"Vygotsky’s (1978) theory of social constructivism highlighted the importance of the contribution of others to every individual’s learning. With the increasing use of ICT and the internet, learning communities can expand beyond geographical limitations leading to new and exciting educational dimensions and learning opportunities across schools, colleges, communities and cultures. The term ‘learning community’ has become increasingly common in education usage and can mean many different things, from bringing members of the local community in to the college to collaborative learning among students or lecturers. Colleges today are complex, interwoven, interactive environments where learning flourishes when there is a spirit of openness and transparency and where lecturers are more likely to adopt a collegial approach incorporating shared leadership and authority thereby facilitating the work of the students. In colleges that are learning communities, everyone is a learner, and everyone is a teacher. This seminar explored how a coaching skill set can be used to enable learning institutions to develop the skills of enquiry, collaboration, sharing of practice and critically evaluate beliefs about teaching and learning. The overall aim of the seminar was to enhance the quality of professional communication and dialogue one of the four domains underpinned by the National Professional Development framework’s values. The seminar employed a blended learning approach involving experiential learning techniques complimented by facilitated debriefs, group discussions and short presentations. The main objectives of this seminar were that participants would have: Deepened their understanding of the nature and benefits of peer coaching. Gained a heightened awareness of how coaching skills can be used to enhance individual and group learning. Gained insight into how a departmental wide peer mentoring model is evolving in CIT. Increased their knowledge and expertise in the use of coaching skills in their professional roles. Have practiced their coaching skills in challenging situations. Constructed an action plan to utilise the workshop content to improve their peer coaching skills so they can better support their peers and engage in purposeful conversations regarding professional development, development of learning communities and communities of practice."

Feedback is crucial--but almost everyone, from new hires to C-suite executives, struggles with receiving it. The authors, who have spent 20 years working with managers on difficult conversations, outline six steps that can help you turn feedback into an important, and unthreatening, tool. Know your tendencies. Look for patterns in how you respond. (Do you defend yourself? Do you lash out?) Once you understand your standard operating procedure, you can make better choices about where to go from there. Separate the "what" from the "who." Your feelings about the messenger might be short-circuiting your ability to learn from the message. Sort toward coaching. Work to hear feedback as well-meant advice, not as an indictment. Unpack the feedback. Resist snap judgments; explore where suggestions are coming from and where they're going. Request and direct feedback. Don't wait for a formal review; ask for bite-size pieces of coaching. Experiment. Try following a piece of advice and seeing what happens. Criticism is never easy to take--but learning to pull value from it is essential to your development and success.