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The role of affective commitment Role of

affective
on the relationship between human commitment

resource management practices

and informal workplace learning
Md Shariful Alam Khandakar Received 7 January 2020
Revised 4 March 2020
Department of Tourism and Hospitality Management, University of Dhaka, 24 April 2020
Dhaka, Bangladesh, and Accepted 9 June 2020

Faizuniah Pangil
College of Business, School of Business Management, Universiti Utara Malaysia,
Sintok, Malaysia

Abstract
Purpose – The purpose of this paper is to explain the mediation effect of affective commitment on the
relationship between human resource management practices and informal workplace learning.
Design/methodology/approach – This paper develops a conceptual framework along with propositions by
integrating comprehensive literatures, in the field of human resource management, affective commitment and
informal workplace learning. Through the review of detail literature and based on the situated learning theory
(Lave and Wenger, 1991) and organizational support theory (Eisenberger et al., 1986; Rhoades and Eisenberger,
2002; – and Eisenberger, 2006), it is proposed that eight human resource practices could affect informal
workplace learning. Moreover, it is also argued that affective commitment could mediate the relationship
between HRM practices and informal workplace learning.
Findings – This paper provides a conceptual framework on human resource management practices and
informal workplace learning which is mediated by affective commitment.
Originality/value – None of the models presented in the literature details the mediation of affective
commitment on the relationship between human resource management practices and informal workplace
learning which is mediated by affective commitment as indeed the most recent research on the subject
envisages.
Keywords Informal workplace learning, Human resource management practices, Affective commitment
Paper type Conceptual paper

Introduction
In the age of globalization organization is not static rather it is dynamic in nature and
continuous changes occur in the sphere of organization. Significant changes occurred in the
structure and culture of organization, society, work and work life for the advent of
information communication technology and diversification of knowledge in different field.
Such changes inspire the organization to increase the competency and knowledge level of
their employees to meet their external and internal challenges. Workplace learning is
considered as one of the important contributing factors to organizational competitiveness
that enhances the knowledge and skill of employees. According to International Labor
Organization (ILO) (2008) the significance of workplace learning is continuously increasing
for the last 20 years because it provides an effective method of enhancing knowledge and skill
of employees in the workplace. Moreover, increasing employees’ ability to responds to the
changes needs and demands of the organization workplace learning playing pivotal role
(Ellstr€om, 2001). Higher Education, Skills and
Work-Based Learning
Learning in the workplace take place both in formal arrangement as well as in informal © Emerald Publishing Limited
2042-3896
setting where, formal learning refers to learning which take place in formal arrangement DOI 10.1108/HESWBL-01-2020-0004
HESWBL (such as class room based learning) and informal learning means learning which occur in
informal setting (such as discussion with colleague, problem-solving). However,
researchers have identified that informal learning is more dominant than learning from
formal settings in business organization (Ellinger and Cseh, 2007; Marsick and Marsick,
2009; Mattox, 2012). Previous studies argued that most of the times people learn informally
where they feel the necessity to learn and they learn through experience or exchanging
knowledge with each other in the workplace (Eraut, 2004; Global Focus, 2012). For example,
Loewenstein and Spletzer (1996) argued that people learn 70% about their jobs informally.
Similarly, a Capital Works Study mentioned that probably 75% of the workforce learn from
workplace through unofficial discussions with colleagues, self-learning, guiding by
managers and alike methods and 25% gathered knowledge through formal learning and
training (Global Focus, 2012). Although informal workplace learning is an emerging issue
in the workplace, still there is a lack of study regarding learning in workplace
(Dyck et al., 2005).
Previous studies have proposed some factors that could influence learning in
workplace (Ellinger, 2005; Sambrook and Stewart, 2000; Savolainen, 2000). In general,
many organizational factors and personal factors could influence the learning in
workplace (Park and McLean, 2008). Some of these organizational factors include culture
and environment (Billett, 2001; Ellinger, 2005; Sambrook and Stewart, 2000), job design
and investment (Sambrook, 2005; Sambrook and Stewart, 2000), greater exposure to
changes and demand (Skule, 2004; Weststar, 2009), learning opportunities and
participation (Billett, 2001; Clarke, 2005), human resource practices and development
(Bednall and Sanders, 2016; Sambrook and Stewart, 2000), managerial responsibilities,
extensive professional contract, superior feedback, management support for learning
(Ashton, 2004; Skule, 2004), learning committed leadership and management, resource
information(Ashton, 2004; Ellinger, 2005) , technology (Sambrook, 2005), job challenge
(Clarke, 2005), and guided learning at work (Billett, 2002), line management role,
approaches to learn and development, organizational context, process and leadership
behavior (Eraut and Hirsh, 2010), management commitment to learning, resources and
work tools, internal culture committed to learning (Kyndt et al., 2009). Personal factors
include skills, attitudes, motivations (Sambrook, 2005), perceptions, commitment,
communications and involvement (Clarke, 2005; Savolainen, 2000), rewards (Ashton,
2004; Skule, 2004), and people relationships for learning (Ellinger, 2005), initiative, self-
efficacy, love of learning, interest in the profession, commitment to professional
development, a nurturing personality, and an outgoing personality (Lohman, 2006),
networking (Korte, 2009). Given that, human resource management (HRM) practices of an
organization act as a platform for encouraging informal learning in workplace, this paper
would emphasis on such selected practices. Subsequently, the study would also focus on
the role of affective commitment as a potential mediator in the relationship between HRM
practices and informal workplace as some of the researchers stated that there is a missing
link and need mediator in the relationship between HRM practices and various employee
outcomes (Hislop, 2003; Morrow and McElroy, 2001; Moynihan et al., 2001).

Research questions
The aim of the present research paper is to explore two research questions:
RQ1. Are human resource management practices related with informal workplace
learning?
RQ2. Is affective commitment mediates the link between human resource management
practices and informal workplace learning.
Theoretical development Role of
Informal workplace learning affective
Informal workplace learning is not a class room-based or highly structured learning rather it
is learner’s control learning. A number of authors stated that informal learning is defined as
commitment
learning by action and experience, courses or workshops take place outside the institutional
curricula, and without explicit learning objectives, time and support (Armstrong and Taylor,
2014; Cunningham and Hillier, 2013; Eraut, 2004; Livingstone, 1999, 2001; Marsick and Volpe,
1999; Merriam et al., 2007; Sloep, 2012; Za et al., 2014). For example, informal learning includes
networking, coaching, performance planning to review learning needs, self-directed learning,
mentoring and so on (Marsick and Watkins, 2003).
Some authors explained informal learning as a learner initiated approach and defined it as
self-directed, intentional, unintentional, social, self-motivated, incidental and without
controlled by teacher or supervisor (Armstrong and Taylor, 2014; Colardyn and
Bjornavold, 2004; Cook et al., 2008; Cunningham and Hillier, 2013; Livingstone, 1999;
Lucas and Moreira, 2009; Marsick and Watkins, 2001; Merriam et al., 2007). Hager (1998)
viewed that informal workplace learning is unplanned and implicit, most of the times
collaborative and highly contextualized and outcomes are unpredictable. Moreover, from the
planning perspective informal learning is unplanned and some researchers defined that
informal learning is unplanned, unorganized, unanticipated and even sometimes
unacknowledged by the learners (Colley et al., 2002; Foley, 2001; Marsick and Watkins,
2001). Individuals learn informally in the workplace through their interpersonal relationship.
From this point of view informal learning can be defined as the process which takes place
through continuous on-the-job interactions, by the support and feedback from the
supervisors or colleagues (Bednall et al., 2014; Lucas and Moreira, 2009; Rowold and
Kauffeld, 2008; Schulz and Roßnagel, 2010; Siebert et al., 2009). Moreover, Watkins and
Marsick (1992) define informal learning refers to learning which is unstructured, experiential
and noninstitutional learning, in which individuals control their pace of learning. Therefore,
informal learning is the learning that is situated outside of the academic curricula, unplanned
and often occurs through on the job interaction.
In addition, informal workplace learning activities occur through learning with others, self
experimentation and external scanning (Choi and Jacobs, 2011). Learning with others refers
to learning by sharing knowledge and experiences with others, observing activities of others
and collaborating with others. Self-experimentation denotes informal learning which occurs
when individuals actively involved in experimentation and explore new ideas and develop
better technique. Finally, external scanning refers to informal learning which occurs when
individual involve in external sources such as learning through reading journals, attending
conferences, searching Internet and communicating with experts.
Moreover, informal learning can be conceptualized according to four broad features,
namely, context, cognition, experimental, relationship where context refers to learning
taking place outside of classroom-based formal settings, cognition indicates intentional or
incidental learning, experimental refers to judgment and practice and relationship refers to
learning through team working, mentoring, communicating with others or sitting near to
others (Lee et al., 2004, p. 15). Indeed, informal workplace learning has been conceptualized
as engagement in learning activities in several contexts (Bauer and Gruber, 2007), but “the
learning process is neither determined nor designed by the organization” (Leslie et al.,
1998. p. 14). Learning with other people, self-experimentation and external scanning are
the most important dimensions of learning activities (Lohman, 2005, 2006; Choi and
Jacob, 2011).
As mentioned, there are a number of factors that can encourage employees’ toward
informal workplace learning. One of them is a HRM practices that is practiced by the
organization. HRM practice is an important factor for informal workplace learning because it
HESWBL determines how employees learn in workplace. This is due to the fact that HRM practices can
provide greater focus toward learning in workplace (Kang et al., 2012).

Human resource management practices and informal workplace learning

HRM practice is an important tool that might integrate knowledge in organization. The study
expects that HRM practices might affect informal workplace learning through different ways.
Earlier, a mentionable number of scholars argued that HRM practices could enhance
workplace learning of employees in organization (Hayton, 2003; Jerez-Gomez et al., 2005; Kuo,
2011; McLean, 2006; Ulrich and Lake, 1991). Basically, a set of HRM activities support the
informal workplace learning. Currie and Kerrin (2003) revealed that wrong HRM practices
may be detrimental to learning through knowledge sharing. For instance, it is very difficult to
learn when selection process reinforces functional subculture. On the contrary, when
performance management emphasis on short-term functional demand instead of long-term
demand, it will not support learning. This focus on specific HRM practices that encourage
employees to learn informally in workplace. Despite of this finding, certain HRM practices are
still believed to have a substantial impact on learning in workplace (Hislop, 2003; MacNeil,
2003). For developing appropriate learning environment, a mentionable number of
researchers gave emphasis on the necessity of ensuring effective human resource policy
which provide the learning culture and support learning in workplace (Beckett, 1999; Kops,
1993; Smith, 2001; Straka, 2000). For instance, Beckett (1999) argued that appropriate HR
policy including appraisal, career planning, incentives, promotion, rewards, information
sharing can influence learning in workplace.
In addition, Valle-Cabrera (2009) mentioned that two types’ features of HRM practices that
influence individual learning such as knowledge-based HRM system and integrated HRM
system. Knowledge-based HRM practices refers to practices that permit the internal
development of human resources with specific selection, training, development,
compensation practices and appraisal (Lepak and Snell, 2002). HRM practices enable
valuable and firm-specific knowledge to be generated by internal development. HRM
practices motivate employees to develop opportunities and improve their personal stock of
knowledge and skills (Lepak et al., 2006; Snell and Dean, 1994; Ulrich and Lake, 1991).
Particularly, these two features highly support the best practice of HRM that enhance
learning in workplace (Camps and Luna-Arocas, 2012). Moreover, HRM practices influence
the informal workplace learning in an integrated way.
Recently, Hu et al. (2015) conducted a study on Chinese private sector and mentioned that
HR practices could affect learning. They suggested that HR practices such as selective
staffing, internal mobility, clear job descriptions, extensive training, employment security,
participation and egalitarianism, incentive reward and results-oriented appraisal which can
improve the learning and knowledge of employees. Along the same line, Khandekar and
Sharma (2005) argued that the more specific HRM practices exist in an organization, the
stronger the workplace learning capability of the organization.
To gain the benefits of informal workplace learning there is a need of integrated HR
practices rather than single dimension of HR practices. Integrated HR practices refer to a set
of HR practices that can generate greater effect than HR practices in isolation (Singh et al.,
2012; Gittell et al., 2010). The power of structuring of HRM practices does not load into a single
dimension but rather lies in integrating several dimensions as a whole. Therefore, the current
study focuses on some specific HRM practices that could enhance informal workplace
learning of employees such as selective hiring, extensive training, promotion opportunity,
compensation practices, employment security, performance appraisal, empowerment,
information sharing. HRM practices includes selective hiring, extensive training,
performance appraisal, compensation practices, employment security, promotion
opportunity, empowerment, information sharing which are considered as some of the
practices of high performing organization suggested by Delery and Doty (1996) in his Role of
strategic HRM practices, Appelbaum et al. (2000) in his AMO concept. such practices also affective
adopted by HRM scholars such as Bamberger and Meshoulam (2000), Guest et al. (2003), and
Sun et al. (2007). The following will describe how the different dimensions HRM practices
commitment
affects informal workplace learning.
Selective hiring: Generally, selective hiring indicates selecting the right people with
expected knowledge, skill and attitudes (KSAs). For learning, organization should select
people on the basis of their willingness to engage in workplace learning. In addition to that,
rigorous interviews and aptitudes tests should be conducted by organization for selecting
employees. In order to enhance learning in workplace Davenport (2000) expressed significant
concerns on proper recruitment process. Moreover, Swart and Kinnie (2010) stated that,
superior selection can enhance informal workplace learning. Moreover, Lopez, Peon and
Ordas (2006) mentioned that selective hiring enhance learning in workplace. To enhance
learning in workplace, organization should select the candidates who are capable to gather
advanced knowledge and skills, endure the higher level of uncertainty and adjust to the
transmission within the context of organization and the changing of job duties (Dyer and
Shafer, 1999). More importantly, Lopez-Cabrales, Real and Valle (2011) argued that selective
hiring greatly affects the learning in workplace. Proper employee selection is vital for
promoting informal workplace learning and organizational success.
This leads to our first proposition:
P1. The dimension of HRM practices selective hiring will positively affect informal
workplace learning
Extensive training: As a component of HRM practice training plays an important role for
achieving competitive advantage of organization if it is properly implemented (Schuler and
MacMillan, 1984). Training refers to the systematic effort that modifies and develop KSAs by
generating opportunities of learning and aid to perform task fruitfully (Ahmad and Bakar,
2003). It provides platform for employees to interact and creates knowledge sharing
environment (Grimshaw and Miozzo, 2009; Pervaiz et al., 2016). Moreover, it encourage
employees to share their experience, create new knowledge and utilize the gained knowledge
to their business growth (Aragon et al., 2014). In addition to that, proper training program is a
key factor which associated with the enhancement of informal workplace learning (Chahal
et al., 2016). It is highly emphasis on overall development of employees through sharing
knowledge and experiences. In fact, training offers the right direction of learning. Training
also augments learning through action and reflection. Cross training is helpful to form a
learning organization (Leshner and Browne, 1993). Camps and Luna-Arocas (2012) stated the
views that extensive training can greatly influence the learning in workplace. Organization
identify the training needs of employees and provide time to time necessary training such as
monthly, quarterly and yearly training which inspire employees to involve in learning and
sharing knowledge. By this way training enhances informal workplace learning. In addition
to that cross training is helpful to generate a learning organization (Leshner and Browne,
1993). Tsai and Tai (2003) argued that training is the way to help the individual employees to
achieve the required skills and knowledge in order to sustain the standard performance in the
competitive dynamic environment. Moreover, training enhances the employees’ aspiration of
learning and capability and provides direction and support in order to achieves the
competency at work (Liu, 2004; Pare et al., 2000). Therefore, the following hypothesis has been
developed.
Thus,
P2. The dimension of HRM practices extensive training will positively affect informal
workplace learning.
HESWBL Performance appraisal: According to Kuvaas (2006) performance appraisal is a mechanism
for stimulating, developing and retaining employees in organization. Employees learning in
the workplace are related to performance appraisal because learning occurs when people feel
that they have to change to achieve their goals and objectives. Selvarajan and Cloninger
(2012) mentioned that, organizations should use systematic feedback based performance
appraisals which is explicitly related to learning and knowledge sharing and progress of
employees. For learning feedback-based performance appraisal is needed because through
feedback employees can aware about their error and learn more for future correction. In fact,
performance appraisal can constructively influence knowledge sharing, knowledge transfer
and other informal learning of employees (Lopez-Cabrales et al., 2009; Pervaiz et al., 2016).
Feedback is also essential for knowledge sharing and informal workplace learning.
Employees are encouraged to share their knowledge when feedback exists (Foss et al., 2009).
Effective performance appraisal encourages employees toward workplace learning and
improving performance.
It is proposed that,
P3. The dimension of HRM practices performance appraisal will positively affect
informal workplace learning.
Compensation practices: Organization which emphasis on learning guided its employees to
learn and communicate information and compensate them for learning successfully
(Mills and Friesen, 1992). Compensation practices which is attractive can motivate
employees to share their knowledge with coworkers and others in organization (Chahal
et al., 2016; Ipe, 2003; Zarraga and Bonache, 2003). Organization whenever offer incentive for
knowledge sharing then employees engaged in experimentation and learning (Jimenez-
Jimenez and Sanz-Valle, 2013; Pervaiz et al., 2016). More particularly, Sanders and Lin (2016)
pointed out that performance-based pay can favorably affect the informal workplace
learning. Besides, various forms of benefits also encourage employees’ attitude toward
transferring knowledge and skills (Lei et al., 1999; Lepak and Snell, 1999). Therefore,
compensation is important for employees learning in the workplace because compensation
increases employees’ satisfaction in particular work organization. Moreover, organization
should provide attractive compensation package to employees which is internally and
externally equitable and reflects standard of living and that may lead to enhance workplace
learning. Danehower and Lust (1995) stated that to enhance informal workplace learning
employers should provide appropriate benefits program to preserve the employees’ welfare.
Organization should provide other rewards and increment to the employees who are engaged
a lot in workplace learning. Thus,
P4. The dimension of HRM practices compensation practices will positively affect
informal workplace learning.
Employment security: Employment security refers to the system of ensuring the stable
employment for employees. According to Zacharatos et al. (2005) employment security means
the practices of providing stable employment for employees. Employment security is
particularly important for learning in workplace (Lipshitz et al., 2006). Chen et al. (2011)
argued that employment security influence the employees learning and knowledge sharing
behavior of employees. Chung and Van Oorschot (2010) mentioned that when employees feel
that their job is secured they involved more in workplace learning. Similarly, Kohlrausch and
Rasner (2014) conducted a study in Germany and identified that job security affect the
learning in workplace. Downsizing and outsourcing damage the workplace learning because
it reduces the morale of employees. Employment security intensifies the feelings of
belongingness and lessens the frustration, anxiety and burnout. In fact, employment security
is knowledge optimizing HRM practices that enhance learning (Oltra and Alegre, 2011).
 It is proposed that, Role of
P5. The dimension of HRM practices employment security will positively affect informal affective
workplace learning. commitment
Promotion opportunity: Promotion is the formal recognition of employees’ ability and
performance within the organization. According to Tan (2008) promotion refers to the formal
acknowledgment and appreciation of one’s performance by top management. Promotion
opportunity increases the employees’ willingness to learn in the workplace because
promotion has demonstration effect. Promotion encourages employees to spontaneously
communicate with organizational members for sharing information and ideas. For enhancing
workplace learning organization should ensure promotion of those employees who are more
involved learning compare to others. Moreover, promotion creates commitment of employees
which gradually improving the employees’ career progress and creating opportunity for
learning (Guest, 2002). Camelo-Ordaz et al. (2011) mentioned that, promotion opportunity can
favorably affect the knowledge sharing of employees. In essence, promotion inspires
employees to learn informally in workplace and increases their efforts to the betterment of
organization. Thus,
P6. The dimension of HRM practices promotion opportunity will positively affect
informal workplace learning.
Empowerment: Empowerment gives employees more autonomy, freedom, self-determination
and responsibility to make decisions (Gagne and Deci, 2005). Empowerment is one of the
important characteristics of learning in workplace (Bhaskar and Mishra, 2010).
Empowerment encourages the employees to learn in the workplace that leads to
continuous expansion and growth of organization (Smith, 1997) . An organization which is
fully empowered that provides the resource and support to employees in order to promote the
continuous learning (Argyris, 1998). Through empowerment employees identify their own
development needs in organization which promotes the continuous learning (Garvin, 1993).
Moreover, employees who are empowered working for establishing continuous learning
culture and improving knowledge, skills and abilities through continuous learning (Sanchez
et al., 1999). Jaw and Liu (2003) in their study pointed out that empowerment can favorably
influence the employees attitude toward learning and self-modification.
This leads to the proposition:
P7. The dimension of HRM practices empowerment will positively affect informal
workplace learning.
Information sharing: In information-based society, sharing information is essential at all
levels of organization for effective functioning of the organization. Basically, information
sharing highly influences learning in workplace through exchanging new knowledge and
ideas. It aids employees to improve their knowledge and skills. Moreover, it considered as one
of the vibrant elements for informal workplace learning (Chahal et al., 2016; Lopez et al., 2005).
Whenever, information sharing environment exist in organization, it will boost up employee
attitudes toward informal workplace learning. Existence of open communication and
information sharing is the basic condition of informal learning through which employees can
communicate with their peers, subordinates and supervisors (Ellinger and Cseh, 2007).
According to Huber (1991) information distribution is a function of dissemination which
influences the learning process and increase the breadth of learning. Similarly Nonaka et al.
(1996) stated that information sharing is the central activity of learning in workplace that
occurs primarily through interaction and dialog. Through information sharing employees
can learn more which ultimately improve the position of organization in competitive
word. Thus,
HESWBL P8. The dimension of HRM practices information sharing will positively affect informal
workplace learning.
Some of the earlier researchers have observed the relationship between HRM practices and
informal learning (Bednall and Sanders, 2016; Berson et al., 2006; Hislop, 2003) but there is a
lack of consensus regarding the mechanism of the relationship. Some of the researchers
argued that HRM practices and learning are directly related (Lopez et al., 2006; Bednall et al.,
2014). Few researchers argued that HRM practices and learning are indirectly related
(Diaz-Fernandez et al., 2016; Jaw and Liu, 2003). In this regard, some of the researchers stated
that there is a missing link and need mediator in the relationship between HRM practices and
various employee outcomes (Hislop, 2003; Morrow and McElroy, 2001; Moynihan et al., 2001).
Hence, many research studies proposed variables such as organizational commitment
(Hislop, 2003; Jeon et al., 2013), employee engagement (Alfes et al., 2013), trust (Tzafrir and
Gur, 2007), job satisfaction, commitment (Michie and West, 2004) as the linking variable.
However, Sanders and Lin (2016) stated that HRM practices can enhance informal learning
through affective commitment. Moreover, previous studies have shown that organizational
commitment is important for enhancing learning in workplace (Masaki and Muramoto, 2015)
and more particularly, Treuer et al. (2013) stated that affective commitment plays an
important role for learning. Therefore, in discussing the relationship between HRM practices
and informal workplace learning it is important to consider the potential role of affective
commitment as mediator.

Role of affective commitment as a mediator

According to Allen and Meyer (1990), affective commitment refers individuals’ emotional
connection to organization where highly committed employees involved in, identifies
with and enjoy membership in specific organization. Affective commitment can be
promoted through organizational support (Eisenberg et al., 1990). A number of studies
provided the argument that HRM practices are significant factors to develop employees
commitment (Hassan and Mahmood, 2016; Lamba and Choudhary, 2013; Meyer and
Smith, 2000; Mohyin et al., 2012). Recently, Gould-Williams et al. (2013) conducted a study
on local government employees in the United Kingdom and determined that, high
performance HR practices and affective commitment are positively related. Similarly,
Yu and Egri (2005) conducted a study in China for determining the association between
HRM practices and commitment and found that HRM practices positively influences
employees affective commitment. HRM practices includes selective hiring, extensive
training, performance appraisal, compensation practices, employment security,
promotion opportunity, empowerment, information sharing are the important driver
that enhance employees affective commitment. For instance, regarding selective hiring
whenever employees perceived that organization sacrificed significant cost and efforts in
choosing them, they feel that organization valued them which in turn increase their
commitment to organization (Fiorito et al., 2007).
Like selective hiring, in case of extensive training, availability of training, motivation to
learn, support for training, potential benefits of training, environment of training are highly
related with overall commitment of employees (Ahmad and Bakar, 2003). Similarly, when
employees feel that performance appraisal reflects their development then they shows higher
level of affective commitment (Lee and Bruvold, 2003). Roberts and Reed (1996) suggested
that, satisfactory performance appraisal leads to higher level of affective commitment.
Attractive benefit package provided by organizations to their employees indicates that
organization is taking care and supports their employees which lead to stronger affective
commitment (Zaitouni et al., 2011). In addition, positive perception regarding employment
security (Yu and Egri, 2005) appreciation via promotion (Gould-Williams et al., 2013) leads to
greater level of affective commitment. Moreover, perceived autonomy regarding day-to-day Role of
decision-making about job affiliated duties (Bowen and Lawler, 1992) and gets opportunity to affective
freely exchange ideas and information with management leads to enhance affective
commitment.
commitment
Employees with a greater level of affective commitment are highly motivated and have a
strong intention to contribute and to perform in the organization (Salazar-Fierro and
Bayardo, 2015). Especially, affectively committed employees have a feeling of belongingness
and identification that enhance their involvement in learning activities and intention to
pursue organizational goals, (Eisenberg, Fasolo & Davis-LaMastro, 1990; Meyer and Allen,
1991). Therefore, affective commitment can play an important role for enhancing informal
workplace learning.
Employees need to be affectively committed toward their organization for informal
workplace learning. Affective commitment is supposed to have a significant impact on
workplace learning climate (Budihardjo, 2013). Previous studies supported that employees
with greater level of affective commitment are motivated to participate in workplace learning
(Samad, 2003). Moreover, employees who are affectively committed are less likely to move
from the organization and intended to do discretionary efforts as well as eager to learn and
share knowledge within the organization (Storey and Quintas, 2001). Thus , affective
commitment highly influences the willingness of employees to exchange and share
knowledge (McKenzie et al., 2001; Scarbrough and Carter, 2000).
In addition, Lin (2006) argued that affective commitment is essential to tacit knowledge
sharing. Along with same line, Peltokorpi (2004) mentioned that affective commitment can
encourage workers to learn, share and exchange their knowledge. Organization’s ability to
learn rapidly will get more competitive advantages than their competitors (Fisser and
Browaeys, 2010). As mentioned earlier HRM practices do not affect informal workplace
learning directly because there are research studies that show that the relationship between
HRM practices and employees outcome is mediated by job-related factors (i.e. organizational
commitment and job satisfaction) (Michie and West, 2004). Based on the discussion, it may
expect that affective commitment as an important determinant of informal learning in
workplace and it could be act as a mediator.
P9. The dimension of HRM practices selective hiring will positively affect informal
workplace learning through the mediation of affective commitment.
P10. The dimension of HRM practices extensive training will positively affect informal
workplace learning through the mediation of affective commitment.
P11. The dimension of HRM practices performance appraisal will positively affect
informal workplace learning through the mediation of affective commitment.
P12. The dimension of HRM practices compensation practices will positively affect
informal workplace learning through the mediation of affective commitment.
P13. The dimension of HRM practices employment security will positively affect
informal workplace learning through the mediation of affective commitment.
P14. The dimension of HRM practices promotion opportunity will positively affect
informal workplace learning through the mediation of affective commitment.
P15. The dimension of HRM practices empowerment will positively affect informal
workplace learning through the mediation of affective commitment.
P16. The dimension of HRM practices information sharing will positively affect informal
workplace learning through the mediation of affective commitment.
HESWBL Conceptual framework
The relationship between these variables can be explained using situated learning theory and
the organizational support theory (Eisenberger et al., 1986; Rhoades and Eisenberger, 2002;
Shanock and Eisenberger, 2006). Situated learning theory is one of the social learning theories
that are used to explain informal workplace learning. This theory is developed by Lave and
Wenger (1991), and they argued that learning is situated and it happens unintentionally.
There are two important concepts evolved from situated learning theory such as legitimate
peripheral participation and Community of Practice (COP). Legitimate peripheral
participation support that, in an organization new member learn to become a practitioner
by engaging in CoP’s. This theory highlights that learning is embedded in activity, context
and culture. Situated learning theory considers knowing and learning as a process which
forms knowledge as an indispensable part of regular practice (Alasoini, 2011). Situated
learning theory considered learning through action and interaction. This means that in the
workplace, learning occurs when people are involved in various work-related activities,
exchanging knowledge with others through interaction and networking. Moreover,
organizational factors and individual factors affect informal learning in the workplace
(Chiaburu and Marinova, 2005; Islam and Khan, 2014; Pircher et al., 2007). This study used
organizational support theory (Eisenberger et al., 1986; Rhoades and Eisenberger, 2002;
Shanock and Eisenberger, 2006) to explain how affective commitment mediates the
relationship between HRM practices and informal workplace learning. Organizational
support theory pointed out that, employees who feel supported by their organization search
ways to give back to the organization for the positive consideration they receive. Rhoades and
Eisenberger’s (2002) in their meta-analysis indicated that perceived organizational supports
namely HRM practices are positively related with attitudinal consequence namely affective
commitment which lead to outcome, namely, learning and sharing knowledge.
Affective commitment is important in the learning process. Affective commitment increases
the sense of belonging that generate interest to learn in workplace (Wen et al., 2014). This
argument is supported by Corso et al. (2009) who argued that, organization should give more
emphasis on its levers which increase commitment of its employees in order to learn effectively
in workplace. The dedication given by an individual to an organization or work practice may
lead to learning and sharing knowledge since feeling of care and emphasis is given to the
learner or knowledge knower (Al-Alawi et al., 2007; Du et al., 2012; Dulaimi, 2007; Foos et al.,
2006; Han et al., 2016; Peet, 2012; Wu and Lee 2016; Manus et al., 2016). Zou (2015) in his study
mentioned that for maintaining proper learning through community of practices (COP’s)
commitment is required as a mediator. Commitment reduces turnover in organization and
profession. Sustained participation in learning is directly related to members’ identification
with the organization (Fang and Neufeld, 2009) and indirectly related to organizational support.
Organizational supports enhance commitment and commitment encourages employees to
participate actively in informal learning (Batemen et al., 2011, Zou, 2015).
Moreover, it is quite natural to assume that without proper and adequate support from
organization, the improvement of crucial knowledge is not likely to occur (Delic et al., 2017).
Therefore, to foster knowledge among employees, adequate organizational support should be
put in place by proper HRM practices. It is greatly unexpected that employees possess a
serious level of self-initiative and that they are, by definition, highly self-motivated to truly
enhance knowledge among themselves on their own and without active organizational
support (Delic et al., 2017). In accordance with, employees’ course of action is largely
dependent on the perceived level of provided organizational support and employees’ beliefs
concerning the extent to which the organization values their contributions and cares about
their well-being (Eisenberger et al., 1986; Shore and Wayne, 1993). Hence, HRM practices
influence in creating employee affective commitment and support toward employees’
motivation to share knowledge and learning.
 Therefore, as per situated learning theory and organizational support theory Role of
organizational support namely HRM practices can enhance informal workplace learning affective
directly and through the personal characteristics namely affective commitment. The link
between all these variables can be presented as a conceptual model shown in Figure 1. The
commitment
model proposed that organizational factor namely HRM practices could affect employee
affective commitment, a personal factor, which eventually influence informal workplace
learning. The propositions (P1-P8) explaining positive relationships between HRM practices
and informal workplace learning. Similarly the proposition (P9-P16) explains how affective
commitment mediates the relationship between HRM practices and informal workplace
learning. This in turn suggests a roadmap for the stakeholders, financial institutions to the
large extend, for formulating and implementing their policies and strategies to boost up the
informal workplace learning.
Contribution
This paper contributes in several ways; first, it integrates and extends literature on one
independent variable, one dependent variable and one mediating variable. One HRM
practices being predominantly an organizational level factors and latter being informal
learning a learning domain factors. Moreover, affective commitment a mediating variable is a
personal level factor. Thus, current study is interdisciplinary in nature. Second it is one of the
few studies to examine the effect of HRM practices on informal workplace learning. Third, it
attempts to address the call of the researchers to deal with the issues of affective commitment
as a mediator between HRM practices on informal workplace learning with situated learning
theory (Lave and Wenger, 1991) and organizational support theory (Eisenberger et al., 1986;
Rhoades and Eisenberger, 2002; Shanock and Eisenberger, 2006) as the theoretical
underpinning. Future researchers may empirically test this conceptual framework and
propositions in different organizational settings to study how HRM practices affect informal
workplace learning with the mediation effect of affective commitment. The study can be
extended further by linking HRM practices to other important employee and organizational
outcomes which is found to affect employees’ participation in informal workplace learning.

Conclusion
Throughout the world there is a consensus that individual, group and organizational
development as well as achieving competitive advantage and sustainability of organization
depends on greater emphasis of informal workplace learning. Despite this consensus,

HRM Pracces Affecve Informal Workplace

Commitment Learning

•selecve hiring •Learning with

•extensive training others
•performance •self-
appraisal experimentaon
•compensaon •external scanning
pracces
•employment
security
Figure 1.
•promoon Linking human
opportunity resource practices and
•empowerment informal workplace
•informanon learning through
sharing affective commitment
HESWBL informal learning in workplace does not occur spontaneously due to many different reasons.
As such, HRM practices that can affect informal workplace learning become vital for most
organization. Employees’ affective commitment is considered an important factor that can
stimulate learning. Therefore, every organization must develop their management practices,
particularly HRM practices toward activities that stimulate informal workplace learning. In
this paper, employees perception regarding eight HRM practices (i.e. selective hiring,
extensive training, performance appraisal, compensation practices, employment security,
promotion opportunity, empowerment, information sharing) are proposed to affect affective
commitment which eventually enhance their informal workplace learning. Therefore, it is
proposed that to develop affective commitment which is positive toward informal workplace
learning, organizations should set up appropriate HRM practices. It is presumed that from the
proposed model all the stakeholders will have a minimum basic knowledge about the
influence of organizational and individual factors on informal workplace learning.

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Further reading
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Science: Selected Theoretical Papers, pp. 43-59, University of Chicago Press, Chicago.
Mc Manus, P., Ragab, M., Arisha, A. and Mulhall, S. (2016), “Review of factors influencing employees’
willingness to share knowledge”, Paper presented in 18th European Conference on Knowledge
Management (ECKM), School of Marketing, Technological University Dublin, Belfast, Northern
Ireland.

Corresponding author
Md Shariful Alam Khandakar can be contacted at: sharif017@gmail.com

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