Mid-term Assignment Written assignment Activity brief BCO312 Financial Statement Analysis Online

Mid-term Assignment Written assignment Activity brief BCO312 Financial Statement Analysis Online campus Professor: Marilet Branders ( mariletbranders@euruni.edu ) Description Download the annual report of a listed company

from its corporate website. The annual report is a pdf document and may be found under the link ‘investor relations’ / ‘investors’. You may choose any year and any listed company. You are required to DESCRIBE the cash flow statement of the company for two consecutive years. You are NOT required to evaluate the cash flows; ONLY: (a) to identify the MAIN cash flows per category of cash flows, and (b) to compare them with the previous year. The objective of this question is to familiarize students with real cash flow statements and their structure.

Format Your submission must meet the following formatting requirements: • Upload one file in only. • File format allowed: PDF. • Font size 12 • Double-spaced • Number of words: 1500-2500 • Harvard Referencing System

Goal(s) • Enable students and gain confidence to read, understand and analyze financial statements.

• Demonstrate a true understanding of the financial position of a company both today and into the future.

Due date Date: 21st June 2021 at 14.00h CEST

Weight towards final grade

This activity has a weight of 40% towards the final grade.

Learning outcomes

• Apply a more efficient and effective approach to interpreting and analyzing financial statements.

• Compare and contrast information about enterprises with relevant benchmarks.

Assessment criteria

Look at the Rubric.

Rubric: written assignment

Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F) Problem identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions.

The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.

The student reached conclusions, but they were limited and provided minimal direction for decision-making and solutions.

The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.

The student used problem- solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.