Investment in employee developmental climate and employees' continued online learning behaviors: A social influence perspective

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Abstract
In the contemporary digital age, continued online learning behaviors have become indispensable for fostering employee development. However, the learning and development literature predominantly focuses on traditional instructor‐led approaches. It remains unclear how organizations can shape employees' learning behaviors, particularly in the context of online learning. The current study clarifies this underexplored research area by investigating how organizational investment in employee developmental climate (IEDC) can promote employees' continued online learning behaviors. Drawing on social influence theory and employing a multilevel research design, we find empirical support for our research model, which specifies that IEDC positively affects employees' continued online learning behaviors through the effect of normative pressure. The findings also reveal the moderating role of online learning facilitating conditions. Specifically, in firms characterized by higher levels of online learning facilitating conditions, the positive relationship between IEDC and normative pressure becomes more pronounced when compared to organizations with lower levels of such facilitating conditions.

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