The effects of imposed learning curves on performance improvements

The results of a recent empirical study aimed at investigating the interacting effects of imposed goals, expressed by a dictated learning pace, and the individual’s manual performance are presented. The results reveal that such imposition has an adverse effect when the imposed learning pace is slightly faster than the unpaced learning rate, and has no effect when the imposed pace seems to be too difficult. However, subjects can outperform their learning (progress) curves if they are motivated to do so by other techniques such as an amplified incentive scheme. Several industrial implications derived from this study are discussed.