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HRD3601 ASSESSMENT 6 SEMESTER 2 2024
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- University Of South Africa (Unisa)
HRD3601 ASSESSMENT 6 SEMESTER 2 2024
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SEM 2 2024 HRD3601 ASS 6 2024 SEM 2 2024DISCLAIMER
The HRD3701 2024 SEMESTER 2 ASSIGNMENT 6 GUIDE IS A PRODUCT OF INTERNAL
AND EXTERNAL RESEARCH THAT INCLUDES THE STUDY GUIDE, PRESCRIBED
TEXTBOOK, AND OTHER AUTHENTIC SOURCES.
NB: Students must not copy and paste. For clarity, students are free to call on the
provided number and/ email.
,SEM 2 2024 HRD3601 ASS 6 2024 SEM 2 2024
Table of Contents
Question 1 .................................................................................................................... 3
Question 2 .................................................................................................................... 6
QUESTION 3 ............................................................................................................... 12
Ethical Leadership in the King III Report ........................................................................ 12
Corporate Citizenship in the King III Report ................................................................... 13
Influence on HRD Governance and Ethics ..................................................................... 14
References ................................................................................................................. 16
, SEM 2 2024 HRD3601 ASS 6 2024 SEM 2 2024
Question 1
1.1 “People are the lifeblood of the organisation, and this Hs provided the impetus
for many challenges in terms of skills, training and development” (Charlotte
Mokoena VP: HR, Sasol). Provide the differences between Content Based
Education (CBE) and (OBET) and identify the advantages and disadvantages of
both systems in table format. (25)
In today’s dynamic organizational landscape, effective training and development of
human resources are essential for sustaining competitive advantage. Charlotte Mokoena,
VP of HR at Sasol, aptly states, "People are the lifeblood of the organisation," highlighting
the critical role that skilled individuals play in achieving organizational goals (Mokoena,
2022). To enhance workforce capabilities, organizations often choose between various
educational frameworks, with Content-Based Education (CBE) and Outcomes-Based
Education and Training (OBET) being two prominent approaches. This report provides a
detailed comparative analysis of CBE and OBET, discussing their key differences,
advantages, and disadvantages, supported by contemporary examples and relevant
literature.
Differences between Content-Based Education (CBE) and Outcomes-Based
Education and Training (OBET)
1. Definition and Focus
Content-Based Education (CBE) centres on delivering a predetermined body of
knowledge and skills to learners. The primary goal is to ensure that learners acquire a
thorough understanding of the subject matter, which is often standardized across different
educational contexts (Smith, 2019). On the other hand, outcomes-Based Education and
Training (OBET) shifts the focus toward the competencies and skills that learners are
expected to demonstrate upon completion of a course or training program. This approach
emphasizes learner performance and the practical application of knowledge (Brown,
2021).
2. Structure and Flexibility
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