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Abstract The sugar will eventually be exported transporter (SWEET) members in Arabidopsis, AtSWEET11 and AtSWEET12 are the important sucrose efflux transporters that act synergistically to perform distinct physiological roles. These two transporters are involved in apoplasmic phloem loading, seed filling, and sugar level alteration at the site of pathogen infection. Here, we performed the structural analysis of the sucrose binding pocket of AtSWEET11 and AtSWEET12 using molecular docking followed by rigorous molecular dynamics (MD) simulations. We observed that the sucrose molecule binds inside the central cavity and in the middle of the transmembrane (TM) region of AtSWEET11 and AtSWEET12, that allows the alternate access to the sucrose molecule from either side of the membrane during transport. Both AtSWEET11 and AtSWEET12, shares the similar amino acid residues that interact with sucrose molecule. Further, to achieve more insights on the role of these two transporters in other plant species, we did the phylogenetic and the in‐silico analyses of AtSWEET11 and AtSWEET12 orthologs from 39 economically important plants. We reported the extensive information on the gene structure, protein domain and cis‐acting regulatory elements of AtSWEET11 and AtSWEET12 orthologs from different plants. The cis‐elements analysis indicates the involvement of AtSWEET11 and AtSWEET12 orthologs in plant development and also during abiotic and biotic stresses. Both in silico and in planta expression analysis indicated AtSWEET11 and AtSWEET12 are well‐expressed in the Arabidopsis leaf tissues. However, the orthologs of AtSWEET11 and AtSWEET12 showed the differential expression pattern with high or no transcript expression in the leaf tissues of different plants. Overall, these results offer the new insights into the functions and regulation of AtSWEET11 and AtSWEET12 orthologs from different plant species. This might be helpful in conducting the future studies to understand the role of these two crucial transporters in Arabidopsis and other crop plants.

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.]

Purpose: This study aims to develop a conceptual model linking the relationship between individual learning, organizational learning and organizational commitment. A multi-layered conceptual model involving three dimensions of organizational commitment: normative, affective and continuance, and individual and organizational learning is presented. Design/methodology/approach: The two well-known theories -- organizational learning theory and organizational commitment theory -- have been combined to systematically explain the importance of the interaction of variables benefitting both individuals and organizations. As learning involves change, a climate of organizational learning would foster connectivity of structure, people and process. At the same time, when an individual expands his learning and gets necessary skills, it is more likely they get connected to the organization and increase their level of commitment. In this study, the authors develop a conceptual model, and the authors apply this to the health-care industry and provide the results in the second paper. Findings: The authors postulate that (i) individual learning will be positively related to organizational learning and continuance commitment; (ii) organizational learning will be positively related to continuance commitment; and (iii) organizational learning mediates the relationship between individual learning and continuance commitment. Furthermore, they also postulate that (i) normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment; and (ii) three-way interaction between organizational learning, normative commitment and affective commitment will strengthen continuance commitment of employees. Research limitations/implications: The conceptual model can be applied to organizations from any industry. In the second part, the authors would test the model to the health-care industry and provide the results. Practical implications: This study contributes to both practicing managers and the literature on organizational learning and organizational commitment. 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 contributing to organizational effectiveness. The results of this study 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 the 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: Evidence from Healthcare Industry in India (Part II)," see EJ1347251.]

While a substantial body of research demonstrated that talent management practices and organizational commitment are linked to turnover decisions, little is known about the mechanism unfolding this process. This research aims to unravel the relationship between various dimensions of talent management and organizational commitment and turnover intention. First, a moderated moderated‐mediation is conceptualized, and relationships are studied by collecting data from 435 faculty members from higher educational institutions (HEIs) in southern India. Then, after checking the psychometric properties of the survey instrument by structural equation modeling (SEM), the data were analyzed using Hayes's PROCESS macros. The findings indicate that (i) talent recruitment strategies positively predict organizational commitment and talent engagement, (ii) talent engagement is positively related to organizational commitment, and (iii) talent engagement mediates the relationship between talent recruitment strategies and organizational commitment. Further, the results documented that talent acquisition (first moderator) and talent development (second moderator) influence the relationship between talent recruitment strategies and talent engagement. Additionally, the results support talent retention in strengthening the relationship between talent engagement and organizational commitment. The previously established negative relationship between organizational commitment and turnover intention has been fortified in this study. To the best of our knowledge, the three‐way interaction between talent recruitment strategies, talent acquisition, and talent development is investigated for the first time, representing a pivotal contribution to the bourgeoning literature on talent management. The theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]