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«Department of Organization & Leadership Phone: (212) 678-3820 Box 224 Fax: (212) 678-3957 Teachers College, Columbia University E-mail: ...»

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Yorks, L. & Sharoff, L. (2001). An extended epistemology for fostering transformative learning in holistic nursing education and practice. Holistic Nursing Practice, 16, 21-29.

Yorks, L., O’Neil, J., & Marsick, V.J. (1999). Action learning: Theoretical bases and varieties of 7 practice. In L. Yorks, J. O’Neil, & V.J. Marsick (Eds.). Action learning: Effective strategies for individual, team, and organizational development. Advances in Developing Human

Resources series, 1(2). Sponsored by the Academy of Human Resource Development:

Berrett-Koehler Publishers.

Yorks, L., Marsick, V.J. & O’Neil, J. (1999). Lessons for implementing action learning.

L. Yorks, J. O’Neil, & V.J. Marsick (Eds.). Action learning: Effective strategies for individual, team, and organizational development. Advances in Developing Human

Resources series, 1(2). Sponsored by the Academy of Human Resource Development:

Berrett-Koehler Publishers.

Yorks, L., Lamm, S. & O’Neil, J. (1999). Transfer of learning from action learning to the organization. In L. Yorks, J. O’Neil, & V.J. Marsick (Eds), Action learning: Effective strategies for individual, team, and organizational development. Advances in Developing Human Resources series, 1(2). Sponsored by the Academy of Human Resource Development, Berrett-Koehler Publishers.

Yorks, L., O'Neil, J., Marsick, V.J., Lamm, S., Kolodny, R., & Nilson, G. (1998). Transfer of learning from an action reflection learning program. Performance Improvement Quarterly.

11(1) 59-73.

Yorks, L., O'Neil, J., Marsick, V., Nilson, G., & Kolodny, R. (1996). Boundary management in action reflection learning: Taking the role of a sophisticated barbarian. Human Resource Development Quarterly, 7, 313-329.

Marshall, R.B., & Yorks, L. (1994). Planning for a restructured, revitalized organization. Sloan Management Review, 35(4), 81-91.

Yorks, L. & Whitsett, D.A. (1985). Hawthorne, Topeka, and the issue of science versus advocacy in organizational behavior. The Academy of Management Review, 10(1), 21-30.

Whitsett, D.A. & Yorks, L. (1983). Looking back at Topeka: General Foods and the quality-ofwork life experiment. California Management Review, 25(4), 93-109. (Reprinted in John B. Miner, The practice of management, Columbus, OH: Charles E. Merrill Publishing Company, 1985.)

Non-refereed Articles and Chapters Reviewed by Academic Editors.

Yorks. L. (2015). Teaching co-operative inquiry. H. Bradbury (Ed.). Sage Handbook of Action Research, (3rd ed.), (pp. 256-264). Thousand Oaks, CA: Sage.

Yorks, L. & Barto, J. (2015). Workplace, organizational, and Societal: Three domains of learning for twenty-first century cities. In L. Scott (Ed.). Learning cities for adult learners. New Directions for Adult and Continuing Education. 145, pp. 35Yorks, L. (2014). Developing strategic mindsets in HRD practice: Toward an integral epistemology of practice. In N. E. Chalofsky, T.S. Rocco, & M. L. Morris (Eds.), Handbook of Human Resource Development, (pp. 590-604.). Hoboken, NJ: Wiley.

Yorks, L. (2014). Teaching action researchers. Sage Encyclopedia of Action Research, (pp. 764-767), Thousand Oaks, CA: Sage

Marsick, V. J., Weaver, D. E. & Yorks, L. (2014). Learning through reflection on experience:

An adult learning framework for how to handle conflict. In P.T. Coleman, M. Deutsch, & E. C. Marcus (Eds.). Handbook of conflict resolution: Theory and practice (3rd ed.), (pp.

558-577). San Francisco: Jossey-Bass.

8 Yorks, L. & Barto, J. (2013). Invited reaction: The strategic value of HRD in lean strategy implementation. Human Resource Development Quarterly, 24, 29-33.

Yorks, L. & Scott, L. (2013). Lifelong tools for the learner, educator, and worker. In V. C.

X. Wang (Ed.), Handbook of research on technologies for improving the 21st century workforce: Tools for Lifelong learning(pp. 42-55). Hershey, PA: IGI Global.

Kasl, E. & Yorks, L. (2012). How presentational knowing fosters transformative learning and

change. In E. Taylor & P. Cranton (Eds.). Handbook of transformative learning:

Theory, research, and practice, (pp. 503-519). San Francisco: Jossey-Bass.

Poell, R F., Marsick, V. J., & Yorks, L. (2010). The relationship between central actors and level of reflection in project-based learning: 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.

Alcántara, L. Hayes, S. & Yorks, L. (2009). Cooperative inquiry in action:

Transformative learning through co-inquiry. J. Mezirow & E. W. Taylor and associates.

Transformative learning in practice: Insights from community, workplace and higher education, (pp. 251-261). San Francisco: Jossey Bass.

Beechler, S., Yorks, L. & Cipoen, R. (2008). Developing learning communities in executive education: A case study of a global senior executive program. In C. Wankel & R. DeFillippi (Eds.), University and corporate innovations in lifetime learning, (pp. 33-57). The research in management education and development series, Vol. 6. Greenwich, CT: Information Age Publishing.

Yorks, L., Aprill, A., James, L., Rees, A. M., Hofmann-Pinilla, & Ospina, S. (2006).





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 ed.), (pp. 487-497). Thousand Oaks, CA: Sage.

Kowalski, R., Yorks, L. & Jelinek, M. (2006). The workplace stress and aggression project: Ways of knowing—our rosetta stone for practice. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participatory inquiry and practice, (2nd ed.), (pp.

497-509). Thousand Oaks, CA: Sage.

Hayes, S. & Yorks, L. (2007). Lessons from the lessons learned: Arts change the world when… In S. Hayes & L. Yorks, (Eds.), Arts and societal learning: Transforming communities socially, politically, and culturally (pp. 89-98). New Directions for Adult and Continuing Education. San Francisco: Jossey-Bass.

Nicolaides A. & Yorks, L. (2007). An epistemology of learning through life. K. A. Richardson & P. Cilliers (Eds.), Explorations in complexity thinking: Pre-Proceedings of the 3rd

International Workshop on Complexity and Philosophy, (pp. 223-235). Mansfield, MA:

ISCE Publishing.

Yorks, L. (2006). Invited comments pp. 65-66, for J. A. Raelin & J. D. Raelin Developmental action learning: Toward collaborative change. Action Learning: Research and Practice, 3(1), pp. 45-67.

Marsick, V. J., Sauquet, A. & Yorks, L. (2006). Learning through reflection. In M. Deutsch, P.T. Coleman & E. C. Marcus (Eds.) Handbook of conflict resolution: Theory and practice (2nd.ed.), (pp. 486-506). San Francisco: Jossey-Bass.

Yorks, L. (2005). Action learning as a vehicle for management development and organizational learning: Empirical patterns from practice and theoretical implications.

In C. Wankel & R. DeFillipi (Eds.). Educating managers through real world projects, (pp.

9 183- 211). The research in management education and development series, Vol. 4.

Greenwich, CT: Information Age Publishing.

Yorks, L. (2005). Action research. In R.A. Swanson & E. Holton, (Eds.), Research in organizations: Foundational principles, processes, and methods of inquiry, (pp. 375-398).

San Francisco, CA: Berrett-Koehler.

Davis- Manigaulte, J., Yorks, L., & Kasl, E. (2005). Presentational knowing and transformative learning. In E. W. Taylor (Ed), Fostering transformative learning in the classroom: Challenges and innovations. New Directions for Adult and Continuing Education, (pp. 27-35). San Francisco, CA: Jossey-Bass.

Yorks, L. (2003). Beyond the classroom: Transfer from work-based learning initiatives. In E.

Holton & T. Baldwin, (Eds.). Improving learning transfer in organizations, (pp. 138-160).

San Francisco: Jossey-Bass.

Yorks, L. & Kasl, E. (2002). Learning from the inquiries: Lessons for using collaborative inquiry as an adult learning strategy. In L. Yorks, & E. Kasl, (Eds.), Collaborative inquiry as a strategy for adult learning. New Directions for Adult and Continuing Education, 94, 93-104. San Francisco, CA: Jossey-Bass.

Kasl, E. & Yorks, (2002). Collaborative inquiry for adult learning. In L. Yorks, & E. Kasl, (Eds.), Collaborative inquiry as a strategy for adult learning. New Directions for Adult and Continuing Education, 94, 3-11. San Francisco, CA: Jossey-Bass.

Yorks, L. & Marsick, V.J. (2000). Transformative learning in organizations. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress, (pp. 253-281).

San Francisco, CA: Jossey-Bass.

Yorks, L., O'Neil, J., Marsick, V. (2000). Action reflection learning™ and critical reflection approaches. In Y. Boshyk (Ed.). Action learning worldwide: Experiences of leadership and organizational development, (pp. 19-29). Hampshire, U.K: Palgrave Publishers.

Yorks, L. (1998). The integrated application of human resource technologies in support of strategically driven transformational change at Thermo King. In E. Mone & M. London (Eds.), H.R. to the rescue: Case studies of HR solutions to business challenges, (pp. 42-67).

Houston, TX: Gulf Publishing.

O'Neil, J., Marsick, V., Yorks, L., Nilson, G. & Kolodny, R. (1997). Life on the Seesaw: Action learning at Grace Coccoa. In M. Pedler (Ed.) Action learning in Practice, (3rd ed), (pp.

339-346). Aldershot, Hampshire, England.: Gower.

Dennis, C., Cederholm, L., & Yorks, L. (1996). Learning your way to a global organization. In K.E. Watkins & V.J. Marsick,(Eds.) In action: The learning organization, (pp. 165-177) Alexandria, VA.: American Society for Training and Development.

Marshall, R.B., Pitera, J., Yorks, L., & DeBerry, S.T. (1994). Using ego energy in an electric utility.

In R. Kilmann, I Kilmann (Eds.). Managing ego energy: The transformation of personal meaning into organizational success, (pp. 255-283). San Francisco: Jossey Bass.

Group for Collaborative Inquiry and thINQ.1 (1994). Collaborative inquiry for the public arena. In Brooks, A. & Watkins, K. (Eds.) The emerging power of action inquiry technologies, New Directions for Adult and Continuing Education, 63, 57-67. San Francisco: Jossey-Bass.

Yorks, L. & Bounds, G. (1991). Managerial leadership and cultural transformation, in M. Stahl & 1 thINQ is a registered name of a collaborative inquiry research group that has been adopted for purposes of group publication. Members of the group are John Bray, Joyce Gerdau, Linda Smith, Lyle Yorks, and Annette Weinberg Zelman.

–  –  –

Refereed Symposiums and Paper Presentations Lundgren, H., Clark, M., Marsick, V. J., Poell, R., Sung, S.Y., Yates, J., & Yorks. L. (2015).

Conceptualizing and Operationalizing Reflection in Experience-Based Learning.

16th International HRD Conference, University College, Cork, Ireland. (Shortlisted for The Alan Moon Memorial Prize, The University Forum for Human Resource Development.)

Beechler, S., Yorks, L., & Ciporen, R. (2010). Creating learning communities in the classroom:

Making the journey from teaching to learning in executive education. Academy of Management Annual Meeting. Montreal, Canada.

Kowalski, R. & Yorks, L (2007). Collaborative action inquiry and the importance of presentational knowing. Symposium, Engaged research: A Case Study from the VA workplace and aggression project. Academy of Management Annual Meeting. Philadelphia, PA.

Reid-Hector, J. & Yorks, L. (2007). Inquiry-based learning practices and reflection: A key to team learning and conflict management. Symposium, Engaged research: A Case Study from the VA workplace and aggression project. Academy of Management Annual Meeting.

Philadelphia, PA.

Nicolaides, A. & Yorks, L. (2006). Implications of complexity theory for co-inquiry generative learning. The experience of an action research project in the U.S. Department of Veteran Affairs. Third Biennial International Seminar on the Philosophical, Epistemological, and Methodological Implications of Complexity Theory. Instituto de Filosophia, La. Habana, Cuba, January.

Nicolaides, A. & Yorks, L. (2004). The paradox of human subjectivity: Alchemy in the service of enhancing the social implications of complexity theory. International Workshop on Complexity and Philosophy. Sponsored by Universidade Federal do Rio de Janerio, Instituto de Economia. Rio de Janerio, Brazil. Nov 18-19.

Yorks, L. (2004). Action learning as a vehicle for management development and organizational learning: Empirical patterns from practice and theoretical implications. Symposium, Action learning embedded in corporate contexts. Showcase Session. Academy of Management Annual Meeting. New Orleans. LA.

Voronov, M. & Yorks, L. (2004). Investigating the deep structure of the tower: What if we took power seriously in strategic learning. Academy of Management Annual Meeting.

New Orleans, LA.

Poell, R. F., Yorks, L., Marsick, V. J., & Woodall, J. (2004). Cross-cultural multi-theory perspectives in research: Dialogue based on theory and data from the U.S. and the Netherlands on action learning programs. In T. M. Egan & M L. Morris (Eds.) Academy of Human Resource Development Proceedings, (pp. 767-770). Innovative session, Austin, TX.

Yorks, L. & Beechler, S. (2003). Crossing the chasm: Creating integrative learning communities.

Academy of Management Annual Meeting. Seattle, WA: August.

11 Yorks, L. & Harmon, J. (2003). Lessons from a practitioner driven action inquiry project in the U.S. Department of Veterans Affairs. Academy of Management Annual Meeting.

Seattle, WA: August.

Yorks, L. & Beechler, S. (2002). Learning from experience: A novel approach to designing, delivering, and evaluating an education program for senior executives at Columbia Business School. Academy of Management Annual Meeting. Denver CO: August.

Yorks, L. (2002). Critical design issues impacting the development of networks and informal organization through action learning programs within organizations. Symposium, Building and sustaining networks using action learning. Academy of Management Annual Meeting. Denver, CO: August.



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