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Profit Planning With Spreadsheets: Reality 101
Profit Planning With Spreadsheets: Reality 101
VOL.5 NO.1
EXECUTIVE SUMMARY In a project developed for introductory management accounting classes and used in
seven courses at two universities, students create a spreadsheet program to conduct “what-if” and goal-seeking
analyses using the built-in financial functions of Microsoft® Excel. When asked about the program, 310 students
responded with a strong belief that: (1) the instructions are sufficient for students to create the program without
any prerequisite spreadsheet knowledge, (2) knowing how to create this program is an important “real-world”
management accounting skill needed by all business majors, and (3) building the program should be a required
component in both undergraduate and MBA introductory management accounting courses. Supplementary evi-
dence shows students also believe creating this program aided them in their course exams.
n keeping with the theme from the 2003 IMA tance of, cost-volume-profit (CVP) analysis in strate-
◆
gic planning,
A strong, direct linkage illustrating how the profit
equation and the contribution margin income state-
ment are the same tool,
A practical spreadsheet skill of building template
programs that are documented with formulas using
cell names,
margin income statement and uses Excel’s Scenario ◆ Students are exposed to two important spreadsheet
Manager and Goal Seek functions to assess the change profit modeling tools not usually covered in intro-
in projected profits from various what-if and profit-goal ductory computer-related courses or found in the
scenarios. This project provides at least five benefits: usual business degree curriculum, and
◆ A better understanding of the role for, and impor- ◆ Most important, students gain an appreciation for
cell names are the required minimum. To audit the pro- the program, students can see the relationship between
gram, students print the formulas as seen in Table 2. the profit equation and the contribution margin income
statement. In other words, the income statement is sim-
U S I N G S C E N A R I O M A N AG E R FOR “ W H AT- ply the profit equation rotated 90°. For this project, stu-
IF” A N A LY S E S dents hand in three pages: the program (Table 1), the
In demonstrating how to solve each part of Problem 3- cell formulas printout (Table 2), and the scenario sum-
10, the instructor simply inputs the new value into the mary (Table 3).
data-section cell. For example, in Part B, volume
increases 10%. The new volume (1,320 miles) can be U S I N G G OA L S E E K
entered, or the program can calculate the 10% increase A “what-if” analysis asks, “What’s the change in profit
by editing the data cell’s contents. Students immediate- if a profit equation variable is changed?” In other
ly see how the template program provides the new words, we change a data-section value and work down
solution for this scenario. Each scenario can then be through the income statement for a new solution. Goal
solved by simply entering the new values into the data- seeking, however, works the opposite way. A profit goal
section cells. is specified, and the program works backwards through
A template program works fine for conducting ad hoc the income statement to find the new data-section
analyses. If many scenarios need to be evaluated, how- value resulting in that profit goal. An example of goal
ever, remembering the outcomes is virtually impossible. seeking is the break-even calculation required in
For a systemic comparison, saving the outcomes of each Problem 3-9: Target profit is set to zero, and the pro-
scenario is necessary. This is where Scenario Manager is gram solves for the required volume.
most useful. Excel’s Goal Seek is easier to use than Scenario
A section on how to use Scenario Manager is includ- Manager. Students click on the Tools menu and select
ed in the instructions in Appendix C and is demonstrat- Goal Seek. A dialogue box appears, and students input
ed by the instructor in class. To use it, simply click on the target cell (profit), its goal (zero), and the cell to be
the Tools menu and select “Scenarios.” In the dialogue changed in order to create this goal (volume). Another
box that appears, students enter the new data value dialogue box appears displaying the new solution. Goal
(rather than inputting it into the program’s data-section Seek, however, does not save the solutions as Scenario
cell). Excel then displays and automatically saves the Manager does. To save each solution for Problem 3-9,
new solution. Each subsequent scenario is created and students must paste the Excel screen image into a Word
saved in this way until all parts of Problem 3-10 are document. An example of this output is included in
completed. With another click of the mouse, a new their instructions.
sheet with the scenario summary is added to the work- An interesting phenomenon occurs when students
book. The summary compares key outputs from each get to Part D of Problem 3-9. This part asks for the vol-
scenario. Table 3 shows the scenario summary for Prob- ume necessary to return a 10% profit. Students have
lem 3-10. solved this manually (80,000 miles), but when they use
Students compare their manually prepared answers Goal Seek, the solution is usually incorrect! While Goal
to the scenario summary. By checking their solutions to Seek yields different results among students, very
rarely does it provide the correct answer. For example, 5. Do you believe this assignment should be a required
if the data-section cell for volume contains the value 0, assignment for this course?
Goal Seek returns an error message and cannot provide 6. Do you have any other comments about this assignment?
a solution. If the original volume is 1, the new volume Table 4 presents the results from surveying seven
from the Goal Seek solution is 79,604. Using the courses at two universities. Six courses were introduc-
previous part’s volume (40,000), Goal Seek’s solution tory management accounting courses required of all
becomes 79,349. It should be noted, however, that undergraduate business majors (generally taken in the
some students obtain different answers than these using sophomore year). The seventh was an MBA introduc-
the same original volumes! tory management accounting course.
Solver, Excel’s linear programming module, also can The survey had a response rate of 93% (310 of 334
be used for goal seeking. It, too, however, often yields students), of which 84% felt the instructions were use-
an incorrect answer for Part D, though it is very close. ful. Of the 7% responding negatively, many of their
Students learn a valuable lesson: They cannot always suggestions were incorporated into revised instructions
blindly trust software to work properly. As business pro- used in subsequent courses. This probably explains the
fessionals, they will need to understand the underlying lower percentages of negative responses to question 1
formulas and will be the ones responsible for numbers. in the Spring 2002, Fall 2002, and MBA courses.
Computer programs—and technology in general— Responses to question 4 show that students strongly
should not be accepted as a black box that simply believe this assignment represents a real-world applica-
accepts the data and spits out the correct solution. Our tion of CVP analysis—94% of the total and 100% of the
graduates are responsible for verifying the output, partic- MBAs answered in the affirmative. The higher negative
ularly with important strategic decisions such as these. responses in the Fall 2000 and Spring 2001 classes were
due to an abnormally high percentage of students who
ST U D E N T F E E D BAC K were not business majors. For the Spring and Fall 2002
At the conclusion of this assignment, students were classes, virtually all students were business majors.
asked to complete a short questionnaire containing the Regarding question 5, 82% of the students believed
following questions: the assignment should be required. Interestingly, 92% of
1. Were the instructions useful? the MBAs thought it should be required at the graduate
2. If you answered “no,” please explain why the level. This attests to the belief that the use of spread-
instructions were not useful. sheet programs is not taught sufficiently at the under-
3. Do you have any suggestions about how I can graduate level, at least at that particular university. The
improve the instructions? Spring 2002 classes had the highest negative response.
4. Do you think this assignment is important? In other Of the 33% who thought it shouldn’t be required, 14%
words, is knowing how to create spreadsheet pro- commented in question 6 that the assignment should be
grams like this a skill you will need in the “real extra credit. It was an extra credit assignment in the two
world”? Spring 2002 classes, but not in others. Also, 6% felt that