Study Of Action Learning Impact On Knowledge Transfer Effect

The notion of "Knowledge economy" established a position in the society of knowledge economy, knowledge has become a key necessary resource for businesses and individuals, the study of knowledge achieved unprecedented prominence again. Traditional learning methods characterized in one-way infusion, structured Knowledge, Standardized learning, and the result of learning is not always satisfactory. Action Learning was proposed with multi-directional communication, transferring contextual knowledge and personalized learning as the main feature, breaking the limitations of traditional learning methods, effectively increasing the learners’knowledge acquisition and accumulation effect, so it was gradually be used by enterprises.In this paper, starting from the action learning characteristics, with the action learning learners as the research object, theory model was constructed based on the literatures review. That is problem-oriented and team-supported directly affected knowledge transfer effect, while team-collaborated and coach-promoted had an impact on the promotion of knowledge transfer effect by shifting the learners’ intention and communication quality.Through survey from8stores in the Northeast District of D company which has been advocating the action learning for a long time. A total of247valid samples were collected, and a data processing was carried. Firstly, questionnaires on descriptive statistics were analyzed by the statistical analysis software SPSS17.0. Then, this study tested theoretical models and research hypotheses proposed using Lisrel8.70. Four characteristics of action learning (problem-oriented, team-supported, team-collaborated and coach-promoted) and the effects of knowledge transfer were analyzed. The main conclusions are as follows:(1) Problem-oriented and team-supported can significantly improve the effectiveness of knowledge transferring.(2) Team-collaborated and coach-promoted the knowledge transferring by promoting the learners’intent and communication quality.These conclusions help to improve effect of knowledge transfer during action learning, and provide theoretical contributions and management implications to design and implementation of action learning.