Managing Instructor
Dr. William "Bill" Yates has a career that spans a number of core capability domains including program, project and operations management, customer service, and as well as post-secondary education and corporate instruction. In the business world, his accomplishments include driving increased efficiencies into operations, streamlining organization product/service delivery, and achieving documented superior customer satisfaction levels. His value-added successes have often been within environments undergoing substantial and often turbulent change, including Fortune 100 and 500 companies, and a global venture start up.
Dr. Yates’ corporate experience sometimes involved cross-industry, academia and government consortium partnerships. One example involved a multiyear, multi-million health informatics network program; another example was a two-year multi-million dollar public/private cost-share project where all company objectives were met accomplished on time and within the budget planned. But it wasn't until he was mentored by a quiet and mild-mannered older project manager whose breadth and depth of thirty-six years of project experience and practiced wisdom in the discipline brought Dr. Yates to a new level of understanding and appreciation for the craft.
Since 2001, Dr. Yates has been an independent instructor as well as taken on adjunct professor or instructor responsibilities associated with three major university related corporate education programs. Increasingly, the instruction roles have migrated from the classroom to the online environment (synchronous and asynchronous). His instructional assignments and presentations have taken him to China, Spain, and Kuwait. In the last instance, the realities of global instructional "proximity and presence" were clearly manifest as he communicated online from Kuwait City (with the early morning city sounds distinctly in the background) to students across several continents and 13 time zones. Over the years his online responsibilities have included overseeing and interfacing with thousands of students representing such geographical dispersion points as locations across the United States, Canada, Australia, Puerto Rico, Jamaica, and on the African continent.
Dr. Yates earned his Doctor of Education degree from The George Washington University, in connection with the Executive Leadership Doctoral Program offered within the Graduate School of Education and Human Development. His Masters degree in Project Management was also earned from GWU in the School of Business and Public Management. He received his Project Management Professional (PMP) credential in 1996 and has maintained its active status since.
It was in relationship to his research studies involving adult learning, young adults with disabilities, and chaos and complexity theory that Dr. Yates began to develop the focus area of human dynamics in project management. He has initiated an ongoing collegial dialog that embraces both academic and practitioner input. For more about this, see the information on the Society for Human Dynamics in Project Management (SHDxPM).
His teaching philosophy begins with the centrality of the student in the learning process, recognizing the variability and uniqueness presented by each student, and the critical importance of the teacher adopting the role of co-learner in the learning process. He believes approaching students with a one-size-fits-all-assembly-line-approach presents an anemic form of education at best, one given more to the development of a mime or parrot than authentic student learning. He is concerned not only with what students are being taught, but how they are taught, and the degree of authenticity in their learning.
Dr. Yates’ corporate experience sometimes involved cross-industry, academia and government consortium partnerships. One example involved a multiyear, multi-million health informatics network program; another example was a two-year multi-million dollar public/private cost-share project where all company objectives were met accomplished on time and within the budget planned. But it wasn't until he was mentored by a quiet and mild-mannered older project manager whose breadth and depth of thirty-six years of project experience and practiced wisdom in the discipline brought Dr. Yates to a new level of understanding and appreciation for the craft.
Since 2001, Dr. Yates has been an independent instructor as well as taken on adjunct professor or instructor responsibilities associated with three major university related corporate education programs. Increasingly, the instruction roles have migrated from the classroom to the online environment (synchronous and asynchronous). His instructional assignments and presentations have taken him to China, Spain, and Kuwait. In the last instance, the realities of global instructional "proximity and presence" were clearly manifest as he communicated online from Kuwait City (with the early morning city sounds distinctly in the background) to students across several continents and 13 time zones. Over the years his online responsibilities have included overseeing and interfacing with thousands of students representing such geographical dispersion points as locations across the United States, Canada, Australia, Puerto Rico, Jamaica, and on the African continent.
Dr. Yates earned his Doctor of Education degree from The George Washington University, in connection with the Executive Leadership Doctoral Program offered within the Graduate School of Education and Human Development. His Masters degree in Project Management was also earned from GWU in the School of Business and Public Management. He received his Project Management Professional (PMP) credential in 1996 and has maintained its active status since.
It was in relationship to his research studies involving adult learning, young adults with disabilities, and chaos and complexity theory that Dr. Yates began to develop the focus area of human dynamics in project management. He has initiated an ongoing collegial dialog that embraces both academic and practitioner input. For more about this, see the information on the Society for Human Dynamics in Project Management (SHDxPM).
His teaching philosophy begins with the centrality of the student in the learning process, recognizing the variability and uniqueness presented by each student, and the critical importance of the teacher adopting the role of co-learner in the learning process. He believes approaching students with a one-size-fits-all-assembly-line-approach presents an anemic form of education at best, one given more to the development of a mime or parrot than authentic student learning. He is concerned not only with what students are being taught, but how they are taught, and the degree of authenticity in their learning.
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