Peer interaction is a standard aspect of most leadership development programmes and is seen to be conducive to learning. Realising deeper and critical reflexivity in peer interaction is, however, challenging. This study employs conversation analysis to empirically explore peer interactions in a leadership development programme for first-line managers in the public sector in Denmark. The analysis shows that a socio-moral order, that is normative expectations inherent in interactions, guide peer discussions and shape the conditions for reflection and deeper reflexivity. The socio-moral order was based on a central principle of treating each other as experts on one’s own practice. This principle allowed for reflection but turned attention away from critical reflexive practices. As a result, peer discussions took a more conservative rather than a transformational orientation. The study extends the theoretical understanding of the conditions for critical reflexivity as it demonstrates how the socio-moral order of interaction regulates engagement in critically reflexive practices.

同行互动是大多数领导力发展计划的标准方面，被认为有利于学习。然而，在同伴交互中实现更深层和批判性的反思是具有挑战性的。这项研究采用对话分析，以经验方法探索针对丹麦公共部门一线管理人员的领导力发展计划中的同伴互动。分析表明，一种社会道德秩序，即互动中固有的规范性期望，可以指导同仁讨论并为反思和更深的反思性创造条件。社会道德秩序的基础是将彼此视作自己实践的专家的中心原则。该原则允许反思，但将注意力从批判性反身练习中转移了出来。因此，同行讨论采取了更为保守的态度，而不是转型的方向。这项研究扩展了对批判性反思条件的理论理解，因为它证明了互动的社会道德顺序如何调节批判性反思实践的参与度。