| Course | HR410 Talent Development and Learning |
|---|---|
| Unit | Unit 5 |
| Paper type | Program design outline |
| Length | About 580 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 5
Six Seat Hours, Four of Them Practice: A Unit 5 Program Design Outline for Other-Coverage Updates
[Student Name]
Purdue University Global
HR410: Talent Development and Learning
Unit 5 Program Design Outline
[Instructor Name]
[Date]
Ridgemont Health Plan and its program are composite and illustrative; objectives refer to the Unit 4 set, and the sources cited are real.
The Design Principle
The gap analysis showed recent hires cannot perform three changed steps even with the guide open. That is a procedural skill, and procedural skill is built by doing the procedure with feedback. The outline therefore keeps explanation short and spends most of the time on practice that grows harder in steps.
The Outline
Each row gives the objectives addressed, minimum content, practice activity, feedback source and assessment.
Session 1, two hours. Coverage periods and the split screen. Objectives: enablers 1, 2 and 3. Content: twenty minutes on why the order of payment matters and the job aid's rules. Two fully worked examples on screen. Practice: six cases in the practice system, each requiring a decision on splitting and on which plan pays first. Feedback: the practice system shows whether the claims would pay correctly, and the trainer reviews any mismatch. Assessment: scenario sets A and B.
Session 2, two hours. Reason codes and the approval threshold. Objectives: enablers 4 and 5. Content: fifteen minutes on the reorganized code list. Partly worked examples in which one solution step is removed at a time until the learner completes the whole case. Practice: eight cases with a coach circulating. Feedback: the coach checks reasoning, not only the answer. Assessment: scenario set C.
Session 3, two hours. Mixed cases in a scripted call. Objectives: the terminal objective and enabler 6. Practice: cases of every type in random order, each inside a scripted member call with a trainer playing the member. Feedback: the trainer debriefs each call. Assessment: the ten-case final check.
Follow-up 1, day 5 on the job. Two cases from the case bank sent to each representative's queue, graded by the quality analyst.
Follow-up 2, day 15. Two more cases, with feedback from the team lead.
Why Worked Examples, Then Fading
People new to a procedure pick it up faster from studying fully solved cases than from attempting cases cold, and they move to independent solving best when example steps are removed gradually. Renkl and Atkinson (2003) describe this fading as a way to manage cognitive load during the shift from studying to doing. Session 2 applies it directly.
Why Mixed Cases
Session 3 mixes case types in random order, so learners must decide which procedure applies before applying it, as they will on live calls. Rohrer and Taylor (2007) found that shuffled practice produced better later test performance than practice blocked by problem type, even though it felt harder during practice.
Practice that feels easy in the session often fades by the first live call, so the design makes learners choose the procedure, not only follow it.
Feedback at Every Stage
In the review by Hattie and Timperley (2007), feedback did most good when it spoke to the work and the method behind it, and least when it praised or criticized the learner. Each stage's feedback therefore names what was entered and why it was right or wrong.
Materials
A case bank of thirty graded updates with audited answers. Practice accounts in the training copy of the system. The coordination rules job aid, one page. Scripts for twelve member calls.
References
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38(1), 15-22. https://doi.org/10.1207/S15326985EP3801_3
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481-498. https://doi.org/10.1007/s11251-007-9015-8
What the HR410 Unit 5 assignment asks for
Unit 5 of HR410 asks you to outline the design of your program. State the design principle that follows from your gap analysis, such as practice for a procedural skill. Build an outline table with sessions and follow-up points down the side, and columns for objectives addressed, minimum content, practice activity, feedback source and assessment. Explain the sequence of practice, such as worked examples, faded examples and mixed cases, citing research on how each supports learning. Describe what feedback says at each stage, not only when it occurs. Include practice after the program on the job. List the materials needed. Show how the design spends most of its time on practice if the skill is procedural. About four pages centered on the outline table is a common format for this design outline.
Inside the HR410 Unit 5 example
The sample states that a procedural skill needs practice with feedback. The outline shows three two-hour sessions and two follow-ups, each with objectives, content, practice, feedback and assessment, and a margin note explains placing practice on the job. Renkl and Atkinson support fading worked examples in session 2. Rohrer and Taylor support mixing case types in session 3, as the highlighted sentence explains. Hattie and Timperley inform feedback that names what was entered and why, with a margin note tying feedback content to evidence. Materials include a thirty-case bank, practice accounts, a one-page job aid and twelve call scripts.
Where the points sit in the HR410 Unit 5 rubric
HR410 instructors grade the design outline on alignment and on use of learning research. Each session should address named objectives with practice and feedback. A sequence that moves from supported to independent practice earns credit when it is justified with research. Mixing case types shows understanding of how skills are used on the job. Feedback should be specified in content, not only timing. Practice after the program shows awareness of forgetting. The share of time spent on practice should match the kind of skill. Materials should be listed. Research should be cited accurately, and the outline should be usable by the person who will develop the sessions without further explanation.
HR410 Unit 5 help: mistakes that cost points
Many HR410 design outlines list topics in order and leave practice for the end of each session. Others build practice blocked by type, so learners never decide which procedure applies. Students often promise feedback without saying what it will address. Follow-up after the program is missing. Materials are vague. The share of time on explanation exceeds the share on practice for a procedural skill. State a design principle, build the outline table, sequence practice from worked to faded to mixed, specify feedback, add on-the-job follow-up and list materials. Share your objectives, and our team can help outline the sessions.
Get an HR410 Unit 5 example written to your instructions
Objectives written in an earlier unit make the outline traceable. Forward them together with the program design instructions and rubric; within 24-48h the sessions come back sequenced, practice graded and feedback placed. The first request is free of charge. The learners described are composite, and seat hours are budgeted in a small table. 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.
More HR410 papers and BS in Business Administration (Human Resources) samples
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- HR410 Unit 8: Seminar Reflection
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HR410 Unit 5 questions, answered
Does the outline include the materials themselves?
It lists and describes them, including the case bank, practice accounts and job aid, without reproducing every case. A design outline is a plan for development, and most sections expect the structure rather than finished materials. Where a rubric asks for a sample activity, one worked case fits in an appendix without changing the outline.
Where can I find a free HR410 Unit 5 sample paper?
This page holds a full HR410 Unit 5 program design outline for other-coverage updates, with three practice-heavy sessions and two follow-ups on the job.
What is a faded worked example?
A solved case with one step removed at a time, so learners complete more of the procedure on each case until they can work it alone.
Why mix case types in the last session?
Members' calls arrive in no set order, so representatives must first decide which procedure applies. Mixed practice trains that choice as well as the steps.
Why include follow-up cases after the sessions?
Spacing practice over days helps skills last, and cases on the job give feedback at the moment the skill is used for real.