Exploring how verbal feedback is perceived among peers in police workplace learning programs
Bibliographic Data
| ID | 21458793 |
|---|---|
| Authors | Olav Dahl (0000-0002-0039-843X, Norwegian Fire and Rescue Academy, corresponding author), Marie‐louise Damen (0000-0003-0523-0537, Norwegian Police University College) |
| Year | 2026 |
| Pages | 1-21 |
| Publication date | 2026-02-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2026.2627584 |
| OpenAlex | W7128766729 |
| Language | EN |
| References cited | 47 |
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
Higher education · Perception · Qualitative research · Work environment · Workplace learning · Workplace safety · Memory Processes and Influences · Policing Practices and Perceptions · Student Assessment and Feedback
Analyzing Qualitative Data
How Are We Doing After 30 Years? A Meta-Analytic Review of the Antecedents and Outcomes of Feedback-Seeking Behavior
Thematic analysis of qualitative research data
Consequences of individual feedback on behavior in organizations.
The “Educational Alliance” as a Framework for Reconceptualizing Feedback in Medical Education
From teacher transmission of information to student feedback literacy
Thematic Analysis
Thematic Analysis
Focus on Formative Feedback
Quality of Feedback in Higher Education
Dialogic feedback and potentialities for student learning
What is assessment for learning
Feedback
What does it take to provide effective peer feedback
What makes for effective feedback
Feeling feedback
From feedback-as-information to feedback-as-process
Feedback-dialogues
The effects of feedback interventions on performance
Feedback that works
Sample sizes for saturation in qualitative research
Self-control and the police code of silence
Bad is Stronger than Good
The Power of Feedback
| Highly cited | No |
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