Technology-mediated learning in the workplace: influence of personalization

Purpose Technology-mediated learning (TML) is gaining popularity among business organizations for upskilling their employees. However, high dropout rates have limited its effectiveness. Thus, we explore, if and how personalization of TML can improve its adoption and effectiveness in workplaces from the lens of the unified theory of acceptance and use of technology (UTAUT2) theory. Design/methodology/approach An exploratory sequential mixed-method design was used for this study. Study 1 included interviews (N = 27) of Learning and Development (L&D) leaders and employees (learners) of large global organizations, about their experiences with TML. Emergent themes led us to our research model, which integrates constructs of personalization, technology adoption and transfer of training (TT). In Study 2, a cross-sectional study was conducted. Data were collected from employees who have experienced TML (N = 406) and analyzed using PLS-SEM. Findings Findings suggested that personalization of TML positively influenced intent to use TML and transfer skills, thereby improving TML effectiveness and proving its relevance in workplaces. Precisely, personalized TML recommendations from managers impacted (1) behavioral intention (BI) and TT directly; (2) BI through performance expectancy (PE); (3) TT through social influence and BI individually; and (4) TT through PE and BI sequentially. Likewise, allowing employees the flexibility to choose TML based on their interests influenced (1) BI directly and via hedonic motivation (HM) and (2) TT via HM and BI individually and sequentially. Practical implications Using our model, L&D practitioners may design and personalize their TML ecosystems to foster adoption and transfer of training in workplaces. Originality/value Personalization of learning in workplaces has received scant attention; thereby, our study expands existing knowledge in this relatively nascent field of research.