Clean Paper-Islam 2

International Journal of Scientific Research and Management (IJSRM)
||Volume||12||Issue||04||Pages||6039-6155||2024||
Website: https://ijsrm.net ISSN (e): 2321-3418
DOI: 10.18535/ijsrm/v12i04.em08
The Impact of Human Resource Management Practices on

Organizational Learning at Jordanian Commercial Banks
Islam Ibrahim Ahmad Zwateen, Ali Nasser Ali Al – Tahitah, Al-Baraa Abdulrahman Al-Mekhlafi,
Khaled Banyhamdan
Faculty of Leadership and Management, Universiti Sains Islam Malaysia (USIM), Nilai, Malaysia
Abstract
Organizational learning is a critical element that enables an organization to adapt to changes and remain
competitive. It allows corporate team members to continue to advance their professional growth and
development. This study aimed to investigate the impact of human resources management practices on
organizational learning in Jordanian commercial banks. A quantitative method was employed, and the data
was collected from the commercial banking sector in Jordan. A total of 386 questionnaires were collected
and subjected to analysis. Based on the results, the results that study suggested the presence of a statistically
significant effect at the level of significance (α ≤ 0.05) of human resource management practices in their
dimensions (employment, training, motivation, performance evaluation) on organizational learning. The
study recommended paying more attention to the hiring process and providing training to new and
experienced employees as plans are developed, paying more attention to the hiring process and providing
training to new and experienced employees as plans are designed while keeping cross-organizational skills
in mind. And pay special attention to the performance evaluation perspective of improving the quality of
work.
Keywords: Human resource management, training, employment, motivation, performance evaluation,

organizational learning, Bank sector
1. Introduction
HRM practices are essential for the organization to attract talented individuals, motivate them to perform at
their best, and retain them for the long term. This involves various aspects such as recruitment,
compensation, benefits, and employee engagement initiatives. HRM practices are designed and implemented
to ensure that employee performance is closely linked to the achievement of organizational goals. This
alignment is crucial for the overall success of the organization.(Santhanam et al., 2017). HRM practices are
highlighted as tools that encourage employees to enhance their performance, contributing to overall
organizational success. Training and development help employees acquire new skills and knowledge, while
performance appraisal provides feedback and evaluation of their work. the role of HRM practices and
policies in driving organizational performance, with an emphasis on training, development, and performance
appraisal, and it highlights the importance of specific characteristics in HRM policies to ensure a fair and
legally compliant workplace (Charlwood & Guenole, 2022). Implementing human resources management
practices in the ideal and best, with high straightforwardness, an elevated level of decency, validity, and
building trust extensions, would decidedly help accomplish organizational objectives. Hence, it puts the
organization in a robust and severe position to guarantee its continuity and face different difficulties (Langer
& Konig, 2023).
Leicht-Deobald et al. (2022) involves four key dimensions of organizational learning in the following: 1)
knowledge acquisition, This refers to the process by which an organization acquires knowledge from
external sources, such as industry trends, competitors, or external experts. It recognizes the importance of
external information in shaping organizational learning.; 2) distribution using to ensures that relevant
information is shared among individuals or teams, fostering a collaborative learning environment; 3)
interpretation, in which share and incorporate aspects of their knowledge that may not be common to all.
Islam Ibrahim Ahmad Zwateen, IJSRM Volume 12 Issue 04 April 2024 EM-2024-6139
The goal is to achieve shared understanding, facilitating coordination in decision-making processes. This
highlights the social and cognitive aspects of organizational learning; and 4) organizational memory, which
stored in organizational systems designed for this purpose, or in the form of rules, procedures, and other
systems. The emphasis is on preserving and utilizing organizational knowledge over time. Kandathil and
Joseph, (2019) emphasizes the importance of preparing for effective learning within an organization.
Adequate preparation involves setting the stage for the acquisition of new knowledge. This may include
creating a conducive learning environment, identifying learning objectives, and ensuring that necessary
resources and support systems are in place. This phase highlights the significance of open communication
and the free exchange of ideas and feelings within the learning environment. It emphasizes the need for a
supportive atmosphere that encourages learners to feel secure and actively participate in two-way
communications. Westerman et al., (2020). Likewise, it is referred to in its mainstream concept as the
organization that furnishes the citizenry with the chance to put resources into it. It is also a money-related
institution that can give budgetary advances, get stores, and give cash administrations. The strategic
importance of organizational learning is that today's organizations deal with an atmosphere of rapid change
and highly competitive dynamism focused on customer requirements and the marketing of relationships. On
this basis, the organization needs to learn when conditions change if it wants to be an effective organization.
There is a belief among researchers that learning, and innovation are essential to sustaining competitive
conditions (Akinci & Sadler‐Smith, 2019). Organizational learning may include a different type of
education that depends on the systems' approach through which the system elements (inputs, processes, and
outputs) interact with external environment variables. Thus, developing the organization's knowledge field
through relations between practice and results is done within the framework of the environmental impact on
these relationships (Eken et al., 2020).
Commercial banks in Jordan are considered imperatively significant and serious money-related
organizations that seek profit by offering different monetary assistance to neighborhood business firms
(Wiradarma et al., 2017). In addition, the financial area contributes to the Jordanian GDP by 20% of the
nation's GDP on average during 2000–2010 (OECD, 2018). Based on the literature review, many studies
have studied many factors that have a possible impact on organizational learning in Jordanian commercial
banks, such as transformational leadership dimensions (Ahmad Al-Azzam, 2015), strengthening corporate
capacity building (Al-Shamayleh, 2019), Knowledge-sharing tools (Obeidat & Otibi, 2015), and leadership
and entrepreneurial orientation (Nofal & Jaradat, 2020). However, there is a gap in existing studies,
indicating that there is a lack of research addressing the specific relationship between HRM practices and
organizational learning in Jordanian commercial banks. Identifying such gaps is essential for framing the
research problem and justifying the need for the study. The primary aim of the study is to contribute
valuable insights into how HRM practices influence organizational learning. By doing so, the study intends
to provide practical implications for organizations looking to optimize their workforce management for
improved knowledge acquisition, dissemination, and utilization. The study emphasizes its contribution to
existing research by developing a conceptual framework. This suggests that the research aims to build on
current knowledge and understanding in the field by offering a structured model or framework to analyze the
impact of HRM practices on organizational learning.
2. Literature review
2.1 Organizational Learning
organizational learning involves the continuous process of acquiring new information about the
organization's external environment, objectives, and operational cycles. This understanding is crucial for
organizations to adapt, evolve, and make informed decisions in response to changes and challenges (Tian et
al., 2020). Organizations learn through individual learning within the organization, gaining external
knowledge through individuals, and integrating new information into their records and computer systems.
Additionally, the learning processes extend to broader entities beyond individual organizations, including
larger organizations, governments, and policy-making networks (Martinez et al., 2017). Organizational
learning has been characterized from various perspectives by Yan and Wagner, (2017). As indicated by an
examination by Song et al. (2020), Organizational learning has three sub-measures containing making,
holding, and moving information, which have been incorporated as a feature of the definitions of
information management by other creators Paillé et al. (2020). Ren et al. (2020) featured that the standard
cycles in Organizational learning definitions are information creation and information acquisition and
uncovered that numerous creators had concluded that Organizational learning and information management
had comparable hidden concepts and issues even though they utilized various dialects just as they contrasted
regarding their starting point and history. Organizational learning began during the 1960s, and information
management during the 1990s. It was customary for further exploration to consider information co-creation,
dynamic abilities created through Organizational learning, and learning new types of getting sorted out using
virtual organizations and mechanical turns of events.
The concept of organizational learning became exceptionally conspicuous. For the most part, one can
recognize two unique corporate change cycles related to organizational learning (Singh & Twalo, 2015):
- Adaptive learning
- Proactive (generative) learning.
Versatile learning, for the most part, connotes a lower level of organizational change. This infers that
adaptable learning is a cycle of steady alterations and changes. Furthermore, versatile learning is likewise
observed as more mechanical and less psychologically prompted than proactive learning. Numerous writers
have decided to name contrastingly what is depicted in this paper as bold and versatile learning. For
instance, "Single-Loop versus Double-Loop Learning" Tian et al., (2020), "Lower versus Higher Level
Learning" Ojha et al., (2018), "Strategic versus Strategic Learning" Liu (2017), "Versatile versus Generative
learning" (Jain & Moreno, 2015). However, every one of them recognizes the prevalence of proactive
learning as overly versatile. According to Mahdi et al. (2019), organizational learning has been a concept in
management writing for a long time but gained more widespread recognition around 1990. Two key
developments include increased interdisciplinary interest and the recognition of the commercial significance
of organizational learning. Researchers and theorists have focused on identifying patterns or ideal structures
that organizations could strive to emulate for effective learning. Gachanja et al. (2020). The learning
organization concept was one of the most basic examples of ideal structures during the 1990s. The writing
regarding this matter could be isolated into two essential classes. The first consists of theorists emphasizing
organizational learning as a specialized cycle, while the second centers around organizational learning as a
social cycle.
According to Wang (2019), the specialized approach to organizational learning focuses on the effective
processing, interpretation, and response to information, both internal and external to the organization. This
information can take various forms, whether quantitative or subjective, and is typically expressed in the
public domain. Fraj et al. (2015) suggests that employees may view organizational learning as a social
construction, a political process, and a social culture. This implies that organizational learning is shaped by
the collective construction of knowledge, political dynamics within the organization, and the overall social
culture that influences how learning occurs.
Researchers emphasize the connection between learning, innovation, and organizational competitiveness
(Saeed et al., 2019). Kusumawati (2021) briefly highlights the significance of organizational learning,
including its role in individual development, goal achievement, adaptation to uncertainty, and effective
decision-making. Additionally, organizational learning enhances an organization's resilience, innovation
ability, and overall product and service improvement. Essentially, it is a critical driver for individual growth
and organizational success.
2.2 Human Resources Management Practices

According to Uma et al. (2017), the success of organizations, be they public or private, is heavily dependent
on the performance and effectiveness of their human resources. This underscores the significance of
managing and optimizing the workforce for overall organizational achievement. which underscores
representatives' aptitudes Hee and Jing, (2018); and Hee et al., (2019). as per Elrehail et al. (2019), HRM
practices are characterized by being internal, understandable, and reliable, with the primary aim of
reinforcing and promoting employee capability, motivation, and commitment within the organization. This
perspective emphasizes the strategic role of HRM practices in managing and developing the workforce.
according to Costa et al. (2019), HRM involves not only managing employee capabilities, motivation, and
commitment but also encompasses the management of human skills and talents, with the ultimate goal of
contributing to the achievement of the organization's objectives. This perspective emphasizes the strategic
and multifaceted nature of HRM in optimizing the human capital within an organization. According to Singh
& Onahring (2019) and Manzoor et al. (2019), effective HRM practices contribute to creating conditions
where employees are deeply committed to the organization, leading to positive outcomes such as enhanced
organizational commitment and improved employee performance. This underscores the strategic role of
HRM in fostering a motivated and dedicated workforce.
HRM practices are perceived as mechanisms that empower employees, enabling them to fulfill their job
responsibilities effectively. This perspective aligns with the broader notion that strategic HRM can
contribute to creating a positive and productive work environment by focusing on the development and
support of employees in their roles Mira et al., (2019). Employment fulfillment characterized by an
individual's emotional direction toward their current job roles, and this emotional orientation is linked to
their behavior in the workplace. This perspective aligns with the broader understanding that employees'
feelings and attitudes toward their work can significantly impact their overall job satisfaction and workplace
conduct (Mira et al., 2019).
HRM practices are suggested to play a role in enhancing employees' perspectives, particularly their
commitment, with the expected outcome of improving overall employee performance. This aligns with the
broader understanding that effective HRM practices contribute to creating a positive work environment and
fostering employee engagement and commitment (Li et al., 2019). Rmployee commitment and satisfaction
play a crucial role in influencing the organization. This underscores the importance of understanding and
managing factors that contribute to employee engagement and contentment for the overall success and
effectiveness of the organization (Elrehail et al., 2019). Moreover, according to Costa et al. (2019), there is a
positive and strong connection between HRM practices and employee satisfaction. This implies that when
organizations implement effective HRM practices, it tends to lead to higher levels of employee fulfillment or
satisfaction.
HRM practices encompass administrative activities led by management with the aim of preparing the human
resources within the organization to achieve the organizational goals. This definition underscores the
strategic role of HRM in managing and optimizing the workforce to contribute to overall organizational
success (Ehnert et al., 2016). Similarly, HRM practices are instrumental in facilitating the improvement of
staff performance. This underscores the strategic role of HRM in shaping the capabilities and contributions
of the workforce to achieve better overall organizational outcomes (Schlechter et al., 2015).
Singh & Twalo (2015) indicates that negative impact of specific HRM practices on employees, potentially
leading to decreased performance, efficiency, and commitment. This emphasizes the importance of
organizations adopting fair and effective HRM practices to promote a positive work environment and retain
valuable talent.
The human resources management component in organizations operates as a distinctive approach,
focusing on organizational and managerial activities. Its specific aim is to influence individuals involved in
formulating and implementing strategies to achieve the organization's objectives. This highlights the
strategic and influential role of HRM within the broader organizational context Rodgers et al., (2023).
n summary, based on the insights from Al-Westerman et al. (2020), the statement underscores the
strategic importance of investing in human resource development in contemporary business organizations,
considering the diversity of human resources and the influence of information technology. This recognition
is seen as contributing to the increased strength and impact of the industrial sector in developed nations.
According to previous studies, there are many HRM practices as below:
2.2.1 Employment
The efficient recruitment process is a fundamental responsibility for human resources management,
especially in organizations where the structure plays a significant role in HR functions, such as marketing,
production, and research (Srirangam Ramaprasad et al., 2018). Across all departments, including human
resources, various tasks are undertaken, with recruitment being a critical component involving activities like
interviews, selection, and training of employees. In some organizations, specialized HR departments adhere
to policies set by public organizations.
Recruitment can be viewed as a natural extension of the planning process, serving as the primary tool to
bring in individuals through a systematic approach. This involves assessing candidates based on scientific
standards to identify those with the necessary qualifications and capabilities to effectively assume
responsibilities (Duarte et al., 2015). In essence, the success of an organization in achieving its goals is
intricately linked to the effectiveness of its recruitment activities, reflecting the importance of human
resources management in the overall organizational structure.
2.2.2 Training
The Human Resources (HR) function extends beyond the initial process of selecting individuals and placing
them in suitable roles based on qualifications and experiences. Monitoring employee performance and
investing in their continuous development through training is a crucial aspect of HR management. Training
is viewed as an effective strategy to enhance employees' efficiency, knowledge, and skills, enabling them to
work more efficiently (Chan et al., 2016) . This process is not confined to new hires but extends to existing
employees at all organizational levels, emphasizing inclusivity (Busari et al., 2017).
According to various scholars, training is seen as a systematic and continuous effort aimed at providing
individuals with new knowledge, capabilities, and skills or altering attitudes and ideas in line with changes
in the work environment, particularly in technological and organizational aspects (Busari et al., 2017).
Yousaf et al. (2018) define training as activities focused on enhancing professional knowledge and
capabilities for application in the workplace. Srirangam Ramaprasad et al. (2018) describe it as providing
skills and technical expertise in a specific field.
based on the insights from Guan et al. (2017) and Busari et al. (2017), training is portrayed as a
purposeful and strategic program aimed at bringing about measurable changes in various aspects, with a
specific focus on enhancing employee knowledge and skills for their designated job roles. This underscores
the importance of systematic training initiatives in fostering employee development within organizations.
Chan et al., (2016) emphasize that training is portrayed as a strategic and practical intervention designed to
achieve organizational goals. It aims to ensure that individuals acquire a diverse set of elements, including
knowledge, skills, abilities, ideas, and opinions, in alignment with their roles within the organization. This
underscores the importance of training in contributing to both individual and organizational success.
In a broader organizational context, training is a strategic effort influencing long-term decision-making
in the development, evaluation, and performance of human resources (Duarte et al., 2015). It is constructive
in achieving organizational goals, especially when aligned with effective training methods and scientific
foundations. The methods employed by management to develop technical, scientific, and behavioral
capabilities are instrumental in the organization's growth and ability to navigate internal and external
challenges (Srirangam Ramaprasad et al., 2018).
Chan and Mai (2015) stress that training is an organizational effort aimed at achieving learning and
disseminating it among members to enhance the strategic success rate. Yousaf et al. (2018) underscores the
importance of precisely defining the needs for training, as failure to do so can result in wasted funds and
efforts without achieving the desired benefits. Training is a deliberate and planned initiative aiming to
elevate individual efficiency by enhancing knowledge, developing skills, and influencing attitudes to meet
the required organizational standards (Busari et al., 2017).
2.2.3 Motivation
Motivation within the Human Resources Department is characterized by the development and
implementation of targeted payments to attract, retain, and motivate human resources. These efforts become
integral features of the work environment. Compensation, encompassing salaries and wages, reflects the
value assigned to the job occupied by human resources and is determined by the job's nature and
characteristics relative to others in the organization (Busari et al., 2017). Additionally, compensation
involves meeting social obligations, unrelated to task performance but vital for workforce retention. This
includes provisions for overtime, official holidays, insurance, medical benefits, loans for significant life
events, and other social services. The process also involves the transfer of human resources to and from the
organization, along with the distribution of incentives to align with organizational goals (Rodgers et al.,
2023). Compensation, as a set of material rewards or facilities, reduces turnover rates and enhances
workforce stability.
As defined by Lillis et al. (2015), motivation encompasses financial and non-financial rewards and
benefits granted to individuals for their work within the organization. Yousaf et al. (2018)extends this
definition, considering all rewards management provides to workers as an incentive for accomplishing
various organizational tasks. Therefore, compensation encompasses a spectrum of elements, including fixed
wages, incentives, bonuses, and other gains, collectively constituting the array of rewards and benefits
organizations offer to their workforce.
2.2.4 Performance Evaluation

Researchers and management scientists have yet to establish a precise and universally accepted concept of
performance, resulting in diverse viewpoints. Each researcher contributes their understanding, presenting the
most essential and broad concepts of performance. According to Guan et al. (2017), performance is the
achievement of organizational goals, irrespective of their nature and diversity. This interpretation can be
approached either directly through the "results" obtained or through the broader concept of the process
leading to those results, referred to as "action."
Alternatively, Santhanam et al. (2017) define performance as the execution of actions and
responsibilities assigned to a worker by the institution or authority to which their job is affiliated. It
encapsulates the results that an individual attains within the organization. These perspectives highlight the
multifaceted nature of performance, emphasizing its connection to organizational goals and the actions and
responsibilities assigned to individuals within the organizational context. Performance is also the work
performed by the individual, his understanding of his competencies, the expectations required, and the
extent to which they follow a method or method of work (Busari et al., 2017).
According to Malik et al. (2020), performance is the work undertaken by an organization, quantified in
terms of both quantity and quality and executed in a specific manner or method, indicating a particular
pattern. Performance behavior encompasses implicit or perceived activities within three dimensions: the
quantity of work, its quality, and the adopted style. Performance is a concept and indicator that varies across
institutions and is influenced by the nature of the organization's work, its goals, components, and work
applications.
From a managerial perspective, performance entails executing job tasks according to the required
standards, discernible through analyzing workload and time spent. A lower level of performance implies
reduced productivity or failure to accomplish assigned tasks fully (Chan et al., 2016). Performance
evaluation is a critical means to gauge performance effectiveness by providing feedback on the evaluation
process. Organizations can formulate policies related to mentoring and development based on performance
evaluation outcomes (Nguyen & Malik, 2021). In essence, performance evaluation is an attempt to
comprehensively analyze employees, considering various variables such as psychological or physical
characteristics, technical skills, intellectual capabilities, and behavioral traits. This process aims to identify
strengths and weaknesses as a fundamental strategy for the organization's present effectiveness,
development, and long-term continuity (Yousaf et al., 2018).
Consequently, his study stated the following hypotheses to test the investigate the impact of Human
Resources Management Practices on Organizational Learning as follows:
1. Ho1: There is no statistically significant impact at the significance level (α ≤ 0.05) of employment on
Organizational Learning.
2. Ho2: There is no statistically significant impact at the significance level (α ≤ 0.05) of training on
3. Ho3: There is no statistically significant impact at the considerable level (α ≤ 0.05) of motivation on
4. Ho4: There is no statistically significant impact at the significance level (α ≤ 0.05) of performance
evaluation on Organizational Learning.
Which was illustrated in the following conceptual framework in Figure 1.
Figure 1: Conceptual framework
3. Methodology
The researcher adopted a quantitative approach, utilized a questionnaire for data collection, and employed
SPSS for data measurement and analysis. This methodology aligns with the study's objectives and questions,
emphasizing the quantitative exploration of the impact of Human Resources Management Practices on
3.1 Population and Sample

The researcher has opted for a survey method, utilizing a questionnaire designed to cover both dependent
and independent variables. The focus is on the population of 13 Jordanian commercial banks, with
information sourced from the Jordan Banking Association Annual Report for the year 2022. This approach
reflects a systematic and comprehensive strategy for data collection in the study (Jordan Banking
Association Annual Report, 2022).
The sampling unit for the study consisted of (403) employees in the top and middle management levels.
These employees held positions such as director, deputy/assistant director, and head of department within
Jordanian Commercial Banks. The questionnaire was distributed to all (403) employees in the specified
management levels, covering the entire sampling unit. This indicates an attempt to gather responses from the
target population comprehensively. A total of (397) questionnaires were retrieved from the distributed set.
This reflects the number of respondents who completed and returned the questionnaire, providing a basis for
data analysis. (13) questionnaires were excluded from the analysis due to their lack of validity for statistical
analysis. The researcher likely applied certain criteria to assess the validity of the responses, and those not
meeting the criteria were excluded. The response rate is calculated as 95.8%, indicating the percentage of
the distributed questionnaires that resulted in valid responses.
3.2 Survey Design and Measures
The researcher developed a questionnaire that covers all dimensions of both independent and dependent
variables. This comprehensive approach indicates a thorough attempt to capture relevant data for testing the
study's hypotheses. The researcher tested the apparent honesty of the questionnaire. This likely involved
assessing whether respondents provided genuine and truthful answers. Ensuring honesty is crucial for the
reliability of the data collected. The consistency of the answers of the sample members was checked. This
involves verifying that responses from participants align with each other and are coherent, contributing to
the overall reliability of the data. The questionnaire was presented to an experienced and specialized panel
of management professors who acted as a referees' committee. This expert review helps judge the validity of
the questionnaire as a data collection tool. Expert opinions add credibility to the questionnaire's design. To
enhance the validity of the questionnaire, the researcher relied on measuring the variables based on measures
from previous studies. This approach leverages established instruments that have demonstrated validity in
similar contexts.
The survey items used in the questionnaire were adapted from previous studies, as indicated in Table 1.
This approach involves incorporating questions or statements that have been used and validated in earlier
research, ensuring a foundation of established measures. The Likert quintile scale was employed for
collecting responses from the study sample. This scale is a five-point rating system that allows respondents
to express their agreement or disagreement with statements. In this case, the scale consists of five response
options: "strongly agree" (5), "agree" (4), "neutral" (3), "disagree" (2), and "strongly disagree" (1), Sekaran
equation, (2010).
Table 1: Questionnaire items
No Variable Items number References

1 Employment 8 items (1-8) (Dechawatanapaisal, 2018)
(Srirangam Ramaprasad et
2 Training 9 items (9-18)
al., 2018)
(Chan & Mai, 2015; Guan
3 Motivation 4 Items (19-22)
et al., 2017)
Performance
4 Three items (23-26) (Chan et al., 2016)
Evaluation
Organizational Nine items (27-35) (Busari et al., 2017; Yousaf
5
Learning et al., 2018)
3.3 Reliability test (Pilot study)

A subset of the 30 questionnaires was distributed to test the reliability of the data collection instrument. This
is a common practice to assess the consistency and stability of responses. Cronbach's Alpha test was
employed for assessing internal consistency. Cronbach's Alpha is a statistical measure that evaluates the
reliability or consistency of a set of items or questions within a scale or instrument. It provides a score
between 0 and 1, with higher values indicating greater internal consistency.
. The researcher applied reliability criteria proposed by Sekaran and Bougie (2003) and Nunnally (1994)
to assess the Cronbach's Alpha coefficients. The reported coefficients in Table 2 exceeded 60%, indicating
reliability and internal consistency among all passages of the survey. This confirmation of reliability
strengthens the validity of the survey in testing the proposed theory.
Table 2: Pilot study results
Variables Stability Coefficient

Employment 0.697
Training 0.809
Motivation 0.735
Performance Evaluation 0.741
Organizational Learning 0.838
4. Results
4.1 Descriptive Analysis of Variables
The researcher presents the descriptive statistics of the study variables (independent variables) in Table 3,
including mean and standard deviation. The results suggest high ratings for each variable, indicating a high
level of implementation of human resources management practices among Jordanian commercial banks. The
researcher notes that all variables received high ratings. The mean scores for Performance Evaluation (4.43),
Motivation (4.39), Training (4.35), and Employment (4.27) are all above 4 on a scale where 5 might be the
highest possible score. These high mean scores suggest that respondents perceive a high level of
implementation of human resources management practices.
Table 3: descriptive statistics of Independent Variables factors
Variables Mean standard deviation

Employment 4.2668 .55519
Training 4.3521 .48447
Motivation 4.3905 .57618
Performance Evaluation 4.4281 .50982
Total 4.3594 High
Table (4) includes the mean of respondents' answers to the "Organizational Learning" variable,
indicating the average score for this aspect of the study. The mean of respondents' answers to Organizational
Learning ranged from 4.25 to 4.42. The range provides insight into the variability of responses, with the
highest and lowest mean scores indicating the upper and lower bounds of respondents' perceptions. The
table highlights specific paragraphs related to Organizational Learning, indicating the mean scores for each.
The highest-rated paragraph (27) states, "The bank stores detailed information to direct the operations," with
an average of 4.42 and a high rating. Conversely, the least-rated paragraph (31) states, "Managers
continuously scan and update their views on the competitive environment," with an average of 4.25 and a
high rating. The interpretation based on the mean scores and specific paragraph ratings is that the
implementation level of Organizational Learning is high among Jordanian Commercial Banks. The
consistently high ratings across paragraphs support the notion that these organizations are effective in
implementing practices related to Organizational Learning..
Table 4: descriptive statistics of dependent variables factor (Organizational Learning)
standard
No. Items Mean Rate
deviation
The bank stores detailed information to direct the
1 4.42 .745 1
operations.
Staff retrieves archived information when making
2 4.27 .890 7
decisions.
There is an official data management function in
3 4.28 .942 6
the bank.
The bank extensively uses information from other
4 4.31 .863 4
banks (suppliers, partners, and customers).
Managers continuously scan and update their
5 4.25 .952 9
views on the competitive environment.
Management encourages the use of frameworks
6 4.30 .930 5
and models to assist in decision-making.
The bank stimulates its employees to find new
7 4.35 .777 3
ideas that help add value.
Bank management uses advanced communication
8 networks to promote efficient exchanges of 4.39 .782 2
information.
The bank’s management approves special network
9 4.27 .907 8
programs to help manage its business.
Total average 4.3161 High
4.2 Test Hypotheses
The researcher used SPSS to conduct a regression test, which is a statistical analysis technique employed to
assess the strength of relationships between variables The primary purpose of regression analysis is to
examine the relationships between variables and, in this context, to test the hypotheses formulated in the
study. It helps assess whether and to what extent the independent variables predict or influence the
dependent variable. Sekaran & Bougie (2016) suggests that the researcher followed guidance or
methodology outlined in their work for conducting regression analysis using SPSS.
Starting with Ho 1. There is no statistically significant impact at the significance level (α ≤ 0.05) of
employment on human resources performance.
Table 5 indicates a strong positive correlation between "employment and development" and "human
resources performance," with the coefficient of determination (R²) revealing that 58.9% of the variability in
human resources performance can be explained by the model. This information contributes to understanding
the relationship and impact of employment and development practices on human resources performance
(Hair et al., 2010).
Table 5: R2 test
Model R R² Adjusted R Square Std. Error of the Estimate
1 .767a .589 .584 .36943
Table 6 provides the results of the F-test for the impact of employment on human resources
performance. The F-statistic value is reported as 136.344. The F-test is a statistical test that assesses the
overall significance of the regression model. A higher F-value indicates a more significant relationship
between the independent and dependent variables. The statistical significance level, also known as the p-
value, is reported as 0.00. This p-value is less than the conventional significance level of 0.05 (α ≤ 0.05),
indicating a high level of statistical significance. Based on the F-test results, it is concluded that there is a
statistically significant impact of employment on human resources performance at the 0.05 significance
level. The F-test assesses the overall significance of the regression model, and the low p-value provides
evidence in favor of the alternative hypotheses.
Table (6): Analysis of Variance (ANOVA)
Sum of Mean
Model Squares df Square F Sig.
1 Regression 74.431 1 18.608 136.344 .000b
Residual 51.997 384 .136
Total 126.428 385
Table 7 shows the calculated t-value is reported as 19.722. The t-value is a measure of how many
standard deviations a coefficient is from zero. A higher absolute t-value indicates a more significant effect.
The level of significance (t sig) is reported as 0.00. This is the p-value associated with the t-test. In this case,
the reported value of 0.00 is less than the conventional significance level of 0.05, indicating a highly
significant result.
employment has a statistically significant impact on human resources management. This information
enhances the understanding of the relative importance of employment in influencing the dependent variable,
providing valuable insights for practitioners and researchers in the field (Mallhorta, 2004: Hair et al., 2003).
The table also shows a statistically significant impact at (α ≤ 0.05) of employment on Human resources
management.
Table 7: Path Coefficient and correlation
Std.
Element B Beta T Sig.
Error
(Constant) 1.192 .160 7.462 .000
Employment .732 .037 .709 19.722 .000
The second hypothesis was Ho.2 There is no statistically significant impact of training on Organizational
Learning at the level of (α ≤ 0.05).
Table 8 indicates a moderately strong positive correlation between "training" and "organizational
learning," with the coefficient of determination (R²) revealing that 44.3% of the variability in organizational
learning can be explained by the model. The interpretation is in line with standard practices in regression
analysis, providing insights into the relationship and impact of training on organizational learning (Hair et
al., 2010).
Table 8: R2 Test
1 .666a .443 .442 .42821
The level of significance (t sig) is reported as 0.000. This is the p-value associated with the t-test. In this
case, the reported value of 0.000 is less than the conventional significance level of 0.05, indicating a highly
significant result. The findings in Table 9 support the conclusion that training has a statistically significant
impact on organizational learning. The highly significant t-value, low p-value, and standardized beta
coefficients indicate a strong statistical association between these variables in the context of the study..
Std.
Error
(Constant) .889 .197 4.509 .000
Training .787 .045 .666 17.479 .000
The results of the third hypothesis test

The third hypothesis was Ho.3 There is no statistically significant impact of motivation on Organizational
Learning at the level of (α ≤ 0.05).
Table 10 shows positive correlation between "motivation" and "organizational learning," with the
coefficient of determination (R²) revealing that 27.6% of the variability in organizational learning can be
explained by the model. The interpretation is in line with standard practices in regression analysis, providing
insights into the relationship and impact of motivation on organizational learning (Hair et al., 2010).
Table 10: R2 test
1 .525a .276 .274 .48827
The level of significance (t sig) is reported as 0.000. This is the p-value associated with the t-test. In this
case, the reported value of 0.000 is less than the conventional significance level of 0.05, indicating a highly
significant result. The findings in Table 11 support the conclusion that motivation has a statistically
significant impact on organizational learning. The highly significant t-value, low p-value, and standardized
beta coefficients indicate a strong statistical association between these variables in the context of the study.
Std.
Error
(Constant) 2.022 .191 10.575 .000
Motivation .522 .043 .525 12.096 .000
Finally, the hypothesis four was Ho.4 There is no statistically significant impact of performance
evaluation on Organizational Learning at the level of (α ≤ 0.05).
Table 12 indicates a moderately strong positive correlation between "performance evaluation" and
"organizational learning," with the coefficient of determination (R²) revealing that 34.5% of the variability in
organizational learning can be explained by the model. The interpretation is in line with standard practices in
regression analysis, providing insights into the relationship and impact of performance evaluation on
organizational learning (Hair et al., 2010).
Table (12): R2 test
1 .587a .345 .343 .46455
calculated t-value is reported as 14.207. The t-value is a measure of how many standard deviations a
coefficient is from zero. A higher absolute t-value indicates a more significant effect. The level of
significance (t sig) is reported as 0.000. This is the p-value associated with the t-test. In this case, the
reported value of 0.000 is less than the conventional significance level of 0.05, indicating a highly
significant result. The findings in Table 13 support the conclusion that performance evaluation has a
statistically significant impact on organizational learning. The highly significant t-value, low p-value, and
standardized beta coefficients indicate a strong statistical association between these variables in the context
of the study.
Std.
Error
(Constant) 1.395 .207 6.737 .000
Performance Evaluation .660 .046 .587 14.207 .000
5. Discussion
The result showed that mean ratings for "Organizational Learning" (4.25 to 4.42) indicates that the
implementation level of Organizational Learning is perceived to be high among the respondents in the
context of Jordanian Commercial Banks. The high average ratings for each aspect of Human Resources
Management Practices (Performance Evaluation, Motivation, Training, and Employment) suggest that,
according to the respondents, these practices are implemented at a high level in Jordanian Commercial
Banks.
Based on the results, there is an impact of Human Resources Management Practices (Employment, Training,
Motivation, Performance Evaluation) on Organizational Learning at the significant level (α ≤ 0.05), as the
registered significance ratio is 0 ≤ 0.05 as shown in table 4:9. These results were consistent with those
reported by previous researchers. Chan et al. (2016), Chan & Mai (2015), and Guan et al. (2017),
highlighting the relationship between high career satisfaction and employees' intention to stay with their
firms. First hypothesis related to the impact of employment on Organizational Learning has been statistically
supported, aligning with the significance level (α ≤ 0.05) as shown in Table 7. This implies that employment
practices, as measured in your study, have a significant influence on Organizational Learning within the
context of your research. Moreover, The results in Table 9 show a statistically significant impact of training
on Organizational Learning at the significance level (α ≤ 0.05). This implies that, according to your study,
training has a meaningful effect on the organization's learning processes. This finding agree with with
previous results from studies conducted by Busari et al. (2017), Santhanam et al. (2017), Srirangam
Ramaprasad et al. (2018), and Yousaf et al. (2018). This implies that your findings are consistent with or
supported by the results of these earlier studies. In summary, study suggests that training has a statistically
significant impact on Organizational Learning, and the discussion provides insights into potential factors
influencing employee retention based on previous research findings. It emphasizes the need for
organizations to address various aspects to retain their employees effectively.
In hypothesis no three, the result showed that there is a statistically significant impact at (α ≤ 0.05) of
motivation on Organizational Learning, as the registered significance ratio is 0 ≤ 0.05, as shown in Table 11.
Similarly, the result showed that there is a statistically significant impact at (α ≤ 0.05) of performance
evaluation on Organizational Learning, as the registered significance ratio is 0 ≤ 0.05 as shown in table 13.
The findings are noted to support suggestions from previous studies conducted by Dechawatanapaisal
(2018), Duarte et al. (2015), and Srirangam Ramaprasad et al. (2018). This indicates a consistency with or
alignment with the conclusions of these earlier research works. The implications of the findings suggest that
addressing the mentioned organizational aspects can be crucial for retaining employees and enhancing their
motivation.
Practical Contributions
The practical implications of this research are multifaceted. First, the study results and recommendations
will serve as guidelines for increased attention to the hiring process and emphasize the importance of
providing comprehensive training to new and experienced employees. The findings also highlight
prioritizing the performance evaluation perspective to enhance overall work quality. Recognizing the impact
of HR management practices on fostering a positive work environment is crucial for optimizing
organizational learning. The study's insights provide valuable guidance for organizations seeking to refine
their workforce management strategies, ultimately improving knowledge acquisition, dissemination, and
utilization.
6. Conclusion
In conclusion, this study has explored the crucial relationship between human resources management
(HRM) practices and organizational learning within the context of Jordanian commercial banks. The
investigation employed a quantitative approach, collecting data from 386 participants in the commercial
banking sector. The results of the study underscore the significant impact of HRM practices, specifically in
the dimensions of employment, training, motivation, and performance evaluation, on organizational learning
in Jordanian commercial banks. These findings contribute both practically and theoretically to the existing
body of knowledge. The study comes with many recommendations:
1. The study suggests banks should prioritize attention to the hiring process in human resources
management to attract fresh talent. Hiring new employees starts with inventive and appealing job
promotions.
2. The research recommends supervised training programs to provide workers with relevant, innovative
knowledge, and motivational strategies. Consideration of training's relevance and ROI at all levels is
advised, focusing on its necessity for both the individual developer and the organization rather than
opting for merely intriguing catalogs.
3. The study recommends banks boost employee performance through active engagement, fostering
motivation, and encouraging improved work outcomes.
4. The study suggests aligning performance evaluation with improved work quality and employee
motivation, enhancing organizational performance. A leadership focus on the organization's mission
and values fosters greater employee identification and involvement.
5. The study suggests conducting additional research with diverse variables to enhance the topic and
gain further insights into the impact of human resources practices on organizational learning.
The theoretical contributions of this study are significant in advancing our understanding of the interplay
between HRM practices and organizational learning. The conceptual framework developed through a
practical approach serves as a theoretical foundation, offering a structured understanding of how HR
practices influence organizational learning. The study aligns with existing literature that underscores the
strategic importance of organizational learning, particularly in dynamic and competitive environments. By
establishing a statistically significant connection between specific HRM practices and organizational
learning, this research extends the theoretical understanding of the factors influencing organizational
adaptability and competitiveness.
Finally, while this study makes substantial contributions, avenues for future research are evident. Exploring
the long-term effects of HRM practices on organizational learning and considering the moderating factors
that might influence this relationship could provide deeper insights. Additionally, investigating the
applicability of these findings across diverse industries and cultural contexts would contribute to the
generalizability of the study. Further research could delve into the role of technology in augmenting HRM
practices for organizational learning in the digital era. Continually exploring these dimensions will enrich
the evolving field of organizational behavior and human resource management.
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International Journal of Scientific Research and Management (IJSRM)

The Impact of Human Resource Management Practices on

Keywords: Human resource management, training, employment, motivation, performance evaluation,

2.2 Human Resources Management Practices

2.2.4 Performance Evaluation

3.1 Population and Sample

No Variable Items number References

3.3 Reliability test (Pilot study)

Variables Stability Coefficient

Variables Mean standard deviation

4.2 Test Hypotheses

Model R R² Adjusted R Square Std. Error of the Estimate

1 .767a .589 .584 .36943

1 Regression 74.431 1 18.608 136.344 .000b

Residual 51.997 384 .136

Total 126.428 385

Employment .732 .037 .709 19.722 .000

Model R R² Adjusted R Square Std. Error of the Estimate

1 .666a .443 .442 .42821

Training .787 .045 .666 17.479 .000

The results of the third hypothesis test

Model R R² Adjusted R Square Std. Error of the Estimate

1 .525a .276 .274 .48827

Table 11: Path Coefficient and correlation

Motivation .522 .043 .525 12.096 .000

Model R R² Adjusted R Square Std. Error of the Estimate

1 .587a .345 .343 .46455

Performance Evaluation .660 .046 .587 14.207 .000

1. Ahmad Al-Azzam, M. A.-J. (2015). The Effect Of Transformational Leadership On Organizational

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