Purpose: This study aims to empirically examine the relationship between individual learning, organizational learning and employee commitment in the context of health-care industry. Design/methodology/approach: A survey instrument was distributed, and data was collected from 346 employees in the health-care industry in the Southern part of India. Hayes's PROCESS macros were used to test the mediation, moderated moderated-mediation hypotheses. Findings: The results reveal organizational learning as a mediator in the relationship between individual learning and continuance commitment, normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment and three-way interaction between organizational learning, normative commitment and affective commitment to influence continuance commitment of employees. Research limitations/implications: As with any survey-based research, the present study suffers from the problems associated with self-report measures: common method bias and social desirability bias. However, the authors attempted to minimize these limitations by following appropriate statistical techniques. Practical implications: The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contribute to organizational effectiveness. The results highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance. Originality/value: This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors' knowledge, the multilayered model showing three-way interactions between three dimensions of organizational commitment is the first of its kind and is a novel idea. [For "A Moderated-Mediation Model of Individual Learning and Commitment: Part I," see EJ1347250.]