Abstract: This article develops and tests theory on how workforce diversity shapes organizational learning from citizen complaints, bridging underdeveloped literatures on learning accountability, diversity management, and representative bureaucracy. Using an exploratory sequential mixed-methods design, it examines English and Welsh policing as an extreme theoretical case. Forty-two semi-structured interviews across more than 20 organizations inform a framework with two interacting dimensions—social-psychological and bureau-political—moderated by organizational demographics, leaders and challengers, and workforce beliefs and attitudes. These insights guide hypothesis testing using administrative panel data from 41 police organizations (2011–2018). Findings suggest that greater ethnic and gender diversity, and especially diversity concentrated in specific functional areas, enhance learning from discrimination complaints. The framework contributes to theory on diversity-led learning from ambiguous and contested citizen feedback and elaborates representative bureaucracy into a pragmatic model of responsiveness—one grounded in ‘listening and learning’ from citizen voice, rather than relying solely on administrator background as a proxy for expertise.