Development of a Structural Model for Sustainable Environment Training and Knowledge Transfer

Abstract

The public sector is usually viewed as a formal and hierarchical organization. However, they need to improve the quality of their work to solve community matters satisfactorily. This study examines the mediating role of the motivation to learn in the relationship between sustainable environment training and knowledge transfer. This study is a cross-sectional study, using survey questionnaires to collect data from public servants at different divisions/departments in public organizations. SmartPLS was utilized to evaluate the quality of the study instrument and subsequently test the study hypotheses. The structural equation modeling test indicated that sustainable environment training affects knowledge transfer. Hence, the motivation to learn mediates the effect of sustainable environment training on knowledge transfer. Practitioners can utilize these findings to comprehend the diversity of perspectives on motivation to learn and to design a training program master plan that can increase employee motivation to succeed and maintain organizational strategies and goals in the global competition and organizational sustainability era.

Investigating the Key Factors Influencing the Process Innovation Capability in Organizations: Evidence from the Republic of Serbia

“…Knowledge application (KA)-Following the creation of knowledge, the next step is the application of acquired knowledge. Collecting and applying newly acquired knowledge and experiences is crucial for solving newly emerging problems [29,46]. In addition, stakeholder suggestions should be used to improve products, processes, or services [47].…”

“…In addition, stakeholder suggestions should be used to improve products, processes, or services [47]. Organizations should be flexible, take advantage of opportunities to improve products/services and processes, and quickly learn, adopt, and implement new latest technological techniques [28,46]. Additionally, organizations that put effort into engaging with external knowledge through a proactive attitude should expect better performance [48].…”

An Empirical Study of the Relationship Between Leadership Practice in Training Programs and Skill Development: Motivational Climate as Mediating

“…Meanwhile, the leader usually provides tangible help through practical development training, material assistance (such as providing training guides, teaching-learning techniques, and preparing training locations), efficiently coordinating the training process, and designing a training program that is appropriate to the trainee's field of work. This type of support is interrelated and can help improve trainees' skills and knowledge, as well as build and maintain high competence [5], [15], [18], [19]. The objective of this training will be successfully achieved if the leaders are able and willing to plan and execute tasks correctly in the organization's training program [2], [4], [16].…”

“…Surprisingly, recent research on training management reveals that the connection between leadership practice in training programs can influence the motivational climate and skill development [20], [21], [22]. In the perspective of training management, the motivational climate is very useful for improving the learning process, learning the training framework, cooperation, and training guidance strategies to renew the latest skills, and showing interest in the training program implemented [1], [19], [23]. Trainees who are exposed to a balanced motivational climate environment usually have high motivation to allocate higher effort, are willing to work hard, have a tenacious attitude, and have the ability to handle tasks and able to play a responsible role in the organization [15], [24], [25].…”

Implementing Change in Public Organisations: The Effects of Motivation to Transfer as a Mediating Factor in the Relationship between Supervisory Leadership and Knowledge Transfer

“…Organisations must innovate in their work tasks, implement new policies, and undergo transformation ( Van der Voet, Kuipers & Groeneveld, 2015;Van der Voet, Steijn & Kuipers, 2016) to provide adequate responses to their organisational progress and sustainability (Mohamad et al, 2023;Rodríguez-Sabiote et al, 2020). Consistent with the country's aspirations to enhance the workforce, highly skilled and knowledgeable (Knies & Leisink, 2013;Tafvelin et al, 2019), organisational employees need to equip themselves with a positive attitude, relevant skills, and knowledge through human resource development programmes designed based on competency development and continuous learning (Mohamad et al, 2023;Rodríguez-Sabiote et al, 2020).…”