Strategic Thinking and Learner Autonomy Levels Among Senior Military Leaders
Open AccessStrategic Thinking and Learner Autonomy LevelsAmong Senior Military LeadersThis quantitative, correlational study investigated the relationship between strategic thinking and learner autonomy levels in a population of newly promoted military generals, admirals, and civilians attending a professional development course using the Strategic Thinking Questionnaire and Learner Autonomy Profile-Short Form instruments. Strategic thinking was defined as metacognitive skills of systems thinking, reframing, and reflection, which "enable leaders to recognize patterns, interdependencies, and make consequential decisions" (Pisapia, Ellington, Toussaint, & Morris, 2011, p. 2). Learner autonomy was described as a state in which optimal learning occurs because the learner is able to strike a balance between learning independently and seeking help when required (Confessore, 2004). This study found a close relationship between learner autonomy and strategic thinking among experienced senior military and civilian leaders. It also provided empirical evidence to support Kahneman's (2011) assertion that mature and experienced adults tend to have difficulties switching attention "across multiple perspectives, frames, mental models, and paradigms" (Pisapia et al., 2011, p. 3). Furthermore, the findings lend support to the likelihood that individual learners develop their learner autonomy behaviors in a systemic fashion. Lastly, the positive and close relationship between the reflective process and learner autonomy found in this study support the notion that reflection is an essential part of learning in general and learner autonomy in particular.
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