Moteki Company Accumulates The Following Adjustment Data

Moteki Company Accumulates The Following Adjustment Data At December 3

Moteki Company accumulates the following adjustment data at December 31. Indicate the type of adjustment (prepaid expenses, accrued revenues and so on), and the status of accounts before adjustment (overstated or understated). (Enter answers in alphabetical order.) 1. Supplies of $100 are on hand. 2. Services provided but not recorded total $900. 3. Interest of $200 has accumulated on a note payable. 4. Rent collected in advance totaling $650 has been earned. The bookkeeper for Bradbury Company asks you to prepare the following accrued adjusting entries at December 31. 1. Interest on notes payable of $400 is accrued. 2. Services provided but not recorded total $1,900. 3. Salaries earned by employees of $900 have not been recorded. Use the following account titles: Service Revenue, Accounts Receivable, Interest Expense, Interest Payable, Salaries and Wages Expense, and Salaries and Wages Payable. (Credit account titles are automatically indented when the amount is entered. Do not indent manually.) No. Date Account Titles and Explanation Debit Credit 1. Dec. . Dec. . Dec. 31 The trial balance of Yewlett Company includes the following balance sheet accounts, which may require adjustment. For each account that requires adjustment, indicate the type of adjusting entry (prepaid expenses, unearned revenues, accrued revenues, and accrued expenses) and the related account in the adjusting entry. Account Type of Adjustment Related Account Accounts Receivable Prepaid Insurance Accumulated Depreciation—Equipment Interest Payable Unearned Service Revenue Look at the diagram below of Raelin’s Work-based Learning Model. Two additions have been made – a scale from -5 to +5, and a data point at the -4, +4 coordinates. Think of three techniques used to stimulate work-based learning. These may range from specific job aides you have used to coaching to specific kinds of online tools to… well, you decide. Be as precise as possible. Once you have three techniques, rate the degree of explicit versus tacit learning that is occurring. Find the location left to right on the X-axis. Then decide where it lies along the theory versus practice scale. Looking bottom to top, place your technique along that scale for Y-axis coordinate. You now have an X, Y coordinate for that technique. Post your three techniques with the coordinates you have selected (e.g., Presentations at a meeting (-4, +4)). Explain the reasoning behind each of your choices.

Paper For Above instruction

Analysis of Adjustment Data, Accounting Entries, and Work-Based Learning Techniques

The provided data from Moteki Company and Bradbury Company illustrate the critical process of adjusting entries in accounting, which ensures that financial statements accurately reflect a company's financial position at the end of an accounting period. These adjustments address changes in assets, liabilities, revenues, and expenses that have occurred but are not yet recorded or need correction to prevent misstatement. Additionally, analyzing Raelin’s Work-based Learning Model helps explore practical techniques for enhancing experiential learning in the workplace, which is vital for professional development and organizational growth.

Part 1: Adjustment Data Analysis for Moteki and Bradbury Companies

For Moteki Company, the adjustment items primarily involve managing supplies, services provided, interest, and rent collections—these are typical examples of adjusting entries related to accrued and prepaid accounts. Specifically, supplies on hand worth $100 indicate a need to adjust the supplies expense and supplies asset account to reflect actual usage. Before adjustment, supplies expense is understated, and supplies are overstated.

Services totaling $900 that have been provided but not recorded suggest an accrued revenue entry. Prior to adjustment, service revenue and accounts receivable are understated because the revenue earned has not yet been recognized.

The accumulated interest of $200 on a note payable indicates accrued expense recognition. Before adjustment, interest expense is understated, and interest payable is also understated since the interest incurred has not been paid or recorded.

Rent collected in advance of $650, which has now been earned, reflects a case of unearned revenue that needs to be recognized as revenue, adjusting the unearned revenue account downward and increasing service revenue. Before adjustment, unearned revenue is overstated, and service revenue is understated.

Similarly, at Bradbury Company, the accountant needs to record accrued interest ($400), unrecorded services ($1,900), and accrued salaries ($900). These adjustments involve recognizing expenses and revenues that have been incurred but not yet recorded, affecting accounts such as interest expense, service revenue, salaries and wages expense, and corresponding payable accounts. These adjustments ensure compliance with the matching principle and accurate reflection of liabilities and earnings.

In essence, all these adjustments serve to defer or accrue revenues and expenses to the proper accounting period, ensuring the financial statements' accuracy and reliability.

Part 2: Adjustment Types and Related Accounts

For the accounts listed in Yewlett Company's trial balance, the specific adjustments involve various types of entries:

• Accounts Receivable: An increase in receivables indicates accrued revenues. The related adjustment involves increasing accounts receivable on the balance sheet and recognizing service revenue on the income statement.
• Prepaid Insurance: This represents a prepaid expense that needs to be adjusted to reflect the amount used during the period. The adjustment reduces prepaid insurance and increases insurance expense accordingly.
• Accumulated Depreciation—Equipment: This contra-asset account requires adjustment to record depreciation expense for the period, increasing depreciation expense and accumulated depreciation.
• Interest Payable: An accrued interest liability that needs recognition involves increasing interest payable on the balance sheet and recording interest expense in the income statement.
• Unearned Service Revenue: When revenue has been earned but not yet recognized, the adjustment decreases unearned revenue and increases service revenue.

These adjustments are critical to adhering to Generally Accepted Accounting Principles (GAAP), specifically the revenue recognition and matching principles, which ensure that revenues and expenses are recognized in the period in which they are earned or incurred.

Part 3: Work-Based Learning Techniques and Their Placement

Raelin’s Work-based Learning Model emphasizes the importance of experiential learning through workplace techniques. I identified three specific techniques: coaching, online interactive simulations, and peer mentoring. Each technique actively engages learners but varies in how explicit or tacit the learning becomes, and in its application between theory and practice.

Firstly, coaching provides personalized guidance tailored to the learner’s current tasks or challenges. It typically involves direct, explicit instruction that is consciously understood, making it a highly explicit learning method, though it also incorporates experiential, tacit elements through observation and feedback. On the X-axis, coaching might be placed around -3, reflecting its proximity to theory, given its structured, instructional nature. Vertically, coaching leans toward practice (+3), as it is action-oriented and directly applied in real work settings.

Secondly, online interactive simulations replicate real-world scenarios in a controlled environment, allowing learners to practice skills safely. These simulations are explicit in their instructions and learning objectives, often rated around -4 on the theory versus practice scale. Their placement along the Y-axis at about +2 indicates they are practical but driven by explicit rules and structured learning outcomes.

Thirdly, peer mentoring involves experienced employees guiding newer employees through informal sharing of knowledge. Peer mentoring primarily facilitates tacit knowledge transfer, as much of the learning occurs through observation and social interaction. Its coordinates might be around -1 (close to the practice side but somewhat less structured) on the X-axis and around +1 on the Y-axis, indicating a hybrid of explicit and tacit learning components with a lean toward practical, social learning.

In summary, coaching, online simulations, and peer mentoring serve as powerful techniques within work-based learning. Coaches focus on explicit, person-to-person instruction, simulations provide targeted, structured practice, and peer mentoring fosters informal, tacit knowledge transfer. The placement along the theory-practice continuum reflects the degree of procedural structure and experiential involvement, which are vital considerations for designing effective workplace training programs.

Conclusion

This analysis underscores the importance of accurate adjustment entries in financial reporting and highlights effective techniques to promote experiential learning in organizational settings. Properly recorded adjustments in accounting ensure compliance with GAAP and produce reliable financial statements, while deliberate implementation of various work-based learning methods enhances employee skills and organizational growth. Understanding the nuances of these processes enables better decision-making and improved educational strategies in business environments.

References

• Brigham, E. F., & Ehrhardt, M. C. (2016). Financial Management: Theory & Practice (15th ed.). Cengage Learning.
• Garrison, R. H., Noreen, E. W., & Brewer, P. C. (2018). Managerial Accounting (16th ed.). McGraw-Hill Education.
• Heintz, J., & Parry, R. (2016). Financial Accounting. Cengage Learning.
• Lambert, R. (2011). Accounting Theory (2nd ed.). McGraw-Hill Education.
• Raelin, J. A. (2008). Work-based Learning: Bridging Knowledge and Action in the Workplace. Routledge.
• Schroeder, R. G., Clark, M. W., & Cathey, J. M. (2019). Financial Accounting Theory and Analysis: Text and Cases (12th ed.). Wiley.
• Stice, J. D., & Stice, E. K. (2017). Principles of Accounting (24th Edition). Cengage Learning.
• Warren, C. S., Reeve, J. M., & Duchac, J. (2018). Financial & Managerial Accounting (14th ed.). Cengage Learning.
• Weygandt, J. J., Kimmel, P. D., & Kieso, D. E. (2019). Financial Accounting IFRS Edition. Wiley.
• Yewlett Company Internal Records. (Year). Adjustment Data and Trial Balance. Internal Document.