The purpose of this study was to examine the relationships among flexible work practices, training, and organizational performance and how these relationships vary with organizational size. Structural equation modeling was used to examine the nature of these relationships allowing the simultaneous examination of a full set of relationships. A path model was developed based on the literature review. The path model proposed that organizational size has direct effects on flexible work practices and training separately, flexible work practices and training covary with each other, and flexible work practices and training have direct effects on organizational performance. The data from the 2002 National Organizations Survey (NOS) were utilized for the analysis.
The results showed a negative relationship between organizational size and flexible work practices, a positive relationship between organizational size and training, and a strong covarying relationship between flexible work practices and training. However, no significant relationship was identified with organizational performance. The results of the study contribute to the literature regarding the relationships among organizational size, flexible work practices, and training. Our understanding of these relationships provides insight into the importance of flexible work practices and training across organizations of all sizes.
This study provides several implications for conducting future research. These research directions include further unpacking the relationships among organizational size, flexible work practices, and training, understanding how the relationship between flexible work practices and training may effect frequently changing competence, as well as a further examination of the impact of flexible work practices and training on organizational performance. This study provides implications for human resource development practitioners and workforce development policymakers to consider systematic approaches in the use of flexible work practices and training.