論文內容提要：
學習型組織自從Peter Senge提出「第五項修練」(1990)以來，就蓬勃發展至今。目前知識經濟時代來臨，學習型組織扮演的不僅僅是企業永續經營的概念，更是組織持續學習與創新的重要推手。

目前國內外對於學習型組織的研究大多數為概念的探討相關性研究correlation studies)、個案的一般性研究或個案的深入報導，而這些研究之成果多為「何為學習型組織」、「如何成為學習型組織」、「學習型組織的特性」等，較少探討到如何在企業內推展，因此本研究針對實際推動學習型組織的企業加以探討，以便能夠了解企業實際推動的過程中的種種行動知識。

至於關於企業導入學習型組織的成效如何，在傳統績效評估的過程中，除了面臨評估因素不易量化的問題，同時也涉及人員主觀判斷所產生的模糊性問題。因此，本研究運用模糊理論(Fuzzy Theory)與層級分析法(Analytic Hierarchy Process；AHP)等概念，以提高績效評估結果的可接受度與合理性。

為此本研究之主要研究目的為：
一、 探討企業建構學習型組織所採用的導入模式。
二、 以文獻為基礎，歸納出「學習型組織變革模式」，透過變革模式來呈現當企業建構學習型組織時，應該要採取的配合行動，並以正在推行學習型組織活動之企業為研究對象，進行模式檢測。
三、 藉由導入學習型組織之企業為研究對象與相關文獻整理來探討企業導入學習型組織之關鍵因素，以做為其他企業單位導入之參考。

根據上述的研究目的，本研究利用個案公司的深入觀察，並且收集學習型組織與組織變革兩個領域的相關文獻，來探討企業建構學習型組織的導入，同時根據本研究所提出之「學習型組織變革模式」的探討發現，企業建構學習型組織的過程會經歷四個階段，需要配合十項工作。本研究所使用之研究方法主要為質性研究方法，並輔以定量研究方法來進行資料分析。

Since Peter Senge(1990) proposed that “The fifth Discipline”, the Learning Organization grows vigorously so far. Era of knowledge-driven economy comes at present. The Learning Organization is not merely the concept that enterprises manage continuously forever but a important push hand to help enterprises learn and innovate continuously.
Previous studies of learning organization could be categorized into concepts articulation, correlation studies, or case reports. They have almost focused on “what is a learning organization” and “principles of how to be a learning organization”. Less attention was paid on the dynamics of initiating a learning organization in a real world. The present study intended to examine two real cases to show detailed actionable knowledge for practicing a learning organization.

When the traditional performance is carried out , except face some problems that many factors aren’t easy to quantized, it involves the ambiguous question produced in personnel's subjective judgement. So, this research uses some techniques, including of the fuzzy theory and Analytic Hierarchy Process(AHP) in order to get higher degree of the acceptance and rationality of performance evaluation.
In shorts, the purposes of the present study aimed at:
(1) to evaluate the effectiveness of two models of the learning organization intervention,
(2) to propose a change model of learning organization in order to demonstrate what actions should be take in the process of initiating learning organizations,
(3) to find the necessary conditions for the construction of a learning organization.

Qualitative methods in addition to questionnaires were used to implement the study. Amount of data was collected through observations and interviews. A number of literatures derived from organizational change were used to compensate the weakness of empirical data to make meaningful conclusions. The change model of learning organization proposed by the author suggested four stages including ten actions should be taken in the process of interventions.

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