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Tempered radicalism as an approach to revisiting indigenous forms of critical human resource development

Emmanuel Osafo (Washington State University Extension, Benton Franklin Counties, Pasco, Washington, USA)
Robert Mayfield Yawson (School of Business, Quinnipiac University, Hamden, Connecticut, USA)

European Journal of Training and Development

ISSN: 2046-9012

Article publication date: 26 October 2020

Issue publication date: 12 May 2021




The purpose of this study is to present a conceptual framework to guide the design, development, implementation and evaluation of education and human resource development (HRD) efforts in Ghana.


This paper draws on the concept of a tempered radical approach to provide a framework for a critical HRD (CHRD) and explore ways by which this view can contribute to developing HR who possess the requisite tools and character to function efficiently in the 21st century and beyond. This paper followed a multidisciplinary integrated literature review approach. This paper also reviewed relevant models and theories that align with the goals of this research to provide a broader view of the problems with HRD in Ghana and to help develop a framework that seeks to provide a sustainable guide for those involved in HRD activities in Ghana.


A positive outcome from the synergistic alignment between modern science and indigenous ecological knowledge moderated by the principles of CHRD will result in economic growth and development. HRD’s contribution to economic growth and development and its consequential benefit to the actors will depend on how best CHRD goals are accomplished.

Practical implications

The mediating role of the tempered radicalism will help modify the swiftness with which education and HRD programs are executed in Ghana.


This paper presented the tempered radicalism approach as the quintessential model for education and HRD initiatives in Ghana. The application of tempered radicalism in HRD literature is novel.



Osafo, E. and Yawson, R.M. (2021), "Tempered radicalism as an approach to revisiting indigenous forms of critical human resource development", European Journal of Training and Development, Vol. 45 No. 2/3, pp. 259-283.



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