Why is it important to think about thinking?
Key Takeaways 1. Metacognition, defined as “thinking about thinking,” enables employees to actively manage and improve their own learning processes at work. 2. Incorporating opportunities for reflection and encouraging employees to clarify their strategy creates deeper understanding and adaptability. 3. Support continuous self-directed learning and professional growth by providing job support tools such as checklists and self-assessment guides. 4. Organizations that model and promote metacognitive strategies develop resilient workforces that can thrive in changing environments.
Have you ever reread the same email three times before realizing you were distracted, or finished a training module and wondered, “Wait, what did I actually learn?” That moment of realization is the power of metacognition, one of the most powerful yet overlooked skills an employee can bring to the workplace.
Metacognition is generally defined as “thinking about thinking” and relates to the ability to plan, monitor, and evaluate one’s own learning process. In the workplace, this skill can be the difference between simply completing a training module and actually applying new knowledge to solve problems, adapt to challenges, and grow professionally.
In many ways, metacognition functions like a control panel for learning. Employees who use metacognitive strategies are better at identifying when they don’t understand something, choosing appropriate tactics to address gaps, and adjusting their approach when strategies aren’t working.
For example, imagine a new employee completes software training during onboarding. They can easily follow step-by-step tutorials and gain confidence until they are asked to generate a custom report for their team. At that point, they realized they remembered the clicks, but never stopped to see if they really understood the logic behind the system. Stop and reflect to recognize gaps, revisit training materials with alternative strategies, and practice applying steps in different scenarios. Without this metacognitive pause, you may continue to rely on memorization and struggle every time a task does not follow the tutorial exactly.
Self-regulated learning: teaching employees how to learn
Metacognition is especially valuable in workplace situations. Employees are faced with changing priorities, evolving technology, and complex team dynamics. No training program can cover every possible scenario, so learners must develop the ability to manage their learning in real time. By teaching employees not only what to learn but also how to learn, organizations make their employees resilient and adaptable.
Another important aspect of metacognition is its role in self-regulated learning, where employees actively manage their own growth by setting goals, monitoring progress, and adjusting strategies as needed. Research shows that learners who reflect on their thinking tend to set more accurate goals, evaluate their understanding, and feel more in control of their own growth. This sense of ownership supports persistence, especially in the face of challenges at work. For example, employees learning a new software system may initially struggle with its advanced features. By considering what they already know, identifying areas of difficulty, and testing different approaches, employees can adjust their learning process and are more likely to master the system compared to employees who passively follow instructions.
Supporting metacognition in workplace learning does not require an overhaul of existing programs. Incorporating moments of reflection before, during, and after training helps normalize the idea that learning is an active, self-regulated process. Here are some tips to support metacognition in workplace learning.
Model metacognitive strategies
One of the most effective ways to build metacognitive skills is for facilitators to model them directly. Talking about your own thought processes during training sessions allows you to see things that are difficult to see in professional practice. For example, when solving a workplace challenge, set specific goals, track your progress, and reflect on what went well and what could be improved. This approach not only shows employees what the actual strategy is, but also normalizes the idea that reflection and adjustment are essential to successful performance.
Reflection checkpoint integration
Learning is more powerful when employees have space to stop and assess their understanding. Incorporating reflective checkpoints during training allows participants to monitor their learning in real time. Simple prompts such as “What do you understand better so far?” or “What areas do we need to revisit?” Coach your employees to assess their progress and identify gaps. These micro-reflections prevent passive participation, encourage active participation, and allow learners to continually evaluate content and deepen their understanding.
Encourage learners to verbalize strategies
Encouraging employees to clearly communicate how they approached a task, not just what the outcome was, fosters a deeper awareness of learning. For example, once your group completes a case scenario, ask participants to share the steps they took to analyze the problem, the resources they relied on, and any adjustments they made along the way. Hearing different approaches helps employees understand that there is no one “right” path to success. This practice fosters a culture where reflection and process are valued as much as results.
Providing employment support
Providing work assistance to employees expands metacognitive practices. Tools such as checklists, reflection prompts, and self-assessment guides provide learners with a framework to independently monitor and evaluate their progress. Job Aid makes self-reflection habitual and sustainable, supporting employees to become self-directed learners who can adapt to the workplace and continually grow. The following table provides example questions to consider when planning your next L&D initiative.
Stages of learning Before learning Questions to support learning at work What do I already know about this topic? What is the goal of this training? During learning Does this make sense? What strategies am I learning? Do I need to slow down? Do I need clarification on a particular topic? After learning Can you explain this concept without relying on a guide? How do I apply this to my work? What resources do I need to apply this to my work?
When organizations encourage learners to plan, monitor, and evaluate their thinking, training moves from a one-time event to a continuous development cycle. By modeling strategies, incorporating reflection, facilitating dialogue, and providing job assistance, training professionals can help employees master the skills of learning itself.
Build a more skilled and adaptable workforce
Looking for more strategies to increase learner engagement and retention? Check out our recent discussion with Kyle Steer, Chief Human Resources Officer at Litmos, and Michael Rochelle, Chief Strategy Officer at Brandon Hall Group. Mastering Learning and Retention: Strategies for a Skilled and Adaptable Workforce examines:
Proven ways to keep your employees engaged and empowered to grow Steps to building a thriving learning ecosystem How continuous learning drives retention and adaptability
Watch the webinar replay here.
litmos
Litmos develops learning solutions for top-performing companies, including an AI-powered LMS, comprehensive content collection, and services that support their success. 30 million people around the world trust Litmos to train their employees, customers, and partners.
First published at: www.litmos.com
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