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Climbing the Learning Curve: The Joint Effect of Task-Properties Feedback Timing and Workplace Interruptions on Performance and Learning

Jeremy B. Lill & Alice Muncy

Behavioral Research in Accounting2025https://doi.org/10.2308/bria-2025-012article
AJG 3ABDC A
Weight
0.50

Abstract

When working to get new employees up the learning curve quickly, managers might be tempted to deliver task-related feedback early in the learning process rather than spacing it evenly over time. Using a laboratory experiment, we investigate how early versus evenly distributed task-properties feedback affects learning and performance, and how the presence of workplace interruptions influences these outcomes. Utilizing Cognitive Load Theory, we predict and find that evenly distributed feedback leads to better learning and performance than early distributed feedback, and this effect is more pronounced with significant workplace interruptions. Thus, our study suggests managers should resist the temptation to accelerate task feedback for new employees and instead provide it more steadily over time. Data Availability: Data are available upon request. JEL Classifications: M410.

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https://doi.org/https://doi.org/10.2308/bria-2025-012

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@article{jeremy2025,
  title        = {{Climbing the Learning Curve: The Joint Effect of Task-Properties Feedback Timing and Workplace Interruptions on Performance and Learning}},
  author       = {Jeremy B. Lill & Alice Muncy},
  journal      = {Behavioral Research in Accounting},
  year         = {2025},
  doi          = {https://doi.org/https://doi.org/10.2308/bria-2025-012},
}

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0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

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