In an era of rapid digital transformation, organisations must cultivate dynamic capabilities that promote innovation and continuous learning. This study examines how self-determined motivation and innovation adoption are crucial enablers in developing the digital competencies essential for employees to navigate digital transformation. Grounded in Self-Determination Theory and the Diffusion of Innovation framework, our research underscores the systemic role of individual agency, technological advancements, and organisational structures in facilitating workforce adaptation. Employing a quantitative approach with 152 survey participants, our findings reveal that self-determined motivation alone is inadequate, while adopting innovation significantly influences digital competence. We demonstrate that human-centred factors must align with systemic digital transformation efforts. Moreover, we highlight the necessity of integrating employee capabilities into broader enterprise and government digital innovation strategies. The implications of this study are both theoretical and practical. We stress the need for organisations to design change processes that support digital knowledge acquisition and adaptability in evolving workplaces. Our research offers a systemic perspective on digital transformation, reinforcing that successful organisational innovation requires structured learning environments that empower employees. By fostering an ecosystem where digital competencies are nurtured, organisations can enhance agility, resilience, and sustained competitiveness in the digital age.

The increasing significance of digital health services necessitates a sustained learning process. This study explores the linkage between motivation and the opportunity to actively participate in designing new concepts and competencies, emphasizing sustained learning as a dynamic capability. We conducted two focus group discussions with 21 participants. The collected data were analyzed and categorized using NVivo software. Our findings highlight the applicability of the Ability, Motivation, and Opportunity (AMO) model in digital transformation within healthcare. The role of first movers or early adopters emerges, driving innovation and inspiring broader adoption in the sector. Building digital competencies must be accessible and seamless, ensuring knowledge access and practical learning concepts. We advocate for integrating all stakeholders to foster a shared vision and comprehensive approach to digital implementation. Professional contexts significantly influence motivation, reinforcing the importance of autonomy in selecting learning strategies. This paper theoretically links the AMO Model to dynamic capabilities, clarifying how ability, motivation, and opportunity affect human resources development in healthcare. Relevant stakeholders must be engaged by providing tailored, practice-integrated learning initiatives that align with real-world healthcare challenges.

In the context of the digital transformation of healthcare organisations, this study investigates the critical role of sustained learning, employee readiness, and supportive learning conditions to enable digital service offerings. Drawing on dynamic capabilities theory, we conceptualise and empirically test a multilevel model, exploring how sustained learning behaviour and mindset shape the Ability–Motivation–Opportunity (AMO) framework at the individual level. Furthermore, we analyse how workplace learning mediates the relationship between AMO on service outcomes at an organisational level, with sector affiliation as a moderating factor. Data were collected from 856 participants with online surveys and analysed with PLS-SEM. The results confirmed that sustained learning significantly enhances individual readiness (ability, motivation, and opportunity), which in turn positively influences digital services. Workplace learning was found to be a potent mediator, and sector affiliation significantly moderated the relationship between workforce enhancement and digital service outcomes. These findings underline the importance of embedding an employee sustained learning mindset and behaviour as an organisational capability, beyond technical implementation. The results suggest that a successful digital transformation hinges on cognitive and behavioural learning engagement, supported by supportive learning structures and context-specific strategies.

Organisations need dynamic capabilities in the ongoing digital transformation to reconfigure knowledge and learning. There is a need to define new concepts and explain mechanisms of relevant factors to build dynamic capabilities. Organisations acting in healthcare experience a dilemmatic situation. New digital processes and business models are promising benefits for cost-containment measures, improved patient-centric care, and digital services. However, investments are needed to benefit. The critical question is the following: How can individual actors in healthcare be motivated to engage in this transformational process to build and reconfigure relevant competences and establish new learning routines? Founded on the essence of the existing literature, we assume sustained learning to be a relevant dynamic capability to seize and sense competences and reconfigure human capital. This paper answers the call for deeper investigations into the mechanisms in new digitally transformed environments and sectors focussing less on performance and competitive advantages, like public administration or the healthcare sector. Based on previous research, validated in qualitative interviews and quantitative testing, we define the new construct of sustained learning with its subdimensions. By providing measures, we build the grounds for further quantitative research.

Organisations need dynamic capabilities in the ongoing digital transformation to reconfigure knowledge and learning. There is a need to define new concepts and explain mechanisms of relevant factors to build dynamic capabilities. Especially organisations acting in healthcare are caught in a dilemmatic situation. New, digital processes and business models are promising benefits for cost-containment measures and improved patient-centric care, offering digital services. However, investments are needed to benefit. The important question is: how can individual actors in healthcare be motivated to engage in this transformational process to build and reconfigure relevant competences and establish new learning routines? Founded on the essence of existing literature, we assume sustained learning as a relevant dynamic capability to seize and sense competences and reconfigure human capital. This paper answers the call for deeper investigations into the mechanisms in new digitally transformed environments and sectors with less focus on performance and competitive advantages, like public administration or the healthcare sector. Based on previous research, validated in qualitative interviews and quantitative testing, we define the new construct of sustained learning with its subdimensions. By providing measures, we build the ground for further quantitative research.

In an era of rapid digital transformation, organisations must cultivate dynamic capabilities that promote innovation and continuous learning. This study examines how self-determined motivation and innovation adoption are crucial enablers in developing the digital competencies essential for employees to navigate digital transformation. Grounded in Self-Determination Theory and the Diffusion of Innovation framework, our research underscores the systemic role of individual agency, technological advancements, and organisational structures in facilitating workforce adaptation. Employing a quantitative approach with 152 survey participants, our findings reveal that self-determined motivation alone is inadequate while adopting innovation significantly influences digital competence. We demonstrate that human-centred factors must align with systemic digital transformation efforts. Moreover, we highlight the necessity of integrating employee capabilities into broader enterprise and government digital innovation strategies. The implications of this study are both theoretical and practical. We stress the need for organisations to design change processes that support digital knowledge acquisition and adaptability in evolving workplaces. Our research offers a systemic perspective on digital transformation, reinforcing that successful organisational innovation requires structured learning environments that empower employees. By fostering an ecosystem where digital competencies are nurtured, organisations can enhance agility, resilience, and sustained competitiveness in the digital age.