Cultivating sustainability savvy: the role of soft skills in shaping sustainable practices

Abstract

Purpose

This project inquires whether transitioning to adopting sustainable practices involves emphasizing the significance of education and skill development that aligns with employees' knowledge. Additionally, this project explores whether soft skills can act as a means for effective communication, collaboration and ethical decision-making when addressing the intricate and socially interconnected nature of sustainability challenges. Thus, this research explores employee sustainability knowledge and soft skills to gain a more nuanced understanding to provide evidence-based recommendations to enhance organizational sustainability initiatives.

Design/methodology/approach

This study used a form of chain-referral sampling with two populations. A two-step cluster analysis with a log-likelihood distance measure and Schwarz’s Bayesian criterion was employed to identify communities of employees with different levels of sustainable practices and soft skills knowledge. A corresponding analysis was conducted to better understand different communities in terms of industry and managerial experience. A confirmatory factor analysis was conducted using a covariance-based measurement model to establish measurement validity and reliability and to impute latent variables (i.e. constructs) scores.

Findings

Aligning human resource (HR) strategies with these identified knowledge communities enables organizations to strategically enhance comprehensive training programs promoting sustainable practices and soft skills. Tailored training and workforce development programs for each community are recommended, with the proposal of active training methods like Lego Serious Play to dynamically engage employees. As organizations increasingly invest in training, this research offers valuable insights for educators and industry professionals to better cultivate and apply soft skills to develop employee sustainability practices and enhance employee development.

Research limitations/implications

Although this study’s findings are not generalizable to the population, they are useful when considering critical sustainability knowledge and soft skills necessary for employees in the hospitality industry. The convenience sample of this study could have been more robust, with participants with greater tenure in the industry or a better understanding of sustainable practices and soft skill competencies. This research used a Qualtrics survey to gather subject responses. This may have caused biases in responding to the survey, such as a central tendency, immediacy, the rater’s knowledge about each criterion or boredom with the survey length.

Practical implications

The practical implications drawn from this study’s findings offer actionable insights for organizations seeking to enhance sustainability practices within their workforce. As one navigates the diverse landscape of employee categories, including sustainable champions, emerging learners and skillful initiators, it becomes evident that a one-size-fits-all approach to training and workforce education is not conducive to cultivating a sustainable culture. In this section, some possible practical strategies tailored to each employee category are suggested, ensuring that organizations can effectively harness the unique strengths and development needs within their workforce.

Social implications

Using a social cognitive theoretical lens (Bandura, 1977), sustainable catalysts' elevated knowledge levels make them influential contributors to the organization’s sustainability goals, while their adeptness in soft skills positions them as effective communicators, collaborators and leaders in fostering a culture of sustainability. Figure 1b displays this idea. As such, sustainable catalysts were present four times in the effectiveness of the top five soft skills, meaning these sustainable catalysts should be the area of primary focus as they can assist organizations by educating other employees due to their enhanced soft skills and level of sustainability knowledge.

Originality/value

Rooted in social cognitive theory, this study investigated how HR practices can effectively shape sustainability-related workforce development in the workplace. The results identified distinct knowledge communities – sustainable catalysts, skillful initiators, emerging learners and sustainable champions – aligned with quadrants of sustainable practice effectiveness. Aligning HR strategies with these identified knowledge communities enables organizations to strategically enhance comprehensive training programs promoting sustainable practices and soft skills.

Citation

Pons, S., Khalilzadeh, J., Weber, M.R. and Smith, R.A. (2024), "Cultivating sustainability savvy: the role of soft skills in shaping sustainable practices", International Hospitality Review, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IHR-01-2024-0007

Introduction

Certainly, all individuals hold different perspectives about the intersection between business and the environment. While there is a need to be profitable, there is also a shared concern for our planet and community. An increasing number of hospitality organizations, including hotels (El Dief & Font, 2010; Nicholls & Kang, 2012), restaurants (Hu, Horng, Teng, & Chou, 2012; Kasim & Ismail, 2012), and the meeting and convention industry (Russell, 2008) recognize the benefits of incorporating sustainable practices. Recent trends have focused on environmental concerns, the use of technology, and efficient energy usage (Holcomb, Upchurch, & Okumus, 2007). Benefits generally include decreased operating costs due to improved energy efficiency and waste reduction, better relations with government regulatory agencies, and enhanced marketability with green-minded travelers. Despite the growing number of hospitality organizations that want to be more environmentally and socially responsible, the presence of various recommended sustainable practices adds complexity to their efforts. In other words, numerous lists and manuals on sustainable practices have been developed for the tourism industry with little to indicate the varying return on investments, payback periods, initial costs, or the environmental benefits these practices may offer. Therefore, they do not give managers and practitioners the guidance they need.

One of the operational challenges organizations face is how to implement and develop the program effectively. The impetus behind the success of any initiative originates from the upper echelons of the organization and must permeate through all hierarchical levels. In other words, it must have “buy-in” from everyone in the organization. When a strong inclination toward sustainable practices exists, the focus shifts to implementing them. One crucial aspect involves education and cultivating skills necessary for a successful sustainability program that aligns with employees' past and present knowledge. Prior studies suggest that perhaps a pivotal solution to addressing this issue lies in implementing training programs emphasizing soft skills rather than hard skills (Crawford, Weber, & Lee, 2020). Training sustainability practices using soft skills is essential because it fosters effective communication, collaboration, and ethical decision-making, which is crucial for navigating the complex and socially interconnected nature of sustainability challenges. Actually, social cognitive theory, as described by Bandura (1977), states that people can learn directly and indirectly by observing others’ behaviors and the consequences of those behaviors. This theory can be used to conceptualize the challenges in employee sustainability education by emphasizing that successful program implementation requires commitment from top-level management to all levels, necessitating universal buy-in. We inquire whether transitioning to adopting sustainable practices involves emphasizing the significance of education and skill development that aligns with employees' knowledge. Additionally, we explore if soft skills can act as a means for effective communication, collaboration, and ethical decision-making when addressing the intricate and socially interconnected nature of sustainability challenges. Thus, this research explores employee sustainability knowledge and soft skills to gain a more nuanced understanding to provide evidence-based recommendations to enhance organizational sustainability initiatives.

Literature review

Sustainability and sustainable practices

Sustainability was initially called “eco-development” at the United Nations Environmental Progress Stockholm Conference (Strong, 1972). It was later described as the development that meets the needs of the present without compromising the ability of future generations to meet their own needs (World Commission on Environment and Development, 1987). In a more recent explanation of sustainability, the US Environmental Protection Agency (USEPA) (2014) stated that sustainability is generally understood to mean a state or condition that allows for the fulfillment of economic and social needs without compromising the natural resources and environmental quality that are the foundation of human health, safety, security, and economic well-being.

Sustainable tourism is a component of sustainable development, representing a tourism system that promotes qualitative progress, emphasizing improvements in quality of life and well-being without compromising natural capital through excessive quantitative growth (Hall, Gössling, & Scott, 2015). It is important to note that sustainable tourism is not a static construct; instead, the implementation should be adaptive and situational, focusing on the essence of sustainable development and sustainability (Hunter, 1997). On this note and with the tourism industry in a state of continuous growth (Gössling, Hall, Peeters, & Scott, 2010; Hunter, 1997; UNWTO, 2017), there is vast potential for tourism entities to influence sustainable development by implementing effective, situational forms of sustainable practices (Hunter, 1997).

Sustainability has been suggested to enhance savings, boost employee and customer satisfaction, and potentially increase customer demand, presenting financial opportunities for businesses (Bohdanowics et al., 2005; Goodman, 2000; Scanlon, 2007). One example is Whole Foods stores' popularity and sustainability program as part of their product offering, leading to Whole Foods’ stock price increase by over 2500% since 1990 (Thorne, Ferrell, & Ferrell, 2011). Environmental stewardship still takes a “backseat to other operational concerns in many cases” (Bohdanowics et al., 2005, p. 188). Adopting these practices, especially in smaller organizations that comprise most companies, depends on personal, socio-cultural, and situational factors (Tzschentke, Kirk, & Lynch, 2008). Therefore, the implementation of these sustainable practices is often not planned and not properly aligned with the current business strategy (Melissen, 2013).

The hospitality industry has witnessed the widespread implementation of sustainable practices, with Yellowstone National Park as a notable catalyst for sustainability. In the operational domain, the incorporation of “smart” irrigation controls in the Mammoth Hot Springs Historic District exemplifies advanced practices. The new controllers record all irrigation activities, exchange weather data between controllers, and notify the operator of issues such as line leaks. As controllers have been installed, irrigation zones have been analyzed and categorized into groups based on water needs so that watering can be tailored to each area. Flow monitoring by the controllers has already alerted the irrigation operator to a leak, allowing quick detection and repair and, ultimately, saving approximately 3.5 million gallons of water per year (US National Park Service, 2019a). In addition, The Mammoth Dining Room was the first restaurant in any national park to be certified as a 4-Star Green Restaurant by the Green Restaurant Association (n.d.) after showing efficiency through sustainable hospitality topics such as how to manage disposables, energy and water reduction, sustainable furnishings and buildings, food, chemicals, pollution, and waste (Xanterra Parks & Resorts, Inc., 2020). Likewise, electric charging stations were installed around Yellowstone National Park to encourage the use of electric vehicles, as they could save 7.7 pounds of greenhouse gas emissions per vehicle per day (US National Park Service, 2019b). Overall, the expansion of sustainability and sustainable practices underscores the evolution of the concept from its early roots as 'eco-development' to its contemporary definition emphasizing the balance between economic, social, and environmental considerations. Prior studies highlight the dynamic nature of sustainable tourism, emphasizing the need for adaptive and situational approaches. Furthermore, the implementation of sustainable practices within the hospitality industry, exemplified by cases like Yellowstone National Park, illustrates the potential for positive environmental impact and economic savings through innovative and conscientious initiatives.

Training and workforce education

Companies spend billions of dollars on training and identifying hard and soft skills. Companies also spend on human resource (HR) methods to develop the skills that help maximize these dollars. As of 2022, Statista reports that total training expenditures by US businesses reached $101.6bn last year, marking a notable increase of over $17bn compared to the pre-COVID-19 year of 2019. This contrasts with the global training expenditures, which amounted to around $381bn in 2022 (Statista, 2023). As sustainability takes root in organizational strategies, the need for a skilled and adaptable workforce becomes apparent.

Workforce education is complex. Whether someone has been unemployed for a long time, is a veteran, a woman, a person of color, or an older worker; they did not finish high school, has a disability, has a first language that is not English, or had past involvement with the criminal justice system, upskilling initiatives will be inconsequential without workforce education. The adage “one size fits all” has never been less true in workforce development. In the face of adapting to tomorrow’s world of work, a new comprehensive and sustained approach is required for moving toward an effective workforce (Lam, 2019).

One example of workforce education/training is Career Pathways (CP). CP programs are varied in their design and implementation; there is no one CP model, but rather a framework that includes several common principles and approaches to vocational, academic, and soft skills training that organizations implement. CP programs engage employees and employers. CP programs teach basic skills but also contextualize instruction to have direct reference to real-world practices that have direct employer impact (Werner, Rappaport, Stuart, & Lewis, 2013). This research can help every individual looking for a new job, a new pathway to promotion, a career change, and individuals in between jobs or juggling multiple jobs, can be impacted by workforce education (Lam, 2019).

Soft skills

Definitions of the terms hard skills and soft skills have been proposed by many authors (for example, see Clark, 1993; Wellington, 2005; Rainsbury, Hodges, Burchell, & Lay, 2002). Hard skills are typically associated with technical aspects of performing a job. These skills usually require knowledge acquisition, are primarily cognitive, and are influenced by an individual’s intelligence quotient score. On the other hand, soft skills are the interpersonal, human, people, or behavioral skills needed to apply technical skills and knowledge in the workplace (Kantrowitz, 2005; Rainsbury et al., 2002). The terms hard and soft skills have developed over the years to identify characteristics and skills required to succeed in management positions.

Previous research has supported the need for empowerment (a soft skill) in the hospitality industry (Raub & Robert, 2013), the culture of having hands on managers that will work alongside their employees (Manzoni, 2014), and teaching methods that are most effective in training and leading staff (Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011) show the vitality of soft skills in the training environment. When a manager engages in these soft skills, he/she creates a learning environment that encourages the individual and team to develop while supporting excellent internal service. As research has supported, internal service encourages external service in the hospitality industry (Cho, Woods, Jang, & Erdem, 2006; Montgomery, 2016). Given that soft skills are learned when people are pushed out of their boundaries and forced to overcome conflicts and challenges as a team (Moody, 2019), this type of training helps employees develop and strengthen desired soft skills. By providing further support that these management aspects are important in this industry, this research draws attention to their inclusion in soft skills research.

Looking more closely at the landscape of effective management skills has been delineated by various scholars over the years, each contributing to a nuanced understanding of the soft skills required in the workplace. Examining the essential skills for effective management, Katz (1974) categorized them into technical, human, and conceptual domains, highlighting the diverse capabilities required by managers. This classification resonates with subsequent frameworks, such as Sandwith’s (1993) identification of competency domains and Rainsbury et al.'s (2002) differentiation between hard and soft skills, providing a comprehensive understanding of the multifaceted nature of managerial expertise. In fact, Katz (1974) placed the skills required by effective managers into three categories: technical, human, and conceptual. Technical skills are detail-oriented skills that are required of entry-level managers. An example is calculating food costs in a restaurant. Human skills are those interpersonal skills needed to manage a group of people or interact in a one-on-one format. Team building and communication skills are examples of human skills. Conceptual skills are the planning and visioning skills needed by managers. Decision-making and forecasting are examples of conceptual skills (Katz, 1974). In a similar vein, Sandwith (1993) identified five competency domains for management training: (a) conceptual/creative, (b) leadership, (c) interpersonal, (d) administrative, and (e) technical. These domains are like the categories identified by Katz (1974). The conceptual/creative domain corresponds to the conceptual skills category, the technical and administrative domains correspond to the technical skills category, and the leadership and interpersonal domains correspond to the human skills category. Furthermore, Rainsbury et al. (2002) classified the competencies of superior managers as hard skills or soft skills. Only three of the twenty competencies were classified as hard skills (analytical thinking, conceptual thinking, and technical expertise), with the remaining seventeen classified as soft skills. The categories of soft skills include achievement and action, impact and influence, managerial (team management and developing others), and personal effectiveness (Rainsbury et al., 2002).

The identification of competencies (i.e. soft skills) needed by hospitality managers has been investigated since the 1980’s. Tas (1988) reported a list of 36 competencies required for management trainees. These competencies were divided into essential, considerable importance, and moderate importance. In the essential category, the six competencies were related to soft skills needed to develop good working relationships with customers and employees. In 1994, Okeiyi, Finley, and Postel included soft skills as essential competencies for food and beverage managers. In another study about competencies needed by hospitality and tourism graduates, Mayo and Thomas-Haysbert (2005) found that communication skills and the ability to manage and motivate subordinates were ranked as two of the most critical skills. Johnson, Ghiselli, Shea, and Roberts (2011) reviewed the literature over the past 25 years and identified the changes in competencies required for managers in the US lodging and food/beverage industries and noted that the competencies that have remained on the list of required skills include the soft skills of communication, customer focus, interpersonal skills, and leadership. Sisson and Adams (2013) also identified soft skills as necessary. They reviewed 20 articles on competencies required for hospitality managers published between 1994 and 2011 and surveyed recent program graduates to identify essential competencies for entry-level managers. The authors reported that 12 of the 14 skills rated as essential were classified as soft skills, with the top 4 being positive customer relations, effective collaboration, professional demeanor, and leadership (Sisson & Adams, 2013). The enduring importance of soft skills, highlighted by various studies over the years, reinforces the critical role of communication, interpersonal abilities, and leadership. To that end, the recognition of soft skills as essential competency reflects their relevance in navigating workplace challenges.

The link between sustainable practices, employee training, and soft skills

The link between sustainable practices, employee training, and soft skills underscores the integral relationship between these three components in fostering a thriving and responsible business environment. As sustainability takes root in organizational strategies, the need for a skilled and adaptable workforce becomes apparent. Employee training and workforce education are pivotal in equipping individuals with the necessary skills to navigate the dynamic landscape of sustainable practices. The substantial investments made by businesses in training expenditures underscore the recognition of the value derived from a well-trained workforce. The focus on hard and soft skills becomes crucial, with soft skills, such as communication, collaboration, and leadership, gaining prominence in the workplace.

Soft skills, the interpersonal and behavioral attributes necessary to apply technical knowledge in the workplace, have emerged as potential critical elements in the successful integration of complex concepts, such as sustainable practices (Malik, 2018). When it comes to soft skills training, there are some discrepancies. According to the Society for Human Resource Management (SHRM), 61% of employers offered training for time management, while only 42% of employees wanted this training. On the other hand, soft skills training was more aligned regarding leadership and assertiveness skills, as 45% and 27% of employers offered this training, while 43% and 25% of employees wanted this type of training, respectively (Gurchiek, 2022). Nevertheless, the continued recognition of soft skills as essential competencies reflects their relevance in addressing workplace challenges and fostering a culture of sustainability. In this interconnected framework, the synergy between sustainable practices, employee training, and the cultivation of soft skills becomes a driving force for organizations aspiring to thrive in a responsible and forward-thinking manner.

Methodology

This study used a snowball sampling technique. The process started with a convenience sample, and following snowball sampling procedures (Etikan, Alkassim, & Abubakar, 2015), this research maintained the origination and progress of the sample. This study used a form of chain-referral sampling with two populations. The first population was managers within hospitality organizations. The researchers selected a convenience sample from their professional networks. They chose 11 individuals from different areas: restaurants, hotels, and event management. To help control the sample, they used a one-layer chain-referral sample. The 11 individuals were asked to contact five individuals from their professional networks and to ensure that they were in their area of hospitality expertise. The second population was employees in a range of service-related areas. This was accomplished by a convenience sample from the researchers’ professional network. In this sample, the respondents were asked to complete the survey and not to send it to anyone, thus trying to reduce the bias.

The survey instrument of soft skills was used from published research. Crawford and Weber (2016) published a soft skill instrument of 33 items assessing soft skill competencies in the areas of team development (13 items), influence (3 items), coaching (8 items), problem handling (3 items), and aggressor (these items were deleted because they did not fit the current research relating to sustainable practice education, an example is “I tend to micromanage”). The managers and employees were asked to rate the 27 items (soft skills) on a Likert-type scale from 1 to 5, with 1 as not effective, 2 = limited effectiveness, 3 = moderate effectiveness, 4 = very effective, and 5 = highly effective. Each population was also asked to rate their expertise with topics, soft skills and sustainable practices: zero, below average, average, above average, and extensive. Demographic information was also collected from both groups.

A two-step cluster analysis with log-likelihood distance measure and Schwarz’s Bayesian criterion was employed to identify communities of employees with different levels of sustainable practices and soft skills knowledge. A corresponding analysis was conducted to better understand different communities in terms of industry and managerial experience. A confirmatory factor analysis was conducted using a covariance-based measurement model to establish measurement validity and reliability and to impute latent variables (i.e. constructs) scores. Finally, the group differences in the effectiveness of soft skills knowledge in sustainable practices were examined using analysis of variance (ANOVA). In case of any assumption violations (e.g. homogeneity of variances), a robust equivalence of ANOVA, Brown-Forsythe Equality of Means Test, was substituted. Due to the small sample size, effect size measures such as η² and ω² were also reported for all ANOVA analyses.

Results

Procedures

After initial screening, 119 observations were selected for the current study. Many participants were Caucasian (77%), coming from a diverse range of more than ten different industries, with restaurant/food services (31%), education (17%), and event management (14%) being among the top three groups. About 63% of the participants were female, and of all participants, 29% had a year or less of management experience, whereas 21% had more than a year of experience, and the remaining 50% had no management experience. The knowledge of sustainable practices and soft skills were evaluated based on the length of management experience. Both knowledge of sustainable practices (F_{2, 118} = 9.462, ρ < 0.001, η² = 0.140) and knowledge of soft skills (F_{2, 118} = 10.155, ρ < 0.001, η² = 0.149) were significantly different based on the length of management experience. Employees with no managerial experience showed significantly less knowledge of sustainable practices (x̅ = 2.35, σx̅ = 0.120) and knowledge of soft skills (x̅ = 2.63, σx̅ = 0.140) compared to employees with a year or less (sustainable practice: x̅ = 2.97, σx̅ = 0.150; soft skills: x̅ = 3.41, σx̅ = 0.140) and those with more than a year (sustainable practice: x̅ = 3.12, σx̅ = 0.160; soft skills: x̅ = 3.52, σx̅ = 0.180) managerial experience. However, there was no significant difference between employees with more than a year of managerial experience and those with a year or less experience.

Using cluster analysis, four homogenous subsets of the study sample were extracted based on their knowledge of sustainable practices (sp) and soft skills (ss). These four communities are as follows: Emerging Learners, a community of 26 employees with low knowledge of sustainable practices (x̅ = 1.73, s = 0.667) and low knowledge of soft skills (x̅ = 1.42, s = 0.504); Skillful Initiators, a community of 20 employees similar to Emerging Learners with low knowledge of sustainable practices (x̅ = 1.70, s = 0.470), but medium-high knowledge of soft skills (x̅ = 3.20, s = 0.523); Sustainable Catalysts, a community of 39 employees with significantly higher knowledge of sustainable practices (x̅ = 3.38, s = 0.493) compared to previous communities and the highest knowledge of soft skills among all communities (x̅ = 4.15, s = 0.366); and finally, Sustainable Champions, which is a community of 34 employees with a high level of sustainable practices knowledge (x̅ = 3.21, s = 0.410) similar to Sustainable Catalysts, but low medium-low level of soft skills knowledge (x̅ = 2.91, s = 0.288).

Two correspondence analyses were conducted to better understand the four communities of employees extracted based on their industry and length of managerial experience. A two-dimensional solution was identified as an appropriate solution for both analyses as it explained more than 80% of the variance in industry and management experience data. As shown in Figure 1a, most of the Skillful Initiators were employed in the food sales and healthcare industry, whereas restaurant/food service, travel and tourism, and manufacturing industries seemed to be a better home for Sustainable Catalysts. While most Sustainable Champions were in event management, marketing, and property management industries, marketing and property management also accommodated some of the Sustainable Catalysts. Education, lodging, and other industries had the most Emerging Learners. From a managerial experience perspective, as shown in Figure 1b, Emerging Learners were mostly employees without managerial experience, whereas Sustainable Catalysts had more than a year of management experience. Skillful Initiators and Sustainable Champions showed a combination of employees with less than a year of management experience and no management experience at all. That said, most Sustainable Champions had a year or less of management experience. The correspondence analysis results, however, lack generalizability as the group sizes were small, and we could not carry out a Chi-square test on cell differences.

A confirmatory factor analysis was performed on the measurement model to evaluate the validity and reliability of the measurement and impute construct values. The measurement model demonstrated an acceptable fit to the data with χ²/df = 1/398, CFI = 0.959, NFI = 0.873, TLI = 0.947, SRMR = 0.063, RMSEA = 0.058, and PClose = 0.300. As shown in Table 1, item reliability has been met as all item loadings were statistically significant, with the lowest standard loading being 0.609. Apart from problem handling with an average variance extracted (AVE) of 0.497, all the other constructs exceeded the threshold of 0.5, establishing the convergent validity of the measurement model. Regarding discriminant validity, however, as shown in Table 2, the correlation between two constructs of coaching and positive influence (r = 0.826) was higher than the square root of AVEs of these two constructs, indicating a potential violation of discriminant validity. Nevertheless, further investigation of the heterotrait-monotrait ratio (HTMT) matrix (upper triangle in Table 2) revealed no value larger than 0.85 thresholds, establishing the discriminant validity of the measurement model. Finally, a look into construct reliability scores satisfied the minimum reliability threshold of 0.7 for all constructs, establishing the reliability of the measurement model. Therefore, it is possible to claim that the measurement validity and reliability have been achieved in the current study, and construct scores can be imputed for further analyses.

Four constructs’ scores for all observations were imputed based on their respective measurement items. The mean and standard deviation of these constructs and their respective measurement items are presented in Table 1. In order to examine the influence of managerial experience and knowledge of sustainable practices and soft skills on the effectiveness of knowledge of specific soft skills in enhancing sustainable practices, apart from four main latent variables (i.e. constructs) and their respective items, excluded measurement items from the measurement model were also considered in the analysis of variance.

The results showed no significant impact of length of managerial experience on team developer, coaching, problem handling, and positive influence constructs. Of all items, two items of inspiring trust, competence, and confidence (F_{2, 102} = 3.386, ρ = 0.038, η² = 0.063), and developing rapport with colleagues (F_{2, 102} = 3.302, ρ = 0.041, η² = 0.062) seemed to be influenced by the length of management experience. Duncan’s post-hoc test revealed a significantly more effective impact of inspiring trust, competence, and confidence for employees with a year of management experience or less (x̅ = 4.54, σx̅ = 0.114) compared to those without any management experience (x̅ = 4.08, σx̅ = 0.113). Employees with more than a year of management experience (x̅ = 4.28, σx̅ = 0.147) were not significantly different from the two other groups. In terms of developing rapport with colleagues, while employees with more than a year of managerial experience (x̅ = 4.36, σx̅ = 0.128) considered this item more effective in sustainable practices compared to those with no managerial experiences (x̅ = 3.87, σx̅ = 0.117), there was no significant difference between these two groups and those with a year of managerial experience or less (x̅ = 3.92, σx̅ = 0.175).

Since homogeneity of variances tests were rejected for all four knowledge communities at type I error of α < 0.001, instead of ANOVA, Brown-Forsythe Robust Test of Equality of Means was employed to evaluate the impact of knowledge communities on team developer, coaching, problem handling, and positive influence constructs and measurement items. While the latent variables had no significant impact, five items showed significant impacts. From following through on commitments perspective (F_{BF(3, 87.789)} = 2.851, ρ = 0.042, ω² = 0.024), Sustainable Catalysts (x̅ = 4.31, σx̅ = 0.128) and Emerging Learners (x̅ = 4.24, σx̅ = 0.136) compared to Sustainable Champions (x̅ = 3.90, σx̅ = 0.121) and Skillful Initiators (x̅ = 3.88, σx̅ = 0.169) considered this item significantly more effective. From developing rapport with colleagues perspective (F_{BF(3, 95.414)} = 4.743, ρ = 0.004, ω² = 0.089), Sustainable Catalysts (x̅ = 4.31, σx̅ = 0.141) considered this item as the most effective whereas Sustainable Champions (x̅ = 3.67, σx̅ = 0.161) considered it as the least effective. Emerging Learners (x̅ = 4.14, σx̅ = 0.143) considered this item medium effective while overlapping with the highly effective group. Like Emerging Learners, Skillful Initiators (x̅ = 3.76, σx̅ = 0.161) also considered this item medium effective in sustainable practices while overlapping with the low effective group. From freely listen to the concerns of others perspectives (F_{BF(3, 85.651)} = 3.575, ρ = 0.017, ω² = 0.068), Sustainable Catalysts (x̅ = 4.57, σx̅ = 0.118) and Emerging Learners (x̅ = 4.38, σx̅ = 0.146) compared to Sustainable Champions (x̅ = 3.97, σx̅ = 0.162) considered this item significantly more effective while Skillful Initiators (x̅ = 4.24, σx̅ = 0.182) were not significantly different from other communities in terms of their perception of freely listen to the concerns of others effectiveness. From working as a team player perspective (F_{BF(3, 74.109)} = 2.403, ρ = 0.074, ω² = 0.037), Skillful Initiators (x̅ = 4.71, σx̅ = 0.114) considered this item more effective than their Emerging Learners (x̅ = 4.14, σx̅ = 0.186) counterpart did, while Sustainable Catalysts (x̅ = 4.49, σx̅ = 0.126) and Sustainable Champions (x̅ = 4.37, σx̅ = 0.102) were not significantly different from either of the previous communities in their perception of the effectiveness of working as a team player. Finally, from readily recognizing people’s efforts perspective (F_{BF(3, 83.590)} = 2.462, ρ = 0.068, ω² = 0.041), Sustainable Catalysts (x̅ = 4.46, σx̅ = 0.125) compared to Skillful Initiators (x̅ = 4.00, σx̅ = 0.192) and Sustainable Champions (x̅ = 4.00, σx̅ = 0.144) considered this item significantly more effective, whereas Emerging Learners (x̅ = 4.24, σx̅ = 0.153) perceived this item as no different than other communities.

Discussion and conclusion

The findings underscore a crucial aspect in the development of successful sustainability practices, or namely, the cultivation of employees' knowledge and skills. However, the findings reveal that the training and workforce education approach cannot adopt a “one size fits all” mentality. Instead, employees exhibit distinct categories of sustainability knowledge and the requisite soft skills needed to foster such practices. The four communities are valuable information, especially the Sustainable Catalysts. Sustainable Catalysts had the highest level of knowledge of sustainable practices and the highest level of knowledge of soft skills. The significance of Sustainable Catalysts lies in their comprehensive understanding of both the technical aspects of sustainable practices and the essential soft skills required for effective execution. Using a social cognitive theoretical lens (Bandura, 1977), Sustainable Catalysts elevated knowledge levels make them influential contributors to the organization’s sustainability goals, while their adeptness in soft skills positions them as effective communicators, collaborators, and leaders in fostering a culture of sustainability. Figure 1b displays this idea. As such, Sustainable Catalysts were present four times in the effectiveness of the top five soft skills. Meaning, these Sustainable Catalysts should be the area of first focus as they can assist organizations by educating other employees due to enhanced soft skills and level of sustainability knowledge. Table 3 displays the effectiveness of Sustainable Catalysts.

Regarding sustainable practices, Weber, Marshall, and Pons (2020) developed a perspective that entailed two important groups: (1) environmentalists and (2) hospitality professionals. They started with 207 sustainable practices and found the 59 most important ones for hospitality professionals and environmentalists and placed them into four quadrants: the upper right quadrant of bright green (high effectiveness for both groups), hospitality green (high effectiveness for hospitality professionals), light green (lower effectiveness for both groups), and environmental green (high effectiveness for environmentalists). See Table 4. Using this structure and the HR practice of soft skill development, this research can add to an organization’s overall effectiveness.

Organizations should not exclusively depend on the expertise of specific employees, such as Sustainable Catalysts. The other distinct categories identified—Sustainable Champions, Emerging Learners, and Skillful Initiators—highlight the need for tailored training and workforce education approaches. For instance, Emerging Learners necessitate introductory and comprehensive sustainability training and extensive soft skill development. On the other hand, Skillful Initiators, while requiring less emphasis on soft skill development, may benefit from an alternative approach to sustainability training compared to Emerging Learners. Recognizing this diversity, this discussion will delve into practical strategies for cultivating and enhancing employee sustainability knowledge and soft skills. The aim is to provide organizations with actionable methods that acknowledge the unique requirements of each employee category. In doing so, organizations can foster a more inclusive and practical approach to sustainability education, ensuring that all employees are equipped with the necessary knowledge and skills to contribute meaningfully to sustainable practices within the workplace, or as previously stated, “one size does not fit all” approach.

Practical implications

The practical implications drawn from this study’s findings offer actionable insights for organizations seeking to enhance sustainability practices within their workforce. As one navigates the diverse landscape of employee categories, including Sustainable Champions, Emerging Learners, and Skillful Initiators, it becomes evident that a one-size-fits-all approach to training and workforce education is not conducive to cultivating a sustainable culture. In this section, some possible practical strategies tailored to each employee category are suggested, ensuring that organizations can effectively harness the unique strengths and development needs within their workforce. These implications extend beyond theoretical considerations, providing concrete guidance on how organizations can implement sustainability training programs that align with their employees' distinct knowledge levels and soft skill requirements. The application of social cognitive theory has proven instrumental in shaping practical strategies. According to Bandura (1977), social cognitive theory posits that individuals can learn directly and indirectly by observing others' behaviors and the resulting consequences. As such, theoretically-driven practical approaches like train-the-trainer initiatives and the implementation of active training methods are recommended. By adopting these practical approaches, organizations can proactively foster a culture of sustainability, ultimately contributing to both environmental stewardship and the business’s long-term success.

Building on prior research by Weber et al. (2020), practitioners can develop empowerment programs based on the following: the upper right quadrant of bright green (equates to Sustainable Catalysts community – high sp/high ss), hospitality green (equates to Skillful Initiators community – low sp/medium ss), light green (equates to Emerging Learners community – low sp/low ss), and environmental green (equates to Sustainable Champions community – high sp/low ss). See Table 4.

Using this framework as an example, practitioners can use soft skills to create and develop training for the Sustainable Catalysts area. Taking one of the effective soft skills from Table 3 (Developing rapport with employees), organizations can develop a train-the-trainer program. First, the HR manager would work with the executive team and give them a brief synopsis of the four areas. The HR manager would then develop the sustainable practice of one of the items in the bright green area (a possibility, recycling newspapers/cardboard). The HR manager would request funds for small recyclable containers for each hotel room (blue containers) and larger blue, recyclable containers for public areas. The HR manager would then describe the importance of this sustainable practice and its economic impact. According to the U. S. Environmental Protection Agency (2018), paper had an average recycling rate of 68.2%. Please consider this:

1. Recycling 1 ton of paper saves 17 mature trees, 7,000 gallons of water, three cubic yards of landfill space, and 380 gallons of oil,

2. Every ton of paper recycled can save the energy equivalent of 165 gallons of gasoline,

3. 17 trees can absorb a total of 250 pounds of carbon dioxide from the air each year - burning that same ton of paper would create 15,000 pounds of carbon dioxide,

4. The process of recycling paper instead of making it from new materials generates 74% less air pollution and uses 50% less water,

5. Manufacturing recycled paper uses only 60% of the energy needed to make paper from new materials,

6. The construction costs of a paper mill designed to use recycled paper is 50% to 80% less than the cost of a mill using new pulp (US EPA, 2018).

The average savings for a business is $3,000 to $4,000 a year (CleanRiver, 2023). The one important issue that must be a priority, soiled paper (dirty hand towels) cannot be put into the recycling container because this would contaminate the entire container. One idea is to make sure that no blue, recycling containers are put into/near public bathrooms. The training must enforce this, and labels must be put into public restrooms.

The next step in the train-the-trainer process is to train/develop department managers on this sustainable practice. The department trainer would then train/develop the hourly employees. The best practice would be for the hourly employees to select the sustainable practice. This would enforce the empowerment process. Finally, after the department has successfully developed and implemented sustainable practices, the department employees would select a trainer to bring this training to another department, thus educating more employees within the organization.

The one big item to consider in this process is the amount of work the HR department would have to do to start this process. Weber et al. (2020) has 59 sustainable practices, and it will take a large amount of HR labor to develop these programs. Executive management must be willing to spend labor dollars to start reaping the benefits of sustainable practices.

For all employees' knowledge and skill bases, an alternative could be incorporating active training methods. For example, the Sustainable Catalysts community (high sp/high ss) can engage in dynamic, hands-on activities to sustain and amplify their existing high levels of sustainable practices and soft skills. Although an engaging and interactive method for Sustainable Catalysts, active training methods could be particularly beneficial for the other quadrants, Emerging Learners, Skillful Initiators, and Sustainable Champions. This approach recognizes the diversity within organizations and emphasizes the need to tailor initiatives for each group to maximize effectiveness. For example, one method gaining popularity in fostering knowledge and skill acquisition is Lego™, the popular toy of colored interlocking plastic bricks. The most widely known use of Lego in training and workforce development contexts is Lego Serious Play, in which employees build metaphorical representations using various Lego pieces (Kristiansen & Rasmussen, 2014).

In Lego Serious Play, employees are provided with a prompt, build models based on it, and then discuss their models in small group settings. Within sustainability training, the adaptability of discussion prompts becomes paramount and can be tailored to the varying levels of employee knowledge on the subject. Consider, for instance, the Lego build prompt for Emerging Learners, which may be a broad query like “What does sustainability mean to you?”. In contrast, for a Sustainable Champion, the prompt can delve into greater complexity, posing questions such as “What are areas of improvement for the organization’s sustainability program?”. Moreover, given the inherent interactive and sharing aspects of the method, Lego Serious Play inherently functions as an integrated soft skills training tool. In essence, this training method presents a mutually beneficial scenario, fostering sustainability education while concurrently honing soft skills. Consequently, individuals with a pre-existing high level of soft skills, like a Skillful Initiator, would naturally thrive in this training method while presenting an opportunity for Sustainable Champions and Emerging Learners to elevate their soft skills through collaborative sharing and interaction with their colleagues. There are two potential drawbacks associated with Lego-based active training methods: acquiring the materials (i.e. the Lego sets) involves a purchase, and the training sessions require a significant time investment. While the Lego sets can be re-used, the upfront cost remains a potential barrier. Moreover, within a rapidly evolving industry like hospitality, the demand for time presents an additional potential obstacle.

Limitations and possible future research

Although this study’s findings are not generalizable to the population, they are useful when considering critical sustainability knowledge and soft skills necessary for employees in the hospitality industry. The convenience sample of this study could have been more robust with participants with greater tenure in the industry or a better understanding of sustainable practices and soft skill competencies. This research used a Qualtrics survey to gather subject responses. This may have caused biases in responding to the survey, such as a central tendency, immediacy, the rater’s knowledge about each criterion, or boredom with the survey length. The possibility of following an organization in the implementation of a sustainable practices program using soft skill development would be beneficial from both a human resource perspective and a financial perspective.

Figures

Figure 1

The results of correspondence analysis

Table 1

Measurement model’s confirmatory factor analysis results

Construct/Item	AVE	α	M̅	S	β	σ β̅	Std β	t-value
Team developer	0.519	0.841	3.52	0.450
Act with integrity			4.39	0.665	1.000	N/A	0.728	N/A
Work as a team player			4.39	0.694	1.192	0.146	0.832	8.186
Like to promote a team environment			4.27	0.765	1.361	0.198	0.858	6.883
Hear fellow employees' points of view			4.26	0.738	0.932	0.150	0.609	6.219
Inspire trust through honesty, competence, and confidence			4.23	0.738	0.988	0.151	0.643	6.536
Coaching	0.548	0.784	3.63	0.509
Help develop other people’s capabilities			4.11	0.811	1.000	N/A	0.682	N/A
Coach and train other employees			4.17	0.806	1.106	0.159	0.759	6.944
Articulate expectations in a clear fashion			4.08	0.839	1.177	0.167	0.776	7.050
Problem handling	0.497	0.745	3.03	0.485
Take care of upset customers			4.08	0.869	1.000	N/A	0.625	N/A
Modify reaction to different cultures			4.05	0.910	1.361	0.232	0.812	5.855
Manage impressions of others			3.74	0.878	1.073	0.196	0.664	5.473
Positive influence	0.512	0.758	3.90	0.529
Help influence others in a positive way			4.32	0.758	1.000	N/A	0.759	N/A
Give feedback effectively and efficiently			4.24	0.789	1.024	0.135	0.747	7.564
Acting creatively and trying new ideas			4.08	0.865	0.952	0.148	0.633	6.432

Note(s): AVE: Average variance extracted, α: Construct reliability, M̅: Construct’s/item’s mean score, S: Construct’s/item’s standard deviation, β: Item loading/regression coefficient, σ_β̅: Standard error of the loading, Std β: Standardized loading/regression coefficient, t-value: Value of t-statistics employed as the critical ratio to identify statistical significance of the loading

The construct (latent variable) scores are imputed based on the respective measurement items. All factors have been measured following reflective measurement theory. Constructs are depicted in italic underline, and measurement items are demonstrated in italics. All measurement item loadings are statistically significant at α < 0.001

Table 2

Constructs’ correlation matrix

Constructs	(1)	(2)	(3)	(4)
Team developer (1)	0.720	0.597	0.404	0.526
Coaching (2)	0.710	0.740	0.339	0.632
Problem handling (3)	0.441	0.435	0.705	0.530
Positive influence (4)	0.646	0.826	0.680	0.716

Note(s): Lower triangle values represent Pearson correlation coefficients. Diagonal values represent square roots of average variances extracted. Upper triangle values represent heterotrait-monotrait ratios

Table 3

Top five soft skills for effectiveness

Soft skill (SS)	SS and SP communities
1. Following through on commitment	Sustainable Catalysts
	Emerging Learners
2. Developing rapport with employees	Sustainable Catalysts
3. Freely listening to others’ concerns	Sustainable Catalysts
	Emerging Learners
4. Working as a team player	Skillful Initiators
5. Readily recognizing people’s efforts	Sustainable Catalysts

Table 4

Individual items for the 4 quadrants

Environmental green

Bright green

Use green building design, use electronic routing slips to eliminate paper, install low flow aerators, use/publicize recycling bins, use low energy mode when appropriate, instill preventative maintenance plan, streamline operational systems (less paper), use customer feedback on sustainable efforts, frequently test for gases, buy energy efficient appliances, avoid excess water run-off, reuse envelopes, prevent soil loss, use local goods, complete life cycle analysis for major investments, use high-efficiency hand dryers, instill a fuel economy program, use environmentally friendly solvents, use no chlorofluorocarbons

Recycle florescent light tubes, recycle electronics, recycle batteries, properly store chemicals, recycle hazardous material, recycle newspapers, recycle cardboard, insure proper storm water run-off, inspect HVAC, use environmentally friendly cleaning products, recycle carpeting, weatherize the facility, complete inspections, water grounds in early morning/late at night, keep exterior of building clean and safe, change air filters frequently, provide employment opportunities for community members

Light green

Hospitality green

Purchase sustainable products, use multiple climate control thermostats, preference to environmentally friendly landscaping, use mulch around plants, direct development towards existing communities, purchase environmentally friendly building products, recycle toner cartridges, use insulation, use less harmful cleaning products, provide alternatives to plastic water bottles, use automatic shut-off sinks, use rechargeable batteries, donate unwanted equipment, limit the use of chemical products, exceed minimum wages, encourage guest to buy local, train staff on local customs

Use latex paint, protect sensitive areas, proper pest management control, develop partnership with other organizations within community

Source(s): Weber et al. (2020)

This study was registered with the Institutional Review Board (UMCIRB STUDY00019627). There are no conflicts of interest to disclose.