Exploring public employees’ motivation to learn and develop in turbulent times. The role of perceived support and organizational commitment

Abstract

This study responds to the call for additional research concerning factors that affect public- sector employees’ job attitudes and behaviors in a context of budgetary constraints and austerity measures. Given the importance of training and development in the workplace, this research seeks to understand the mechanisms that drive employees’ motivation to learn and develop. The results indicate that the positive effects of supervisor support on employees’ motivation to participate in development activities are likely to become less influential when employees concomitantly perceive that their work organization constitutes an unsupportive environment. Moreover, consistent with the social exchange theory and since reciprocal exchanges between supervisors and subordinates are built on commitment, it is found that affective and normative commitment mediate the positive relationship between employees’ perceptions of supportive policies and motivation to learn and develop.