| Course | HR410 Talent Development and Learning |
|---|---|
| Unit | Unit 4 |
| Paper type | Learning objectives set |
| Length | About 610 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Business Administration (Human Resources) |
| Updated | October 2026 |
Free sample paper for HR410 Unit 4
From Three Vague Aims to Seven Testable Objectives: A Unit 4 Learning Objectives Set
[Student Name]
Purdue University Global
HR410: Talent Development and Learning
Unit 4 Learning Objectives Set
[Instructor Name]
[Date]
Ridgemont Health Plan and its program are composite and illustrative; step numbers refer to the Unit 2 task analysis, and the sources cited are real.
Why the Original Aims Cannot Be Assessed
Understand the new membership system. Understanding cannot be observed, and the system has hundreds of screens, most of which the gap analysis showed are not the problem.
Be confident with other-coverage updates. Confidence is a feeling, worth measuring, but a representative can feel confident and still split a coverage period wrongly.
Reduce errors. This is a business result for the organization, not something a learner does by the end of a session.
Mager (1997) asks every objective to carry three parts, a visible performance, the conditions it happens under and a criterion for success, and each objective below has all three.
The Objectives
Each row gives the performance, conditions, criterion, the task step it serves and the assessment item.
Terminal objective. Given a member reporting other coverage that begins mid-month, the representative splits the coverage period, sets which plan pays first, selects the reason code and posts or routes the update, matching the audited result in 9 of 10 scripted cases with the coordination rules job aid available. Steps 4 to 10. Assessed by the ten-case final check.
Enabling 1. Given account notes, identify whether a split coverage period is needed, correct in 9 of 10 short scenarios. Step 5. Scenario set A.
Enabling 2. Given the details of both plans, determine which pays first using the job aid's rules for employee and dependent coverage, children covered by two parents' plans and Medicare, correct in 9 of 10 scenarios. Step 6. Scenario set B.
Enabling 3. Enter a split coverage period in the practice system with both date ranges correct, in 5 of 5 practice accounts. Step 5. Practice log.
Enabling 4. Select the correct reason code from the reorganized list of 22, in 9 of 10 cases. Step 7. Scenario set C.
Enabling 5. Route every update reaching back more than ninety days to a senior representative, in 10 of 10 cases. Step 10. Embedded in the final check.
Enabling 6. Explain to a member, in plain language, what will happen to claims already paid, meeting at least 3 of 4 checklist points in a role-played call. Step 12. Call checklist.
An objective earns its place only if a trainer could watch a representative and say, with the criterion in hand, whether it was met.
Why Criteria Differ
Most criteria are set at 9 of 10, matching the terminal standard. Routing, enabling 5, requires 10 of 10, because a missed routing reprocesses months of claims without review. The explanation objective uses a checklist because a member conversation has no single correct script.
Levels of Learning
The objectives move from recognizing and deciding, enablers 1, 2 and 4, to performing the full procedure, the terminal objective. Anderson and Krathwohl (2001) describe this as moving from understanding toward applying knowledge in context. Kraiger et al. (1993) distinguish cognitive, skill-based and affective outcomes, and these objectives are mostly skill-based, which is why most assessment is performance rather than recall.
Where the Other Two Aims Go
Confidence will be measured as an affective outcome in the evaluation, using a short self-efficacy scale before and after. Error reduction will be measured as a results-level outcome in the Unit 9 evaluation, against the 1.0 per hundred standard. Neither is an objective for the session itself.
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78(2), 311-328. https://doi.org/10.1037/0021-9010.78.2.311
Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction (3rd ed.). Center for Effective Performance.
What the HR410 Unit 4 assignment asks for
The fourth HR410 assignment asks you to write learning objectives for your program. Reproduce the aims you were given and explain why each cannot be assessed as written. Then write a terminal objective for the whole task and enabling objectives for its parts, each with a performance, conditions and a criterion, the task step it serves and the assessment item that tests it. Explain why criteria differ where they do. Show how the objectives build from simpler to fuller performance, citing a taxonomy or framework of learning outcomes. Say where aims that are not objectives belong, such as confidence or business results, in the evaluation plan. A short introduction followed by a table carrying most of the content is a common format, and seven objectives is a reasonable number for one procedure.
How this HR410 Unit 4 example is built
The sample quotes the three original aims and explains each flaw in a sentence, with a margin note, citing Mager's three parts. The terminal objective follows, then six enabling objectives with task steps and assessment items. The highlighted sentence states the test for an objective. A section explains why routing requires 10 of 10 and the call checklist 3 of 4. Anderson and Krathwohl and Kraiger and colleagues frame the progression from recognizing to performing, with a margin note on building toward the terminal objective. Confidence and error reduction move to the evaluation plan as affective and results measures.
Reading the HR410 Unit 4 grading rubric
The HR410 objectives set is graded on precision and alignment. Instructors expect the original aims to be critiqued, not ignored. Each objective should state an observable performance, realistic conditions and a measurable criterion. A terminal objective with enabling objectives shows structure. Linking each objective to a task step and an assessment item earns substantial credit because it makes the set testable. Justifying different criteria shows judgment. A taxonomy or outcome framework should explain the sequence. Placing non-objectives in the evaluation plan shows understanding of levels. Sources should be cited, and a grader should be able to scan the table and find any objective's criterion and assessment item without reading the prose around it.
Common HR410 Unit 4 mistakes, and how to avoid them
Many HR410 objectives use verbs such as understand, know or appreciate, which no one can observe. Others omit conditions, so it is unclear whether a job aid is allowed. Students often set the same criterion for every objective without asking what an error costs. Objectives are not tied to assessment items, so testing drifts. Business results are written as learner objectives. Critique the original aims, use observable verbs, state conditions and criteria, tie each objective to a step and an item, justify differences in criteria and move results and feelings to the evaluation. Bring your task analysis, and our team can help write the set.
Get an HR410 Unit 4 example written to your instructions
Aims, a task or a needs analysis: the Unit 4 materials usually supply one of these, and any will do alongside the rubric. Objectives with conditions, criteria and matching assessment items are written against it and returned in 24-48h. A first sample carries no fee, and every objective in it can be traced to a task step. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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HR410 Unit 4 questions, answered
Which objective format does the example use?
The three-part format associated with Robert Mager: performance, conditions and criterion. Some sections teach the ABCD model, which adds the audience explicitly; the example names its audience in the introduction instead of repeating it on every row. Either format produces the same observable statements, and the table layout adapts to whichever a rubric names.
Why is reducing errors not an objective?
Because it describes a result for the organization, not something a learner does at the end of instruction. The example moves it to the evaluation plan as a business measure, where the error rate is tracked after training. An objective has to be observable when the program ends; an error rate settles only months later.
Where can I find a free HR410 Unit 4 sample paper?
A complete HR410 Unit 4 learning objectives set is on this page, turning three vague aims into seven testable objectives for other-coverage updates.
Why does one objective require 10 of 10?
Routing an old update for approval must never be missed, because one miss reprocesses months of claims without review. The criterion reflects the cost of an error.
How many objectives should a set have?
Enough to cover the task and few enough to assess each one. One terminal objective for the procedure and about six enabling objectives for its parts is common.