Too Successful to Succeed - University of Floridabear.warrington.ufl.edu/centers/purc/DOCS/... ·...
Transcript of Too Successful to Succeed - University of Floridabear.warrington.ufl.edu/centers/purc/DOCS/... ·...
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“Leadership in Infrastructure Policy” www.purc.ufl.edu1
Too Successful to Succeed: Toward an Adaptive Model of
Firm Survival
Mark A. Jamison
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Problem• Why do leading firms sometimes fail when
circumstances change?• Aside from concluding they…
Were never really that goodHad management problemsHad bad luck
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Example• Xerox developed xerography, was viewed as a
well managed firm and led large copier production
• But it failed to be prominent in desktop copiers
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Sears• Fortune (1964): Sears is “an extraordinary
powerhouse of a company” in retailing• Forbes (1990): “Sears has been a
disappointment for investors…”
• What happened?Rise of discount retailing and home centers in the 1960s, when Sears was at its peak
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Computers• Mainframes
IBM leader• Minicomputers
DEC, Data General, Prime, Wang, Hewlett-Packard, and Nixdorf leaders
• PCsApple, Tandy, IBM (Boca Raton) initial leaders
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DEC• Business Week (1986): “Taking on
DEC…is like standing in front of a moving train.” Cited in In Search of Excellence
• Business Week (1994): “DEC is a company in need of triage.”
• What happened? PC• DEC CEO flies plane rather than meet with IBM
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Not just businesses• Labor unions failed to adapt to decline of
manufacturing• Civil rights organizations failed to adapt to
change in culture
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Illustration• Suppose a duopoly providing x
Leading firm (expert) has lower marginal cost than rival (generalist)
• There are also potential entrants
• Technical change ⇒ demise of x and introduction of y
• Will incumbents survive the change? Who will be the expert firm for y?
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What we find• Generalists have advantage if change is a
“leap”Expert firms won’t survive if there are generalists to replace them, even if expert firms foresee the change
• Expert firms have advantage if change is incremental
• Intense rivalry decreases likelihood of incumbent failure
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Overview• Draw upon neuroscience, neuropsychology,
and behavioral economics• Examine human behavior in a novel
experience, i.e., one that it’s current beliefs do not adequately explain …
Indicates existing beliefs do not match realityIndicates existing institutional practices are not appropriate for the futureCreates ambiguity and distress
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Overview (cont.)• Choices when novel experience
• Ignore: illegitimate or temporary. o U.S. auto manufacturers in the early 1970so IBM turned down Microsoft’s offer to sell DOS
• Recognize it for what it is and either…o Learn the new reality and adapto Leave the future to others
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Novel experience• Something that happens that we cannot
explain given our beliefsTomorrow everyone receives a memo saying that all economics faculty get 40 percent raisesResponses
• “Bunch of bull.” “Hoax.” (Dismiss)• “Maybe the administration is really a bunch of nice
people after all? Or maybe it is up to something? Let’s see if it is true.” (Check beliefs)
o “Now that we know, they are nice (conversely, up to something), we will now act _______.” (Modify rules)
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Institutional Change• Beliefs and rules• Theory of adaptive learning• Model of adaptive learning
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Beliefs and Rules• North (1990, 2005): Institutions are sets of
rules that reflectBeliefs
• the way we think the world does work• the way we think the world should work• what we believe about others’ beliefs
Rules/Norms – the way we agree to do things• Reality – what really is
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Notation• i’s beliefs at time t: Βi,t
• Reality at time t: Ρi,t
• Distance between beliefs and reality: ||Β i,t - Ρi,t ||Adaptive learning is decreasing the distance between beliefs and reality and changing the rules accordingly
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NeuroscienceNeuroscience
Controlled Automatic
Linear and analytical. Subjective effort
Pattern based and quick response
Cognitive Recognize what is
Process novel information
Technical expert
Affective Emotions and Motivation
Consider emotional response
Accepted values and threats
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Experts• Experts are those whose experiences map
well to their beliefsDoesn’t mean that they know reality, just that their experiences are the experiences they expect, given their beliefs
• ExamplesChessSecurities tradersSports
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NeuroscienceNeuroscience
Controlled Automatic
Linear and analytical. Subjective effort
Pattern based and quick response
Cognitive Recognize what is
Process novel information
Technical expert
Affective Emotions and Motivation
Consider emotional response
Accepted values and threats
Exposure to novel patternscreates ambiguity
Exposure to novel patternscreates ambiguity
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NeuroscienceNeuroscience
Controlled Automatic
Linear and analytical. Subjective effort
Pattern based and quick response
Cognitive Recognize what is
Process novel information
Technical expert
Affective Emotions and Motivation
Consider emotional response
Accepted values and threats
Adaptive learning usescontrolled processes to change automatic processes.
Adaptive learning usescontrolled processes to change automatic processes.
Changing requirescognitive effort
Changing requirescognitive effort
Changing requiresreworking of emotions,values, traditions
Changing requiresreworking of emotions,values, traditions
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Confronting an adaptive challenge
• What happens when we cannot map an experience to our beliefs; i.e., encounter a novel experience?
Creates• ambiguity – a sense of not knowing how things really
work• anger – a sense that someone is screwing with us
The “stress” of ambiguity drains mental energy, which lowers productivity
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Adaptive learning• Investigating the novel experience to learn new
realities (changing beliefs) and to adapt rules and strategies
• EffectsLowers ambiguity, which improves productivityRequires conscious effort and consumes mental resourcesInspiration: Potential to increase “profits” by improving beliefs
• Reversion risk if do not abandon former practices
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Stress and mental work
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Stress
StressIncreasingCognitive Activity
StressDecreasingCognitive Activity
“Flooding”
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Model of Adaptive Learning• Recall distance between beliefs and
reality: ||Β
i,t - Ρi,t ||• Adaptive learning
f(Β i,t , Ψi,t ) = f(Β i,t+1)such that ||Β i,t - Ρi,t || > ||Β i,t+1 - Ρi,t ||Where Ψi,t = {0, Ψi,t , Ψi,t}
• No learning, productive learning, flooding
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Model• Firms providing x
“Mix” of experts and generalists• There are also potential entrants
• Technical change ⇒ demise of x and introduction of y
• Demandx and y are substitutes, but y is more valuable
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Model (cont.)• Supply
Constant marginal cost• Higher for generalist• Higher during adaptive work
Technology change• “Leap” if requires more adaptive work from expert
in x than from generalist in x to become expert in y• Otherwise, “incremental”
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Model (cont.)• Adaptive learning
Recall that rate of adaptive work is limited• Too much leads to flooding
Leap changes result in• Expert needing more adaptive learning than
generalist• Expert needing more time than generalist if
flooding would occur
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Model (cont.)• Rivalry
Conjectural variation• Firms choose outputs• Rivals’ reactions vary from none (Cournot) to one-
for-one (Bertrand)Finding
• With intense rivalry, only expert firms can receive non-negative profits in either market
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Results• P1: With leap change and multi-period
adaptive learning for experts, expert firms choose to go out of business
Generalists can adapt faster and so become new expertsGeneralists can stay generalists at no cost
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Results (cont.)• With sufficiently intense rivalry in x, all
firms are expertsWhen P1 holds, all incumbents go out of business
• With sufficiently intense rivalry in y, only firms becoming expert in y will survive
Works against experts in x
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What’s next• Fully model customer transition• Incorporate internal processes for change
How someone ensures firm doesn’t dismiss novel experienceHow resisters can keep a firm from adapting
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