傳統上，學者咸認組織學習是一種涵蓋個人、團隊和組織層次的學習現象，而學習性組織亦為組織學習的重要介入的機制之一，但殊為可惜，在回顧相關組織學習的文獻後，我們發現既有的研究成果中，此議題似乎沒有受到應有的實徵關注。職是之故，為瞭解此一介入手段與現象之間的連結，本研究藉由學習型組織的介入來探討個人、團隊、和組織學習不同層次間的學習連結和學習轉換機制，以探索跨層次間的學習動態現象及其驅動因素。實證上，我們針對一家地區性醫院為個案研究對象，透過為期兩年的田野研究，我們針對所收集的訪談稿、觀察記錄、會議記錄及其他相關資料進行多面向資料的質性分析，據此，本研究發現以下的結論：（1）團隊學習構成關鍵性的連結脈絡，以社會認知為基礎的學習型態，做為個體、團隊和組織學習效能的移轉機制（2）其中又以團隊學習技巧和學習規範為促進學習移轉的因素，強化個人和團隊學習之間的連結。（3）團隊透過專案，將學習成效呈現在標準作業流程的改善，並將學習成效體制化，構成團隊和組織學習的連結。（4）而部門主管推動專案的內容代表體制力量回饋到個體、團隊和組織的學習，並影響其未來的學習內涵。最後，依據本研究所發現的結果，我們分就組織學習上理論和實務二方面的意涵提出相關建議與看法。

Organizational learning is the process of how learning occurs in organizations; it involves individual, group and organizational learning. This study seeks to illuminate dynamics of cross-level learning by focusing on facilitators and impediments to the learning transfer from individuals to the organization, and vice versa. A qualitative case study of a local community hospital with a two-year learning organization (LO) intervention sheds light on team-learning contexts as the key to moving forward learning effects between the various levels. A socio-cognitive process of team learning accounts for an explicit transfer process. Within the process, team-learning skills, characterized by inquiry and reflection, broaden individual intuiting, and interpreting, comprising the transfer mechanism between individual learning and team learning. Team-learning norms give rise to the informal coordination mechanisms, and integrate interdepartmental learning effects. Team-learning projects institutionalize learning outcomes through improvement of standard operational process (SOP), which further reinforce the linkage between team learning and organizational learning. Endorsement by a subunit supervisor is the institution force for feedback flows, thus completing an iterative cycle of individual, team and organizational learning. This research concludes that under the support of LO, the idea of organizational learning and its learning activities can be practically carried out. LO practices integrate cross-level dynamics and elucidate learning factors that make transfer of learning across multiple levels.