Purpose -The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach -A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings -TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications -Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications -This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value -This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.

PurposeThe impostor phenomenon (IP) is a psychological cycle experienced by individuals who, despite successes, are plagued by self-doubt and a concern of being identified as fraudulent. IP research is typically focused on the psychological well-being of those who experience IP, examining antecedents and outcomes of IP. Research on organizational impact is limited with few studies examining IP’s influence on leadership practices. The purpose of this paper is to discuss IP and explore the value of mitigating IP’s negative effects with a view to developing a conceptual model that illustrates IP in context with leaders.Design/methodology/approachUsing a scoping literature review methodology, this paper draws on identity theory to explore and discuss the relevance of IP to organizations and leadership practice.FindingsFollowing a review of relevant literature, the authors propose a conceptual model that illustrates IP’s impact on organizational leaders’ capacity to practice leadership due to conflicting identity standards and diminished self-efficacy. Implications for organizational leadership development as well as leadership practice, theory, and research are discussed.Research limitations/implicationsThis paper is a theoretical analysis, not an empirical study, however, it presents a conceptual model that provides perspective on IP and its relevance to leadership as well as the organizational value of and suggestions for mitigating IP.Originality/valueA greater understanding of IP and IP’s potential consequences on leadership in the workplace may contribute to organizational interventions that mitigate IP's impact on leaders and the organizations they serve.

Purpose The purpose of this study is to describe one advanced manufacturing company’s efforts to build a channel of skilled workforce by developing an apprenticeship programme with high schools. Design/methodology/approach Using a qualitative case study approach, the authors interviewed the members of the organisation to gain insights into opportunities and challenges they faced in addressing their skills needs. Findings The analysis showed that the collaboration and commitment of stakeholders were essential to the success of the programme. Furthermore, flexibility in employer’s expectations to allow for career progression was critical to motivating students to continue in the programme. A positive impact of the programme on overall employee morale and organisational culture was revealed. Research limitations/implications Although the findings may be relevant to other similar organisations, they may have limitations in their applicability to other contexts. Practical implications The study holds promise for the field of human resource development, as practitioners and scholars can benefit from the renewed interest in youth apprenticeship to identify how their activities within and outside of the organisation can build and retain the human capacity needed for organisational performance and competitiveness. Originality/value Employer–education partnerships have been touted as a solution to the skills gaps in industries. However, there is very little literature on employer-initiated apprenticeships focused on youth in the USA. Industry–education apprenticeship programmes offers employers an opportunity to address the skills problem in ways that meet their need.

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Globally, e-learning has experienced extraordinary growth as a resourceful and efficient means of enhancing workforce development worldwide. Clark and Mayer (2011) describe e-learning as instruction or training delivered on a digital device such as a computer or mobile device that is intended to support individual learning or organizational performance goals. Furthermore, e-learning may employ an asynchronous design for self-study as well as instructor led synchronous design. Typically e-learning supplies or transmits multimedia curriculum on CD-ROMs, local internal drives, or servers on the Inter and/or Intranet.As a medium for learning, e-learning has grown out of the traditional distance education movement. The use of elearning however, varies in practice; from the established use of the Internet and learning management systems such as Blackboard©, virtual classrooms and personal computers, to basic but innovative methods that include mobile learning and infographic dashboards. As such, recent enhancements in technology have helped make technology- AbstractThe implementation of e-learning as a strategy has risen exponentially over the last 20 years as more adults use this medium to enhance their skills and acquire knowledge. The utilization of technology offers significant advantages to both learners and organizations in terms of cost, time and rich learning content. E-learning has been widely adopted in the western world, and companies and organizations in developing countries are increasingly taking advantage of e-learning tools to support education and skill upgrade of their workforce as a mechanism to compete in an increasingly global economy. E-learning has taken root in several African countries with the explosion of communications tools, internet and mobile technology. This perspective on practice addresses three key issues of e-learning in Africa (a) the adoption of e-learning in developing African countries, (b) the available e-learning resources and practices, and (c) the implications of e-learning on workforce training and development.