Category: MY TEACHING JOURNEY

Teaching someone to think strategically involves a blend of theoretical knowledge and practical application. Many people think of coaching as a form of listening activity or discursive at best.  However, by agreement with the client, there’s no reason why the session cannot be more structured and involve preparation and steering by the coach. 

For example, the methods recommended below focus on enhancing analytical skills, fostering forward-thinking, and encouraging a holistic understanding of environments and scenarios.  Some of the methods are more suited to group activities, but most can be adapted to a coaching environment.  Here are some recommended methods, supported by educational theories and practices:

1. Case Studies

Using case studies is a well-established method in business and management education. It helps learners understand complex situations, analyze business problems, and develop decision-making skills by examining real-life scenarios. Case studies encourage learners to apply strategic thinking by navigating the intricacies of actual business or life challenges (Herreid, 2005).

Example: During a coaching session, the coach presents a case study about a company facing a significant market shift due to emerging technologies. The coach guides the coachee through the process of analyzing the company’s response, discussing alternative strategic decisions, and examining the outcomes of different strategic choices. This helps the coachee understand how to apply similar thinking to their own or their clients’ situations.

2. Simulation Games

Simulation games are highly effective in teaching strategic thinking because they mimic real-life systems in a controlled environment. These games require players to make decisions that affect the outcome of the game, which helps in understanding strategic planning, resource management, and the consequences of decisions. Studies have shown that simulation games enhance problem-solving skills and help learners apply knowledge in practical settings (Crookall, 2010).

Example: The coach uses an online business simulation game where the coachee runs a virtual company. Throughout the game, the coachee makes decisions regarding marketing, production, and HR. The coach discusses these decisions during the coaching sessions, focusing on the long-term implications and strategic positioning, thereby enhancing the coachee’s decision-making skills.

3. SWOT Analysis

Teaching clients to perform a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis is a fundamental method to develop strategic thinking. This technique helps learners to systematically evaluate both internal and external factors affecting a subject or business, facilitating a strategic outlook for decision-making (Helms & Nixon, 2010).

Example: The coach and coachee work together to perform a SWOT analysis on the coachee’s current professional role or a project they are undertaking. They identify strengths to leverage, weaknesses to improve, opportunities to seize, and threats to mitigate. This exercise helps the coachee to strategically plan career development or project execution.

4. Scenario Planning

Scenario planning is a method that involves thinking about the future by exploring various plausible future contexts. It helps clients develop flexibility in their thinking and prepares them for unexpected changes and challenges. This method is particularly useful for enhancing strategic agility and is widely used in business strategy development (Chermack, 2011).

Example: The coach guides the coachee through a scenario planning exercise, where they discuss potential future career moves. They explore various scenarios, such as a promotion, a shift to a different industry, or starting a new business, considering potential challenges and opportunities in each scenario. This prepares the coachee to navigate career uncertainties strategically.

5. Mentoring and Role Modeling

Learning from experienced mentors who demonstrate strategic thinking in their decision-making processes offers practical insights and real-time learning. Role modeling is effective in teaching both the tacit and explicit aspects of strategic thinking, providing a live example of how to think and act strategically (Mumford, 2000).

Example: The coach shares personal experiences and examples of strategic decisions made in their career. By discussing the thought processes behind those decisions and the outcomes, the coach provides a model of strategic thinking. This method helps the coachee visualize how to apply similar strategies in their context.

6. Reflective Practice

Encouraging clients to engage in reflective practice is essential for developing strategic thinking. Reflection allows individuals to learn from their own experiences and from the outcomes of their decisions. Reflective practice helps learners understand the deeper implications of their actions and decisions on their goals and objectives (Schön, 1983).

Example: At the end of each coaching session, the coach asks the coachee to reflect on the session and write down the key lessons learned and how they can be applied to their work. This reflection helps the coachee consolidate their understanding of strategic thinking and recognize areas for further development.

7. Analytical Tools Training

Teaching analytical tools and techniques, such as PESTLE analysis, Porter’s Five Forces, and other strategic frameworks helps clients to dissect complex situations and environments. Understanding these tools equips them with the ability to assess various elements and factors that impact strategic decisions (Porter, 1980).

Example: The coach introduces the coachee to various analytical tools such as Porter’s Five Forces or PESTLE analysis. They then work together to apply one of these tools to analyze the coachee’s organization or a specific market the coachee is interested in. This trains the coachee in using structured frameworks to enhance strategic insight.

These methods are supported by a blend of academic theories and practical applications, making them effective in teaching strategic thinking. They prepare clients not only to assess their current environment but also to plan and act with a long-term perspective.

References

Chermack, T. J. (2011). Scenario Planning in Organizations How to Create, Use, and Assess Scenarios. (1st ed.). Berrett-Koehler Publishers.

Crookall, D. (2010). Serious Games, Debriefing, and Simulation/Gaming as a Discipline. Simulation & Gaming, 41(6), 898–920. https://doi.org/10.1177/1046878110390784

Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis – where are we now?: A review of academic research from the last decade. Journal of Strategy and Management, 3(3), 215–251. https://doi.org/10.1108/17554251011064837

Herreid, C. F. (2005). Using case studies to teach science. ActionBioscience. Retrieved from http://www.actionbioscience.org/education/herreid.html 

Mumford, M. D. (2000). Managing creative people: Strategies and tactics for innovation. Human Resource Management Review, 10(3), 313-351. DOI: 10.1016/S1053-4822(99)00043-1

Porter, M. E. (1998). Competitive strategy: techniques for analyzing industries and competitors: with a new introduction (1st Free Press ed). Free Press.

Schön, D. A. (1983). The reflective practitioner: how professionals think in action. Basic Books.

Online group supervision for coaches offers a platform to reflect, learn, and grow in their practice through shared experiences and peer support. Here are some activities that can be used in these sessions:

1. Case Studies: Coaches present real-life cases (with client confidentiality maintained) to discuss their approaches, challenges faced, and outcomes. Peers provide feedback and alternative strategies that could have been applied.
2. Role Play: This activity involves coaches acting out different scenarios to practice and refine their coaching techniques. Peers and supervisors observe and offer constructive feedback on communication style, questioning techniques, and handling of difficult situations.
3. Skill Building Exercises: Supervisors can introduce specific coaching skills, such as active listening or powerful questioning, and lead exercises where coaches practice these skills in breakout groups.
4. Peer Coaching: Coaches pair up to practice coaching each other. This not only helps in refining their coaching skills but also allows them to experience the role of a coachee, providing insight into how their clients might feel.
5. Reflective Journaling: Coaches are encouraged to keep a journal of their coaching experiences and reflections. Select entries can be discussed during the supervision to delve deeper into personal growth and understanding.
6. Group Discussion on Articles or Books: Pre-assign reading materials relevant to coaching theories or techniques. Use the group sessions to discuss the key takeaways, how they apply to the coaches’ practices, and any points of contention or confusion.
7. Feedback Sessions: Coaches take turns receiving structured feedback on their coaching style from their peers, guided by specific criteria provided by the supervisor to ensure constructive and useful comments.
8. Ethical Dilemmas: Discuss hypothetical or anonymised real scenarios that pose ethical questions or dilemmas. This can help coaches understand the ethical framework and think critically about how to handle complex situations.
9. Goal Setting Workshops: Focus sessions on setting professional development goals within the coaching practice. Peers help to refine these goals and suggest actionable steps to achieve them.
10. Mindfulness and Self-Care Practices: Start or end sessions with mindfulness exercises aimed at reducing stress and improving concentration. Discuss self-care strategies that coaches can use to maintain their well-being, which is crucial in the helping professions.
11. Review of Recorded Sessions: Coaches can share recordings of their coaching sessions (with client consent) for group analysis. This allows for detailed feedback on specific aspects of the coach’s technique, such as body language, tone, and the use of open-ended questions.
12. Theory Application: Assign a specific coaching theory or model for the group to study in advance. During the session, each coach can present how they have applied or could apply this theory in their practice. This helps integrate theoretical knowledge with practical application and stimulates discussion on various approaches.
13. Supervision Round Robin: In this activity, each coach briefly presents a current challenge they are facing in their coaching practice. The group then has a set amount of time to offer advice, resources, and strategies to address the challenge. This promotes collaborative problem-solving and peer learning.
14. Tool and Resource Sharing: Coaches share tools, resources, or digital platforms they find effective in their coaching practice. This could include apps, questionnaires, feedback forms, or articles. Sharing these resources helps coaches discover new methods and tools that they might not have encountered otherwise.
15. Guest Speaker Sessions: Invite an expert in a specific area of coaching or psychology to the supervision meeting to provide a lecture or workshop. This could cover topics such as advanced coaching techniques, new research in psychology relevant to coaching, or even business aspects of running a coaching practice. This enhances the learning experience by bringing external expertise into the group.
16. Shared Success Stories: Coaches take turns sharing their recent successes, detailing the strategies they employed and the outcomes achieved. This activity boosts morale and provides peers with replicable models of effective coaching practices.
17. Challenge the Coach: A coach presents a particularly tough coaching scenario they encountered, without revealing how they resolved it. The group then brainstorms potential solutions and approaches. Afterwards, the presenting coach shares their actual approach and results, allowing for a comparison and discussion of different strategies.
18. Cultural Competence Workshop: Focus on enhancing cultural competence among coaches by discussing different cultural dynamics that may affect coaching relationships. This could involve role-playing to handle culturally sensitive situations or discussing case studies that highlight cultural challenges.
19. Professional Development Planning: Facilitate a session where each coach develops or revises their professional development plan. Peers and the supervisor provide feedback and suggest resources that could help achieve these goals, such as courses, books, or certifications.
20. Interactive Webinars: Use webinars where coaches can interact with the content in real-time. Choose topics relevant to their needs and challenges, such as dealing with burnout, leveraging technology in coaching, or advanced coaching methodologies. This format can also include polls, Q&A sessions, and breakout rooms for small group discussions.

These activities not only support the development of coaching skills but also foster a community of practice where coaches can learn from each other and enhance their professional competence.

[Written and illustrated with the help of ChatGPT 4.]