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.