本研究目的在於提出一個促進組織學習之個案，以及針對組織介入經驗進行反思與討論。本研究的方法及個案之介入取向採用Argyris & Schön（1996）的組織學習、Argyris, Putnam & Smith（1985）的行動科學、及Schein（1988）的歷程諮詢模式。本研究在實際操作上進行了一系列的「反映對談」共12次，其過程可區分為接案階段、導向建立階段、焦點衝突溝通學習階段、及結案階段等四階段，重要的是外部顧問與組織成員共同建構了一個可以開放對話的學習場域。然後，研究者針對自身的學習、學習場域與團體之構成、有利或不利於組織學習之條件、此取向中顧問的角色與作用、一般對於「組織學習」之誤解、對個案組織之建議等主題進行反思與討論。整個組織介入的過程是顧問與個案組織進入組織學習的一個共同嘗試，顧問盡可能啟動個案公司之集體反思的條件。研究者並期待實踐組織學習之價值與精神之組織介入方法能更加精練與落實，使組織研究者、組織諮詢顧問、組織管理者都有另一種取向的組織研究與介入方法可以選擇。

The purpose of this study is to present an enterprise case of organizational learning and the discussion and reflection of researchers’ intervention. In this case, the theories of intervention approach are based on Argyris & Schön’s “Organizational Learning”(1996), Argyris, Putnam & Smith’s “Action Science”(1985), and Schein’s “Process Consultation”(1988). In this study, twelve times of reflective conversations were conducted. And the intervention process can be divided into four stages, intake stage, orientation stage, conflict learning stage, and finally the ending stage. The most important thing in this study is the outside consultants and organizational staffs can co-construct a learning field of open conversation. At last, researchers reflect and discuss of self-learning, the construction of learning field and group, the facilitative and inhibitive factors of organizational learning, the roles and functions of consultants, the misunderstanding of organizational learning, and the suggestions to the case. The whole process of intervention is an temptation for consultants to try organizational learning , so as for the enterprise case. Consultants endeavor to initiate the conditions of collective reflection in the case. The researchers hope that the intervention method which fulfills the value and spirit of organizational learning can be more elaborative and practical, so that researchers, consultants and managers of organization can have alternative approach of organizational study method and intervention in the future.