Guest blog written by Claudio Roberto Amitrano
This is a blog series written by the alumni of the Leading Economic Growth Executive Education Program at the Harvard Kennedy School. Participants successfully completed this 10-week online course in July 2020. These are their learning journey stories.
What is development? How is it driven? How can we get there? Who is it for? What do countries have in common? What are their specific problems? How do we identify them? How do we find solutions? Who will lead, authorize, design and implement them? Who are ‘We’ and how do we build the ‘Sense of us’? What can we learn from the policymaking process, working in multi-agent teams and doing things together?
These issues come to my mind when I think about the Leading Economic Growth (LEG) course from Harvard Kennedy School. However, those questions were presented not to show an absolute answer, but to teach us a way of thinking about them, a method to identify the important problems for our societies and to empower us to find and implement solutions that fix them.
Despite not providing definitive answers, the course touched upon some clues. Firstly, it seems that economic development is related to technology, which can be divided in three parts: 1) embodied knowledge (machines); 2) codified knowledge (books and manuals); 3) tacit knowledge (knowhow in people’s brains). While the first two are relatively easy to diffuse and absorb, the latest is not.
The way countries use technology to foster development is strongly related to complexity. The more diverse and less ubiquitous the set of goods and services a country produce and trade, the more complex and developed its economy is. In turn, diversity and ubiquity are conditioned by the amount of different knowhow a country can absorb and amass. Although each individual might know less, the society, as whole, knows more. The image of the scrabble game is quite interesting to exemplify this idea. A word to be written needs letters. The more letters one have, the more different and complex words one can write.
In this sense, growth is associated with the country’s ability to ‘jump’ to nearby activities, whose knowhow is similar to the ones already developed. On the other hand, it might be related to its ability to ‘jump’ to faraway activities, whose knowhow is quite different from the ones already learnt, but through strategic policies can be acquired. Notwithstanding, the ‘growth problem’ is not only connected to these issues. It also depends on the removal of the binding constraints that hinder progress and the policies countries develop to deal with them. It leads us to another way of thinking complexity.
Complexity can also be seen as problems with multiple moving parts and interdependent players, in which relationships, their properties of self-organisation and interconnections defines their trajectories. From the standpoint of public policy, identifying and finding solutions to complex problems requires a Problem-Driven Iterative Adaptation’ (PDIA) approach, instead of a ‘Solution-and Leader-Driven Change’ (SLDC), in which one can construct and deconstruct problems. From the perspective of economics, it requires a Growth Diagnostic approach, whose main objective is to find the binding constraint to economic growth. Based on the idea of complementarity between inputs, as well as between institutions, this methodology is able to avoid or at least minimize the second-best interactions problem.Continue reading A Problem-driven Approach to Complexity, Public Policy and Economic Growth