In a rapidly changing and digitalizing work environment, organizations increasingly rely on structured feedback systems to support employee development. However, there is limited knowledge about how feedback is experienced in organizations that primarily use traditional, infrequent performance reviews. This qualitative case study investigates feedback practices within a mid-sized Swedish organization by conducting eight semi-structured interviews with employees, managers and HR professionals. Thematic analysis revealed three key themes: 1. Experiences of current feedback practices. 2. The role of feedback in learning and development, everyday feedback culture. 3. Needs, expectations and perspectives on digital feedback systems. The findings show that while formal reviews serve administrative functions, they often lack immediacy, specificity and impact. Informal feedback, for example brief acknowledgements or emojis via digital tools, was perceived as more meaningful, aligning with Asplund’s concept of social responsiveness. The study contributes to research by illustrating how feedback functions as both a cognitive learning process and a social-emotional exchange embedded in workplace culture. It also offers practical insights into how continuous feedback might better meet employees needs through features that facilitate immediacy, personalization and ongoing interaction. The study concludes that sustainable learning is best supported by integrating emotionally intelligent feedback practices into everyday work life, rather than relying solely on annual performance reviews.