Factors Influencing Learning Behavior Among Indian Technology Workers on H-1B Visas: Motivations and Barriers

Abstract

Indian technology workers on H-lB visas in the US encounter many constraints due to immigration restrictions and specific compliance requirements from the United States Citizenship and Immigration Services (USCIS) when changing employers, accepting a promotion, moving to a different work location, or changing residences. Further, their employment in the IT field-where most Indian employees work-presents unique challenges to their continued employment, compounded by their immigration status. One of the upsides to managing these challenges includes constantly learning, adapting, and being employable. However, learning for these workers comes with specific barriers. To overcome those barriers, they must remain motivated to pursue learning. Many factors become learning barriers for Indian technology workers on H-lB visas. Starting with their immigration status and H-lB visa restrictions, employment requirements for learning and development, periodic technological change, family commitments, and time constraints form learning barriers that impact the H-lB worker's learning decisions. Some of the same barriers and specific individual factors influence the H-lB worker's learning motivations. This study focuses on the learning barriers, motivations, and learning behavior of Indian technology workers on H-lB visas. Past research on learning barriers, motivations, or learning among different worker groups provided a limited understanding of learning among this population. The uniqueness of the barriers confronted by Indian technology workers on H-1 B visas, a lack of current scholarship, and my own past experiences as an H-lB worker formed the motivation for this study. I wanted to understand this population's learning barriers, motivations, and decisions. I used self-determination theory, situated learning theory, and connectivism as the theoretical frameworks to conduct this study. I employed a qualitative approach and conducted 12 semi­structured interviews with Indian technology workers on an H-IB visa to report my findings. Analysis of the interviews showed that participants' perceptions of learning barriers and motivations focused on H-IB visa restrictions, employment factors, technological aspects, and individual conditions and features. Generally, participants experienced H-lB visa restrictions as barriers. However, specific H-lB visa requirements for sponsorship, technological change, and employer requirements for upgrading and updating skills motivated the H-lB worker to pursue learning. In their pursuit of learning, the participants engaged various mechanisms to accomplish their learning goals. By engaging with the community of practitioners, enrolling in e-learning, asking for help and guidance from members of their learning community or the team, and self­learning using the internet and online sources, the participants were able to pursue learning. The findings from this study have implications for both theory and practice. This study will be the first of its kind among the Indian technology worker on the H-IB visa population. There is scope for further exploration among this population in the field of HRD. Further, the findings from this study align with the self-determination continuum model of individual motivation. Therefore, further empirical research could support the findings of this study on the self-determination model. Regarding the practical implications, employers can take inspiration from this study to revisit their learning and development, career development, and organization development policies and practices to support their employees with visa needs. Finally, the findings from this study, although significant, are not generalizable. Nevertheless, by scratching the surface of such a vast subject, this study provides suggestions for future research by opening the door for further investigations into learning among the Indian technology worker on the H-lB visa population and other immigrant worker groups.