High-performance work system and learning orientation in offline, online, and hybrid workplaces: the mediating role of affective commitment

Abstract

Purpose The present study primarily aims to investigate the role of the high-performance work system (HPWS) in shaping learning orientation (LO). Moreover, the study delves into the examination of affective commitment's (AC) role as a mediator. Additionally, the research extends to exploring the potential moderating impact of workplace settings, specifically offline, online and hybrid workplaces, on the mediated relationship. Design/methodology/approach The model has been tested on 360 respondents from the IT sector in India. The data have been validated using confirmatory factor analysis and structural equation modeling. Findings The results indicate that AC mediates the relationship between HPWS and LO. Furthermore, this mediation was found to be positive and significant in hybrid and offline workplace settings, whereas it was found to be insignificant in the online workplace setting. Research limitations/implications The self-report responses from the respondents could potentially introduce a limitation, as respondents might lead to inflated outcomes in the research findings. While Harmans’ single-factor test did not indicate any common method bias, it is important to acknowledge that this bias might not have been completely eliminated. Originality/value The present study has expanded upon the existing research on HPWS by examining its influence on LO, while also considering AC as a mediator. Furthermore, it is noteworthy that no prior studies have undertaken a comparative analysis of this relationship across various workplace settings.