The project aims to research how Norwegian police employees who are peers perceive verbal feedback that is given and received within workplace learning programs.

The first article is a scoping review aiming to map the field. Twenty studies were analysed, revealing that verbal peer feedback can effectively enhance police officers' performance, motivation, and job satisfaction. The findings also highlight key workplace conditions and factors that management and feedback facilitators should consider when planning and implementing feedback processes. Additionally, the research indicates that many insights from studies conducted in the educational sector apply to police workplace learning programs.

The second article explores how police employees perceive feedback that is verbally given and received between peers within the setting of police workplace learning programs. The analysis of transcribed semi-structured interviews using reflexive thematic analysis reveals that feedback is generally well-received, contributing to improved job satisfaction, performance, and team cohesion. Additionally, the perceived competence of the feedback provider plays a crucial role in how feedback is received. Based on these findings, we recommend that managers foster a feedback-oriented culture through regular feedback meetings. Police employees should be trained in both giving and receiving feedback, and further research should investigate the long-term impacts of feedback meetings.

The third article is currently being written. The research question is "How do police employees perceive peer review on digital forensic reports consisting of schemas with traffic lights, written comments, and verbal feedback as a contributor to learning and increased product quality?" Semi-structured interviews of 13 police employees were conducted and analysed using reflexive thematic analysis. Preliminary findings show that there are several benefits of using a traffic light system when doing quality assurance that also aid in feedback processes and learning processes.