Metacognition: Importance for Leadership and Scholarly Practitioners

By
Kelvin Olukoju
Abstract
In a reservoir of metacognitive experience and knowledge resides cognitive processes that is
important to scholarly and leadership development.
This paper addresses the importance and the effect of metacognition in learning and problem
solving in relation to leadership and progress monitoring.

Introduction
Metacognition was defined by Flavel, J. H. (1979) as a reservoir of metacognitive experience and
metacognitive knowledge. Metacognitive experiences which is also known as metacognitive
regulations is part of the acquisition of knowledge about cognitive processes. Metacognitive
knowledge is both the knowledge acquired about and also used to control cognitive processes.
Metacognitive, having a higher level of thought order is described as knowledge of knowledge in
relation to problem solving and learning. Being known as cognition of cognition by another school
of thought, metacognition reveals the capability of a doctoral practitioners knowledge of his
thought level and its effect on his work. One must not also overlook how this thought affect his
next-line-of-action decision and his assessment of progress monitoring in relation to his
evaluation of if an action is complete or not.
Thus, a scholar practitioner is able to think more critically as he is continuously aware of his
thinking.

A Look into Reflexive Critique

The position of Antonacopoulou, E. P. (2004) that critique of identity and critique of simplification
are the backbones of reflexive critique, should be considered.
There is a need to highlight that learning process should not stop at MBA (Masters in Business
Administration) but rather go beyond it. This is indirectly emphasized in reflexive thinking
process. According to Antonacopoulou, E. P. (2004) political and social dynamics can be fully
captured through critique of simplification. Some examples of these dynamics can be found in
complexity of management which are regarded as cross-functional. Moreover, these dynamics
are often untouched by the models and processes of other management. Thus we have a rather
prioritized context and nature nurtured complexity.

Antonacopoulou, E. P. (2004) makes us understand that the interactions of patters of thought

and emotions of a doctoral practitioner elevates the reciprocity and importance of critique of
identity. Thus, the subjectivity of a doctoral practitioner is a pivot that critique of identity uses to
analyse workplace-based issues. Nevertheless, these problems must be real and also relate to a
scholar practitioner pattern of thoughts. Here self is a central element and the fears and anxieties
of an action researcher are overcome with emotional support.
Reflexive critique is an emotional and cognitive process which should be seen by organisation
management as an explicit problem solver of an interrelationship between social practices and
social actors in workplace location. Thus, Mumford, M.D., Zaccaro, S.J., Harding, F.D., Jacobs, T.O.
& Fleischman, E. A. (2002) propose reflexive critique as an integral part of being critical. They
posit that the ability of the top management in organizational problem solving is entrenched in
an effective leadership. Thus we find a matrix of knowledge, skills, and leadership capabilities.
There is always an inequality of powers and emancipation which a leader should look beyond in
exploring criticality in restructuring of an organisation and business process automation. In the
application of criticality to the organizational restructuring and business process automation, an
action researcher should be available to reflexively question his own subjectivity (whether it is an
insightful thinking) and any other subjectivity. A reflexive criticality should be applied on the
insightful thought on the process of emancipation.
There are always different characteristics approach of leaders in solving a complex organizational
social problems. This approaches are often influenced by a scholar practitioner career experience.
It is important that in restructuring an organisation and in business process automation managers
should be placed on their career experiences. There is a question one must ask or to better put
it, a tempered radical must put forward in an organisation: how did some managers that lack
career and managerial experience get to their positions?
Attainment of social goals, leadership explicit theory development can be achieved by a leaders
positive influence on his staff and colleagues. This can only be achieved through the application
of career experience. Thus, the evolution of skills and metacognition is a function of career
experience and each manager should use a reflexive criticality to question their career experience
to put them on the right lane.
The requirement of organizational leadership performance are maintenance of group and
accomplishments of task. Requirements of performance is a function of demands and time
restrictions in relation to higher demands and short time. It is also a function of restrictions of
stakeholders where solutions proposed by management are consensus-built. Mumford, M.D et
al (2002).

External Resources in Support of Critical Reflexive

Byrne, M. (1994) reveals that reflexive critique makes a provision of benefits on the analysis of
management systems. Thus, giving a direction to a deeper and effective knowledge of the issues
management face on a day to day basis. This effective knowledge is helped by deep, disciplined,
reflective thinking and reasoning. In view of this, a scholar practitioner must consider the
constructiveness of arguments and the validity and justification of claims. Gold et al. (2002)
The involvement of reflexive critique in a daily organizational system gives room to individual for
consideration of issues or problems intensively and analyticaly for provision of knowledge and
guidance to make right decisions.
It is important to mention here that reflexive critique makes available a framework that constitute
a mixture of an organisations existing structure and the programmed knowledge especiallyin the
evaluation of political, cultural, and social factors Chaffee, J. (1997).

New Insights for Scholarship and Practice

1. The application of Capability Models in the study of leadership is important because
focusing only on the behavioural-based metrics of leadership is quite impossible and
counterproductive. Metrics of leadership should include skills, knowledge, and
capabilities. Experience and education, skills and knowledge are mutually inclusive.
Ackerman, P.O. (1992).
2. A focus on the long-term effects of influence of leadership should be considered more
than the short and present influence. A seemingly quick solution to a problem may have
a long-term influence which is detrimental.

Conclusion
A doctoral practitioner needs to understand his thoughts and their effects on his work. This can
be effectively achieved through the use of the process of reflexive critique. Some innovations of
framework solutions are also brought about through time-imposed restrictions and the resultant
demands of leadership. The application of critical thinking and reflexive critique in organisation
processes brings a lot of benefits to learning sets, individuals and organisation.
However, it should be noted that reflexive critique serves a purpose of solution-refinement of
some potential solution of organizational based issues. It also provides a framework for the
reexamination of programmed knowledge.

The interactions between patterns of thinking and emotions are often explored by identity
critique. A doctoral practitioner should be armed with this knowledge to question his subjectivity
during problematisation process. This will go a long way to help his organizational influence when
he learns to tackle problems in a right manner and context. Antonacopoulou, E. P. (2004)

References
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Chaffee, J. (1997) Thinking Critically (5th Ed). Boston: Houghton Mifflin Company.
Flavell, J. H. (1979). Metacognition and cognitive monitoring:
cognitivedevelopmental inquiry. American Psychologist, 34, 906-911.

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