"Mastering the Mind: A Journey Through Metacognition"

Metacognition The term metacognition literally means 'above cognition', and is used to indicate cognition about cognition, or more informally, thinking about thinking or thinking beyond

Metacognition involves being aware of how you think, learn, and solve problems. Essentially, metacognition encompasses the ability to reflect on and regulate cognitive processes to improve learning and problem-solving abilities.

By developing metacognitive skills, one can become more effective learner, critical thinker, and decision-maker.

Below are the various phase vise learning, leaders can adopt for reflection of their effective guidance and growth

Planning - Leaders must consider

1. What is the objective for leading/driving a certain assignment task /program?
2. What prerequisites or prior knowledge does the team or I require?
3. What timelines are we aiming to achieve?
4. What are the metrics for success ?

Monitoring - Leaders should contemplate

1. Is the project or program progressing according to the identified milestones and metrics?
2. Do we need to address any obstacles or pivot towards alternative solutions and remedies?
3. Should we consider adjusting the scope or revising timelines in response to unforeseen challenges?

Evaluation - Leaders need to ponder

1. Have we attained the desired outcomes as measured by various metrics?
2. Does the solution adequately address all aspects of the problem, or are there lingering issues?
3. Can the lessons learned be shared and replicated across different programs?
4. What aspects of our strategy can be improved upon in retrospect?

Let me tell you about an experience from my journey about two years ago where practicing metacognition made a significant difference for me.

So There was a discussion about our distributed team's assignments for upcoming year at an offsite.

I impulsively volunteered for 4 out of 6 programs, driven by my eagerness and energy. While there were 3 other leaders besides me in that call looking for workload distribution. However, upon reflection later on, I realised, this decision was influenced my own enthusiasm. I neglected to consider the workload distribution among my colleagues and the potential strain it could have on my work-life balance. 

Through introspection which now I know its called metacognition, I recognised the need for a more balanced approach. I learned to prioritise tasks based on capacity and take on sequentially, rather than taking on multiple responsibilities at once. 

This shift in mindset not only improved own well-being but also fostered a more collaborative and equitable team environment. 
By pacing myself and seeking input from others, I contributed more effectively to our team's success hence.
        

References:

https://tll.mit.edu/teaching-resources/how-people-learn/metacognition/

https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition

https://cft.vanderbilt.edu/guides-sub-pages/metacognition/