The impact of human capital dimensions on organizational performance in Yemeni Islamic banks: Motivation is a modified variable

Abstract

The study aims to know the direct positive effect of the dimensions of human capital represented by education, learning, experience, creativity and innovation on organizational performance. The study also aims to know the indirect positive effect of the dimensions of human capital represented by education, learning, experience, creativity and innovation on organizational performance when using a modified variable mitigation. Data were collected through questionnaires for 180 employees in Islamic banks in the Republic of Yemen in the financial departments, accounting departments, and audit departments in the banks under study, which were conducted for a period of three months in some Islamic banks in the private sector in the Republic of Yemen. This study uses structural equation model analysis from the Partial Least Squares program through the Smart Plus 4 programs. Through the results of the study, we conclude that the study showed that education and learning do not have a positive and direct effect on organizational performance, and that the relationship between education and organizational performance is negative. The results also showed that experience positively and directly affects organizational performance, and that the relationship between experience and organizational performance is positive. Through analysis, the study showed that innovation positively and directly affects organizational performance, and that the relationship between innovation and organizational performance is positive. The study showed that motivation does not directly and positively affect organizational performance, and that the relationship between innovation and organizational performance is positive. Through analysis, the study showed that motivation does not positively and indirectly affect organizational performance when using motivation as a modifying variable, and that the indirect relationship between motivation and organizational performance is negative. Through analysis, the study showed that teaching and learning do not have a positive, indirect effect on organizational performance when using motivation as a modifying variable, but the indirect relationship between teaching, learning and organizational performance is positive. Through analysis, the study showed that innovation does not positively and indirectly affect organizational performance when using motivation as a modifying variable, and that the indirect relationship between innovation and organizational performance is negative.