Application: Using Ratio Analysis To Inform Organizational Decisions The Assignment: Barry Computer Company Prepare a performance report on Barry Computer Company. (Problem 4-23 on pages 131-132 of the course text provides a balance sheet and an income statement for the company.) ?Prepare your performance report to show calculations for the nine ratios listed on page 131-132, as well as a comparison of your computed ratios with the listed industry averages. ?Write a short memo to your supervisor explaining your findings and your recommendations for improvement. ?Suggest some ways in which the company can plan to improve below industry average ratio performance. ?Explain why your recommendations would be effective. ?Be sure to list your computations in an appendix to your report. Submit your Assignment by Day 7. General Guidance on Application Length: The memo portion of this assignment will typically be 2 pages in length as a general expectation/estimate. You can show your calculations of financial ratios in a supplemental appendix to your memo. Refer to the rubric for the Week 2 Assignment for grading elements and criteria for the assignment. Your Instructor will use the rubric to assess your work. To submit your Assignment, click on Assignments on the course navigation menu. Locate the Assignment Turnitin ? Week 2 link, then click on the View/Complete link, and follow the on-screen instructions for submitting your Assignment.

Week 2 Application Rubric Using Ratio Analysis to Inform Organizational Decisions Calculations - Available Points 27 Available Points: 43 Total Points Available: 70 Minimum Requirements - Both Categories Must Be Met or Peer Review Post(s) will not be graded Acceptable Unacceptable Submitted by the deadline Not submitted by the deadline Calculations x Analysis x Followed All Peer Review Instructions in Classroom Did not follow Instructions in Classroom and and Syllabus Syllabus Calculations x Analysis x Assessment of Qualified Assignments Percent Score: 70% Timeliness Follows Specific Weekly Instructions (Focused) Criteria - Calculations Calculations for: Nine Ratios (3 pts. Each) The author uses MS Excel or calculator. Formulas and calculations are correct. Score Score: Total Score: Met Met Met Met Instructor Assessment Calculations are Accurate and Results are Correct (100%) Calculations are on the Right Track, But Some Errors (50%) Calculations are Not Provided Or Not Appropriate Weighting (0) Criteria - Analysis, Decisions, Conclusions Instructor Assessment Instructor Feedback x 27 Exemplary (100%) Element (1): Financial Ratio Findings (8 pts max) Memo to author's supervisor explains the findings for areas that could be improved. The author correctly analyzes which of the nine ratios indicate an area for improvement and supports selections with a rationale for each selection. Proficient (85%) Opportunity for Improvement (75%) x Unacceptable (0) Element (2) Financial Ratio Recommendations (8 pts max) The author composes recommendations for areas that could be improved. The recommendations are in the form of actions that the company can take to improve in areas of deficiency (ratios below industry standards listed). Actions recommended are based on evidence furnished through analysis of ratio components and illustrative examples from the course readings and/or outside research.. 14 36 49 Exemplary (100%) Proficient (85%) x Opportunity for Improvement (75%) Unacceptable (0) Some ratio calculations are not quite correct. Criteria Met Instructor Feedback Memo to author's supervisor discusses findings for areas DSO and Total Asset Turnover are poor compared to the that could be improved in a industry. cursory manner. Author identifies none or a few of the nine ratios correctly as areas for improvement. The author composes recommendations for most of the areas that could be improved. Actions that the company can take to Elaborate on specific actions that can improve the poor improve in areas of ratios. deficiency are recommended. Actions are mostly based on analysis of ratio components. Exemplary (100%) Element (3): Recommendation Rationales (9 pts max) For each ratio selected for improvement, the author provides a rationale for each recommendation. The author uses illustrative examples from outside research, weekly course readings, or his or her professional experiences to validate why the proposed actions are potentially effective. Proficient (85%) x Opportunity for Improvement (75%) Unacceptable (0) Element (4): Critical Thinking, Analysis, and Synthesis (10 pts max) Writing exhibits evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input. Exemplary (100%) Proficient (85%) Opportunity for Improvement (75%) Unacceptable (0) Exemplary (100%) Writing is clear, logical, well-organized and appropriate for graduate level work. Writing spell-checked and proofread. Element (5) Standards of Sentences are complete and grammatically correct. Words are Scholarship (8 pts max) Note: Proficient (85%) chosen for their precise meaning. Tone is professional and free Sub-standard writing, format, or from bias (i.e., sexism, racism). Consistent form and style are APA will result in lower scores in used. Each citation is referenced, and only cited sources are other categories as without these referenced, aligned with APA format. Citations are included at the Opportunity for Improvement (75%) elements, the content areas end of the memo, as required. When students reference/reuse above are inherently weaker. their own work, they provide self-reference per APA rules and Walden policy. Unacceptable (0) Weighting 2014 Laureate Education, Inc. x x 8 For each ratio selected for improvement, the author provides a recommendation Please provide further rationale for each recommendation. and accompanyiing rationale. Writing exhibits some evidence of thoughtful critical analysis and thinking. Examination is made of assumptions and possible biases, with some supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on wellreasoned arguments adequately, but not superbly. Writing is somewhat clear, New questions are not logical, well-organized and presented based on synthesis appropriate input. of ideas andfor graduate level work. Writing was not spellchecked and proofread. Most sentences were complete and grammatically correct. Most words were chosen for their precise meaning. Tone is professional and free from bias (i.e., sexism, racism). Consistent form and style are used. The author provides the appropriate citation using APA format at the conclusion of the memo.When students reference/reuse their own work, they provide self-reference 35.8 per APA rules and Walden policy. Exemplary Criteria Memo to author's supervisor explains the findings for areas that could be Element (1): Financial Ratio improved. The author correctly analyzes which of the nine ratios indicate an area for improvement and supports selections with a rationale for each Findings (8 pts max) selection. Proficient Criteria Opportunity for Improvement Memo to author's supervisor explains the findings for areas that could Memo to author's supervisor discusses findings for areas that could be be improved, including identifying which of the nine ratios indicate an improved in a cursory manner. Author identifies none or a few of the nine area for improvement. ratios correctly as areas for improvement. Element (2) Financial Ratio Recommendations (8 pts max) The author composes recommendations for areas that could be improved. The recommendations are in the form of actions that the company can take to improve in areas of deficiency (ratios below industry standards listed). Actions recommended are based on evidence furnished through analysis of ratio components and illustrative examples from the course readings and/or outside research.. Element (3): Recommendation Rationales (9 pts max) For each ratio selected for improvement, the author provides a rationale for each recommendation. The author uses illustrative examples from outside For each ratio selected for improvement, the author provides a research, weekly course readings, or his or her professional experiences to recommendation and accompanyiing rationale. validate why the proposed actions are potentially effective. Element (4): Critical Thinking, Analysis, and Synthesis (10 pts max) Writing exhibits evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input. Writing exhibits some evidence of thoughtful critical analysis and thinking. Examination is made of assumptions and possible biases, with some supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on wellreasoned arguments adequately, but not superbly. New questions are not presented based on synthesis of ideas and input. Writing exhibits little or no evidence of thoughtful critical analysis and thinking. Examination is not made of assumptions and possible biases. Writing does not synthesize the classroom experiences and content; nor analyzes patterns or connections between theory and practice. Logical conclusions based on well-reasoned arguments are not exhibited. New questions are not presented based on synthesis of ideas and input. Writing is clear, logical, well-organized and appropriate for graduate level Writing is somewhat clear, logical, well-organized and appropriate for Writing is not very clear, logical, well-organized or appropriate for graduate level work. Writing was not spell-checked and proofread. Too professional and free from bias (i.e., sexism, racism). Consistent form and style are used. Each citation is referenced, and only cited sources are referenced, aligned with APA format. Citations are included at the end of the memo, as required. When students reference/reuse their own work, they provide self-reference per APA rules and Walden policy. chosen for their precise meaning. Tone is professional and free from bias (i.e., sexism, racism). Consistent form and style are used. The author provides the appropriate citation using APA format at the conclusion of the memo.When students reference/reuse their own work, they provide self-reference per APA rules and Walden policy. The author composes recommendations for most of the areas that could be improved. Actions that the company can take to improve in areas of deficiency are recommended. Actions are mostly based on analysis of ratio components. The author composes recommendations for none or a few of the areas that could be improved. Actions that the company can take to improve in areas of deficiency are recommended, but in a cursory manner. Actions recommended are not based on ratio components. The author provides cursory recommendations in general with no real rationales based on research evidence. work. Writing spell-checked and proofread. Sentences are complete and graduate level work. Writing was not spell-checked and proofread. Most Element (5) Standards of many sentences were not complete and grammatically correct for Scholarship (8 pts max) Note: grammatically correct. Words are chosen for their precise meaning. Tone is sentences were complete and grammatically correct. Most words were graduate level work. Word choice could be better. Tone is professional Sub-standard writing, format, or APA will result in lower scores in other categories as without these elements, the content areas above are inherently weaker. and free from bias (i.e., sexism, racism). Consistent form and style were not used. Some citations were referenced, and many cited sources were not referenced, or aligned with APA format. When students reference/reuse their own work, they provide self-reference per APA rules and Walden policy