Om lärande i verksamhetsanknutna samtal :  En studie i prat och om lärande i möten på en arbetsplats

Sammanfattning: This thesis describes the spontaneous, unplanned learning of the participants in workbased discourses. We follow the activities of ten participants in five workbased discourses at a public authority.The study uses a qualitative method and its theoretical foundation is a constructivist and intentional perspective on learning. The formation and analysis of the data is based on the intentional interpretation. By interpreting and describing the content and meaning of each participant's lines, we discover a direction in the line and the activity of the participant as a whole. This is the basis of the intentional analysis. The participants' experiences of the recent organizational change is the common starting-point for their reflections as regards a work procedure that ought to be established in their own workgroup, the project-grants group.The thesis describes and analyzes the participants' efforts to create and organize a new work task. It also describes what happens in five successive workbased discourses about the work meeting and the group's communication. Further, all the participants are attributed an objective (a purpose) which is based upon their respective activities during the talk. The objectives are categorized in three main types: one institutional category, one relations directed category, and one category with a direction primarily towards one's own person.It is the variations (and the differences) between the objectives of the ten participants that constitute the breeding-ground for learning. The learning takes place within the construction of a mutual social moral for cooperation. This construction work includes five themes: technical solutions; legitimacy and identity; confidence, trust and respect; knowledge exchange and learning, and to have one's say. It is in the interplay between the three types of objectives, the personally directed, the relations directed and the institutionally directed, within the framework of the five themes, that a spontaneous, unplanned learning takes place. With regard to two themes, coordination and skills upgrading, there seems to be an overall agreement.