how these ideas can be used to understand / improve / change your practice.

Faculty: Marsick, Victoria

ORLD 6918: Introduction to Research

This course is an intensive seminar designed to introduce doctoral students of a new AEGIS cohort to the discipline and constituent practices of conducting a literature review within context of doctoral studies and dissertation work. On conclusion of this course, students will be able to: a) search for topic-related literature; b) take and organize notes from the review; c) identify qualities of literature constituting the review; and d) possess knowledge of fundamental resources needed for writing the literature review.

Faculty: Marsick, Victoria

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.