Christopher Myers, PhD
Johns Hopkins University Carey Business School
Associate Professor
Expertise:
Health Caremanagement and organizationOrganization Behaviourlearning and knowledge managementLeadershipLeadership Developmenthealth care organizations
Christopher G. Myers, PhD is an associate professor in Management and Organization and the founding Faculty Director of the Center for Innovative Leadership at the Johns Hopkins University Carey Business School. He also holds a joint faculty appointment in the Johns Hopkins School of Medicine (Anesthesiology and Critical Care Medicine) and core faculty appointments in the Hopkins Business of Health Initiative and Armstrong Institute for Patient Safety & Quality. His research examines learning, leadership development, and innovation in organizations, specifically analyzing how people learn vicariously from others’ knowledge and experience at work. He focuses on studying health care organizations and other knowledge-intensive work settings. His work has been published in premier academic journals in the fields of management, organizational psychology, medicine, and health care, as well as in leading practice-oriented publications and editorials. Before joining Johns Hopkins, he was an assistant professor of organizational behavior at the Harvard Business School.
No Clipping
Title |
Cited By |
Year |
|---|---|---|
Learning Agility: In Search of Conceptual Clarity and Theoretical Grounding |
251 |
2012 |
Leadership Development: A Review and Agenda for Future Research |
176 |
2014 |
Why Companies are Becoming B Corporations |
98 |
2016 |
The Relational Nature of Leadership Identity Construction: How and When it Influences Perceived Leadership and Decision-making |
90 |
2015 |
Coactive Vicarious Learning: Toward a Relational Theory of Vicarious Learning in Organizations |
86 |
2018 |
Health Care Providers Can Use Design Thinking to Improve Patient Experiences |
45 |
2017 |
Is Your Company Encouraging Employees to Share What They Know? |
43 |
2015 |
Making Management Skills a Core Component of Medical Education |
34 |
2017 |
Cooperation in Multicultural Negotiations: How the Cultures of People With Low and High Power Interact |
33 |
2016 |
Social Media as a Platform for Surgical Learning: Use and Engagement Patterns Among Robotic Surgeons. |
27 |
2018 |
The Next Wave of Hospital Innovation to Make Patients Safer |
24 |
2016 |
The Hierarchical Face: Higher Rankings Lead to Less Cooperative Looks |
21 |
2012 |
Resilience in action: Leading for resilience in response to COVID-19 |
20 |
2020 |
Learning Agility: Many Questions, a Few Answers, and a Path Forward |
19 |
2012 |
Excising the “surgeon ego” to accelerate progress in the culture of surgery |
15 |
2018 |
Covid-19 Created an Elective Surgery Backlog. How Can Hospitals Get Back on Track? |
11 |
2020 |
"My Bad!": How Internal Attribution and Ambiguity of Responsibility Affect Learning from Failure |
11 |
2014 |
Gender Bias in Collaborative Medical Decision Making: Emergent Evidence. |
10 |
2020 |
The Conceptual and Empirical Value of a Positive Lens: An Invitation to Organizational Scholars to Develop Novel Research Questions |
9 |
2021 |
Performance Benefits of Reciprocal Vicarious Learning in Teams |
9 |
2021 |
Seeing Others’ Big Triumphs, We May Feel More Motivated than Usual to Succeed
When we perceive that a peer’s accomplishment has risen above the usual standard of “good work” and can be rated an “exceptional” success, our motivation to learn is enhanced, according to a new study in Academy of Management Discoveries.
05-May-2021 09:50:04 AM EDT
No Quotes
Available for logged-in users onlyLogin HereorRegister
RSS Feeds by Section