Sheldon Radio manufactures yacht

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Purpose

The purpose of this presentation is to develop the skills necessary to describe management accounting and its environment. In addition to this evaluate an organisation’s product development using value chain approach and target costing.

Required

Students are required to work individually for this presentation. Each student is required to choose only one out of the two case studies given and give a PowerPoint presentation of the findings, explanations and possible suggestions in class.

Presentation Guidelines

• Power Point presentation will be approximately 10 minutes in class on 2^nd October 2019.
• Prepare no more than 12 slides for this presentation
• At the end of your presentation, hand in the hardcopy of the Power Point slides to your lecturer together with the completed AIS cover sheet.
• Softcopy of the presentation slides and notes should be submitted to Moodle.
• The notes should be in Microsoft word, 12 pt, Arial and be in 1.5 spaced lines.
• Include the relevant references to the PowerPoint slides using the APA reference style.

Case Study One      Value-Chain Analysis

Sheldon Radio manufactures yacht radios, navigational equipment, and depth-sounding and related equipment from a small plant near Tauranga. One of Sheldon’s most popular products, making up 40% of its revenues and 35% of its profits, is a marine radio, model VF4500, which is installed on many of the new large boats produced in the New Zealand. Production and sales average 500 units per month. Sheldon has achieved its success in the market through excellent customer service and product reliability. The manufacturing process consists primarily of the assembly of components purchased from various electronics firms plus a small amount of metalworking and finishing. The assembly operations cost $110 per unit. The purchased parts cost Sheldon $250, of which $130 is for parts that Sheldon could manufacture in its existing facility for $80 in materials for each unit plus an investment in labor and equipment that would cost $35,000 per month.

Sheldon is considering outsourcing the marketing, distributing, and servicing for its units to another New Plymouth firm, Sun Enterprises. This would save Sheldon $125,000 in monthly materials and labor costs. The cost of the contract would be $105 per radio.

Required

1. Prepare a value-chain analysis for Sheldon to assist in deciding whether to purchase or manufacture the parts and whether to contract out the marketing, distributing, and servicing of the units.
2. Should Sheldon (a) continue to purchase the parts or manufacture them and (b) continue to provide the marketing, distributing, and servicing or outsource these activities to Sun Enterprises? Explain your answer.

Case Study Two      Management Controls

  Private Fitness, Incorporation

“I don’t know how much money I might have lost because of Kate. She is a long- term friend whom I thought I could trust, but I guess that trust was misplaced. Now I have got to decide whether or not to fire her. And then I’ve got to figure out a way to make my business work effectively without my having to step in and do everything myself.” Rosemary Worth was talking about the consequences of a theft that had recently occurred in the business she owned, Private Fitness, Incorporation.   Private Fitness was a small health club located in Ormond, an upscale community located in the Gisborne area. The club offered personal fitness training and fitness classes of various types, including aerobics, spinning, body sculpting, air boxing, kickboxing, hip hop, step and pump, dynamic stretch, pilates, and yoga.   Personal training clients paid $50 per hour for their instructor and use of the club during prime time. During slower times (between 9.00 a.m. and 4.00 p.m.) the price was $35 per hour. The price per student for each hour- long fitness class was $12. Some quantity discounts were offered to clients who prepaid. Unlike the larger health clubs, Private Fitness did not offer membership for open access to fitness equipment and classes.   Prior to starting Private Fitness Rosemary had been working as an aerobics instructor and fitness model. She had won many local fitness competitions and was a former finalist in the Ms. Fitness New Zealand competition. She wanted to go into business for herself to increase her standard of living by capitalising on her reputation and knowledge in the growing fitness field and to have more time to spend with her two young children. Private Fitness had been operating for six months.   To open the club, Rosemary had to use almost all of her personal savings, plus she had to take out a bank load. The building Rosemary rented, located in convenient strip mall with ample parking, had formerly been operated as a fresh food market. Rosemary spent about $150,000 to renovate the facility and to buy the necessary fitness equipment. The club was comprised of five areas: an exercise room, a room containing aerobic equipment (e.g. treadmills, stair climbers, stationary bicycles, cross-country ski machines), a room containing weight machines and free weights, men’s and ladies’ locker rooms, and an office.   Rosemary contracted with five instructors she knew to run the classes and training sessions. The instructors were all capable of running personal training sessions, but they each tendered to specialise in teaching one or two types of fitness class. Rosemary herself ran most of the spinning classes and some of the aerobics classes.   The instructors were paid on commission. The commission, which ranged between 20% and 50% of revenue, varied depending on the instructor’s experience and on whether the instructor brought the particular client to Private Fitness. As manager of the business, Rosemary hired Kate Hoffman, one of the instructors and a long-time friend. Kate’s primary tasks included marketing, facility up-keep, scheduling of appointments, and record keeping. Kate was paid a salary plus a commission based on gross revenue.   During normal business hours when Kate was teaching a class, one of the other instructors, or sometimes a part-time clerical employee, was asked to staff the front desk in return for an hourly wage. Private fitness was open from 5.30 a.m. – 9.00 p.m., Monday through Friday. It was also open from 6.00 a.m.- noon on Saturday and noon-3.00 p.m. on Sunday.   Rosemary was still in the process of building the volume necessary to operate at a profit. Typically one or two private fitness clients were in the facility during the prime early morning and early evening hours. A few clients came in at other times. Classes were scheduled throughout the times the club was open. Some of these classes were quite popular, but many of them had only one or two students, and some classes were cancelled for lack of any clients. However, Kate’s marketing efforts were proving effective. The number of clients was growing, and Rosemary hoped that by the end of the year the business would be earning a profit.   As the quote cited above indicates, however, Rosemary gradually realized that Kate Hoffman was stealing from the club. On one occasion when Rosemary came to the club she noticed $60 in the cash drawer, but she noticed when she was leaving that the drawer contained only $20. She asked Kate about it, and Kate denied that there had been $60 in the drawer. Rosemary wondered if other cash amounts had disappeared before they had been deposited at the bank. While some clients paid by credit card or cheque others, particularly those attending fitness classes, often paid cash.   Rosemary became very alarmed when, during a casual conversation with one of the other instructors, the instructor happened to mention to Rosemary some surprising “good news.” The good news was that Kate had brought in a new private fitness client who was working out in the 1.00 – 2.00 p.m. time period on Monday, Wednesday and Friday. Kate was doing the training herself. However, Rosemary checked the records and found no new revenues recorded because of this new client. She decided to come to the club during the period to see if this client was indeed working out. Since the client was there and no revenue entry had been made, she confronted Kate.  After first explaining that she had not yet got around to making the bookkeeping entry. Kate finally admitted that this client had been writing her cheques out to Kate directly, in exchange for a discount.  Kate said that she was very sorry and that she would never be dishonest again.   Rosemary realized that she had two major problems. First, she had to decide what to do with Kate. Kate was a valuable instructor and a long-time friend, but her honesty was now in question. Should she forgive Kate or fire her? Second, Rosemary also realised that she had an operating problem. She did not want to step in and assume the managerial role herself because she had significant family responsibilities to which she wanted to be able to continue to attend.  But how could she ensure that her business received all revenues to which it was entitled without being on-site at all times her? Should she leave Kate, who promised not to steal again, in the manager position? Or should she hire one of the other instructors, or perhaps a non-instructor, to become the manager? And in either case, there are some procedures or controls that she could use to protect her business’s assets?     Required:   Describe a solution to Rosemary Worth’s control problem that emphasizes:   a)      Results controls   b)      Action controls   c)      Personnel/cultural controls

2.344 ADVANCED MANAGERIAL ACCOUNTING

SEMESTER 3, 2019

Oral Presentation Evaluation Form

Name: ___________________________

ID: _______________                                                        Date:   ———————-

	Maximum Available Marks	Mark Attained
Introduction	5
Content	20
Structure	5
Creativity	5
Presentation Skills	15
Answering  of questions	5
Length of Presentation	5
TOTAL MARKS (Individual Presentation)	60
Plus  Material/PowerPoint slides Slides appropriately used and easy to see/read.   Slides contribute to the overall effectiveness of the presentation   Appropriate notes accompany the slides   APA Reference given	2   5 8 5
TOTAL MARKS (Power Point Slides)	20
TOTAL MARK	80
Comments

Total available mark of 80, which contributes to 20% of the total COURSE MARK.

Presentation Rubric Descriptor

Marking Criteria	Poor < 50 percent	Average 50 to 65 percent	Good 65 to 80 percent	Very Good > 80 percent
Organisation structure	Concepts and ideas although present, does not flow. Inadequate transitions. Flow & organization is poor	Concept and ideas are loosely connected; lacks clear transitions; flow and organization are choppy	Most information presented in logical sequence; generally, well organized but better transitions from idea to idea and medium to medium needed.	Presentation is smooth, clearly stated and developed; specific examples are appropriate; conclusion is clear; shows control; flows together well; good transitions; concise but not choppy; well organized
Content	Presentation is generally not clear; information included does not always support topic. Listeners gain little.	There is a great deal of information that is not clearly connected to the topic. Listeners gain a few insights.	Sufficient information that relates to topic; many good points made but there is an uneven balance and little variation. Listeners gain adequate insight.	An abundance of material clearly related to topic; points are clearly made and all evidence supports topic; varied use of materials Listeners gain insight.;
Presentation Skills	Presenter is very uncomfortable. Presentation is rushed or slow. Style is distracting or annoying.	Presenter is somewhat uncomfortable or nervous, limited expression. Noticeable use of filler words.	Presenter is generally comfortable; somewhat polished. Minor use of filler words (uhs, likes) or pauses.	Presenter is very comfortable. Speaks clearly and expressively. Words and sentences flow. Enthusiasm and confidence
Communication aids	Communication aids are poorly prepared and/or distracting or non-existent.	Communication aids marginally prepared. Do not support presentation well.	communication aids, but not varied, may use too many/too few.	Appropriate, varied and professional communication aids used. Enhanced presentation.
Presentation skills- Non Verbal	Frequent mumbling, almost no eye contact, uneven rate, no expression	Some mumbling; occasional eye contact; uneven rate; little or no expression	Clear articulation but not as polished. Maintains eye contact.	Poised, clear articulation; proper volume; steady rate; good posture and eye contact;
Audience Interaction	Unable to accurately answer questions	Responds to some questions clearly and accurately	Responds to most questions clearly and accurately	Responds to all questions clearly and accurately
Creativity	Little or no variation and no originality or creativity. Audience lost interest	Some variation; material presented with little originality or interpretation. Audience frequently bored.	Some originality apparent; good variety and blending of materials/media Held attention most of the time	Very original presentation of material; uses the unexpected to full advantage; captures audience’s attention
Length of presentation	Too long or too short; more than 10 minutes above or below the allotted time	Within six minutes of allotted time	Within four minutes of allotted time +	Within two minutes of allotted time

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