Increasing complexity in socio-technological systems of domains such as aviation, aerospace, and the military gives rise to equally complex problems. Solving these complex problems requires the collaborative efforts of teams who are able to not just integrate their collective knowledge, but also to monitor and regulate their collective problem solving performance. Unfortunately, current training practices have not yet been developed to promote the metacognitive processes necessary for teams to successfully solve problems in these complex domains. In this paper, we outline a theoretical framework based on the systematic use of metacognitive prompting to improve collaborative problem solving. Our goal is to explicate a theoretically and empirically grounded instructional strategy with testable propositions in support of the development and empirical evaluation of training for complex problem solving.
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