在知识经济社会的背景下，人的知识和能力是经济增长的巨大源泉，企业成功的基础在于不断学习。如今，组织学习对企业的可持续发展愈发重要，其方式逐渐从单一的传统企业培训走向更加系统性的企业学习项目。学习项目作为绩效技术的一种干预措施，其终极目标是改善绩效。而学习转化指员工将其在学习情境中习得的知识、技能、态度等应用于工作情境中，并有助于提高工作绩效的过程，因此，学习转化是实现学习项目终极目标的关键。然而，目前企业的学习转化情况，在各种因素的影响下不容乐观。现有研究多以量化的方法研究各种因素与学习转化的关系，可这些因素影响下学习转化发生的过程不得而知。本研究采用质性研究方法，选取当下企业热门的混合式学习项目作为案例，探究各种因素影响下学习转化的发生过程，以期为企业改善学习转化提供参考借鉴。

首先，本研究通过分析学习转化相关理论和学习转化影响因素的国内外文献，梳理出影响学习转化的三大类因素，即个人特征、学习项目设计和工作环境，并综合各大类因素中的若干子因素，参考动态转化模型，构建了本研究的学习转化影响因素理论框架。

然后，研究者以实习生的身份扎根Y公司4个月，选取Y公司的“销售雏鹰训练营”和“90后代际领导力”两个混合式学习项目作为研究案例，采用访谈法、参与性观察法和实物收集法，对这两个学习项目的设计与实施过程，以及参加学习项目的15位员工的学习转化情况进行了跟踪调查，收集了大量真实的资料数据。

最后，本研究对案例数据进行整理与归纳，叙述了两个学习项目的开展过程和学员们的学习转化过程，剖析了各大类因素对学习转化的影响。本研究发现：个人特征因素对学习转化的影响主要体现在①感知效用通过影响学习动机与转化动机，进而影响学习转化；②员工的原有经验与学习内容相近时，学习转化更容易发生；③拥有开放、好学、自驱力强等性格特质的员工更容易发生学习转化。学习项目设计因素对学习转化的影响则主要体现在①与工作绩效相关性越高的学习更容易发生转化；②缺乏学习者特征分析不利于学习转化；③学习过程中合适的教学策略，有利于学习转化的发生；④缺乏学习前后的提醒与督促，不利于学习转化的发生。而工作环境因素对学习转化的影响主要有①实践机会是学习转化的必要前提；②上级和同事的支持对学习转化的影响较大；③工作节奏快、压力太大不利于学习转化；④学习氛围较差的组织文化不利于学习转化。此外，本研究综合各种因素，勾勒了学习转化过程的概要图，并为企业更好地开展学习项目提出了若干参考建议。

Under the social background of current knowledge-based economy, people's knowledge and abilities are the great sources of economic growth, and the foundation of enterprise success lies in continuous learning. Nowadays, the pattern of organizational learning, which plays an increasingly important role in the sustainable development of enterprises, is gradually changing from the single traditional corporate training to more systematically arranged corporate learning projects. As an intervention strategy in performance technology, the ultimate goal of learning projects is to improve performance. Learning Transfer refers to the process in which employees apply the knowledge, skills and attitudes acquired in the learning situation to the work situation and subsequently enhance their work performance. Therefore, Learning Transfer is the key to achieving the ultimate goal of learning projects. However, under the influence of various factors, the current situation of learning transfer in enterprises is not optimistic. Most of the existing researches use quantitative methods to study the relationship between various factors and Learning Transfer, but the process of Learning Transfer under the influence of these factors still remains unknown. This research adopts qualitative research method, selects the current popular blended learning projects in enterprises as cases, and explores the process of Learning Transfer under the influence of various factors, in order to provide references and guidance for enterprises to promote the effects of Learning Transfer.

Firstly, through the analysis of domestic and foreign literatures related to the theories and the influencing factors of Learning Transfer, this research sorted these factors into three categories, including “individual characteristics”, “learning project design” and “working environment”, and built the influencing-factor theoretical framework of Learning Transfer based on all kinds of influencing factors and subfactors as well as dynamic model.

Then, the researcher took root in company Y for 4 months as an intern, selected two blended learning projects, “The Training Camp of New Sales” and “The Generation Leadership Aiming at Post-90”, in company Y as studying cases. The researcher used the methods of interview, participant-observation and object collection to track the design and implementation process of these two learning projects, as well as the learning transfer process of 15 employees participating in the learning projects, obtaining a large amount of real data.

Finally, this research collated and summarized the case data, described the development process of two learning projects and the learning transfer process of trainees, and analyzed the influence of various factors on learning transfer. We found that the influence of individual characteristic factors on learning transfer is mainly reflected in the following aspects: (1) perceived utility affects learning motivation and transfer motivation, and then affects learning transfer; (2) When employees' original experience is similar to the learning content, learning transfer is more likely to happen; (3) employees with open, studious, self-driven and other personality traits are more prone to transfer learning. Moreover, the influence of learning project design factors on learning transfer is mainly reflected as follows: (1) the higher correlation there is between learning and the work performance, the more likely learning is to be transferred; (2) the lack of learner characteristics analysis is not conducive to learning transfer; (3) appropriate teaching strategies in the learning process are conducive to learning transfer; (4) the lack of the reminder before learning and the supervision after learning is not conducive to learning transfer. Furthermore, the impacts of work environment factors on learning transfer mainly include (1) the opportunity to perform is the necessary premise of learning transfer; (2) the support from superiors and colleagues imposes great influences on learning transfer; (3) fast pace of work and excessive pressure is not beneficial to learning transfer; (4) the organizational culture with poor learning atmosphere is not conducive to learning transfer. In addition, this research outlined the process of learning transfer by combining various factors, and put forward some suggestions for enterprises to better carry out learning projects.