Byggbranschen är en omtalad bransch i många avseenden. En gemensam nämnare för problem i branschen har visat sig vara bristande kommunikation mellan olika led i ett byggprojekt. (Svensk Byggtjänst, 2014).  Syftet med studien är att undersöka hur yrkesarbetare och platschefer upplever att kommunikationen idag fungerar ute i produktionen samt vad yrkesarbetare och platschefer kan göra för att bidra till en lyckad kommunikation. Studien avser att med hjälp av åsikter och tankar från yrkesarbetare och platschefer ta fram konkreta framgångsfaktorer för en lyckad kommunikation. Data har samlats in genom intervjuer med yrkesarbetare och platschefer. Respondenternas svar har därefter analyserats och jämförts med tidigare studier och teorier om kommunikation som ämne. Studiens resultat indikerar att yrkesarbetare och platschefer är eniga i hur kommunikationen sker idag men oeniga om hur välfungerande den är. Utifrån respondenternas svar är framgångsfaktorerna för en lyckad kommunikation i produktion engagemang, tydlighet, öppenhet, samarbete, återkoppling samt struktur och planering.

This essay is about the significance of group climate for students in physical education. Groupwork and group processes are dealt with in the essay and its importance to students' experiences of the subject and goal attainment. During the autumn of 2015 two different classes in high school were studied in the subject physical education and health. These classes were observed at two different occasions and eight students, four in each class, were selected to participate in the study based on “the role of assumptions” described in the previous research section. Questions regarding group climate and groupwork were asked in order to investigate how the groups were composed, and how the students explained the significance of group climate. Students' responses were connected to Bion’s group theory and the FIRO model which was used as the theoretical foundation and previous research explains groupwork and group processes. The results of the study indicate that students experienced group climate in the class as problematic. Students in the selected classes were divided into many small groups and they explained that they were not talking to the other small groups. The group climate influenced some of the students to the extent that they did not attend classes which may obstruct their goal attainment. According to students, classes had not had any practice in trusting eachother which contradicts the fact that many researchers indicate that it is the teacher's responsibility to create a better climate in classes. Therefore, it may be important for teachers to work actively with exercises that promote group climate. Authors point out that it is becoming more important in today's society to cooperate in most professions. This was also something the students felt they had the opportunity to practice during group work. Students felt that it could sometimes be effective to let the teacher decide the groups in advance because they had the opportunity to get to know more people in the class. Even though a student wants to be in the same group as his best friend it does not mean that it is mutual.