| Course | C210 Management and Leadership Capstone |
|---|---|
| Task | Task 3 |
| Paper type | Executive presentation |
| Length | About 900 words, 2 pages |
| Format | APA 7 |
| School | Western Governors University (WGU) |
| Program | MBA |
| Updated | September 2026 |
Free sample paper for C210 Task 3
Our Best Nurse Became Our Newest Manager, Then Left: Presenting the Frontline Leadership Program to the Executive Team of a Composite Regional Hospital
Student Name
School of Business, Western Governors University
C210: Management and Leadership Capstone, Task 3
Course Instructor
Month Day, Year
Slide 1: A Story You Have Heard Before
Excellent nurse, promoted to manager
Two days of orientation
Gone within two years
Speaker notes: Good morning. Three years ago, one of our best medical-surgical nurses was promoted to manager of her unit. She received the same two days of orientation every new manager receives: payroll, scheduling, budget reports. Nobody taught her how to coach a struggling nurse or lead her unit through a new documentation system. Within two years, eight of her nurses had left, and so had she. Four of our last eleven new managers have left the role within two years. This presentation is about changing that. I will cover what the problem costs us, what the research says, the program we designed, what it costs and how we will know whether it works, and I will end with a specific request.
Slide 2: What It Costs Us
Registered nurse turnover: 21%
About $14 million a year in replacement costs
Manager cited in a third of exit interviews
Speaker notes: Our registered nurse turnover reached 21% last year. At about $56,000 to replace each nurse, counting recruitment, orientation and temporary staff, that is roughly $14 million. In a third of exit interviews, nurses named their manager as a reason for leaving. Units with the highest turnover also have the lowest engagement scores and more patient falls. This is not only a workforce problem; it is a quality and financial problem.
Slide 3: Why Managers Matter
Relational leadership linked to satisfied, healthier staff
Treatment by supervisors drives turnover
These are skills that can be taught
Speaker notes: The research is consistent. A review of 129 studies found that nurses led by managers with relationship-focused styles report more satisfaction and better well-being, and their units function better, than nurses led by managers who focus only on tasks (Cummings et al., 2018). A century of turnover research identifies how people are treated by their supervisors among the reasons for leaving that employers can change (Hom et al., 2017). The good news is that these are learnable skills.
Slide 4: How We Built the Program
Interviews with 14 managers and their directors
Annotated review of research from nine disciplines
Design based on what makes leadership training work
Speaker notes: We built the program in three steps. First, we interviewed 14 frontline managers and their directors, who told us managers feel ready for scheduling and budgets but not for leading people. Second, we reviewed research across leadership, teams, communication, ethics, data and change. Third, we designed the program around a meta-analysis of 335 samples showing that leadership training improves learning, on-the-job behavior and organizational results, especially when it uses needs analysis, feedback, practice, spaced sessions and face-to-face delivery on-site (Lacerenza et al., 2017).
Slide 5: The Program
12 months, cohort of 20 managers
Six on-site workshop days, every two months
Unit project, monthly mentor, two coaching sessions
Speaker notes: The Frontline Leadership Program runs for twelve months. Each manager starts with 360-degree feedback to find their priorities. The six one-day workshops, held here every two months, move from the individual to the unit: first coaching and hard conversations, then running a team where people speak up, then fairness and accountability after errors, then reading unit data, and finally leading change. Every workshop is built around practice, including role-plays. Between workshops, each manager leads a project on their own unit and meets monthly with a mentor from another department.
Slide 6: What Changes on the Units
Coaching conversations instead of escalations
Team meetings where staff speak up
Unit projects tied to quality measures
Speaker notes: Here is what we expect directors to see. Managers resolving people problems themselves instead of escalating them. Team meetings where staff raise safety concerns, because managers have learned to build psychological safety. And unit projects, such as reducing call-light response times or falls, that improve measures we already report to the board.
Slide 7: Cost and Return
First cohort: about $240,000
Two-point turnover reduction on participating units pays for it
Retaining one manager saves recruiting and vacancy costs
Speaker notes: The first cohort costs about $240,000, or $12,000 per manager, including facilitators, coaching, the feedback survey and backfill so units are covered on workshop days. The return does not need to be large. If participating units reduce nurse turnover by just two percentage points, the savings in replacement costs exceed the program's cost. Keeping even one manager in the role avoids the cost and disruption of another vacancy.
Slide 8: How We Will Know It Works
Reactions and learning after each workshop
Behavior: repeat 360 feedback at 12 months
Results: turnover, engagement, manager retention vs. comparison units
Speaker notes: We will evaluate the program at four levels. Participant reactions and skill assessments after each workshop; behavior change measured by repeating the 360-degree survey at twelve months; and results, comparing participants' units with units whose managers have not yet enrolled on nurse turnover, engagement and manager retention. I will report results to this team at six and twelve months.
Slide 9: Our Request
Approve $240,000 for the first cohort
Chief nursing officer and HR as sponsors
Launch next quarter
Speaker notes: We promote our best clinicians into leadership and then leave them to figure it out, and we pay for that in turnover every year. I am asking you to approve $240,000 for the first cohort, with nursing and human resources leadership sponsoring it jointly, so we can launch next quarter. Thank you. I would welcome your questions.
References
Cummings, G. G., Tate, K., Lee, S., Wong, C. A., Paananen, T., Micaroni, S. P. M., & Chatterjee, G. E. (2018). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 85, 19-60. https://doi.org/10.1016/j.ijnurstu.2018.04.016
Hom, P. W., Lee, T. W., Shaw, J. D., & Hausknecht, J. P. (2017). One hundred years of employee turnover theory and research. Journal of Applied Psychology, 102(3), 530-545. https://doi.org/10.1037/apl0000103
Lacerenza, C. N., Reyes, D. L., Marlow, S. L., Joseph, D. L., & Salas, E. (2017). Leadership training design, delivery, and implementation: A meta-analysis. Journal of Applied Psychology, 102(12), 1686-1718. https://doi.org/10.1037/apl0000241
What the C210 Task 3 instructions ask
The third C210 task asks you to present the program from Task 2 to the leaders who would approve it. The usual deliverable is a slide deck, narrated or annotated, that covers the problem, the program, its costs and benefits, the evidence you will collect and the decision you need from leaders. Evaluators look for a presentation built for an executive audience, which means short slides, numbers that matter to leaders and a clear request at the end. The content should match Task 2 exactly, since a figure that changes between tasks undermines trust. Speaker notes carry the explanation and citations, so slides can stay lean. A presentation that simply pastes paragraphs from the written proposal onto slides reads as a report, not a pitch, and often comes back for revision.
How this C210 Task 3 example is built
Each slide carries a headline and three short lines, with the detail moved into notes. Slide 1 opens with a familiar story rather than a statistic, so leaders see themselves in the problem. Slide 2 puts the turnover rate and its annual cost side by side. Slide 3 cites research linking relational leadership to staff outcomes and argues that these skills can be taught. Slides 4 and 5 explain how the program was built from interviews and research, and what a manager experiences over twelve months. Slide 6 describes what changes on the units. Slide 7 sets the cost against the savings. Slide 8 lists measures at each level of evaluation, and Slide 9 states the request, the sponsors and the launch quarter.
Where the C210 Task 3 rubric puts the marks
C210 Task 3 aspects are judged competent, approaching competence or not evident. An audience aspect checks that the message fits executives, who want cost, return and risk rather than theory. A problem aspect looks for the business need stated with the organization's data. The program aspect asks for a summary clear enough that leaders understand what they would fund. A cost and benefit aspect wants numbers that match the proposal and a return argument leaders can follow. The evaluation aspect looks for how success will be judged and when. A request aspect expects a specific ask with sponsors and timing. Delivery aspects cover slide design, speaker notes or narration and professional communication, and sources should still be cited in the notes.
C210 Task 3 help: what sends it back
Presentations for this task most often lose marks through crowded slides. Give every slide one headline plus two or three short lines, and let the notes carry the explanation. Some decks never make a request, ending instead with a summary; close with what you want approved and by when. Costs and returns sometimes differ from Task 2, so check every number against your proposal. The return argument can be vague, such as improved culture; state it in money or measurable outcomes leaders track. Research may disappear entirely from a deck, but a short citation in the notes shows the design is grounded. Timing matters too, so rehearse the narration against any length limit in your instructions. Finally, open with a story or a number that makes the problem concrete for your audience.
Get a C210 Task 3 example written to your instructions
Send the task instructions and rubric aspects from your C210 course of study. We write a custom program presentation to executives to those exact aspects, returned in 24-48h. The first custom sample is free.
More C210 papers
Other MBA sample papers
- C207 Task 2 Regression Pricing Analysis
- D374 Task 2 Survey and Focus Group Design
- C205 Task 2 Team Performance Improvement Proposal
- E200 Task 1 Inclusion-focused HR Approach
C210 Task 3 questions, answered
How long should the C210 Task 3 presentation be?
Follow the length your instructions set. The sample uses nine slides with notes, enough to cover the problem, the program, cost and return, evaluation and a clear request without crowding any single slide.
Does C210 Task 3 need costs?
Yes. Executives decide on cost and return. The sample prices the first cohort at about $240,000 and shows that a two-point drop in turnover on participating units would cover it.
Is the C210 Task 3 hospital real?
No. The hospital and its figures are a composite carried over from Task 2. The research cited in the notes is real, and your own deck should present the organization and program you wrote about.
Should C210 Task 3 slides include citations?
Yes, briefly. Cite research in the speaker notes or in a short line on the slide where a claim appears, and add a references slide in APA style so evaluators can check your sources.
Where can I find a free C210 Task 3 sample paper?
The nine-slide executive presentation appears above with notes on each slide. Share your Task 2 program, and we will build your first custom C210 Task 3 deck free of charge.