Building organisational learning in policing: the role of feedback and peer review

Purpose This study aims to examine how police employees perceive checklist-based peer review of digital forensic reports as contributing to individual and organisational learning, focusing on traffic-light ratings, written comments and verbal feedback. Design/methodology/approach This study draws on semi-structured interviews with 13 Norwegian police employees working in digital forensics. Data were analysed using reflexive thematic analysis. Argyris and Schön’s theory of action informed the interpretation of participants’ accounts. Findings Participants generally perceived peer review as valuable for reflection, correction and improvement. The three components served complementary functions: traffic-light ratings gave a rapid overview and signalled discrepancies; written comments explained the assessment; and verbal dialogue allowed reviewers and reviewees to compare interpretations and professional reasoning. Ambiguous criteria, inconsistent ratings, emotional and relational concerns, time demands and uneven organisational support constrained their usefulness. Organisational learning was presented mainly as a possibility that requires review insights to be aggregated, collectively interpreted and incorporated into shared routines or standards. Research limitations/implications This study is context-specific and based on participants’ perceptions. Broader generalisations should be approached with caution. Practical implications Checklist-based review should combine ratings with explanatory comments and opportunities for dialogue. Organisations should also establish processes to interpret recurring findings and translate them into changes in shared practice. Originality/value This study provides context-specific insight into checklist-based peer review in digital forensic work. Its contribution lies in distinguishing the perceived functions of traffic-light ratings, written comments and dialogue among digital forensic workers, and how they view QC and peer review as a possible contributor to organisational learning.