Metacognition in Workplace Learning: Why Thinking about Thinking Matters

Key Takeaways:

Metacognition, defined as “thinking about thinking,” empowers employees to actively manage and improve their own learning processes at work.

Embedding reflection opportunities and encouraging employees to articulate their strategies leads to deeper understanding and adaptability.

Providing job aids, such as checklists and self-assessment guides, supports ongoing self-directed learning and professional growth.

Organizations that model and promote metacognitive strategies foster a resilient workforce capable of thriving in changing environments.

Have you ever caught yourself rereading the same email three times before realizing your mind had wandered, or finishing a training module only to wonder, Wait, what did I actually learn? That moment of awareness is metacognition in action, and it’s one of the most powerful yet overlooked skills employees can bring to the workplace.

Metacognition, commonly defined as “thinking about thinking,” involves the ability to plan, monitor, and evaluate one’s own learning processes. In the workplace, this skill can be the difference between simply completing training modules and actually applying new knowledge to solve problems, adapt to challenges, and grow professionally.

In many ways, metacognition acts like the control panel of learning. Employees who use metacognitive strategies are better at identifying when they do not understand something, selecting appropriate tactics to address gaps, and adjusting their approach when strategies are not working.

For instance, imagine a new employee completing software training during their onboarding. They breeze through the step-by-step tutorial and feel confident until they are asked to generate a custom report for their team. At that point, they realize they memorized the clicks but never stopped to check if they truly understood the logic behind the system. By pausing to reflect, they recognize the gap, revisit the training materials with a different strategy, and practice applying the steps in various scenarios. Without that metacognitive pause, they might continue relying on rote memorization and struggle every time a task doesn’t follow the tutorial exactly.

Self-Regulated Learning: Teaching Employees How To Learn

The workplace context makes metacognition especially valuable. Employees face shifting priorities, evolving technologies, and complex team dynamics. No training program can cover every possible scenario, so learners must develop the capacity to manage their own learning in real time. By teaching employees not just what to learn but how to learn, organizations equip them with resilience and adaptability.

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 precise objectives, evaluate their understanding, and feel more in control of their development. This sense of agency supports persistence, especially when facing workplace challenges. For example, an employee 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 regulate their learning process, increasing the likelihood of mastering the system compared with employees who passively follow instructions.

Supporting metacognition in workplace learning does not require a complete overhaul of existing programs. Embedding 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. By narrating your own thought process during a training session, you make visible what is often invisible in expert practice. For instance, when solving a workplace challenge, you demonstrate how you set a specific goal, check your progress, and then reflect on what worked and what could be improved. This approach not only shows employees what strategies look like in action but also normalizes the idea that reflection and adjustment are integral to successful performance.

Integrate reflection checkpoints

Learning becomes more powerful when employees have space to pause and take stock of their understanding. Building in reflection checkpoints during training helps participants monitor their own learning in real time. Simple prompts such as “What is one thing I understand well so far?” or “What is one area I need to revisit?” guide employees to evaluate progress and identify gaps. These micro-reflections prevent passive participation and promote active engagement, ensuring that learners continually assess and refine their grasp of the material.

Encourage learners to verbalize strategies

Encouraging employees to articulate how they approached a task, not just what the outcome was, fosters deeper awareness of learning. For example, when a group completes a case scenario, ask participants to share the steps they took to analyze the problem, the resources they relied on, or the adjustments they made along the way. Hearing different approaches allows employees to see that there is no single “correct” path to success. This practice cultivates a culture where reflection and process are valued as much as results.

Provide job aids

Providing employees with job aids extends metacognitive practice. Tools like checklists, reflection prompts, or self-assessment guides give learners a framework for independently monitoring and evaluating their progress. Job aids make reflection habitual and sustainable, supporting employees in becoming self-directed learners who can adapt and grow continuously in the workplace. The following table provides examples of questions to consider as you plan your next L&D initiative:

Stage of Learning	Questions to Support Workplace Learning
Before Learning	What do I already know about this topic? What is my goal for this training?
During Learning	Does this make sense? What strategies am I learning? Do I need to slow down? Do I need clarification on specific topics?
After Learning	Can I explain this concept without relying on a guide? How will I apply this on the job? What resources do I need to apply this to my job?

When organizations encourage learners to plan, monitor, and evaluate their thinking, training shifts from a one-time event into an ongoing cycle of development. By modeling strategies, building in reflection, encouraging dialogue, and providing job aids, training professionals can help employees master the skill of learning itself.

Build a More Skilled, Adaptable Workforce

Looking for more strategies to boost learner engagement and retention? Watch my recent discussion with Litmos Chief People Officer, Kyile Stair, and Brandon Hall Group’s Chief Strategy Officer Michael Rochelle. In “Mastering Learning and Retention: Strategies for a Skilled, Adaptable Workforce,” we explore: