From Classroom to Cabinet: Bridging Digital Competency and Organizational Support in Nova Scotia's Public Sector

This research examined the relationship between digital competency and perceived organizational support among Nova Scotia public servants and MPA students. Findings revealed a non‐linear developmental progression where reliance on external validation systematically diminished as expertise matures. This “decoupling” process was punctuated by significant competency valleys at mid‐career and mid‐program stages, reflecting a “metacognitive recalibration” period, where professionals transition toward internalized standards. By framing performance fluctuations as developmental transitions rather than skill deficits, the study extended organizational support theory into digital transformation contexts and underscored the need for stage‐sensitive interventions to navigate these critical professional passages.