Professional Documents
Culture Documents
Chapter 08
Chapter 08
COST ANALYSIS
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THE IMPORTANCE OF COST ANALYSIS
» Managers seek to make the most efficient
use of resources to maximize value, at the
lowest possible cost.
» The advantages once assigned to being a
large firm (economies of scale and scope)
have not provided the advantages of
flexibility and agility found in some smaller
companies.
» Cost analysis is helpful in the task of finding
the lowest cost methods to produce goods
and services.
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MANAGERIAL CHALLENGE: GENERAL MOTORS
• In 2009, Toyota became the top selling auto brand in
North America; but, GM was still the largest car
company.
• With high labor rates, low-cost competitors, and market
contraction in 2008, GM had to look for cost saving
methods of production.
• By 2010, North America’s auto sale rebounded 20
percent.
• Government-assigned bailouts, gave collective bargaining
right to General Motors to hire “tier two” laborers at half
pay, which helped increase its profitability.
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MEANING AND MEASUREMENT OF COST
• There are many cost concepts used in business.
• Measurement of cost is a function of the purpose for which the
cost information is used.
• Accounting vs. Economic Cost
• Accounting costs involve explicit historical costs.
• Economic costs are based on making decisions. These costs
can be both implicit and explicit (labor, rent, supplies etc.).
• A chief example is that economic costs include the
opportunity costs (value of next best alternative use) of
owner-supplied resources, such as time and money, which are
implicit costs.
• Economic Profit = Total Revenues - Explicit Costs - Implicit Costs
• Implicit costs make economic profit lower than accounting
profit.
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THREE CONTRASTS BETWEEN ACCOUNTING &
ECONOMIC COST:
1. Depreciation Cost Measurement: Accounting
depreciation cost (e.g., straight-line depreciation)
tends to be different from economic depreciation
cost.
• Economic depreciation cost considers opportunity
cost; accounting depreciation cost considers historical
cost.
2. Inventory Valuation: Accounting valuation depends
on its acquisition cost.
• Economists view the cost of inventory as the cost of
replacement.
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3. Sunk Cost of Underutilized Facilities: Empty
space may appear to have "no cost”
• Economists view its alternative use (e.g.,
rental value) as its opportunity cost.
• Sunk Costs – already paid for, or there
already exists a contractual obligation to pay
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SHORT-RUN COST FUNCTIONS
4. ATC = TTC/Q = AFC + AVC average total cost is the sum of AFC
and AVC.
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FIGURE 8.1
• What is TFC?
• 100 • Notice TTC is cubic or S-
• Not a function of Q shaped.
• Notice the MC is quadratic,
• What is TVC?
which is U-shaped.
• TVC = 60Q -3Q2 + .1Q3
• Notice also that TVC is
• What is MC? quadratic, which also U-
• MC = d(TVC)/dQ = shaped.
60 - 6Q + .3Q2
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LONG-RUN COST FUNCTIONS
• All inputs are variable in the long run.
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LONG-RUN COST FUNCTION (LRAC) ENVELOPE OF
SRAC CURVES
Figure 8.3
• However, the optimal plant size occurs at Q3, which is the lowest cost
point
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ECONOMIES AND DISECONOMIES OF SCALE
1. Product-level Internal Economies of Scale involves
declining cost associated with a product, as a firm increases
production or throughput per day due to volume discounts,
specialization, mass customization , and learning curve effects.
• Mass customization is designed to standardize at least some
of the production processes associated with fulfilling customer
orders.
• Lee’s customers can choose their own back-pocket stitching
and the number of prior stone washings at a mall kiosk. Lee
assembles the custom order from stockpiles of subassemblies.
• Economies offered in the mass production of items helps to
offset the expense of individually designed products.
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LEARNING CURVE RELATIONSHIP
• Workers and management become more
efficient with experience.
• The cost of production declines as the
cumulative volume of output increases.
• Functionally, the learning curve relationship
can be written C = a·Qb, where C is the input
cost of the Qth unit, which is a function of
consecutive units of output produced.
• Taking the (natural) logarithm of both sides, we
get: log C = log a + b·log Q
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LEARNING CURVE RELATIONSHIP
Figure 8.4: Learning Curve: Arithmetic Scale
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PERCENTAGE OF LEARNING
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FIGURE 8.5: U-SHAPED LRAC
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