Peer Learning in the Workplace : examining employee perceptions of adopting a formalized approach to peer learning at work

Abstract

This research paper explores peer learning in the workplace with the aim of better understanding employees' perception of peer learning, their willingness to participate in peer learning, and how a formalized approach to peer learning can be integrated into the workplace to improve knowledge transfer and skills development. Although peer learning has been extensively researched in academic settings, the same is not true for workplace settings. Prior research has shown that peer learning is effective in knowledge transfer, increases collaboration, and has positive implications for relationships between peers. Prior research also indicates that for peer learning to be effective, it must be mutually beneficial, that participants should hold an active role in planning their learning activities, including providing feedback to peers and participating in self-evaluation.

Although peer learning in the workplace occurs constantly, it is most often informal and ad-hoc. The researcher proposes that a formalized approach to peer learning at work can yield the benefits that have been proven in academic settings. Importantly, this paper sought the perspective of participants in the workforce to understand their feelings about peer learning and what they saw as benefits or disadvantages to adopting such a framework.

This research was conducted through semi-structured interviews with five research participants across a variety of workplaces, and the results analyzed using thematic analysis. The results showed that participants were excited and motivated to participate in peer learning, identifying myriad advantages to participation, including increased feelings of value and belonging, improved collaboration among colleagues, and opportunities to develop skills. Largely, peer learning was seen as a work benefit. Challenges identified in the successful implementation of such a framework were primarily related to organizational culture, support from leadership to implement and encourage peer learning, and competing priorities and time commitment.