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Chapter 17 Markets with Asymmetric Information
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Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

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Page 1: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17

Markets with Asymmetric Information

Page 2: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 2©2005 Pearson Education, Inc.

Introduction

We can see what happens when some parties know more than others – asymmetric information

Frequently a seller or producer knows more about he quality of the product than the buyer does

Managers know more about costs, competitive position and investment opportunities than firm owners

Page 3: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 3©2005 Pearson Education, Inc.

Quality Uncertainty and the Market for Lemons

Asymmetric information is a situation in which a buyer and a seller possess different information about a transaction The lack of complete information when

purchasing a used car increases the risk of the purchase and lowers the value of the car.

Markets for insurance, financial credit and employment are also characterized by asymmetric information about product quality

Page 4: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 4©2005 Pearson Education, Inc.

The Market for Used Cars

Assume Two kinds of cars – high quality and low

quality Buyers and sellers can distinguish between

the cars There will be two markets – one for high

quality and one for low quality

Page 5: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 5©2005 Pearson Education, Inc.

The Market for Used Cars

High quality market SH is supply and DH is demand for high quality

Low quality market SL is supply and DL is demand for low quality

SH is higher than SL because owners of high quality cars need more money to sell them

DH is higher than DL because people are willing to pay more for higher quality

Page 6: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 6©2005 Pearson Education, Inc.

The Lemons Problem

PH PL

QH QL

SH

SL

DH

DL

5,000

50,00050,000

10,000

DL

Market price for high quality cars is $10,000

Market price for low quality cars is $5000

50,000 of each type are sold

Page 7: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 7©2005 Pearson Education, Inc.

The Market for Used Cars

Sellers know more about the quality of the used car than the buyer

Initially buyers may think the odds are 50/50 that the car is high quality Buyers will view all cars as medium quality with

demand DM

However, fewer high quality cars (25,000) and more low quality cars (75,000) will now be sold

Perceived demand will now shift

Page 8: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

8©2005 Pearson Education, Inc.

The Lemons Problem

PH PL

QH QL

SH

SL

DH

DL

5,000

50,00050,000

10,000

DL

Medium quality cars sell for $7500 selling 25,000 high quality and 75,000

low quality

The increase in QL reduces expectations and demand to DLM. The adjustment

process continues until demand = DL.

DM

25,000

7,500

75,000

7,500

DM

DLM

DLM

Page 9: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 9©2005 Pearson Education, Inc.

The Market for Used Cars

With asymmetric information: Low quality goods drive high quality goods

out of the market- the lemons problem. The market has failed to produce mutually

beneficial trade. Too many low and too few high quality cars

are on the market. Adverse selection occurs; the only cars on

the market will be low quality cars.

Page 10: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 10©2005 Pearson Education, Inc.

Market for Insurance

Older individuals have difficulty purchasing health insurance at almost any price

They know more about their health than the insurance company

Because unhealthy people are more likely to want insurance, proportion of unhealthy people in the pool of insured people rises

Price of insurance rises so healthy people with low risk drop out – proportion of unhealthy people rises increasing price more

Page 11: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 11©2005 Pearson Education, Inc.

Market for Insurance

If auto insurance companies are targeting a certain population – males under 25

They know some of the males have low probability of getting in an accident and some have a high probability

If can’t distinguish among insured, it will base premium on the average experience

Some with low risk will choose not to insure and with raises the accident probability and rates

Page 12: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 12©2005 Pearson Education, Inc.

Market for Insurance

A possible solution to this problem is to pool risks Health insurance – government takes on role

as with Medicare program Insurance companies will try to avoid risk by

offering group health insurance policies at places of employment and thereby spreading risk over a large pool

Page 13: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 13©2005 Pearson Education, Inc.

Importance of Reputation and Standardization

Asymmetric Information and Daily Market Decisions Retail sales – return policies Antiques, art, rare coins – real or counterfeit Restaurants – kitchen status

Page 14: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 14©2005 Pearson Education, Inc.

Implications of Asymmetric Information

How can these producers provide high-quality goods when asymmetric information will drive out high-quality goods through adverse selection. Reputation Standardization

Page 15: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 15©2005 Pearson Education, Inc.

Implications of Asymmetric Information

You look forward to a Big Mac when traveling, even if you would not typically buy one at home, because you know what to expect.

Holiday Inn once advertised “No Surprises” to address the issue of adverse selection.

Page 16: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 16©2005 Pearson Education, Inc.

Market Signaling

The process of sellers using signals to convey information to buyers about the product’s quality.

For example, how do workers let employers know they are productive so they will be hired?

Page 17: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 17©2005 Pearson Education, Inc.

Market Signaling

Weak signal could be dressing wellStrong Signal

To be effective, a signal must be easier for high quality sellers to give than low quality sellers.

Example: Highly productive workers signal with educational attainment level.

Page 18: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 18©2005 Pearson Education, Inc.

Model of Job Market Signaling

Assume two groups of workers Group I: Low productivity

Average Product & Marginal Product = 1 Group II: High productivity

Average Product & Marginal Product = 2 The workers are equally divided between

Group I and Group IIAverage Product for all workers = 1.5

Page 19: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 19©2005 Pearson Education, Inc.

Model of Job Market Signaling

Competitive Product Market P = $10,000 Employees average 10 years of employment Group I Revenue = $100,000

(10,000/yr. x 10 years) Group II Revenue = $200,000

(20,000/yr. X 10 years)

Page 20: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 20©2005 Pearson Education, Inc.

Model of Job Market Signaling

With Complete Information w = MRP Group I wage = $10,000/yr. Group II wage = $20,000/yr.

With Asymmetric Information w = average productivity Group I & II wage = $15,000

Page 21: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 21©2005 Pearson Education, Inc.

Model of Job Market Signaling

If use signaling with education y = education index (years of higher

education) C = cost of attaining educational level y Group I CI(y) = $40,000y Group II CII(y) = $20,000y

Page 22: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 22©2005 Pearson Education, Inc.

Model of Job Market Signaling

Cost of education is greater for the low productivity group than for high productivity group Low productivity workers may simply be less

studious Low productivity workers progress more

slowly through degree program

Page 23: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 23©2005 Pearson Education, Inc.

Model of Job Market Signaling

Assume education does not increase productivity with only value as a signal

Find equilibrium where people obtain different levels of education and firms look at education as a signal

Decision Rule: y* signals GII and wage = $20,000 Below y* signals GI and wage = $10,000

Page 24: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 24©2005 Pearson Education, Inc.

Model of Job Market Signaling

Decision Rule: Anyone with y* years of education or more is

a Group II person offered $20,000 Below y* signals Group I and offered a wage

of $10,000

y* is arbitrary, but firms must identify people correctly

Page 25: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 25©2005 Pearson Education, Inc.

Model of Job Market Signaling

How much education will individuals obtain given that firms use this decision rule?

Benefit of education B(y) is increase in wage associated with each level of education

B(y) initially 0 which is the $100,000 base 10 year earnings Continues to be zero until reach y*

Page 26: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 26©2005 Pearson Education, Inc.

Model of Job Market Signaling

There is no reason to obtain an education level between 0 and y* because earnings are the same

Similarly, there is no incentive to obtain more than y* level of education because once hit the y* level of pay, there are no more increases in wages

Page 27: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 27©2005 Pearson Education, Inc.

Model of Job Market Signaling

How much education to choose is a benefit cost analysis

Goal: obtain the education level y* if the benefit (increase in earnings) is at least as large as the cost of the education

Group I: $100,000 < $40,000y*, y* >2.5

Group II: $100,000 < $20,000y*, y* < 5

Page 28: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 28©2005 Pearson Education, Inc.

Model of Job Market Signaling

This is an equilibrium as long as y* is between 2.5 and 5

If y* = 4 People in group I will find education does not pay and

will not obtain any People in group II will find education DOES pay and

will obtain y* = 4

Here, firms will read the signal of education and pay each group accordingly

Page 29: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

29©2005 Pearson Education, Inc.

Signaling

Value ofCollege

Educ.

$100K

Value ofCollege

Educ.

Years ofCollege

Years ofCollege

0 1 2 3 4 5 6 0 1 2 3 4 5 6

$200K

$100K

$200KCI(y) = $40,000y

B(y) B(y)

y* y*

CII(y) = $20,000y

Optimal choice of y for Group II

Group IIGroup I

Optimal choice of y for Group I

Page 30: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 30©2005 Pearson Education, Inc.

Signaling

Education does increase productivity and provides a useful signal about individual work habits even if education does not change productivity.

Page 31: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 31©2005 Pearson Education, Inc.

Market Signaling

Guarantees and Warranties Signaling to identify high quality and

dependability Effective decision tool because the cost of

warranties to low-quality producers is too high

Page 32: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 32©2005 Pearson Education, Inc.

Moral Hazard

Moral hazard occurs when the insured party whose actions are unobserved can affect the probability or magnitude of a payment associated with an event. If my home is insured, I might be less likely to

lock my doors or install a security system Individual may change behavior because of

insurance – moral hazard

Page 33: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 33©2005 Pearson Education, Inc.

Moral Hazard

Moral hazard is not only a problem for insurance companies, but it alters the ability of markets to allocate resources efficiently.

Consider the demand (MB) of driving If there is no moral hazard, marginal cost of

driving is MC Increasing miles will increase insurance

premium and the total cost of driving

Page 34: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 34©2005 Pearson Education, Inc.

The Effects of Moral Hazard

Miles per Week

$0.50

50

Costper

Mile

$1.00

$1.50

$2.00

D = MB

MC’ (w/moral hazard)

With moral hazard insurance companies cannot

measure mileage. MC goes to$1.00 andmiles driven increases to 140

miles/week – Inefficient allocation.

140

MC (no moral hazard)

100

Page 35: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 35©2005 Pearson Education, Inc.

The Principal – Agent Problem

Owners cannot completely monitor their employees – employees are better informed than owners

This creates a principal-agent problem which arises when agents pursue their own goals, rather than the goals of the principal.

Page 36: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 36©2005 Pearson Education, Inc.

The Principal – Agent Problem

Company owners are principals.Workers and managers are agents.Owners do not have complete

knowledge.Employees may pursue their own goals

even at a cost of reduce profits.

Page 37: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 37©2005 Pearson Education, Inc.

The Principal – Agent Problem

The Principal – Agent Problem in Private Enterprises Only 16 of 100 largest corporations have

individual family or financial institution ownership exceeding 10%.

Most large firms are controlled by management.

Monitoring management is costly (asymmetric information).

Page 38: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 38©2005 Pearson Education, Inc.

The Principal – Agent Problem – Private Enterprises

Managers may pursue their own objectives. Growth and larger market share to increase

cash flow and therefore perks to the manager Utility from job from profit and from respect of

peers, power to control corporation, fringe benefits, long job tenure, etc.

Page 39: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 39©2005 Pearson Education, Inc.

The Principal – Agent Problem – Private Enterprises

Limitations to managers’ ability to deviate from objective of owners Stockholders can oust managers Takeover attempts if firm is poorly managed Market for managers who maximize profits –

those that perform get paid more so incentive to act for the firm

Page 40: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 40©2005 Pearson Education, Inc.

The Principal – Agent Problem – Private Enterprises

The problem of limited stockholder control shows up in executive compensation Business Week showed that average CEO

earned $13.1 million and has continued to increase at a double-digit rate

For 10 public companies led by highest paid CEOs, there was negative correlation between CEO pay and company performance

Page 41: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 41©2005 Pearson Education, Inc.

CEO Salaries

Workers CEOs

1970 $32,522 $1.3 Mil.

1999 $35,864 $37.5 Mil.

CEO compensation has gone from 40 times the pay of average worker to over 1000 times

Page 42: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 42©2005 Pearson Education, Inc.

CEO Salaries

Although originally thought that executive compensation reflected reward for talent, recent evidence suggests managers have been able to manipulate boards to extract compensation out of line with economic contribution

Page 43: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 43©2005 Pearson Education, Inc.

The Principal – Agent Problem

Limitations to Management Power Managers choose a public service position Managerial job market Legislative and agency oversight (GAO &

OMB) Competition among agencies

Page 44: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 44©2005 Pearson Education, Inc.

Incentives in the Principal-Agent Framework

Designing a reward system to align the principal and agent’s goals--an example Watch manufacturer Uses labor and machinery Owners goal is to maximize profit Machine repairperson can influence reliability

of machines and profits

Page 45: Chapter 17 Markets with Asymmetric Information. ©2005 Pearson Education, Inc. Chapter 172 Introduction We can see what happens when some parties know.

Chapter 17 45©2005 Pearson Education, Inc.

Incentives in the Principal-Agent Framework

Designing a reward system to align the principal and agent’s goals--an example Revenue also depends, in part, on the quality

of parts and the reliability of labor. High monitoring cost makes it difficult to

assess the repair-person’s work