Exploring the moderation of Adaptability and Digital Literacy in the impact of digital L&D systems on employee experience
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Abstract
The study looks at the way digital learning and development (L&D) systems affect employee experience in the Indian information technology sector, considering adaptability and digital literacy as factors that may moderate this relationship. Based on the Theory of Planned Behaviour, it makes use of survey data collected from 276 full-time employees employed in IT companies in Bengaluru, India. To test five hypotheses—those relating to the direct effect of digital L&D systems on employee experience, the direct effects of adaptability and digital literacy, and the moderating roles of these two factors, structural equation modelling was carried out using SPSS Amos. The results indicate that digital L&D systems have a significant impact on employee experience. Adaptability has both a positive direct effect and a positive moderating effect, which means that employees who are able to adjust well to digital changes obtain greater experiential benefits from digital learning systems. Digital literacy has a positive direct effect but a negative moderating effect, implying that employees who are highly digitally literate may rely less on formal digital L&D systems to influence their experience of the workplace. The study adds to the existing body of literature on digital L&D and employee experience by showing that the outcomes of technology-driven learning depend on the employees' level of behavioural readiness. In practice, the results recommend that organisations should combine their investments in digital learning with programmes aimed at improving adaptability and adopt a user-centred approach to learning design.
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