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Managerial Accounting:
An Overview
PROLOGUE
Managerial Accounting
Eighteenth edition
P-2
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Financial and Managerial Accounting:
Seven Key Differences
Financial Accounting Managerial Accounting
Users External persons who Managers who plan for
make financial decisions and control an organization
Time focus Historical perspective Future emphasis
Verifiability Emphasis on Emphasis on
objectivity and verifiability relevance
Precision Emphasis on Emphasis on
precision timeliness
Subject Primary focus is on Focus on
companywide reports segment reports
Rules Must follow GAAP / IFRS Not bound by GAAP / IFRS
and prescribed formats or any prescribed format
Requirement Mandatory for Not
external reports Mandatory
P-3
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Work of Management
Planning
Decision
Making
Controlling
P-4
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or further distribution permitted without the prior written consent of McGraw-Hill Education.
Planning
Establish Goals.
Specify How Goals
Will Be Achieved.
Develop Budgets.
P-5
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Controlling
The control function gathers feedback to
ensure that plans are being followed.
Feedback in the form of performance reports
that compare actual results with the budget
are an essential part of the control function.
P-6
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or further distribution permitted without the prior written consent of McGraw-Hill Education.
Decision Making
Decision making involves making a
selection among competing alternatives.
What should
we be selling?
Who should
we be serving?
How should
we execute?
P-7
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Planning: Marketing Majors
How many salespeople should we
plan to hire to serve a new territory?
How much should we budget for TV,
print, and internet advertising?
Planning
P-8
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Controlling: Marketing Majors
Are we accumulating too much
inventory during the holiday
shopping season?
Is the budgeted price cut increasing
unit sales as expected?
Controlling
P-9
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Decision Making: Marketing Majors
Should we sell directly to
customers or use a distributor?
Should we sell our services as
one bundle or sell them
separately?
Decision
Making
P-10
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Planning: Supply Chain Management
Majors
How much should we budget for
next period’s utility expense?
How many units should we plan to
produce next period?
Planning
P-11
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Controlling: Supply Chain Management
Majors
Are we achieving our goal of
reducing the number of defective
units produced?
Did we spend more or less than
expected for the units we actually
produced?
Controlling
P-12
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Decision Making: Supply Chain
Management Majors
Should we redesign our manufacturing
process to lower inventory levels?
Should we transfer production of a
component part to an overseas
supplier?
Decision
Making
P-13
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Planning: Human Resource Management
Majors
How much should we plan to
spend on employee recruitment
advertising?
How much should we plan to
spend for occupational safety
training?
Planning
P-14
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Controlling: Human Resource
Management Majors
Are we meeting our goal of
completing timely performance
appraisals?
Is our employee retention rate
exceeding our goals?
Controlling
P-15
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Decision Making: Human Resource
Management Majors
Should we hire temporary workers or
full-time employees?
Should we hire an on-site medical
staff to lower our healthcare costs?
Decision
Making
P-16
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Accounting Majors
Employers expect accounting majors to
have strong financial accounting skills, but
they also expect application of the planning,
controlling, and decision making skills that
are the foundation of managerial accounting.
A large portion of accounting majors will
engage in nonpublic accounting employment
at some point throughout their careers.
P-17
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Certified Management Accountant
(CMA)
To become a CMA
requires membership in the
Institute of Management Accountants,
a bachelor’s degree from an accredited
college, two continuous years of relevant
professional experience, and passage
of the CMA exam.
P-18
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
CMA Exam Content Specifications
Part 1 Financial Reporting, Planning, Performance, and Control
External financial reporting decisions
Planning, budgeting, and forecasting
Performance management
Cost management
Internal controls
Technology and analytics
Part 2 Financial Decision Making
Financial statement analysis
Corporate finance
Decision analysis
Risk management
Investment decisions
Professional ethics
Information about becoming a CMA and the CMA program can be accessed on the
IMA’s website (www.imanet.org) or by calling 1-800-638-4427.
P-19
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Chartered Global Management
Accountant (CGMA)
The CGMA designation is co-sponsored by the American
Institute of Certified Public Accountants (AICPA) and the
Chartered Institute of Management Accountants (CIMA). One
pathway to the CGMA requires a bachelor’s degree in
accounting (accompanied by a total of 150 college credit-hours),
passage of the Certified Public Accountant (CPA) exam,
membership in the AICPA, three years of relevant management
accounting work experience, and passage of the CGMA exam—
which is a case-based exam that focuses on technical skills,
business skills, leadership skills, people skills, and ethics,
integrity, and professionalism.
Information about becoming a CGMA is available at www.cgma.org.
P-20
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Managerial Accounting: Planning,
Controlling, and Decision Making
Controlling
Planning
Decision
Making
The primary purpose
of this course is to
teach measurement
skills that managers
use to support
planning, controlling,
and decision making
activities.
P-21
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Managerial Accounting: Measurement
Skills
How should I create a financial
plan for next year?
How well am I performing
relative to my plan?
Measurement
skills help
managers
answer
important
questions.
P-22
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Managerial Accounting: Understanding
the Broader Context
This book teaches measurement skills that managers use
on the job every day. Managers need to apply these
measurement skills in a broader business context to enable
intelligent planning, control, and decision making. This
context includes topics such as:
1. Big Data
2. Ethics
3. Strategic Management
4. Enterprise Risk Management
5. Environmental, Social, and Governance (ESG)
Responsibility
6. Process Management
7. Leadership
P-23
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Big Data
The 5 ‘Vs’:
Variety refers to the data formats in which information is stored.
Volume refers to the continuously expanding quantity of data that
companies must gather, cleanse, organize.
Velocity speaks to the rate at which data is received and acted on by
organizations.
Value implies that the time and money organizations expend to analyze Big
Data.
Veracity refers to the fact that users expect their data to be accurate and
trustworthy.
Big Data refers to large collections of data that are gathered from inside or
outside a company to provide opportunities for ongoing reporting and
analysis.
P-24
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Data Analytics
Managers often communicate the findings from their
data analysis to others through the use of data
visualization techniques, such as graphs, charts, maps,
and diagrams.
Data analytics refers to the process of analyzing data with the aid of
specialized systems and software to draw conclusions about the information
they contain.
Data analytics can be used for descriptive, diagnostic,
predictive, and prescriptive purposes.
P-25
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Ethics
Competence
Follow applicable
laws, regulations,
and standards.
Maintain
professional
competence.
Provide accurate, clear, concise, and
timely decision support information.
Recognize and communicate professional
limitations that preclude responsible judgment.
The Institute of Management Accountant’s (IMA)
Statement of Ethical Professional Practice provides
guidelines for ethical behavior.
P-26
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Confidentiality
Do not disclose confidential
information unless legally
obligated to do so.
Ensure that all relevant
parties do not disclose
confidential information.
Do not use
confidential
information for
unethical or illegal
advantage.
IMA Guidelines: Confidentiality
P-27
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Mitigate conflicts of interest
and advise others of
potential conflicts.
Abstain from activities that
might discredit the
profession.
Refrain from
conduct that
would prejudice
carrying out
duties ethically,
and work to
contribute to a
positive ethical
culture.
Integrity
IMA Guidelines: Integrity
P-28
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Communicate information
fairly and objectively.
Disclose all relevant information that could influence
a user’s understanding of reports
and recommendations, and communicate any
professional limitations that would preclude
successful performance of an activity.
Credibility
IMA Guidelines: Credibility
Disclose delays or
deficiencies in
information timeliness,
processing, or internal
controls.
P-29
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
IMA Guidelines for Resolution of an
Ethical Conflict – Part 1
Follow employer’s established policies.
If this does not work, consider the following:
◦ Discuss the conflict with immediate supervisor or
next highest uninvolved managerial level.
◦ If immediate supervisor is the CEO, consider the
board of directors or the audit committee.
◦ Contact with levels above the immediate supervisor
should only be initiated with the supervisor’s
knowledge, assuming the supervisor is not involved.
P-30
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
IMA Guidelines for Resolution of an
Ethical Conflict – Part 2
If following employer’s established policies for
conflict resolution do not work, consider these
additional practices:
◦ Except where legally prescribed, maintain
confidentiality.
◦ Clarify issues in a confidential discussion with an
objective advisor.
◦ Consult an attorney as to legal obligations.
P-31
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Abandoning ethical standards in business would
lead to a lower quality of life with less
desirable goods and services at higher prices.
Why Have Ethical Standards?
Without ethical standards in business, the
economy, and all of us who depend on it for
jobs, goods, and services, would suffer.
Ethical standards in business are essential for a
smooth functioning economy.
P-32
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Strategy
A strategy
is a “game plan”
that enables a company
to attract customers
by distinguishing itself
from competitors.
The focal point of a
company’s strategy should
be its target customers.
P-33
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Customer Value Propositions
Understand and respond to
individual customer needs.
Customer
Intimacy
Strategy
Operational
Excellence
Strategy
Deliver products and services
faster, more conveniently,
and at lower prices.
Product
Leadership
Strategy
Offer higher quality products.
P-34
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Enterprise Risk Management
A process used by a company to proactively
identify and manage risk. This includes
considering whether to avoid the risk,
accept the risk, or reduce the risk?
Once a company identifies its risks, perhaps the
most common risk management tactic is to reduce
risks by implementing specific controls.
P-35
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Examples of Controls to
Examples of Business Risks Reduce Business Risks
● Intellectual assets stolen from ● Create firewalls that prohibit com-
computer files puter hackers from corrupting or
stealing intellectual property
● Products harming customers ● Develop a formal and rigorous
new product testing program
● Losing market share due to the ● Develop an approach for legally
unforeseen actions of competitors gathering information about
competitors' plans and practices
● Poor weather conditions shutting ● Develop contingency plans for
down operations overcoming weather-related
disruptions
● A website malfunctioning ● Thoroughly test the website
before going "live" on the Internet
● A supply strike halting the flow of ● Establish a relationship with two
raw materials companies capable of providing
needed materials
Identifying and Controlling Business Risks
P-36
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Types of Internal Controls for Financial
Reporting
Type of Control Classification Description
Authorizations Preventive Requiring management to formally approve certain types
of transactions.
Reconciliations Detective Relating data sets to one another to identify and resolve
discrepancies.
Segregation of
duties
Preventive Separating responsibilities related to authorizing
transactions, recording transactions, and maintaining
custody of the related assets.
Physical
safeguards
Preventive Using cameras, locks, and physical barriers to protect
assets.
Performance
reviews
Detective Comparing actual performance to various benchmarks to
identify unexpected results.
Maintaining
records
Detective Maintaining written and/or electronic evidence to support
transactions.
Information
systems security
Preventive/
Detective
Using controls such as passwords and access logs to
ensure appropriate data restrictions.
P-37
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Environmental, Social, and Governance
Responsibility Perspective
ESG extends beyond legal compliance to include
voluntary actions that satisfy stakeholder expectations.
Environmental, social, and governance responsibility
(ESG) is a concept whereby organizations consider
the needs of all stakeholders when making decisions.
Customers Employees Communities
Suppliers Investors
Environmental
& Human Rights
Advocates
P-38
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Examples of Environmental, Social, and
Governance Responsibility
Many of the examples in Exhibit P–9 were drawn from PwC’s website. You can view more examples by visiting
https://www.pwc.com/sk/en/environmental-social-and-corporate-governance-esg/esg-reporting.html.
P-39
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
A Process Management Perspective
Business functions making up the value chain
A business process
is a series of steps that are
followed in order to carry out some
task in a business.
R&D
Product
Design
Manufacturing Marketing Distribution
Customer
Service
P-40
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Lean Production
Customer
places an
order
Create
Production
Order
Generate
component
requirements
Production
begins as
parts arrive
Goods
delivered
when
needed
Components
are ordered
Lean Production is often called Just-In-Time (JIT) production.
P-41
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Lean Production: Traditional Manufacturing
Produce
goods in
anticipation of
Sales
Make Sales
from Finished
Goods
Inventory
Traditional Manufacturing
Store
Inventory
P-42
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Lean Production: Benefits
Because lean thinking only allows production in
response to customer orders, the number of units
produced tends to equal the number of units sold.
The lean approach also results in fewer defects,
less wasted effort, and quicker customer response
times than traditional production methods.
P-43
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
Leadership
Organizational leaders unite the behavior
of employees around two common
themes—pursuing strategic goals and
making optimal decisions.
Factors that influence behavior:
• Intrinsic Motivation
• Extrinsic Incentives
• Cognitive Bias
P-44
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction
or further distribution permitted without the prior written consent of McGraw-Hill Education.
End of Prologue

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garrison18epptprologueppt-230816223612-14e8638a.pdf

  • 2. P-2 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Financial and Managerial Accounting: Seven Key Differences Financial Accounting Managerial Accounting Users External persons who Managers who plan for make financial decisions and control an organization Time focus Historical perspective Future emphasis Verifiability Emphasis on Emphasis on objectivity and verifiability relevance Precision Emphasis on Emphasis on precision timeliness Subject Primary focus is on Focus on companywide reports segment reports Rules Must follow GAAP / IFRS Not bound by GAAP / IFRS and prescribed formats or any prescribed format Requirement Mandatory for Not external reports Mandatory
  • 3. P-3 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Work of Management Planning Decision Making Controlling
  • 4. P-4 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Planning Establish Goals. Specify How Goals Will Be Achieved. Develop Budgets.
  • 5. P-5 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Controlling The control function gathers feedback to ensure that plans are being followed. Feedback in the form of performance reports that compare actual results with the budget are an essential part of the control function.
  • 6. P-6 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Decision Making Decision making involves making a selection among competing alternatives. What should we be selling? Who should we be serving? How should we execute?
  • 7. P-7 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Planning: Marketing Majors How many salespeople should we plan to hire to serve a new territory? How much should we budget for TV, print, and internet advertising? Planning
  • 8. P-8 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Controlling: Marketing Majors Are we accumulating too much inventory during the holiday shopping season? Is the budgeted price cut increasing unit sales as expected? Controlling
  • 9. P-9 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Decision Making: Marketing Majors Should we sell directly to customers or use a distributor? Should we sell our services as one bundle or sell them separately? Decision Making
  • 10. P-10 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Planning: Supply Chain Management Majors How much should we budget for next period’s utility expense? How many units should we plan to produce next period? Planning
  • 11. P-11 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Controlling: Supply Chain Management Majors Are we achieving our goal of reducing the number of defective units produced? Did we spend more or less than expected for the units we actually produced? Controlling
  • 12. P-12 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Decision Making: Supply Chain Management Majors Should we redesign our manufacturing process to lower inventory levels? Should we transfer production of a component part to an overseas supplier? Decision Making
  • 13. P-13 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Planning: Human Resource Management Majors How much should we plan to spend on employee recruitment advertising? How much should we plan to spend for occupational safety training? Planning
  • 14. P-14 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Controlling: Human Resource Management Majors Are we meeting our goal of completing timely performance appraisals? Is our employee retention rate exceeding our goals? Controlling
  • 15. P-15 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Decision Making: Human Resource Management Majors Should we hire temporary workers or full-time employees? Should we hire an on-site medical staff to lower our healthcare costs? Decision Making
  • 16. P-16 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Accounting Majors Employers expect accounting majors to have strong financial accounting skills, but they also expect application of the planning, controlling, and decision making skills that are the foundation of managerial accounting. A large portion of accounting majors will engage in nonpublic accounting employment at some point throughout their careers.
  • 17. P-17 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Certified Management Accountant (CMA) To become a CMA requires membership in the Institute of Management Accountants, a bachelor’s degree from an accredited college, two continuous years of relevant professional experience, and passage of the CMA exam.
  • 18. P-18 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. CMA Exam Content Specifications Part 1 Financial Reporting, Planning, Performance, and Control External financial reporting decisions Planning, budgeting, and forecasting Performance management Cost management Internal controls Technology and analytics Part 2 Financial Decision Making Financial statement analysis Corporate finance Decision analysis Risk management Investment decisions Professional ethics Information about becoming a CMA and the CMA program can be accessed on the IMA’s website (www.imanet.org) or by calling 1-800-638-4427.
  • 19. P-19 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Chartered Global Management Accountant (CGMA) The CGMA designation is co-sponsored by the American Institute of Certified Public Accountants (AICPA) and the Chartered Institute of Management Accountants (CIMA). One pathway to the CGMA requires a bachelor’s degree in accounting (accompanied by a total of 150 college credit-hours), passage of the Certified Public Accountant (CPA) exam, membership in the AICPA, three years of relevant management accounting work experience, and passage of the CGMA exam— which is a case-based exam that focuses on technical skills, business skills, leadership skills, people skills, and ethics, integrity, and professionalism. Information about becoming a CGMA is available at www.cgma.org.
  • 20. P-20 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Managerial Accounting: Planning, Controlling, and Decision Making Controlling Planning Decision Making The primary purpose of this course is to teach measurement skills that managers use to support planning, controlling, and decision making activities.
  • 21. P-21 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Managerial Accounting: Measurement Skills How should I create a financial plan for next year? How well am I performing relative to my plan? Measurement skills help managers answer important questions.
  • 22. P-22 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Managerial Accounting: Understanding the Broader Context This book teaches measurement skills that managers use on the job every day. Managers need to apply these measurement skills in a broader business context to enable intelligent planning, control, and decision making. This context includes topics such as: 1. Big Data 2. Ethics 3. Strategic Management 4. Enterprise Risk Management 5. Environmental, Social, and Governance (ESG) Responsibility 6. Process Management 7. Leadership
  • 23. P-23 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Big Data The 5 ‘Vs’: Variety refers to the data formats in which information is stored. Volume refers to the continuously expanding quantity of data that companies must gather, cleanse, organize. Velocity speaks to the rate at which data is received and acted on by organizations. Value implies that the time and money organizations expend to analyze Big Data. Veracity refers to the fact that users expect their data to be accurate and trustworthy. Big Data refers to large collections of data that are gathered from inside or outside a company to provide opportunities for ongoing reporting and analysis.
  • 24. P-24 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Data Analytics Managers often communicate the findings from their data analysis to others through the use of data visualization techniques, such as graphs, charts, maps, and diagrams. Data analytics refers to the process of analyzing data with the aid of specialized systems and software to draw conclusions about the information they contain. Data analytics can be used for descriptive, diagnostic, predictive, and prescriptive purposes.
  • 25. P-25 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Ethics Competence Follow applicable laws, regulations, and standards. Maintain professional competence. Provide accurate, clear, concise, and timely decision support information. Recognize and communicate professional limitations that preclude responsible judgment. The Institute of Management Accountant’s (IMA) Statement of Ethical Professional Practice provides guidelines for ethical behavior.
  • 26. P-26 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Confidentiality Do not disclose confidential information unless legally obligated to do so. Ensure that all relevant parties do not disclose confidential information. Do not use confidential information for unethical or illegal advantage. IMA Guidelines: Confidentiality
  • 27. P-27 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Mitigate conflicts of interest and advise others of potential conflicts. Abstain from activities that might discredit the profession. Refrain from conduct that would prejudice carrying out duties ethically, and work to contribute to a positive ethical culture. Integrity IMA Guidelines: Integrity
  • 28. P-28 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Communicate information fairly and objectively. Disclose all relevant information that could influence a user’s understanding of reports and recommendations, and communicate any professional limitations that would preclude successful performance of an activity. Credibility IMA Guidelines: Credibility Disclose delays or deficiencies in information timeliness, processing, or internal controls.
  • 29. P-29 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. IMA Guidelines for Resolution of an Ethical Conflict – Part 1 Follow employer’s established policies. If this does not work, consider the following: ◦ Discuss the conflict with immediate supervisor or next highest uninvolved managerial level. ◦ If immediate supervisor is the CEO, consider the board of directors or the audit committee. ◦ Contact with levels above the immediate supervisor should only be initiated with the supervisor’s knowledge, assuming the supervisor is not involved.
  • 30. P-30 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. IMA Guidelines for Resolution of an Ethical Conflict – Part 2 If following employer’s established policies for conflict resolution do not work, consider these additional practices: ◦ Except where legally prescribed, maintain confidentiality. ◦ Clarify issues in a confidential discussion with an objective advisor. ◦ Consult an attorney as to legal obligations.
  • 31. P-31 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Abandoning ethical standards in business would lead to a lower quality of life with less desirable goods and services at higher prices. Why Have Ethical Standards? Without ethical standards in business, the economy, and all of us who depend on it for jobs, goods, and services, would suffer. Ethical standards in business are essential for a smooth functioning economy.
  • 32. P-32 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Strategy A strategy is a “game plan” that enables a company to attract customers by distinguishing itself from competitors. The focal point of a company’s strategy should be its target customers.
  • 33. P-33 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Customer Value Propositions Understand and respond to individual customer needs. Customer Intimacy Strategy Operational Excellence Strategy Deliver products and services faster, more conveniently, and at lower prices. Product Leadership Strategy Offer higher quality products.
  • 34. P-34 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Enterprise Risk Management A process used by a company to proactively identify and manage risk. This includes considering whether to avoid the risk, accept the risk, or reduce the risk? Once a company identifies its risks, perhaps the most common risk management tactic is to reduce risks by implementing specific controls.
  • 35. P-35 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Examples of Controls to Examples of Business Risks Reduce Business Risks ● Intellectual assets stolen from ● Create firewalls that prohibit com- computer files puter hackers from corrupting or stealing intellectual property ● Products harming customers ● Develop a formal and rigorous new product testing program ● Losing market share due to the ● Develop an approach for legally unforeseen actions of competitors gathering information about competitors' plans and practices ● Poor weather conditions shutting ● Develop contingency plans for down operations overcoming weather-related disruptions ● A website malfunctioning ● Thoroughly test the website before going "live" on the Internet ● A supply strike halting the flow of ● Establish a relationship with two raw materials companies capable of providing needed materials Identifying and Controlling Business Risks
  • 36. P-36 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Types of Internal Controls for Financial Reporting Type of Control Classification Description Authorizations Preventive Requiring management to formally approve certain types of transactions. Reconciliations Detective Relating data sets to one another to identify and resolve discrepancies. Segregation of duties Preventive Separating responsibilities related to authorizing transactions, recording transactions, and maintaining custody of the related assets. Physical safeguards Preventive Using cameras, locks, and physical barriers to protect assets. Performance reviews Detective Comparing actual performance to various benchmarks to identify unexpected results. Maintaining records Detective Maintaining written and/or electronic evidence to support transactions. Information systems security Preventive/ Detective Using controls such as passwords and access logs to ensure appropriate data restrictions.
  • 37. P-37 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Environmental, Social, and Governance Responsibility Perspective ESG extends beyond legal compliance to include voluntary actions that satisfy stakeholder expectations. Environmental, social, and governance responsibility (ESG) is a concept whereby organizations consider the needs of all stakeholders when making decisions. Customers Employees Communities Suppliers Investors Environmental & Human Rights Advocates
  • 38. P-38 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Examples of Environmental, Social, and Governance Responsibility Many of the examples in Exhibit P–9 were drawn from PwC’s website. You can view more examples by visiting https://www.pwc.com/sk/en/environmental-social-and-corporate-governance-esg/esg-reporting.html.
  • 39. P-39 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. A Process Management Perspective Business functions making up the value chain A business process is a series of steps that are followed in order to carry out some task in a business. R&D Product Design Manufacturing Marketing Distribution Customer Service
  • 40. P-40 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Lean Production Customer places an order Create Production Order Generate component requirements Production begins as parts arrive Goods delivered when needed Components are ordered Lean Production is often called Just-In-Time (JIT) production.
  • 41. P-41 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Lean Production: Traditional Manufacturing Produce goods in anticipation of Sales Make Sales from Finished Goods Inventory Traditional Manufacturing Store Inventory
  • 42. P-42 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Lean Production: Benefits Because lean thinking only allows production in response to customer orders, the number of units produced tends to equal the number of units sold. The lean approach also results in fewer defects, less wasted effort, and quicker customer response times than traditional production methods.
  • 43. P-43 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Leadership Organizational leaders unite the behavior of employees around two common themes—pursuing strategic goals and making optimal decisions. Factors that influence behavior: • Intrinsic Motivation • Extrinsic Incentives • Cognitive Bias
  • 44. P-44 ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. End of Prologue