Competence Development and Evaluation Dynamics in the Context of Learning

ABSTRACT Organizations operating in high‐risk environments rely on learning from real incidents, yet how evaluation practices contribute to competence development and organizational learning remains insufficiently understood. This challenge is evident in police operations, where decisions made under uncertainty have immediate implications for safety and public trust. This study examines how incident response evaluation practices shape competence development and organizational learning at the operational level of the Norwegian police. Using a qualitative design, the study draws on semi‐structured interviews with operational officers and commanders, analyzed through thematic analysis. The findings show that while evaluations are widely seen as important, they are often fragmented, under‐resourced, and weakly connected to systematic follow‐up, limiting the transfer of learning beyond individuals and teams. To address this, the study introduces the competence development (CD) model, which explains how evaluation practices interact with organizational structures, culture, and learning processes across individual, group, and organizational levels. The study highlights the importance of leadership engagement, structured reflection, and open communication in supporting sustained learning and CD in police organizations and other high‐risk settings.