This article presents an innovative training model that integrates the potential of microlearning with those of peer assessment activities to improve employees' ability to receive, process and provide feedback effectively. These skills are crucial in both educational and professional settings, especially in today's dynamic organizational contexts that require continuous feedback, a constant and multidirectional exchange of information, vital for individual and organizational development. The effective implementation of this approach is intrinsically based on staff having solid feedback management skills.

Microlearning represents an effective training strategy in this scenario; thanks to its intrinsic flexibility and the possibility of accessing micro-contents - such as short texts, videos or audio - via digital devices, it appears perfectly adaptable to the continuous learning needs of a worker with increasingly reduced learning times and volatile concentration skills. Although it is not the most suitable methodology for the in-depth study of complex concepts, it proves to be exceptional for rapid updating and for the development of specific skills, such as problem-solving and critical thinking, as widely demonstrated by studies on its impact in the business environment. In line with this potential of microlearning, scientific literature reveals a significant convergence of intent between peer assessment methodologies, validated in schools and especially universities, and skills development objectives.

This project proposal therefore aims to investigate how the integration of the peer feedback model - adapted to the specific business context - with that of microlearning, can enhance the transversal skills of workers. The adoption of a synergic approach between these two methodologies is based on the recognition of their respective strengths: peer feedback facilitates active learning, critical reflection and self-assessment through constructive interaction, while microlearning offers a flexible and efficient framework for the delivery of modular and highly targeted training contents. The aim is to integrate the logic of peer feedback into a training proposal, designed for professional development, aimed at encouraging the use of different methodologies and, among these, that of microlearning, where feedback already plays a significant role. Starting from microlearning units focused on a single concept or a specific skill, the aim is to ensure that workers not only receive feedback on their performance or tasks performed but are actively involved in the process of reviewing and evaluating their work and that of their colleagues. This interaction stimulates critical reflection and a deep understanding of the evaluation criteria, promoting a greater awareness of how feedback is structured and its implications. Thus, the principles underlying the peer-feedback model trace the trajectories of microlearning cycles that, integrated by a constant flow of micro-feedback, develop a transversal skill essential in every professional context. The final goal is to train workers capable of actively participating in the collaborative construction of knowledge and supporting the transformation of the organization into a true Learning Organization, constantly oriented towards continuous improvement.

Keywords: Microlearning, Peer-Feedback, Learning Organizations, Individual Development, Professional Training.