Incompetency training: Theory, practice, and remedies
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NOTICE: This is the author’s version of a work that was accepted for publication in Journal of Business Research. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Business Research, Vol. 65, Issue 3. (2012). http://doi.org/10.1016/j.jbusres.2011.10.025
“Incompetency training” includes formal and informal instruction that consciously (purposively) or unconsciously imparts knowledge, attitudes, beliefs, and behavior (including procedures) that are useless, inaccurate, misleading, and/or will lower performance outcomes of the trainee versus no training or training using alternative training methods. “Imparts” in the definition refers to exposing a trainee to incompetency training; such exposure is not a guarantee that the training increases the trainee's incompetence. This editorial is to stimulate research interest among scholars in incompetency training theory, evidence, and the efficacy of remedies. The editorial offers an early workbench model of incompetency training theory. The theory includes the proposition that executives and associates in firms, academia, and government organizations consciously as well as unknowingly offer incompetency training in many contexts. Increasing trainees' vigilance and ability to recognize exposure to incompetency-training may help trainees to decrease the effectiveness (impact) of exposures to incompetency training—advancing incompetency training theory and knowledge of incompetency training practice may be necessary conditions for remedying negative outcomes that follow from trainees receiving such training. Available evidence supports the first proposition and, to a limited extent, the second proposition.
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