We have 5 files for this case. PLEASE READ EACH OF THE INSTRUCTIONS BELOW. NO WORD DOC IS REQUIRED. ONLY THE SIX SHEETS OF THE EXCEL FILE NEEDS TO BE FILLED OUT. That's why I am paying for 6 pages (but these pages are not word doc. They are sheets in excel) Here is the purpose of each file :
Brookrtone OB.GYN Associates Case.pdf- This is the main case file. We should review the case and answer the questions in Page 7.
Case 2 Template for Brookstone OB.GYN.xls- The case analysis and solution should be entirely filled up in this spreadsheet. No additional doc file is required.
Case Analysis 2 Brookstone OB.GYN Aqsociates.doc.- Explains the three questions in the case, in detail, and tell us what exactly we need to include in the case analysis.
Guide to Case Analysis.pdf- This file covers the theory about how to proceed with case analysis. This needs to be followed for this case.
Supplement to Case Assignment 2.pdf- This file covers theory around financial statements, that we need to follow while evaluating this case.
Case 7-2: HARVARD UNIVERSITY EXTENSION SCHOOL MGMT E-1300: NONPROFIT & GOVERNMENTAL ACCOUNTING CASE ANALYSIS #2: (BROOKSTONE OB/GYN ASSOCIATES) For Question #1 – UNDERGRADUATE AND GRADUATE STUDENTS: a). Prepare a Projected Operating Statement on the accrual basis for July – December using the assumptions provided in Exhibit 3. b). Prepare a Projected Balance Sheet on the accrual basis for July – December using the assumptions provided in Exhibit 3 and additional information provided it the case. Formulas for Pro Forma Balance Sheet for July - December 1. Accounts Receivable: Beginning Balance + Current Month Net Sales Revenue – Collections on Accounts Receivable (5 month lag) 2. Equipment: Beginning Balance + Purchases – Depreciation 3. Dean Payable: Beginning Balance + 11% Net Revenue – 11% Collections 4. Retained Earnings: Beginning Balance +/- Surplus/Deficit c). Prepare a Projected Bank Loan Reconciliation for July – December using the assumptions provided in Exhibit 3 and additional information (including the Operating Statement and Balance Sheet) provided in the case. Question #2 – UNDERGRADUATE AND GRADUATE STUDENTS: · Briefly describe the decline in available cash position. · Briefly describe other strategic options that are available. Question #3 – GRADUATE STUDENTS: 1. Management Control is the process by which managers influence other members of the organization to implement the organization’s strategies. 2. Strategy Formulation is the process of deciding on the goals of the organization and the strategies for attaining these goals. 3. Task Control is the process of assuring that specific tasks are carried out effectively and efficiently. Briefly discuss each of the above areas as they relate to Brookstone OB/GYN Associates. It is important to utilize the facts from the case in your response. Guide to Case Analysis Guide to Case Analysis Source: Cravens & Lamb, Strategic Marketing Management. A case presents a situation involving a managerial problem or issue that requires a decision. Typically, cases describe a variety of conditions and circumstances facing an organization at a particular time. This description often includes information regarding the organization's goals and objectives, its financial condition, the attitudes and beliefs of managers and employees, market conditions, competitors' activities, and various environmental forces that may affect the organization's present or proposed marketing strategy. Your responsibility is to carefully sift through the information provided in order to identify the opportunity, problem, or decision facing the organization; to carefully identify and evaluate alternative courses of action; and to propose a solution or decision based on your analysis. This guide provides an overview of the case method. It begins with a discussion of the role that cases play in the teaching/learning process. This is followed by a series of guidelines for case analysis. After carefully reading this material, you should be prepared to tackle your first case analysis. Even if you have had previous experience with cases, this guide will provide a useful review. Why Cases? The case method differs substantially from other teaching/learning approaches such as lectures and discussion. Lecture- and discussion-oriented classes provide students with information about concepts, practices, and theories. In contrast, cases provide an opportunity to use concepts, practices, and theories. The primary objective of the case method is to give you a hands-on opportunity to apply what you have learned in your course work. Consider this analogy: Suppose that you want to learn to play a musical instrument. Your instruction might begin with several classes and reading assignments about your particular instrument. This could include information about the history of the instrument and descriptions of the various parts of the instrument and their functions. Sooner or later, however, you would actually have to play the instrument. Eventually, you might become an accomplished musician, but you would have to have many hours of practice on the instrument. http://www.otterbein.edu/home/fac/brccbly/general/#top http://www.otterbein.edu/home/fac/brccbly/general/#top http://www.otterbein.edu/home/fac/brccbly/general/#The Case Method http://www.otterbein.edu/home/fac/brccbly/general/#The Case Method Guide to Case Analysis Source: Cravens & Lamb, Strategic Marketing Management. Now, suppose you want to become a marketing professional instead of a musician. You started with classes or courses that introduced you to the foundations of marketing management. Your prior studies may have also included courses in areas of specialization such as marketing research, buyer behavior, and promotion, as well as other business disciplines such as management, finance, accounting, economics, and statistics. You need practice and experience to become a professional. This is precisely the purpose of the case method of instruction. The cases we will cover in this class will give you opportunities to apply your knowledge of marketing and other business subjects to actual marketing situations. Case studies help to bridge the gap between classroom learning and the practice of marketing management. They provide is with an opportunity to develop, sharpen, and test our analytical skills at: Assessing situations Sorting out and organizing key information Asking the right questions Defining problems and opportunities Identifying and evaluating alternative courses of action Interpreting data Evaluating the results of past strategies Developing and defending new strategies Interacting with other managers Making decisions under conditions of uncertainty Critically evaluating the work of others Responding to criticism In addition, cases provide exposure to a broad range of situations facing different types and sizes of organizations in a variety of industries. The decisions that you encounter in this class will range from fairly simple to quite complex. If you were the managers making these decisions, you would be risking anywhere from a few thousand to several million dollars of your firm's resources, not to mention your job and career. Obviously, the risk (cost) of making a mistake is much lower in the classroom environment. A principal difference between our example of learning to play an instrument and the practice of marketing lies in what might called "consequences." A musician's expertise is based on the ability to perform precisely the same series of actions time after time. The outcome of perfect execution of a predetermined series of actions is the sought consequence: a beautiful melody. Marketing, on the other hand, is often described as a skillful combination of art and science. No two situations ever require exactly the same actions. Although the same skills and knowledge may be required in different situations, marketing executives must analyze and diagnose each situation separately and conceive and initiate unique strategies to produce sought consequences. Further, perfect execution of identified tactics is no guarantee of the sought consequence. Judgment, as opposed to rote memory and repetition, is one key to marketing success. When judgment and a basic understanding of the variables and interrelationships in marketing situations are coupled, they form the core of an analysis and problem-solving approach that can be used in any marketing decision-making situation. Guide to Case Analysis Source: Cravens & Lamb, Strategic Marketing Management. The Case Method of Instruction The case method is participative. You will be expected to take a more active role in learning than you have taken in lecture-and-discussion classes. The case method is based on a philosophy of learning by doing as opposed to learning by listening and absorbing information. Case analysis is an applied skill. As such, it is something you learn through application, as opposed to something someone teaches you. The more you practice, they more proficient you will become. The benefit you receive from case analysis is directly proportional to the effort you put into it. Your Responsibilities: As a case analyst, the following responsibilities are key to your success: Active Participation: The case method requires a great deal of individual participation in class discussion. Effective participation requires thorough preparation, which entails more than casually reading each case before class. Also, keep in mind that there is a difference between contributing to a class discussion and just talking. Interaction among students plays an important role in the case method of instruction. Effective learning results from individual preparation and thinking, combined with group discussion. Whether you are assigned to work independently or in groups/teams, most instructors encourage students to discuss cases with other students. This, of course, is common practice among managers facing important business decisions. Case discussions, in and out of class, are beneficial because they provide immediate feedback regarding individual perspectives and possible solutions. Other important benefits of case discussions are the synergism and new insights produced by group conversations and brainstorming. Critical Evaluation: One of the most difficult student responsibilities is learning to critique their peers and to accept criticism from them. Typically, students are reluctant to question or challenge their classmates or to suggest alternatives to the perspectives proposed by others in the class. Students find this difficult because they are generally inexperienced at performing these functions and are also unaccustomed to being challenged by their peers in the classroom. However, the case method is most effective when all parties engage in an open exchange of ideas. Good cases do not have one clear-cut, superior solution. Don't be shy about expressing and defending your views. Moreover, the reasoning process you use and the questions you raise are often more important than the specific solution that you recommend. http://www.otterbein.edu/home/fac/brccbly/general/#Why Cases? http://www.otterbein.edu/home/fac/brccbly/general/#Why Cases? http://www.otterbein.edu/home/fac/brccbly/general/#q&a http://www.otterbein.edu/home/fac/brccbly/general/#q&a Guide to Case Analysis Source: Cravens & Lamb, Strategic Marketing Management. Effective Communication: Each of the three responsibilities above requires effective communication. It is important that you organize your thoughts before speaking out. You will develop and refine your communication skills by making class presentations, participating in case discussions, and writing case analyses. Furthermore, the focus of the case method is the development and sharpening of quantitative and qualitative analytical skills. Your analytical skills will improve as you organize information, diagnose problems, identify and evaluate alternatives, and develop solutions and action plans. Case analysis plays an important role in your overall education. What you learn in a course that utilizes the case method may be your best preparation for securing your first job or gaining that sought-after promotion up the career ladder. If you ask a sample of recruiters to assess the students who are completing undergraduate and graduate programs in business administration today, you will probably hear that these students are extremely well trained in concepts and quantitative skills, but that they lack