Yorks, Lyle (ly84) | Teachers College Columbia UniversitySkip to content Skip to main navigation
Spring 2017: Tuesdays & Wednesdays, 5pm-7pm.
- 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
- 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
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.)