The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/1741-0401.htm
IJPPM
68,7
1208
Received 22 May 2018
Revised 31 August 2018
3 February 2019
Accepted 30 March 2019
International Journal of
Productivity and Performance
Management
Vol. 68 No. 7, 2019
pp. 1208-1234
© Emerald Publishing Limited
1741-0401
DOI 10.1108/IJPPM-05-2018-0174
The mediation effect of job
satisfaction and organizational
commitment on the organizational
learning effect of the
employee performance
Muhammad Irfani Hendri
Faculty of Economics and Business, Tanjungpura University, Pontianak, Indonesia
Abstract
Purpose – The purpose of this paper is to test the effect of organizational learning on employees’ job
satisfaction, the effect of organizational learning on the employees’ organizational commitment, the effect of
the organizational learning on employees’ performance, the effect of job satisfaction on the employees’
performance and the effect of organizational commitment on employees’ performance in PTPN XIII (Limited
Liability Company) in West Kalimantan.
Design/methodology/approach – The population in this research refers to all employees of PTPN XIII
(Limited Liability Company) in West Kalimantan, with the criteria that the employees are from class III‒IV
(population of access). The size of the sample is determined by using the partial least square approach, which
is 10 times of the size of formative indicator, that is, job satisfaction with five indicators plus employee
performance with eight indicators, with the total being 13 × 10 ¼ 130 employees. The sampling method used
is proportional random sampling technique, which is based on work area (three working areas: Head Office,
West Kalimantan I District and West Kalimantan District II).
Findings – Learning organization has a significant and positive effect on job satisfaction and organizational
commitment, but it has no significant effect on the employee performance. Job satisfaction and organizational
commitment have a significant effect on employee performance.
Originality/value – The phenomenon that existed in PTPN XIII (Limited Liability Company) and referring
from various previous research results, the study regarding employee performance was conducted using
organizational learning variable as an exogenous variable and using job satisfaction and organizational
commitment variable as an intervening variable. Robbins (1996) revealed that the relationship between
organizational learning and performance is not very close. It is necessary to have other variables that can
reinforce the relationship and to determine the extent to which the organizational learning can contribute to
the improvement of the performance.
Keywords Organizational commitment, Employee performance, Organizational learning, Job satisfaction
Paper type Research paper
1. Background
From time to time, the commodity of palm oil (CPO) has an increasing business prospect,
which is getting more profitable along with the greater demand for CPO in the world
market. The increasing demand is due to the fact that CPO is not only used for producing
cooking oil but it can also be used as other basic materials of industry such as food,
cosmetics, and soap industries.
Indonesia and Malaysia are one of the world’s largest producers of CPO, in which
80 percent of the world’s CPO demand is obtained from these two countries. The availability
of vast land becomes one of the factors why Indonesia is categorized as the main producer of
CPO for the world community. Based on data from the Directorate General of Plantation, in
the period of 10 (ten) years since 1999‒2009, the area of oil palm plantations in Indonesia
keeps increasing with an average growth of 8.7 percent per year. The area of oil palm
plantations in Indonesia in 1999 was only 3,902,000 hectares, whereas it had increased to
7,321,000 hectares in 2009.
 The increase of oil palm plantations area certainly affects the amount of CPO production Organizational
in Indonesia that continues to increase from year to year. In 2014, Indonesia’s CPO learning effect
production was 17.2m tons. In 2015, it had increased to 19.3m tons. In 2016, it had increased
again to 20.5m tons. This increase in CPO production is in line with the increase of the
number of exports. In 2014, it was recorded that Indonesia’s CPO export reached 12.6m tons.
In 2015, it had increased to 14.4m tons and it had increased again to 16.2m tons in 2016.
Tribun Pontianak newspaper (2016) reported that the total amount of CPO produced by 1209
Indonesia mostly aims for the export market, in which only about 24 percent is intended for
the domestic market. This illustrates that the CPO industry is a very important economic
activity for Indonesia in contributing to the foreign exchange and income for the country.
Even in 2017, Indonesia’s CPO production was expected to reach 24–25m tons per year,
whereas the exports were expected to reach 17–17.5m tons or more.
However, based on the total productivity of oil palm plantations, the productivity of oil palm
plantations in Indonesia is still lower than Malaysia, considering that Indonesia is the world’s
main producer of CPO. According to Saragih (2003), the agribusiness effort in Indonesia is
expected to make a transformation process to be more modern. The transformation is from
agribusiness company relying on natural resources and unskilled labor or factor-driven into
agribusiness company utilizing capital and semi-skilled labor or capital-driven and then
increasing again to become an agribusiness company utilizing knowledge and skilled labor or
innovation-driven.
It becomes fundamental thought that the efforts can be made in improving the company’s
performance through CPO processing business activities or agribusiness. In general, it is not
only related to the availability of land, technology or capital; however, another important thing
to do is to consider how the oil palm plantation companies are always doing improvements
and organizational development in order to adapt to the challenges and external environment
that can improve the company performance.
The ability to adapt to the challenges and external environment must be supported by
human resources that have the ability and behavior in accordance with the company’s
strategy and desired goals. The company needs to manage the behavior of the members of its
organization to have human resources whose capabilities and behaviors are in accordance
with the company’s strategy and goals.
In Indonesia, many oil palm plantations are cultivated in Sumatra and Kalimantan.
Observing from its exploitation, there are three forms of palm oil plantation management in
Indonesia: smallholding, large state plantation and private plantation. Oil palm plantations in
Indonesia are still dominated by large private companies and state-owned enterprises (BUMN).
Realizing the lack of optimum performance and the lower contribution of state-owned
plantations for the state’s revenues, in 1996, the government restructured state-owned
plantations by merging 34 limited liability companies of the plantation (PT Perkebunan/
PTP) throughout Indonesia to 14 limited liability companies of archipelago plantation
(PT. Perkebunan Nusantara/PTPN); 14 PTPNs are generally located in Java and Sumatra.
Particularly on Kalimantan island, there is PTPN XIII (Limited Liability Company/
Business Entity), which has operational areas of four provinces in Kalimantan Island. PTPN
XIII (Limited Liability Company) is one of the largest palm oil producer PTPNs in Indonesia.
PTPN XIII (Limited Liability Company) is the result of a merger of eight PTPs: PTP VI,
PTPVII, PTP XII, PTP XIII, PTP XXIV, PTP XXV, PTP XXVI and PTP XXIX, which all are
located on Kalimantan island.
The merger of eight PTPs into PTPN XIII (Limited Liability Company) clearly affects the
incorporation of human resources, the division of new tasks, the distribution and the
placement of human resources in new positions. At the time of merging, there was a
condition that could not be avoided by PTPN XIII (Limited Liability Company) whereby
potential and better human resources were generally withdrawn by the original PTP.
IJPPM Hence, the human resources left in PTPN XIII (Limited Liability Company) were generally
68,7 human resources with the ability below the human resources drawn by the office of the
original PTP. This condition required PTPN XIII (Limited Liability Company) to keep trying
to improve the quality of its human resources with the total of 13,971 people.
One of the indicators not causing maximal performance is due to the relatively static
production. The products produced by the company are centered only in production of CPO.
1210 There are still no other efforts to produce new products which are an effort of the
development of downstream industries, such as surfactants, pharmacy, cosmetics and basic
organic chemical products. In fact, the value chain and CPO additional products value will
be higher by developing the downstream industry. Moreover, CPO derivative products have
a relationship with the business sector and the community needs in the food sector.
This performance standard is a quantitative and objective assessment. Through this
performance standard, employees’ performance from the class III‒IV can be measured in
accordance with the achievement of results based on the agreed targets (performance
agreement). The measured performance is the additional value generated and is the
contribution of the employee concerned in achieving the company performance.
Such condition occurs because companies take centralistic approach in giving authority
to tier III–IV employees and, as an effect, most activities are taking place in director’s office.
Tier III–IV employees are given some authorities in order to develop their creativity. These
employees are field workers and responsible for supervising tier I–II employees.
In 2012, giving authority to tier III–IV employees, PTPN XIII (LLC) established
performance standardization for their III–IV employees. Its objectives were to develop
objectivity in supervising performance of tier I‒II employees and to support operating
targets of the company. Corporate performance should go hand in hand with performance of
employees in general.
The performance standardization is a quantitative and objective evaluation. It measures
performance of the tier III–IV employees based on particular performance agreement. The
performance is an added value and represents the contribution of the employees to achieve
corporate goals.
Therefore, organizations, including PTPN XIII (LLC), should not only diagnose culture of
their organization, but also evaluate organizational learning activities as an effort to
maintain organizational behavior. Maintaining organizational behavior is pivotal, since
recently there is a lot of pressure to stop expansion of oil palm plantation, more particularly
in peatlands. Challenges encountered by PTPN XIII (LLC) are to increase its oil plam
plantation productivity and improve performance of its employees.
In addition, in recognizing that the company performance is not optimal yet, in May 2012,
the directors of PTPN XIII (limited liability company) proclaimed “Mission Impossible,”
which has the main target of increasing the production by 100 percent within the next five
years from the declaration year. Various strategies have been undertaken by PTPN XIII
(Limited Liability Company) directors such as encouraging the employees, especially the
employees at Group III–IV level to have innovation values in work, responsibility,
immediately action, professionalism and entrepreneurship.
Such innovation is not only limited to the creation of new products, but also in creating
new ways of working to achieve the best outcomes. Responsibility is defined to be able to
respond to the results of work related to quality, cost, standards and norms as well as the
determined targets. Acting immediately means that work is done immediately in order to
increase the profits and accelerate the growth.
By recognizing the importance of internalization of these values to the employees in
improving the company performance, as a form of embodiment, the directors of PTPN XIII
(Limited Liability Company) always provide opportunities for the employees to acquire new
sciences, either through training or formal education. Seniority is changed to capability,
which means that position promotion depends on the capability (ability) of the individual. It Organizational
no longer depends on the length of working time. learning effect
PTPN XIII (Limited Liability Company) also tries to grow the utilization of technology in
every activity. Although it is currently limited to the headquarters, information technology
has become the central part of the organization’s work tools. This is the manifestation of the
desire of PTPN XIII (Limited Liability Company) to make a technology-based modern
plantation company. 1211
In order to acquire human resources in PTPN XIII (Limited Liability Company), which will
be always ready with various conditions of change, human resource development in PTPN
XIII (Limited Liability Company) should not be inseparable from the learning activities, either
through daily operational media or through formal education such as education in college,
positions’ course, seminars and some other types of training. However, daily learning from the
work experience and from one person to another person becomes something that PTPN XIII
(Limited Liability Company) continues to develop.
Since 2004, PTPN XIII (Limited Liability Company) always holds a competition of
creativity and innovation for all employees in all areas of PTPN XIII (Limited Liability
Company) every year. In such creativity and innovation competition, the employees can
submit scripts that describe the various experiences they have in improving their work
activities and that have been implemented in their own units/sections. Hopefully, the best
experience in a unit/part can be applied to other units/parts as well.
In addition, other efforts made by PTPN XIII (Limited Liability Company) in order to
improve the employees’ performance are to always pay attention to the welfare of its
employees. In addition, to provide a decent salary for its employees, the company also pays
attention to the welfare of its employees through the provision of social security, pension
funds, pension programs and so on.
Thus, it can be said that the management of human resources conducted by PTPN XIII
(Limited Liability Company) is not only to prioritize knowledge and skills, but it is also
related to the aspects of attitudes, behaviors and values. In addition, it is expected to
increase the employees’ job satisfaction and organizational commitment to build the high
loyalty of employee and improve the company performance in a long term.
However, based on the annual report data of PTPN XIII (Limited Liability Company) of
2009, it can be seen that the net profit reached Rp 122.088bn from the net profit targeted in
2009 amounted to Rp 150.612bn. Such net profit obtained in 2009 was below the net profit of
2008, which reached Rp 210,991bn and in 2007, it was Rp 141,595bn. In addition, based on
the results of internal surveys conducted by PTPN XIII (Limited Liability Company) in 2009
about the employees’ satisfaction survey results, it is found that overall employees of PTPN
XIII (Limited Liability Company) have not reached the satisfaction level.
Based on these conditions, the willingness to improve the company performance must be
accompanied by the management of organizational behavior, especially among employees
of class III–IV who have the authority to directly manage the natural and human resources
in PTPN XIII (Limited Liability Company).
Factors that are expected to affect the organizational behavior of employee in class III–IV
of PTPN XIII (Limited Liability Company) is organizational learning factor. Since 2000, PTPN
XIII (Limited Liability Company) has also implemented various activities of organizational
learning as the implementation of the learning organization. From the initial discussion with
the HR Section of PTPN XIII (Limited Liability Company), it is estimated that the
organizational learning activities have not been running optimally. However, various changes
have been implemented, such as organizational structuring by forming district managers and
changing the standard of special performance appraisal for the employees of class III–IV.
The organizational learning generally refers to a collective life view within the
organization or collective mental programming that develops in the learner organization
IJPPM or a learning community. In the present time, organizational learning is a necessity rather
68,7 than an option. Hence, it is highly unlikely that an organization ignores the learning
process (Montes et al., 2005; Probst and Büchel, 1997). Organizational learning is often
used as an effective force and as a key to effective corporate strategy renewal (Spicer and
Sadler-Smith, 2006).
According to Elu (2003), in an organization that applies organizational learning, people
1212 constantly communicate honestly and openly, respecting each other, assessing but also
seeking feedback, challenging to always use new perspectives, engaging in a comprehensive
system approach and showing themselves honestly.
The results of research conducted by Rose et al. (2009) found that organizational learning has
a positive relationship with organizational commitment, job satisfaction and employee
performance. The results of this study support the previous findings that organizational learning
has a positive effect on performance (Khandekar and Sharma, 2006; Power and Waddell, 2004).
The results also support previous findings that organizational learning has a positive effect on
organizational commitment (Wang, 2003; Yang, 2003) as well as a positive influence on job
satisfaction (Wright, 1997; Egan et al., 2004; Wang, 2005).
Based on the existing phenomenon in PTPN XIII (Limited Liability Company) and
referring various previous research results, the study conducted about employee performance
uses organizational learning variable as an exogenous variable and job satisfaction
and organizational commitment variable as an intervening variable. As revealed by
Robbins (1996), the relationship between organizational learning and performance is not very
close. It is necessary to have other variables that can reinforce the relationship and to
determine the extent to which the organizational learning can contribute to the improvement
of the performance.
Job satisfaction is the result of employees’ perceptions of how well a job delivers
everything that is seen as important through its work (Luthans, 2002). The term of job
satisfaction refers to the attitude (emotional reaction) of an individual to his work.
Job satisfaction is also a very important issue for the organization because job
satisfaction is a series of individual perceptions of employees that will affect the attitudes
and behavior of the employees’ individual while working. Once the employees’ job
satisfaction is created, then the employees’ organizational commitment will be built. The
results of Wu and Norman research (2006) showed a positive correlation between job
satisfaction and organizational commitment.
Kreitner and Kinicki stated that job satisfaction leads to a higher work performance.
This can happen because job satisfaction hypothetically affects the work performance
indirectly through the purpose and effort of an employee, and job satisfaction affects the
employee performance positively and significantly. Thus, job satisfaction can be concluded
to affect the employees’ performance.
In addition to job satisfaction, organizational commitment also has improved over the
last few decades. Various studies have been conducted regarding the important role of
organizational commitment as the main essence of employee interaction with the company
that had attracted a number of researchers to study it in various perspectives, especially
from a behavioral perspective (Kontoghiorphes and Bryant in Rose et al., 2009).
For the companies that will develop a sustainable competitive advantage while achieving
the company goals that require a positive behavior change from the employees, the
company must be able to build a strong commitment as a top priority in human resource
development policy. Employees with a strong commitment will be more serious while
working, they will be more loyal and will always think positively about the organization.
The employees’ organizational commitment is a relatively strong identification and
involvement of a person in his organization. Organizational commitment is attitude
reflecting the employees’ loyalty to their organization. It is also the ongoing process in
which the employees express their concern of the organization and the achievement of Organizational
organizational goals. learning effect
The understanding of organizational commitment will contribute positively to the
management of the company in managing its employees. The employees’ organizational
commitment is a factor that can affect the success of the company in the face of the business
environment changes. If the organizational commitment reflects the identification and
involvement in the organization, then the company will get the benefit of the growing 1213
loyalty and the achievement of the better emerging employees.
Therefore, studies related to the influence of organizational learning on job satisfaction,
organizational commitment, and employee performance are important for the organization
as well as PTPN XIII (Limited Liability Company). This study was conducted to obtain an
overview of employee perceptions of PTPN XIII (Limited Liability Company) related to the
organizational learning, job satisfaction, organizational commitment and performance,
especially for III–IV employees serving in West Kalimantan.
The selection of the location in West Kalimantan was done considering that the majority
of the area of oil palm plantation owned by PTPN XIII (Limited Liability Company) is
located in West Kalimantan. In addition, this study was also conducted to determine the
effect of organizational learning on job satisfaction and organizational commitment as well
as the employee performance. Therefore, this study tried to test the effect model of the
organizational learning on job satisfaction and organizational commitment as well as the
employee performance of PTPN XIII (Limited Liability Company) in West Kalimantan.
Based on the background above, this study aims to test the effect of organizational
learning on employees’ job satisfaction, the effect of organizational learning on the employees’
organizational commitment, the effect of the organizational learning on employees’
performance, the effect of job satisfaction on the employees’ performance and the effect of
organizational commitment on employees’ performance in PTPN XIII (Limited Liability
Company) in West Kalimantan.
An organization like PTPN XIII (LLC) should not only conduct learning diagnosis, but it
also should evaluate its organizational learning activities in order to maintain its
organizational behavior. Maintaining organizational behavior is pivotal, since recently there
is a lot of pressure to stop expansion of oil palm plantation, more particularly in peatlands.
The challenges faced by PTPN XIII (LLC) are to increase its oil palm plantation productivity
and to improve performance of its employees.
It is expected that findings of this study contribute to the body of knowledge, specifically
theories on organizational behavior. This study analyzes the relationships between
organizational learning activities and job satisfaction, organizational commitment and
performance of staffs of PTPN XIII, a state-owned enterprise in the plantation sector.

2. Conceptual framework and research hypothesis

The conceptual framework of the thinking process is described in Figure 1. The theoretical
foundations required in this study are as follows: organizational learning theory (Senge,
1990; Argyris and Schon, 1996; Marquardt, 1996), job satisfaction theory (Porter in Wexley
and Yukl, 1997, Herzberg, 2002; Luthans, 2002), organizational commitment theory (O’Reilly
and Chatman, 1986; Mowday et al., 1982; Meyer et al., 1993) and employee performance
theory (Bernardin and Russel, 1998).
The organizational learning theory (Senge, 1990; Argyris and Schon, 1996; Marquardt,
1996) starts from understanding the definition of organizational learning and
organizational learning indicators. The researcher focuses more on the concepts and
theories given by Senge (1996), whereas the indicators of organizational learning
refer to the four indicators mostly used and considered in the study, which are
information sharing patterns, climate investigation, learning practices and achievement
IJPPM Job satisfaction
68,7 (Z1)

1214 Learning Employee

organization (X) performance (Y)

Figure 1. Organizational
Conceptual framework commitment (Z2)

mindset (Pace and dan Faules, 1998; Levitt and March, 1988; Subramaniam, 2005;
Garvin, 1993).
The information sharing pattern refers to the extent to which the information is shared
and how the information is shared; the climate investigation refers to which extent the
individual attitudes toward the improvement of the learner’s organization by accepting the
challenges and participating in experiments; the learning practice refers to the extent to
which the organization members participate actively in every learning activity; and the
achievement mindset refers to the extent to which the organization members achieve
restoration. This selection is based on the idea that these organizational learning indicators
are needed to be developed by PTPN XIII (Limited Liability Company).
Furthermore, the researcher discusses the theory of job satisfaction (Porter in Wexley
and Yukl, 1997; Herzberg, 2002; Luthans, 2002), which starts from the understanding of the
concepts and definitions of job satisfaction, job satisfaction factors, the consequences of job
satisfaction and dissatisfaction and the measuring of the job satisfaction The researcher
focuses more on the concepts and theories as well as the indicators of job satisfaction
proposed by Luthans (2002) covering the work itself, wage or salary payments, promotion,
co-workers and supervision. All of those factors represent a certain value as a reflection of
the culture within an organization (Luthans, 2002).
Subsequently, the researchers examined the theory of organizational commitment
(O’Reilly and Chatman, 1986; Mowday et al., 1982; Meyer et al., 1993), which begins from the
notion of organizational commitment and the forms as well as the measurements of
organizational commitment. The researcher focuses more on the concepts and theories as
well as the measurement of organizational commitment proposed by Mowday et al. (1982),
which includes acceptance of organizational goals, the desire to work hard and the desire to
survive, being part of the organization.
The selection of organizational commitment indicators is according to the opinions
presented by Mowday et al. (1982) that a form of commitment that arises is not only a passive
loyalty but also involves an active relationship between the employees and the organization in
the form of willingness to give every effort for the success of the organization. A person who
has a high commitment will have an identification of the organization, will be engaged in work
and will be loyal and positive toward the organization. He/she will show behavior toward the
achievement of organizational goals and the desire to remain with the organization. According
to the researcher, such opinion is very suitable with the conditions of PTPN XIII (Limited
Liability Company) formed from the merge of eight different PTPs wherein the employees’
organizational commitment is not only limited to the acceptance of goals and values that exist
in the company, but also in the form of real action by showing a better work activity.
 Then the researcher reviews the performance theory (Bernardin and Russel, 1998) Organizational
starting from things that affect the performance and performance measurement. The learning effect
researcher focuses more on the concept and performance measurement proposed by
Bernardin and Russel (1998). This is due to the fact that indicators proposed by Bernardin
and Russel (1998) have similarities with the performance indicators implemented by PTPN
XIII (Limited Liability Company). Therefore, the performance indicators in this study will
use eight performance indicators implemented in PTPN XIII (Limited Liability Company), 1215
which include the main target of achieving the target work both in quality and quantity;
integrity; spirit of achievement; group cooperation; ability in planning; ability in decision
making; ability to manage relationships; and ability in developing subordinates.
Theoretical studies of organizational learning, job satisfaction, organizational commitment
and employee performance are universal theories that exist in every organization. Although
they are universal, they can be applied to specific things as well such as a study or analysis
that starts from the general to the specific things. Researcher assess that the relationship
between these concepts is also applied in the plantation companies such as PTPN XIII
(Limited Liability Company).
An empirical study of the effect of the organizational learning on job satisfaction was
studied by Wang (2007) and Rose et al. (2009). The empirical study of the effect of
organizational learning on organizational commitment was studied by Rose et al. (2009). The
empirical study of the influence of organizational learning on performance was studied by
Khandekar and Sharma (2006), Absah (2007) and Rose et al. (2009). An empirical study of
the effect of job satisfaction on performance was studied by Moynihan et al. (2000), and the
empirical study of the effect of organizational commitment on performance was studied by
Rashid et al. (2003).

2.1 Relationship between organizational learning and job satisfaction

Wang (2007) conducted a study entitled “Learning, job satisfaction and commitment: an
empirical study of organizations in China.” The objective of this study is to evaluate
relationship between organizational learning, job satisfaction and organizational
commitment in several companies in China. Its finding suggested that organizational
learning is regarded as an important factor that precedes job satisfaction of the staff
members and their organizational commitment. This study also supported the common
hypothesis that job satisfaction has a positive influence toward organizational
commitment. It also showed that organizational learning may become a predictive
variable that has a strong and positive influence on staff attitude, namely, job satisfaction
and organizational commitment.
Rose et al.’s (2009) study entitled “the effect organizational learning on organizational
commitment, job satisfaction and work performance” stated that organizational learning
has significant and positive influence toward job satisfaction. This study involved Public
Service Managers in Malaysia. Organizational learning was measured based on 16
question items Gomez et al. (2005) developed, and job satisfaction was measured based on
12 question items developed by Hackman and Oldham (1975). There is a positive
relationship between organizational learning and job satisfaction. An increase in
organizational learning activities will result in an increase in the Public Service Manager’s
job satisfaction. The finding of this study is in line with that of Wright (1997) and Egan
et al. (2004), who reported that organizational learning is associated with job satisfaction
of employees. Egan’s study suggested that organizational learning is associated with
job satisfaction.
Wang (2007) reported that study on organizational learning has a significant and
positive influence toward job satisfaction of the employees. Watkins and Marsick (2003)
explained that organization that conducts positive learning and development program has
IJPPM higher job satisfaction, productivity and profitability. In addition, the more frequent the
68,7 managers get involved in the learning programs, the higher will be the job satisfaction,
organizational commitment and performance.
Previous studies that support this hypothesis are as follows: Torlak and Kuzey (2019),
Chen et al. (2016), Rana et al. (2016), Pantouvakis and Mpogiatzidis (2013), Chiva and Alegre
(2008), Chang and Lee (2007) and Pool and Pool (2007). Based on the above description, the
1216 hypothesis to be built in this research is as follows:
H1. Organizational learning significantly affects the job satisfaction of employees in
PTPN XIII (Limited Liability Company) in West Kalimantan.

2.2 Relationship between organizational learning and organizational commitment

Marquardt (1996) explained that organizational learning refers to an activity whose
objective is to increase intellectual and productive capacity of staff members, and it can be
achieved through commitment of an organization and opportunity to make constant
improvement. Furthermore, Marquardt (1996) stated that there are six dimensions of
organizational learning and one of which is the ability to share common vision or ability of
all members of organization to focus on one vision, which is developing true commitment.
This statement is evidence showing a relationship between organizational learning and
organizational commitment.
Marquardt’s idea is in line with Rose et al.’s (2009) study entitled “The effect of
organizational learning on organizational commitment, job satisfaction and work
performance.” Their study showed that organizational learning has a positive and
significant influence toward organizational commitment. This study involved public service
managers in Malaysia. Organizational learning was measured based on 16 question items
developed by Gomez et al. (2005), and job satisfaction was measured based on 12 question
items developed by Hackman and Oldham (1975). There is a positive relationship between
organizational learning and job satisfaction. An increase in organizational learning
activities will result in an increase in the public service manager’s job satisfaction. This
finding is also in accordance with Wright (1997), who stated that organizational learning
influences organizational commitment. Furthermore, Wang (2003), who analyzed the
relationship between organizational learning, job satisfaction and organizational
commitment in companies in China, reported that there is a moderate relationship
between organizational learning and organizational commitment.
Ng et al.’s study indicated that learning opportunity has a positive influence toward
commitment of members of organizations. In addition, Yang (2003), analyzing dynamic
relationship between organizational learning, job satisfaction and organizational
commitment in Korea, mentioned that these three variables are related to one another.
The finding of Yang’s study is in line with Yeo (2002), who stated that there is a
relationship between consequences and characteristics of organizational learning and
organizational commitment.
These studies support an idea that an increase in organizational commitment is one of
the benefits of human resource training (Phillips, 1997). Numerous studies have a reported
positive relationship between training and organizational commitment toward employees
(Bartleet, 2001; Grossberg, 2000; Mohammed and Marquardt., 2007). Ng et al. postulated that
knowledge and skills as learning outcome have a positive impact on individual career;
companies will give rewards such as promotion, higher salary and other benefits to their
competent and skillful employees. In conclusion, learning increases individual ability, one’s
career and subjective evaluation toward the career of an individual.
Previous studies that support this hypothesis are as follows: Ribeiro et al. (2018), Shahin
et al. (2014), Yoon et al. (2018), Islam, Khan, Ahmad and Ahmed; Islam, ur Rehman Khan,
Norulkamar Ungku Bt. Ahmad and Ahmed (2013), Joo and Park (2010), Massingham and Organizational
Diment (2009), Wang (2007), Pool and Pool (2007) and Örtenblad (2001). Based on the above learning effect
description, the hypothesis to be built in this research is as follows:
H2. Organizational learning significantly affects the organizational commitment of
employees in PTPN XIII (Limited Liability Company) in West Kalimantan.

1217
2.3 Relationship between organizational learning and performance
Khandekar and Sharma (2006) conducted a study entitled “Organizational learning and
performance: understanding indian scenario in present global context” whose objective is to
show pivotal role of organizational learning toward the performance of organization. This
study was conducted in three global Indian companies whose headquarters are located in
New Delhi. This study explored correlation between organizational learning and
performance of organization in India. Its samples were three global organizations in India
and the sampling technique was purposive sampling. These samples represented the large
information technology, petrochemical, information and communication and
pharmaceutical companies in India. The researchers investigated implementation of
organizational learning methods in these companies. They interviewed 100 senior managers
of these companies, which consisted of 72 human resource managers and 28 line managers.
Besides interview, the researchers also distributed questionnaires. It took the managers 45
min to complete these questionnaires. The procedure in this study is to investigate match
between financial reports of these organizations and CMIE financial data as indicator of
organizational performance. The instrument to analyze the data is the SPSS 12. The finding
of this study is that there is a positive correlation between organizational learning, which is
mostly represented by HRM, and organizational performance. The managers’ responses
showed that these three global organizations have good performance and good
organizational learning, which is represented through HRM, and their effectiveness that
reflected organizational performance and financial performance rating. It happened because
human resource plays the major role in development and maintenance of organizational
learning philosophy; human resource develops both system and process. A system is
needed to identify the areas in which organizational learning is needed. Ideas are derived
from individual, group and organization.
Furthermore, Rose et al. (2009) conducted a study entitled “The effect organizational learning
on organizational commitment, job satisfaction and work performance.” In this study, primary
data are obtained through survey and questionnaire. Questionnaire items are adopted and
modified as such to meet objectives of the study. Organizational learning is measured based on
16 question items developed by Gomez et al. (2005) and performance is measured based on
15 question items developed by Suliman (2001). The respondents were given some statements
and they were expected to give their responses toward the statements using a scale between
1 (strongly disagree) and 7 (strongly disagree). The sampling technique was systematic
sampling. 500 questionnaires were distributed to administrative and diplomatic staffs in 28
locations in Kuala Lumpur and Putrajaya. These administrative and diplomatic staff members
were selected as respondents due to their important and strategic position. As an addition, they
were also responsible for decision-making process. In total, 435 (87 percent) respondents
returned their questionnaires to the respondents. The data analysis technique was SPSS 14 and
structural moment analysis (AMOS version 6).
The study showed a positive relationship between organizational learning and
performance. When the public service managers participated in organizational learning
activities, they improved their knowledge, skills and productivity; these lead to a higher
performance. This finding is in line with the previous studies (Correa et al., 2007; Ellinger
et al., 2003; Garver, 1996; Jashapara, 1993; Jimenez and Navarro, 2006; Khandekar and
IJPPM Sharma, 2006; Power and Waddell, 2004; Schroeder et al., 2002; Skerlavaj et al., 2006; Spicer
68,7 and Sadler-Smith, 2006). Furthermore, this study confirmed that most of the managers have
participated in organizational learning programs and, thus, have sufficient capability to
increase performance (Gonzales, 2001), which involves significant change toward behavioral
performance, increasing effectiveness and efficiency at work and facilitating achievement of
company’s vision and mission.
1218 As an addition, Absah (2007) conducted a study entitled “Effect of organizational learning
ability on competence, level of diversification and performance of private higher education in
North Sumatra.” This study aims to prove and analyze the influence of organizational
learning on competence, level of diversification and performance of private universities in
North Sumatra. The population of this study was 134 private universities in North Sumatra
under KOPERTIS Wilayah I Sumut-NAD, association of private universities in region I of
North Sumatera and Aceh. The information or data about organizational learning,
competence, level of diversification and performance of the private universities are obtained
based on point of views, responses, perceptions or judgments of rectors of the private
universities PTS leaders, who are then referred to as respondents or primary sources of data.
This study used census or complete enumeration method. In other words, it does not involve
any sample and, as a result, sampling technique is not necessary. Organizational learning was
measured based on Senge’s (1990) and Marquardt’s (1996) instruments, namely, thinking
skills, mentality, personal ability, teamwork, expertise in sharing shared vision and
communicative skills. These aspects are measured using a Likert scale. The performance of
these private universities is measured using Prieto and Revilla’s (2006) instrument which
consists of financial performance (cash flow) and non-financial performance (competition
among new students, number of new students, number of drop-outs, graduate GPA). The
analysis technique is the structural equation modeling (SEM). This study showed that
organizational learning has a direct, significant and positive influence toward the performance
of the private universities. Theoretically, this finding implied that organizational learning
plays a significant role in improving the performance of the private universities. Higher
organizational learning resulted in higher performance of the private universities.
Previous studies that support this hypothesis are as follows: Mensah (2015), Hailesilasie
(2009), Pokharel and Choi (2015), Song et al. (2014),and Weldy (2009). Based on the above
description, the hypothesis to be built in this research is as follows:
H3. Organizational learning significantly affects the employees’ performance in PTPN
XIII (Limited Liability Company) in West Kalimantan.

2.4 Relationship between job satisfaction and performance

Kreitner and Kinicki stated that there are several consequences of job satisfaction and one of
which is performance of staff members. Kreitner and Kinicki argued that higher job satisfaction
will lead to a higher staff performance and eventually higher organizational performance.
Moynihan et al. (2000) conducted a study entitled “The influence of job satisfaction and
organizational commitment on executive withdrawal and performance.” The researchers
surveyed 10,000 executives listed in the Ray and Berndsson Executive Search Firm
database and the total respondents were 1,341 (13.41 percent) executives. The objective of
this study is to analyze the influence of job satisfaction and 3 dimensions of organizational
commitment (affective commitment, continuance commitment and normative commitment)
toward intention to leave, job search activity, job performance and leadership effectiveness.
Based on the finding of this study, it can be concluded that there is a positive relationship
between job satisfaction and affective commitment and executive performance.
In addition, Asj’ari (2009) conducted a study entitled “Influence of organizational learning
and working environment toward job satisfaction, motivation and performance of supervisors
of three, four and five star hotels in Surabaya.” Job satisfaction is measured based on Organizational
Luthans’s indicators, namely, job description, salary, promotion, supervision and group work, learning effect
whereas performance is measured based on Simamora (2004)’s indicators, namely, absence,
late coming, length of work, quantity and quality, cooperative work, protective measure,
constructive idea and self-training. The samples were 126 respondents, consisting of the three,
four and five-star hotel supervisors in Surabaya. The sampling technique was proportional
random sampling. The data collection method was questionnaire distribution, whereas the 1219
data analysis technique was structural equation model with AMOS 6.0 program. The finding
showed that job satisfaction has a significant influence toward performance.
Previous studies that support this hypothesis are as follows: Diamantidis and
Chatzoglou (2019), Sugianingrat et al. (2019), Anitha (2014), Westover and Taylor (2010),
Soomro et al. (2018), Matthews et al. (2018), Pawirosumarto et al. (2017), Siengthai and
Pila-Ngarm (2016) and Crossman and Abou‐Zaki (2003). Based on the above description, the
hypothesis to be built in this research is as follows:
H4. Job satisfaction significantly affects the employees’ performance in PTPN XIII
(Limited Liability Company) in West Kalimantan.

2.5 Relationship between organizational commitment and performance

Mowday et al. (1982) postulated that the type of commitment that emerges is not only
passive loyalty, but also the relationship between employees and organization, namely
willingness to work to help organization in achieving its goals. A committed individual will
have an identification of his or her organization, he/she will work seriously, will be loyal and
will have positive attitude toward his or her organization. This individual will display
behavior that will help organization to achieve its goals and also his/her willingness to
become part of his or her organization for a long term. These confirmed the relationship
between organizational commitment and performance.
Another study that supports the finding of Mowday et al.’s study is Rashid et al. (2003)’s
study entitled “The influence of corporate culture and organizational commitment on
performance.” Rashid et al.’s study concluded that culture at work and organizational
commitment has significant and stronger influence on performance. Based on Meyer’s study on
organizational commitment, 1,036 questionnaires were distributed to all companies listed on
Kuala Lumpur Stock Exchange that published their financial reports to the public. Out of 1,036
questionnaires, the researchers got 202 questionnaires back and used them for the data analysis.
Based on literature review, Rashid et al. (2003) are convinced that organizational
commitment has potential impact toward the performance of organization. These two
factors, organizational commitment and performance, have major implications for managers
in running an organization.
A research problem in their study is how culture at work and organizational commitment
influence performance of organization. The indicators of organizational commitment are
affective commitment, continuance commitment and normative commitment, whereas those
of financial performance are ROA, ROI and current ratio.
The data analysis showed that organizational commitment has influence toward
financial performance of an organization (profitability becomes the indicator). Nevertheless,
organizational commitment does not have influence toward liquidity ratio (performance).
Previous studies that support this hypothesis are as follows: Diamantidis and
Chatzoglou (2019), Ribeiro et al. (2018), Kumar and Jauhari (2016), Anitha (2014), Westover
et al. (2010), Rita et al. (2018), Nazir and Islam (2017) and Orpen (1997). Based on the above
description, the hypothesis to be built in this research is as follows:
H5. Organizational commitment significantly affects the employees’ performance in
PTPN XIII (Limited Liability Company) in West Kalimantan.
IJPPM 3. Research method
68,7 This research is classified as associative research aim to observe and analyze the causal
relationship between the independent variable and dependent variable. This research is carried
out using a survey that takes samples from a population and using the questionnaire as the
main data collection tool. This research is a survey research by taking samples from a
population and using the questionnaire as the main data collection tool. The population in this
1220 research refers to all employees of PTPN XIII (Limited Liability Company) in West Kalimantan
with the criteria that the employees are from class III to IV (population of access). The
determination of the employees from class III to IV is because the employees of class III–IV are
the employees who are given the authority and responsibility to manage the work activities of
the employees from the class I to II. The size of the population is 332 people (in 2016). The size
of the sample is determined by using the partial least square (PLS) approach that is ten times of
the size of formative indicator, that is, job satisfaction with five indicators plus employee
performance with 8 indicators, with the total being 13 × 10 ¼ 130 employees. The sampling
method used is proportional random sampling technique, which is based on work area (three
working areas: Head Office, West Kalimantan I District and West Kalimantan District II).
In this study, job satisfaction has five indicators, whereas organizational learning has
four. Organizational commitment has four indicators and performance has eight; therefore,
the total indicators are 21.

3.1 Job satisfaction

Job satisfaction variable in this research is formed on the basis of these indicators:
(1) the work itself or individual perception on the workload and responsibility given by
the management department;
(2) salary or wage (individual perception toward salary or the award given by the
organization to the employee with the values covering the basic needs normally,
safety and sustainability of the income as well as the suitability between the
reception of salary with hope);
(3) promotion (individual perception toward objectivity of the application of employee’s
promotion by the organization as well as the chance given by the organization to
develop the career, covering the values of openness toward the career chance, fair
and objective career policy and position promotion);
(4) colleagues (individual perception toward the arrangement of work relationship
among the employees, either in the same job field or different job field, covering the
values of likeliness and unlikeliness, responsibility and teamwork); and
(5) observation or supervision (individual perception toward the type and way of
organizational leadership in giving certain supervision toward the employees in
work related to the values of politeness, respecting and the intensity of the
supervision sufficiency).

3.2 Organizational learning

The measurement toward the organizational learning covers the following indicators:
(1) the pattern of information sharing reflects the individual’s perception of the extent to
which information is shared and how information is shared within the organization;
(2) climate investigation reflects the individual perception of organizational efforts in
shaping individual attitudes toward organizational improvement by accepting
challenges and participating in the experiment;
 (3) the learning practice is a reflection of individual perceptions of the extent to which Organizational
employees are encouraged by the organization to actively participate in each activity learning effect
of capacity building and improvement; and
(4) the mindset of achievement reflects the individual’s perception of the extent to which
members in the organization are encouraged to achieve work performance.

1221
3.3 Organizational commitment
Employee organizational commitment variables can be seen based on the following indicators:
(1) the level of confidence of employees to accept organizational goals;
(2) the level of confidence of employees to accept the values adopted by the organization;
(3) the willingness of employees to work hard/earnestly; and
(4) the willingness of workers to keep working/staying in the organization.

3.4 Performance
Performance is the statement of the direct supervisor on the work results by the employee
individually during a certain period of time in accordance with the authority and
responsibility of each employee. The indicator used in this research uses performance
indicator for the employee of III–IV PTPN XIII (Persero) category, which is determined on
the basis of the following:
(1) achievement of work targets;
(2) integrity and honesty;
(3) spirit of achievement;
(4) group collaboration;
(5) ability to make plans;
(6) ability in decision making;
(7) ability to manage relationships; and
(8) ability to develop subordinates.
The analytical tool used is PLS, with the consideration that two variables using formative
measures of job satisfaction and performance are not possible to be used in SEM analysis
tools, and structural models with one exogenous variable, two endogenous intervening
variables, and one pure endogenous variable are involved. Solimun et al. (2017)
stated that PLS can avoid two serious problems: inadmissible solution because PLS is
based on variance rather than covariance, and indeterminacy factor, as there is more
than one factor that is significant in an indicators set of a variable (the use of
formative indicators).
Solimun (2010, pp. 180-181) stated that the basis for hypothesis testing in PLS is
resampling with Geisser and Stone’s Bootstrapping. The number of samples is not a
critical issue in PLS analysis. The estimated number of samples in PLS analysis is
described as follows:
(1) it is ten times of formative indicators (putting aside reflective indicators);
(2) it is ten times of structural paths in the inner model; and
(3) the small sample is between 30 and 50, whereas the large sample is more than 200.
IJPPM In this study, job satisfaction has five indicators, whereas organizational learning has four.
68,7 Organizational commitment has four indicators and performance has eight; therefore, the
total indicators are 34.
Validity testing is conducted toward research instrument because the instrument is used
to measure indicators instead of variables. Validity testing toward every indicator
determines whether or not an indicator provides valid information about variable or it is a
1222 valid representation of the variable. The method used in the validity testing is item analysis
in which score of a question item is compared to total score of all question items for a
variable using Product‒Moment Correlation (Sugiyono, 2000, p. 116); an instrument is valid
if r W 0.3. Based on the analysis, indicators of all variables are valid because r is higher
than 0.3.

4. Result and discussion

Before conducting an analysis using PLS, the results of validity and reliability analysis from
the variables are shown in Table I.
Based on the results of the validity test that has been done in this study, the results
indicate that all indicators of research are valid. Thus, it can be used as an instrument in
measuring the variables specified in this study.
The results of reliability testing on all research variables can be seen in Table II.
Based on the results of the reliability test conducted on all indicators in the instrument of
this study, it can be seen that all research indicators are reliable. Thus, it can be used as an
instrument for measuring the variables specified in this study.
In the PLS analysis, the path coefficient is obtained through the inner weight of the
model by looking for the t-statistics value first through the resampling procedure
(bootstrap standard error). Resampling is a statistical procedure that works by creating a
new sample based on the characteristic description of the original sample or population.
The average and standard errors are calculated for each new sample, which are then
analyzed, investigated and estimated. This resampling does not assume a particular

Variable Indicator R Description

Organizational learning (X2) X2.1 0.903 Valid

X2.2 0.958 Valid
X2.3 0.962 Valid
X2.4 0.977 Valid
Job satisfaction (Y1) Y1.1 0.813 Valid
Y1.2 0.872 Valid
Y1.3 0.805 Valid
Y1.4 0.756 Valid
Y1.5 0.381 Valid
Organizational commitment (Y2) Y2.1 0.850 Valid
Y2.2 0.683 Valid
Y3.3 0.831 Valid
Y3.4 0.732 Valid
Employee performance (Y3) Y3.1 0.674 Valid
Y3.2 0.363 Valid
Y3.3 0.617 Valid
Y3.4 0.583 Valid
Y3.5 0.577 Valid
Table I. Y3.6 0.423 Valid
Results of instrument Y3.7 0.635 Valid
validity testing Y3.8 0.700 Valid
distribution and can be used to evaluate and see the predicted power of the model under Organizational
investigation. The resampling method used in the PLS for small sample cases is the learning effect
bootstrap method since the small sample has a non-distributed tendency that results in an
inaccurate parametric statistic estimator. The hypothesis is accepted if the p-value o 0.05
(Figure 2).
The analysis result shows that learning organization has a significant and positive effect
on job satisfaction and organizational commitment, but it has no significant effect on the 1223
employee performance. Job satisfaction and organizational commitment have a significant
effect on employee performance.

4.1 The effect of organizational learning on the job satisfaction

The first hypothesis is that organizational learning has a significant effect on job
satisfaction. The analysis results using a PLS-obtained path coefficient of 0.414 has a
p-value o0.05, so it is considered to be significant. Given that the path coefficient is
positive, then it can be interpreted that the better the learning activities of the organization,
the more will be the employee job satisfaction.
The results of this study support the research results by Wang (2007), who stated that
organizational learning can be viewed as an important preliminary factor for job
satisfaction of the workforce and organizational commitment. The results of this study also
expanded the research conducted by Rose et al. (2009), who conducted a research on public
service managers in Malaysia.
Based on the analysis results, it can be seen that the indicator that is considered
important in reflecting the organizational learning variable is the investigation climate,
whereas the indicator that is considered important in forming job satisfaction is the work
itself. It can be explained that organizational learning efforts have been able to affect the

Variable α Description

Organizational culture (X1) 0.670 Reliable

Organizational learning (X2) 0.961 Reliable
Job satisfaction (Y1) 0.842 Reliable Table II.
Organizational commitment (Y2) 0.778 Reliable Results of instrument
Employee performance (Y3) 0.685 Reliable reliability testing

H1 Job satisfaction H4
Coef = 0.414 (Z1) Coef = 0.241
p-value = 0.001< 0.05 p-value = 0.001< 0.05
Significant positive Significant positive

H3
Learning Coef = 0.055 Employee
organization (X) p-value = 0.180 > 0.05 performance (Y)
Not-significant
H2 H5
Coef = 0.183 Coef = 0.445
p-value = 0.009< 0.05 p-value = 0.001< 0.05
Organizational Figure 2.
Significant positive Significant positive
commitment (Z2) Analysis result
IJPPM employees’ sense of satisfaction with their work so that employees feel that the work done at
68,7 that time is very important and very meaningful for them.
These conditions can occur by building the employees’ attitude to continuously improve
in relation to the duties and responsibilities of their work and building the employees’
attitudes to be open in accepting different opinions and constructive criticism, so that the
employees feel that they have the ability to carry out the tasks and responsibilities.
1224 In order to create an investigation climate, which is an important indicator in reflecting
the organization’s learning, PTPN XIII (Limited Liability Company) has always held a
competition of creativity and innovation for all employees in all areas of PTPN XIII
(Limited Liability Company) since last year. In this creativity and innovation
competition, employees can submit scripts that describe the various experiences they
have in improving their work activities and that have been implemented in their
own units/sections. Hopefully, the best experience in a unit/part can be replicated in
other units/parts.
In addition, the directors of PTPN XIII (Limited Liability Company) are much aware
that organizational learning activities that start from individual, group and eventual
learning if it is managed well, then it can increase the employee job satisfaction. As an
example of the embodiment, PTPN XIII (Limited Liability Company) directors always
provide employees with opportunities to gain new knowledge, both through training and
formal education.
As an effort to increase the employee job satisfaction, PTPN XIII (Limited Liability
Company) directors also apply career development model that is directed to the
opportunities to self-development as wide as possible in the available position formation.
The main philosophy of career development is to provide equal opportunities to the
employees to achieve the highest career level as long as the formation is available and can
meet the specified job requirements. The efforts made by the management of PTPN XIII
(Limited Liability Company) in increasing the employee’s job satisfaction, especially in the
management of employee’s career are as follows: mapping the employees through talent
classification map, that is, mapping all the employees from the class III to IV based on the
actual ability and potential owned; competency development through enrichment such as
special assignment and transfer of duties as well as skills briefing through job course,
benchmarking and completion of the competencies through technical and managerial
training in seminars and workshops.

4.2 The effect of organizational learning on organizational commitment

The second hypothesis is that organizational learning has a significant effect on the
organizational commitment. The analysis result using a PLS-obtained path coefficient of
0.183 has a p-value o0.05, so it is considered to be significant. Considering the positive path
coefficients, it can be interpreted that better the learning activities of the organization will
increase the employees’ organizational commitment more.
The results of this study support the findings of the research conducted by Wang
(2003), Yang (2003) and Ng et al., who stated that organizational learning has an effect on
the organizational commitment. The results of this study also expanded the research
conducted by Rose et al. (2009) on public service managers in Malaysia. The results
of the analysis show that the indicator that is considered important in reflecting
organizational learning variables is the investigation climate, whereas the indicator that is
considered important in reflecting organizational commitment is the level of employees
confidence in accepting the values exist within the organization. It can be explained that
organizational learning efforts have been able to affect the acceptance level of the
employees to the values ‒ the value that exists in the company to unite the employees with
the organization.
 These conditions can occur by building employees’ attitudes to continuously improve in Organizational
relation to the duties and responsibilities of their work and by building employee attitudes learning effect
to be open in accepting the different opinions and constructive criticism.
PTPN XIII (Limited Liability Company) for this approach in the field of human resources
is based on the principle that human resources are the most important asset for the future of
the company. Therefore, the concept of PTPN XIII (Limited Liability Company) is to provide
space to all employees to develop their abilities in accordance with the talent and 1225
competence. One of the real forms of management by PTPN XIII (Limited Liability
Company) is by filling the empty office formation through a standard selection system with
the priority of their own employees (promotion within).
In addition, in the career development of its employees, PTPN XIII (Limited Liability
Company) directs its employees to opportunities for the widest possible self-development
either through formal education channels or course paths, workshops, internal discussions
and others. Thus, every employee has equal rights and opportunities to occupy every level
of office. Therefore, the determinants in PTPN XIII (Limited Liability Company) employee
placement include competence, education, and excellence in attitude, knowledge and
expertise. This is expected to be a trigger for the employees to continue to improve
knowledge and skills, so the willingness of PTPN XIII (Limited Liability Company) to
become a learning organization can be realized.

4.3 The effect of organizational learning on the performance

The third hypothesis is that organizational learning has a significant effect on employee
performance. The analysis result using PLS-obtained path coefficient of 0.055 has a
p-valueW 0.05, so it is considered to be not significant. This can be interpreted that
organizational learning has a very little effect on the employee performance.
The results of this study do not support the results of research conducted by Khandekar
and Sharma (2006) and the results of research conducted by Rose et al. (2009) in which the
results showed a positive relationship between organizational learning and employees
performance. This finding also does not support the results of Absah’s (2007) study, which
showed that organizational learning ability had a direct, significant and positive effect on
the employees’ performance.
The analysis results show that the indicators that are considered to be important in
reflecting organizational learning variables are the investigation climate, whereas the
indicator that is considered to be important in shaping the employee performance is
integrity. It can be explained that the organizational learning efforts have a very little effect
on the employee’s integrity, which is embodied in the form of employees’ honesty in
carrying out their work in accordance with the rules of the company.
This condition can occur because the employees of class III–IV PTPN XIII (Limited
Liability Company) must have good integrity, which is an important indicator in assessing
the performance of the employees, because in every January, the employees of class III–IV
must sign a work agreement and at the end of the year, the deal will be assessed whether it
affects the increase of the salary or proposed group or not.
Therefore, the presence or absence of organizational learning activities has no effect or
has a little effect on the employees’ integrity. It can also be marked by the mean value of the
performance variables of 3.8695, which is greater than the mean value of organizational
learning variables of 3.6593.
The findings of this study confirm that organizational learning has no significant effect
directly on the employee performance. But on the contrary, job satisfaction and organizational
commitment have a significant effect on the employee performance. These findings prove
that to improve employee performance, job satisfaction should be taken into account
because job satisfaction can increase high organizational commitment from the employees.
IJPPM Moreover, job satisfaction, either directly or indirectly (through organizational commitment)
68,7 affects both good and poor performance of the employees. In other words, organizational
learning has an indirect effect on the employee performance through job satisfaction and
organizational commitment.

4.4 The effect of job satisfaction (Y1) on the employees’ performance (Y3)
1226 The fourth hypothesis is that job satisfaction has a significant effect on employee
performance. The analysis result using a PLS-obtained path coefficient of 0.241 has a
p-value o 0.05, so it is considered to be significant. Given a positive path coefficient, it can
be interpreted that the high level of the employee job satisfaction will improve the
employees’ performance even more.
The results of this study support the theory presented by Kreitner and Kinicki in which
there are consequences of job satisfaction, one of which is employee performance, in which
Kreitner and Kinicki believe that if job satisfaction is high, then the employee will work as
well as give a good performance.
The results of this study also expanded the results of previous studies that found that job
satisfaction has an effect on employee performance, including the research conducted by
Moynihan et al. (2000), addressed to executives registered in the database of the Ray and
Berndsson Executive Search Firm, and research conducted by Asj’ari (2009), addressed to
the supervisor of three-, four- and five-star hotels in Surabaya.
The results of the analysis show that the indicator that is considered to be important in
forming the variable of job satisfaction is the work itself, whereas the indicator that is
considered to be important in shaping the employee performance is integrity. It can be
explained that employees’ satisfaction with their current work is very important and very
meaningful since it can affect their integrity that is embodied in the employees’ honesty in
working in accordance with the rules applied in the company.
Many efforts have been made by PTPN XIII (Limited Liability Company) to improve the
employee satisfaction level. This aims to improve the employee performance. Based on the
results of the discussions, these efforts were undertaken in support of the mission impossible
launched by the Board of Directors of PTPN XIII (Limited Liability Company) in May 2007.
The proclamation of “mission impossible” is intended as a concrete step of PTPN XIII
(Limited Liability Company) in looking at the corporate profits that tend to decrease.
“Mission impossible” is a willingness to increase production of 100 percent within the next
five years. To realize the mission impossible, there are three strategic policies applied by the
management of PTPN XIII (Limited Liability Company): improving the quality of
production assets, organizational structuring and human resources as well as paying
attention to job satisfaction and business development.

4.5 The effect of organizational commitment (Y2) on the employees’ performance (Y3)
The ninth hypothesis of organizational commitment has a significant effect on employee
performance. The result of analysis by using a PLS-obtained path coefficient of 0.241 has a
p-value o0.05, so it is considered to be significant. Given the positive path coefficients, it
means that the higher level of employees’ organizational commitment will increase the
employee performance even more.
The results of this study support the theory proposed by Mowday et al. (1982), in which
an emerging form of commitment is not only passive loyalty but also involves an active
relationship between the employee and the organization in the form of a willingness to give
every effort for the success of the organization. A person who has a high commitment will
have the identification of the organization, will be engaged in work, and will be loyal and
positive toward the organization. He/she will show behavior toward the achievement of
organizational goals and the willingness to remain with the organization.
 This opinion indicates a relationship between organizational commitment and Organizational
performance. The results of this study also support the results of research conducted by learning effect
Rashid et al. (2003), who stated that organizational commitment has a potential impact on
organizational performance, and organizational commitment and organizational
performance factors have important implications for the managers of the organization.
The results of the analysis show that the indicator that is considered to be important in
reflecting the organizational commitment variables is the level of employees’ confidence in 1227
receiving the values that exist in the company, whereas the indicator that is considered to be
important in shaping the employee performance is integrity. It can be explained that the
incorporation of values adopted by employees with the organization can affect
the employees’ integrity that is embodied in their honesty in working in accordance with
the rules applied within the company.

4.6 Implications
The study can provide the contribution toward the development of science, especially the
organizational behavior. This study will prove the relationship between organizational
culture and organizational learning with job satisfaction and organizational commitment as
well as the employee performance in the state-owned plantation organization (BUMN).
In addition, this research can also be used as the empirical reference in the policy of
decision making as the effort to increase the employee performance through management
program of organizational culture, organizational learning, job satisfaction and organizational
commitment of the employee. This research can also be a reference for the future researchers,
especially those who are related to the organizational culture, organizational learning, job
satisfaction and organizational commitment and employee performance.
Policy maker can use the findings of this study as empirical evidence to establish a policy
on organizational learning, job satisfaction and organizational commitment of employees in
order to improve performance of the employees.
The findings of this study suggested that employees develop subjective perception about
organization based on several factors such as risk tolerance, pressure and support system.
This perception becomes culture or characteristics of the organization. The positive and
negative perceptions will influence performance and job satisfaction as well as have larger
impact toward organizational learning. Both an individual and organization will develop
stronger characteristics with time. As a result, organizational learning has a strong
foundation, and therefore it is hard to change. Changing organizational learning of an
organization requires a significant amount of time and effort.

5. Conclusion, suggestion and limitations

Several conclusions obtained are as follows: first, organizational learning has a significant
effect on job satisfaction. The better the learning activity of the organization, the more it will
increase the employee job satisfaction. Substantively, it can be explained that organizational
learning efforts have been able to affect the employees’ sense of satisfaction with their work
so that the employees feel that their current work is very important and very meaningful for
them, and the employees have the ability to carry out their work, which becomes their duty
and responsibility. These conditions can occur by building the employees’ attitudes to
continuously improve in relation to the duties and responsibilities of their work and building
the employee attitudes to be open in accepting different opinions and constructive criticism.
Second, organizational learning has a significant effect on organizational commitment.
The better the learning activity of the organization, the more it will increase organizational
commitment of employees. Substantively, it can be explained that the various activities of
the organization’s learning are able to build the employees’ attitude in making continuous
improvements related to their job duties and responsibilities and able to build the
IJPPM employees’ attitude to be open in accepting opinions and constructive criticism, in which
68,7 such attitude is able to affect the employees’ level of acceptance to the values in the
company, so that it can unite the employees and the organization. The organizational
learning activities are done by providing opportunities for the employees to increase their
knowledge with a variety of formal education such as education in universities, position
courses, seminars and other training as well as daily learning from the working experience
1228 of one employee to other employees.
Third, organizational learning has not a significant effect on the employee performance.
These findings suggest that organizational learning has a little effect on employee
performance. Substantively, it can be explained that the organizational learning efforts have a
very small effect on the employees’ integrity embodied in the form of employees’ honesty in
carrying out their work in accordance with the rules applied in the company. It is assumed
that whether there is organizational learning activity or not, the employee performance with
integrity indicator that is considered to be important by the employees of class III–IV PTPN
XIII (Limited Liability Company) is close to good category. This finding confirms that
organizational learning has no significant effect directly on the employee performance. But on
the contrary, job satisfaction and organizational commitment have a significant effect on the
employee performance. These findings prove that to improve the employee performance,
employees’ job satisfaction needs to be taken into account because job satisfaction can
increase the employees’ organizational commitment. Moreover, job satisfaction, either directly
or indirectly (through organizational commitment), affects good and poor performance of the
employees. In other words, organizational learning has an indirect effect on employee
performance through job satisfaction and organizational commitment.
Fourth, job satisfaction has a significant effect on employee performance. The higher the
level of employee job satisfaction, the more will be the increase in the employee performance.
Substantively, it can be explained that employees’ satisfaction with their current work, so
that they feel that their current job is very important and very meaningful for the
employees, can affect their integrity embodied in their honesty in working in accordance
with the rules applied in the company.
Fifth, organizational commitment has a significant effect on employee performance. The
higher the level of organizational commitment of employees, the more will be the increase in
the employee performance. Substantively, it can be explained that the unity of values
adopted by employees with the organization can affect the integrity of employees that is
embodied with honesty in working in accordance with the rules within the company.

5.1 Suggestion
The organizational learning activity is increased by extending the activity of creativity and
innovation competition among the employees, as has been done so far, wherein activity is
not only done at the level of director office (center) but also conducted by units in PTPN XIII
(Limited Liability Company). Therefore, it is expected that this organizational learning
activity can be designed at individual, group and ultimately at the overall organizational
level. Continuing the program of empowerment and transformation of West Kalimantan 1,
West Kalimantan 2, East Kalimantan and South Kalimantan/Central Kalimantan areas to
become strategic business units.

5.2 Limitations
This research has been carried out in accordance with the research design that is planned and
implemented maximally. However, there are some limitations in this study: the respondents
are different because they are spread in several places with very different place conditions,
for example, in the new headquarters in the urban areas and in the district office of
West Kalimantan 1 and 2, which is located at the plantation sites.
References Organizational
Absah, Y. (2007), Pengaruh kemampuan pembelajaran organisasi terhadap kompetensi, tingkat learning effect
diversifikasi dan kinerja perguruan tinggi swasta di sumatera utara, Dissertation Universitas
Airlangga, Surabaya.
Anitha, J. (2014), “Determinants of employee engagement and their impact on employee performance”,
International Journal of Productivity and Performance Management, Vol. 63 No. 3, pp. 308-323,
available at: https://doi.org/10.1108/IJPPM-01-2013-0008 1229
Argyris, C. and Schon, D.A. (1996), Organizational Learning II: Theory, Method and Practice, Vol. 305,
Addison Wesley, Reading, MA, p. 2.
Asj’ari, F. (2009), “Pengaruh Budaya Organisasi dan Lingkungan Kerja terhadap Kepuasan dan
Motivasi Kerja serta Kinerja Supervisor Hotel Bintang Tiga, Empat dan Lima di Surabaya”,
Disertasi Program Pascasarjana Unair Surabaya.
Bartleet, K.R. (2001), “The relationship between training and organizational commitment: a study in the
health care field”, Human Resource Development Quarterly, Vol. 12 No. 4, pp. 335-352.
Bernardin, H.J. and Russel, E.A. (1998), Human Resources Management: An Experiental Approach,
McGraw-Hill, New York, NY.
Chang, S.-C. and Lee, M.-S. (2007), “A study on relationship among leadership, organizational culture,
the operation of learning organization and employees’ job satisfaction”, The Learning
Organization, Vol. 14 No. 2, pp. 155-185.
Chen, P., Sparrow, P. and Cooper, C. (2016), “The relationship between person-organization fit and job
satisfaction”, Journal of Managerial Psychology, Vol. 31 No. 5, pp. 946-959, available at: https://
doi.org/10.1108/JMP-08-2014-0236
Chiva, R. and Alegre, J. (2008), “Emotional intelligence and job satisfaction: the role of organizational
learning capability”, Personnel Review, Vol. 37 No. 6, pp. 680-701, available at: https://doi.org/
10.1108/00483480810906900
Correa, F.A.A., Morales, V.J.G. and Pozo, E.C. (2007), “Leadership and organizational learning’s role on
innovation and performance: lessons from Spain”, Industrial Marketing Management, Vol. 36
No. 3, pp. 349-359.
Crossman, A. and Abou‐Zaki, B. (2003), “Job satisfaction and employee performance of Lebanese
banking staff”, Journal of Managerial Psychology, Vol. 18 No. 4, pp. 368-376, available at: https://
doi.org/10.1108/02683940310473118
Diamantidis, A.D. and Chatzoglou, P. (2019), “Factors affecting employee performance: an empirical
approach”, International Journal of Productivity and Performance Management, Vol. 68 No. 1,
pp. 171-193, available at: https://doi.org/10.1108/IJPPM-01-2018-0012
Egan, T.M., Yang, B. and Bartlett, K.R. (2004), “The effects of organizational learning culture and job
satisfaction on motivation to transfer learning and turnover intention”, Human Resource
Development Quarterly, Vol. 15 No. 3, pp. 279-301.
Ellinger, A.D., Elinger, A.E., Yang, B. and Howton, S.W. (2003), “Making the business case for the
learning organization concept: the problem and the solution”, Advances in Developing Human
Resources, Vol. 5 No. 2, pp. 163-172.
Elu, W.B. (2003), “Manajemen strategis berbasis Kompetensi”, Jurnal Ilmiah Administrasi Publik, Vol. 4,
pp. 4-21.
Garver, C.R. (1996), “Organizational learning climate, self-directed learner characteristics, and job
performance among the police officers”, unpublished doctoral dissertation, The Pennsylvania
State University.
Garvin, D.A. (1993), “Building a learning organization”, Harvard Business Review, Vol. 71 No. 4,
pp. 78-91.
Gomez, P.J., Lorente, J.C. and Cabrera, R.V. (2005), “Organizational learning capability: a proposal of
measurement”, Journal of Business Research, Vol. 58 No. 6, pp. 715-725.
IJPPM Gonzales, J.J. (2001), “Merging organizational learning with learning theory – a task for the 21st
68,7 century”, Journal of Intelligent Material Systems and Structures, Vol. 14, pp. 355-369.
Grossberg, A.J. (2000), “The effects of formal training on employment duration”, Industrial Relations,
Vol. 39 No. 4, pp. 578-588.
Hackman, J.R. and Oldham, G.R. (1975), “Development of the job diagnostic survey”, Journal of Applied
Psychology, Vol. 60 No. 2, p 159.
1230 Hailesilasie, G. (2009), “Determinants of public employees’ performance: evidence from Ethiopian
public organizations”, International Journal of Productivity and Performance Management,
Vol. 58 No. 3, pp. 238-253, available at: https://doi.org/10.1108/17410400910938841
Herzberg, F. (2002), Teori Motivasi ke dua, Pustaka Indah, Jakarta.
Islam, T., Khan, S.U.R., Ahmad, U.N. and Ahmed, I.U.B. (2013), “Organizational learning culture and
leader-member exchange quality: the way to enhance organizational commitment and reduce
turnover intentions”, The Learning Organization, Vol. 20 Nos 4/5, pp. 322-337,
available at: https://doi.org/10.1108/TLO-12-2012-0079
Islam, T., ur Rehman Khan, S., Norulkamar Ungku Bt. Ahmad, U. and Ahmed, I. (2013),
“Organizational learning culture and leader-member exchange quality: the way to enhance
organizational commitment and reduce turnover intentions”, The Learning Organization, Vol. 20
Nos 4/5, pp. 322-337.
Jashapara, A. (1993), “The competitive learning organization: a quest for the holy grail”, Management
Decision, Vol. 31 No. 8, pp. 52-62.
Jimenez, D.J. and Navarro, J.G.C. (2006), “The performance effect of organizational learning and market
orientation”, Industrial Marketing Management, Vol. 36 No. 6, pp. 694-708.
Joo, B.K. and Park, S. (2010), “Career satisfaction, organizational commitment, and turnover intention:
the effects of goal orientation, organizational learning culture and developmental feedback”,
Leadership & Organization Development Journal, Vol. 31 No. 6, pp. 482-500, available at: https://
doi.org/10.1108/01437731011069999
Khandekar, A. and Sharma, A. (2006), “Organizational learning and performance. Understanding
Indian scenario in present global context”, Education + Training, Vol. 48 Nos 8/9, pp. 682-692.
Kumar, M. and Jauhari, H. (2016), “Satisfaction of learning, performance, and relatedness needs at work
and employees’ organizational identification”, International Journal of Productivity and
Performance Management, Vol. 65 No. 6, pp. 760-772, available at: https://doi.org/
10.1108/IJPPM-01-2016-0006
Levitt, B. and March, J.G. (1988), “Organizational learning”, Annual Review of Sociology, Vol. 14 No. 1,
pp. 319-340.
Luthans, F. (2002), “The need for and meaning of positive organizational behavior”, Journal of
Organizational Behavior, Vol. 23 No. 6, pp. 695-706.
Marquardt, M. (1996), Building the Learning Organization, McGraw-Hill, New York, NY.
Massingham, P. and Diment, K. (2009), “Organizational commitment, knowledge management
interventions, and learning organization capacity”, The Learning Organization, Vol. 16 No. 2,
pp. 122-142, available at: https://doi.org/10.1108/09696470910939206
Matthews, B., Daigle, J. and Houston, M. (2018), “A dyadic of employee readiness and job satisfaction:
does there exist a theoretical precursor to the satisfaction-performance paradigm?”,
International Journal of Organizational Analysis, Vol. 26 No. 5, pp. 842-857, available at: https://
doi.org/10.1108/IJOA-01-2018-1320
Mensah, J.K. (2015), “A ‘coalesced framework’ of talent management and employee performance: for
further research and practice”, International Journal of Productivity and Performance Management,
Vol. 64 No. 4, pp. 544-566, available at: https://doi.org/10.1108/IJPPM-07-2014-0100
Meyer, J.P., Allen, N.J. and Smith, C.A. (1993), “Commitment to organizations and occupations:
extension and test of three component conceptualization”, Journal of Applied Psychology, Vol. 78
No. 4, pp. 538-551.
Mohammed, A.S.A.-E. and Marquardt, M.J. (2007), “Relationship between employees, beliefs Organizational
regarding training benefits and employees’ organizational commitment in a petroleum learning effect
company in the state of qatar”, International Journal of Training and Development, Vol. 11
No. 1, pp. 49-70.
Montes, F.J.L., Moreno, A.R. and Morales, V.G. (2005), “Influence of support leadership and teamwork
cohesion on organizational learning, innovation and performance: an empirical examination”,
Technovation, Vol. 25 No. 10, pp. 1159-1172.
1231
Mowday, R.T., Porter, R.M. and Steers, R.M. (1982), Employee Organization Linkages, Academic Press,
New York, NY.
Moynihan, L.M., Boswell, W.R. and Boudreau, J.W. (2000), “The influence of job satisfaction and
organizational commitment on executive withdrawal and performance”, CAHRS Working Paper
No. 00-16, Cornell University, School of Industrial and Labor Relations, Center for Advanced
Human Resource Studies, Ithaca, NY.
Nazir, O. and Islam, J.U. (2017), “Enhancing organizational commitment and employee performance
through employee engagement: an empirical check”, South Asian Journal of Business Studies,
Vol. 6 No. 1, pp. 98-114, available at: https://doi.org/10.1108/SAJBS-04-2016-0036
O’Reilly, C.A. and Chatman, J. (1986), “Organizational commitment and psychological attachment: the
effects of compliance, identification and internalization on pro-social behaviour”, Journal of
Applied Psychology, Vol. 71 No. 3, pp. 492-499.
Orpen, C. (1997), “The effects of formal mentoring on employee work motivation, organizational
commitment and job performance”, The Learning Organization, Vol. 4 No. 2, pp. 53-60,
available at: https://doi.org/10.1108/09696479710160906
Örtenblad, A. (2001), “On differences between organizational learning and learning organization”, The
Learning Organization, Vol. 8 No. 3, pp. 125-133, available at: https://doi.org/
10.1108/09696470110391211
Pace, R.W. and dan Faules, D.F. (1998), Komunikasi Organisasi Strategi meningkatkan kinerja
perusahaan, Remaja Rosdakarya, Bandung.
Pantouvakis, A. and Mpogiatzidis, P. (2013), “The impact of internal service quality and learning
organization on clinical leaders’ job satisfaction in hospital care services”, Leadership in Health
Services, Vol. 26 No. 1, pp. 34-49, available at: https://doi.org/10.1108/17511871311291714
Pawirosumarto, S., Sarjana, P.K. and Gunawan, R. (2017), “The effect of work environment, leadership
style, and organizational culture towards job satisfaction and its implication towards employee
performance in Parador hotels and resorts, Indonesia”, International Journal of Law and
Management, Vol. 59 No. 6, pp. 1337-1358.
Phillips, J.J. (1997), Handbook of Training Evaluation and Measurement Methods, Gulf Publishing,
Houston, TX.
Pokharel, M.P. and Choi, S.O. (2015), “Exploring the relationships between the learning organization
and organizational performance”, Management Research Review, Vol. 38 No. 2, pp. 126-148,
available at: https://doi.org/10.1108/MRR-02-2013-0033
Pool, S. and Pool, B. (2007), “A management development model: measuring organizational
commitment and its impact on job satisfaction among executives in a learning organization”,
Journal of Management Development, Vol. 26 No. 4, pp. 353-369, available at: https://doi.org/
10.1108/02621710710740101
Power, J. and Waddell, D. (2004), “The link between self-managed work teams and learning
organizations using performance indicators”, The Learning Organization, Vol. 11 Nos 2/3,
pp. 244-259.
Prieto, I.M. and Revilla, E. (2006), “Learning capability and business performance: a non-financial and
financial assessment”, The Learning Organization, Vol. 13 No. 2, pp. 166-185.
Probst, G. and Büchel, B.S. (1997), Organizational Learning: The Competitive Advantage of the Future,
Prentice Hall, London.
IJPPM Rana, S., Ardichvili, A. and Polesello, D. (2016), “Promoting self-directed learning in a learning
68,7 organization: tools and practices”, European Journal of Training and Development, Vol. 40 No. 7,
pp. 470-489, available at: https://doi.org/10.1108/EJTD-10-2015-0076
Rashid, Z.A., Sambasivan, M. and Johari, J. (2003), “The influence of corporate culture and
organisational commitment on performance”, Journal of Management Development, Vol. 22
No. 8, pp. 708-728.
1232 Ribeiro, N., Yücel, I. and Gomes, D. (2018), “How transformational leadership predicts employees’
affective commitment and performance”, International Journal of Productivity and Performance
Management, Vol. 67 No. 9, pp. 1901-1917, available at: https://doi.org/10.1108/
IJPPM-09-2017-0229
Rita, M., Payangan, O.R., Rante, Y., Tuhumena, R. and Erari, A. (2018), “Moderating effect of
organizational citizenship behavior on the effect of organizational commitment,
transformational leadership and work motivation on employee performance”, International
Journal of Law and Management, Vol. 60 No. 4, pp. 953-964, available at: https://doi.org/
10.1108/IJLMA-03-2017-0026
Robbins, P.S. (1996), Organizational Behavior: Concept, Controversies, Applications, Prentice Hall, NJ.
Rose, C.R., Kumar, N. and Pak, O.G. (2009), “The effect of organizational learning on organizational
commitment, job satisfaction and work performance”, The Journal of Applied Business Research,
Vol. 25 No. 6, pp. 55-62.
Saragih, B. (2003), “Media internal PTPN XIII No”, 8/Th II/2003.
Schroeder, R.G., Bates, K.A. and Junttila, M.A. (2002), “A resource-based view of manufacturing
strategy and the relationship to manufacturing performance”, Strategic Management Journal,
Vol. 23 No. 2, pp. 105-117.
Senge, P.M. (1990), The Fifth Discipline: The Art and Practice of the Learning Organization,
Century, London.
Senge, P.M. (1996), Leading Learning Organizations: The Bold, the Powerful, and the Invisible, Center
for Organizational Learning, Massachusetts Institute of Technology, Cambridge, MA.
Shahin, A., Naftchali, J.S. and Pool, J.K. (2014), “Developing a model for the influence of perceived
organizational climate on organizational citizenship behaviour and organizational performance
based on balanced score card”, International Journal of Productivity and Performance
Management, Vol. 63 No. 3, pp. 290-307, available at: https://doi.org/10.1108/IJPPM-03-
2013-0044
Siengthai, S. and Pila-Ngarm, P. (2016), “The interaction effect of job redesign and job satisfaction on
employee performance”, Evidence-based HRM: a Global Forum for Empirical Scholarship, Vol. 4
No. 2, pp. 162-180, available at: https://doi.org/10.1108/EBHRM-01-2015-0001
Skerlavaj, M., Stemberger, M.I., Skrinjar, R. and Dimovski, V. (2006), “Organizational learning culture-
the missing link between business process change and organizational performance”,
International Journal Production Economics, Vol. 106 No. 2, pp. 346-367.
Solimun (2010), Analisis Multivariat: Metode Partial Last Square – PLS, CV. Mitra Malang, Malang.
Solimun, Fernandes, A.A.R. and dan Nurjannah (2017), Metode Statistika Multivariat. Pemodelan
Persamaan Struktural (SEM) Pendekatan WarpPLS, UB Press, Malang.
Song, J.H., Lim, D.H., Kang, I.G. and Kim, W. (2014), “Team performance in learning organizations:
mediating effect of employee engagement”, The Learning Organization, Vol. 21 No. 5,
pp. 290-309, available at: https://doi.org/10.1108/TLO-07-2012-0049
Soomro, A.A., Breitenecker, R.J. and Shah, S.A.M. (2018), “Relation of work-life balance, work-family
conflict, and family-work conflict with the employee performance-moderating role of job
satisfaction”, South Asian Journal of Business Studies, Vol. 7 No. 1, pp. 129-146,
available at: https://doi.org/10.1108/SAJBS-02-2017-0018
Spicer, D.P. and Sadler-Smith, E. (2006), “Organizational learning in smaller manufacturing firms”,
International Small Business Journal, Vol. 24 No. 2, pp. 133-158.
Subramaniam, R. (2005), “A multivariate study of the relationship between organizational learning, Organizational
organizational innovation and organizational climate in the Australian hospitality industry”, doctoral learning effect
dissertation, Swinburne University of Technology, Australian Graduate School of Entrepreneurship.
Sugianingrat, I.A.P.W., Widyawati, S.R., Costa, C.A.D.J.D., Ximenes, M., Piedade, S.D.R. and Sarmawa, W.G.
(2019), “The employee engagement and OCB as mediating on employee performance”, International
Journal of Productivity and Performance Management, available at: https://doi.org/10.1108/IJPPM-0
3-2018-0124
1233
Sugiyono, D. (2000), Statistika untuk Penelitian (Cetakan ke-3), CV ALFABETA, Bandung.
Suliman, A.M.T. (2001), “Work performance: is it one thing or many things? The multidimensionality of
performance in a Middle Eastern context”, International Journal of Human Resource
Management, Vol. 12 No. 6, pp. 1049-1061.
Torlak, N.G. and Kuzey, C. (2019), “Leadership, job satisfaction and performance links in private
education institutes of Pakistan”, International Journal of Productivity and Performance
Management, Vol. 68 No. 2, pp. 276-295.
Wang, X. (2003), “Learning, job satisfaction and commitment: an empirical study of organizations in
China”, Chinese Management Studies, Vol. 1 No. 3, pp. 167-179.
Wang, X. (2005), Relationships Among Organizational Learning Culture, Job Satisfaction, and
Organizational Commitment in Chinese State-Owned and Privately-Owned Enterprises,
University of Minnesota.
Wang, X. (2007), “Learning, job satisfaction and commitment: an empirical study of organizations in
China”, Chinese Management Studies, Vol. 1 No. 3, pp. 167-179, available at: https://doi.org/
10.1108/17506140710779285
Watkins, K.E. and Marsick, V.J. (2003), “Making learning count! Diagnosing the learning culture in
organizations”, Advances in Developing Human Resources, Vol. 5 No. 2, pp. 132-151.
Weldy, T.G. (2009), “Learning organization and transfer: strategies for improving performance”, The
Learning Organization, Vol. 16 No. 1, pp. 58-68, available at: https://doi.org/10.1108/
09696470910927678
Westover, J.H. and Taylor, J. (2010), “International differences in job satisfaction: the effects of public
service motivation, rewards and work relations”, International Journal of Productivity and
Performance Management, Vol. 59 No. 8, pp. 811-828, available at: https://doi.org/10.1108/
17410401011089481
Westover, J.H., Westover, A.R. and Westover, L.A. (2010), “Enhancing long-term worker productivity
and performance: the connection of key work domains to job satisfaction and organizational
commitment”, International Journal of Productivity and Performance Management, Vol. 59 No. 4,
pp. 372-387, available at: https://doi.org/10.1108/17410401011038919
Wexley, K.N. and Yukl, G. (1997), Organizational Behavior and Personal Psychology, Richard D. Irwin,
HomeWood, IL.
Wright, T.A. (1997), “Job performance and organizational commitment”, Perceptual and Motor Skills,
Vol. 85 No. 2, pp. 447-450.
Wu, L. and Norman, I.J. (2006), “An investigation of job satisfaction, organizational commitment
and role conflict and ambiguity in a sample of Chinese undergraduate nursing students”,
Nurse Education Today, Vol. 26 No. 4, pp. 304-314.
Yang, B. (2003), “Identifying valid and reliable measures for dimensions of learning culture”, Advances
in Developing Human Resources, Vol. 5 No. 2, pp. 152-162.
Yeo, R. (2002), “Learning within organisations: linking the theoretical and empirical perspectives”,
Journal of Workplace Learning, Vol. 14 No. 3, pp. 109-122.
Yoon, D.Y., Han, S.H., Sung, M. and Cho, J. (2018), “Informal learning, organizational commitment and
self-efficacy: a study of a structural equation model exploring mediation”, Journal of Workplace
Learning, Vol. 30 No. 8, pp. 640-657, available at: https://doi.org/10.1108/JWL-02-2018-0034
IJPPM Further reading
68,7 Bowin, R.B. and Harvey, D. (1996), Human Resources Management : An Experiental Approach, Prentice
Hall International, London.
Büchel, B.S. (1998), International Joint Venture Management: Learning to Cooperate and Cooperating to
Learn, John Wiley & Sons, New Jersey.
Huber, K.C. and BeMiller, J.N. (2001), “Location of sites of reaction within starch granules”, Cereal
1234 Chemistry, Vol. 78 No. 2, pp. 303-325.
Kreitner, R. and Kinicki, A. (2001), Organizational Behavior, Richard D. Irwin, Boston, MA.
Ng, T.W.H., Eby, L.T., Sorensen, K.L. and Feldman, D.C. (2005), “Predictors of objective and subjective
career success: a meta-analysis”, Personnel Psychology, Vol. 58 No. 2, pp. 367-408.

About the author

Dr Muhammad Irfani Hendri, SE, MSi, born in 1975, graduated from Tanjungpura University in 1997 and
got SE Degree, in 2004 graduated from Padjadjaran University and got MSi Degree and in 2012 graduated
from Airlangga University. He is now working as Associate Lecturer at Universitas Tanjungpura, West
Kalimantan. Dr Muhammad Irfani Hendri can be contacted at: irfani.untani@gmail.com

For instructions on how to order reprints of this article, please visit our website:
www.emeraldgrouppublishing.com/licensing/reprints.htm
Or contact us for further details: permissions@emeraldinsight.com