Harvard Business review, Mar 2011
Success can breed failure by hindering learning at both the individual and the organizational level. We all know that learning from failure is one of the most important capacities for people and companies to develop. Yet surprisingly, learning from success can present even greater challenges. To illuminate those challenges—and identify approaches for overcoming them—we will draw from our research and from the work of other scholars in the field of behavioral decision making, and focus on three interrelated impediments to learning.
The first is the inclination to make what psychologists call fundamental attribution errors. When we succeed, we’re likely to conclude that our talents and our current model or strategy are the reasons. We also give short shrift to the part that environmental factors and random events may have played.
The second impediment is overconfidence bias: Success increases our self-assurance. Faith in ourselves is a good thing, of course, but too much of it can make us believe we don’t need to change anything.
The third impediment is the failure-to-ask-why syndrome—the tendency not to investigate the causes of good performance systematically. When executives and their teams suffer from this syndrome, they don’t ask the tough questions that would help them expand their knowledge or alter their assumptions about how the world works.
In business, any number of factors may lead to success, independent of the quality of a product or management’s decisions. Yet it is all too common for executives to attribute the success of their organizations to their own insights and managerial skills and ignore or downplay random events or external factors outside their control. Research has proved that this is normal human behavior. Moreover, when examining the bad performance of others, people tend to do the exact opposite.
To avoid the success-breeds-failure trap, you need to understand how experience shapes learning. Learning is, of course, a highly complex cognitive and organizational process, and numerous models have been developed about it in the academic literature. Drawing from those, we present a simplified model that highlights the effect that success and failure have on learning.
We start with the premise that individuals and organizations at any point in time hold certain theories, models, principles, and rules of thumb that guide their actions. Your choices about the people you hire, the projects you fund (or terminate), the features you include in new product designs, and the business strategies you pursue are all influenced by them. Sometimes theories are quite sophisticated and rooted in science or decades of practical experience. But in many other cases, they are pretty informal—and we may not even be aware that they are swaying our decisions. Learning is the process of updating our theories. In some cases personal experience alters them. But members of an organization also learn together. Experience with both winners (the iPod) and losers (the Newton) has caused Apple, as a company, to update its theories of what leads to successful products.
From this perspective, learning is all about understanding why things happen and why some decisions lead to specific outcomes. This understanding does not come automatically. We make a conscious choice to challenge our assumptions and models. And usually, we do so as the result of a failure.
But what about success? Success does not disprove your theory. And if it isn’t broken, why fix it? Consequently, when we succeed, we just focus on applying what we already know to solving problems. We don’t revise our theories or expand our knowledge of how our business works.
Five Ways to Learn
Celebrate success but examine it.
Institute systematic project reviews.
Use the right time horizons.
Recognize that replication is not learning.
If it ain’t broke, experiment.
Information You Can Use. Knowledge You Can Trust
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