Previous research basically categorized organizational learning by the content and consequences of learning (horizontal and vertical)．Different from those，from the perspective of the relationship between the learning input (the amount of experiences) and learning output (learning effectiveness)，this paper，for the first time at home and abroad，proposes that organizational learning could be categorized as quantitative-style learning and qualitative-style learning．As learning input increases，quantitative-style learning represents the incremental and gradual changes in learning output，and the relationship is nearly linear．As learning input increases and reaches a certain point，qualitative-style learning will happen，always coming along with radical and sharp changes in the quantity or nature of cognition or behaviors or both，and the relationship is basically non-linear．In order to promote the transfer，two prerequisites: reaching the critical amount of experiences for learning (CAEL) and having a learning trigger condition，should be met，and these are the necessary mechanisms．In order to fasten the transfer，learning actors could change mental models or create an environment with openness，and these are learning catalysts．An actor’s learning activity should be comprised of both quantitative-style learning and qualitative-style learning in manners of dynamical changes and upward developments．