The aim of our study has been to examine the care managers’ attitude to in- service training. We also wanted to see which factors the care managers and a member of the administrative head think influences this. The question formulations in the study were; what does in- service training mean for care managers and the administrative head, what was their attitude against it and which assumptions does the administrative head give to care managers for in- service training. The study is based on qualitative interviews with care managers and with a member of the administrative head. To interpret the material we have been using earlier studies, Senges theory of learning organization and Marsick and Watkins theory about informal and incidental learning. A main result is that the care managers obtain a great deal of possibilities to in- service training, for example meetings, educations and courses. The study also shows that the organization priorities formal learning while the care managers emphasise learning through interaction with other people, for example cohorts, contributors and users. Both care managers and a member of the administrative head says that there is a weakness in terms of follow- up and assessment. One recurrent topic in these discussions is responsibility, but the informants is not united of who’s the responsibility actually is.

<p>The aim of our study has been to examine the care managers’ attitude to in- service training.<em> </em>We also wanted to see which factors the care managers and a member of the administrative head think influences this. The question formulations in the study were; what does in- service training mean for care managers and the administrative head, what was their attitude against it and which assumptions does the administrative head give to care managers for in- service training. The study is based on qualitative interviews with care managers and with a member of the administrative head. To interpret the material we have been using earlier studies, Senges theory of learning organization and Marsick and Watkins theory about informal and incidental learning. A main result is that the care managers obtain a great deal of possibilities to in- service training, for example meetings, educations and courses. The study also shows that the organization priorities formal learning while the care managers emphasise learning through interaction with other people, for example cohorts, contributors and users. Both care managers and a member of the administrative head says that there is a weakness in terms of follow- up and assessment. One recurrent topic in these discussions is responsibility, but the informants is not united of who’s the responsibility actually is.  </p><p> </p>