A state-of-the-art review on scheduling with learning effects

Recently learning effects in scheduling have received considerable attention in the literature. All but one paper are based on the learning-by-doing (or autonomous learning) assumption, even though proactive investments in know how (induced learning) are very important from a practical point of view. In this review we first discuss the questions why and when learning effects in scheduling environments might occur and should be regarded from a planning perspective. Afterwards we give a concise overview on the literature on scheduling with learning effects.