Exploring how verbal feedback is perceived among peers in police workplace learning programs
Year: 2026
Type: article
Abstract: Modern policing requires a blend of traditional and emerging competencies, emphasising the need for lifelong learning. To support this, the Norwegian Police has initiated mandatory workplace learning programs (WLPs) where feedback is a predominant measure. These peer feedback sessions aim to improve learning outcomes similar to those in educational settings. While feedback is widely studied in educational settings, its role in police workplace contexts remains under-researched. This study explores how police employees perceive verbal feedback within WLPs, focusing on factors influencing its reception and utilisation. Using transcribed semi-structured interviews and reflexive thematic analysis, findings indicate that good feedback is perceived as explanatory, relevant, and positive. However, emotional considerations, the nature of relationships, and the sender’s perceived competence significantly shape how feedback is received and acted upon. Negative feedback often evokes mixed feelings, yet can still lead to learning if recipients recognise a ‘grain of truth’. These findings align with earlier research on students and workplace learning, suggesting that similar dynamics apply to police employees. We recommend that facilitators promote a culture of feedback through regular meetings and provide training in giving and receiving feedback. Future research should examine the long-term effects of feedback practices on team cohesion and performance.
Source: Studies in Continuing Education
Authors: Olav Dahl, Marie-Louise Damen
Language: English
Subfield: Applied Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7128766729