The moderating effect of informal learning on the relationship between job stress and organizational commitment: a focus on generational differences

Organizations are experiencing increased workforce diversity, and the socio-economic changes spurred by COVID-19 are rapidly reshaping various organizational aspects, including the nature of work, work environments, member interactions, and human resource development strategies. In this evolving landscape, employees must adapt to new conditions while maintaining high performance levels. Concurrently, informal learning is gaining traction as a key method for skill development within organizations due to its learner-driven nature and growing importance.<br/> This study primarily aims to examine the impact of informal learning on the relationship between job stress and organizational commitment. Our research model indicates that informal learning negatively moderates the inverse relationship between job stress and organizational commitment. In essence, higher participation in informal learning reduces the negative impact of job stress on organizational commitment.<br/> Additionally, this study explores whether the moderating effect of informal learning varies across different generations. Our findings reveal significant generational differences. These findings suggest that organizational practitioners should consider generational differences when implementing informal learning strategies. To enhance employee capabilities and promote positive job attitudes, a tailored approach to informal learning support, aligned with generational characteristics, is essential.