Tutoring Service Business Plan

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Bryan’s Tutoring Service
Table of Contents
Executive Summary 1
Chart: Highlights........................................................................................................................2
Objectives........................................................................................................................................3
Keys to Success...............................................................................................................................3
Mission............................................................................................................................................3
Company Summary 3
Company Ownership.......................................................................................................................4
Company History.............................................................................................................................4
Chart: Past Performance............................................................................................................5
Table: Past Performance.............................................................................................................6
Services 7
Market Analysis Summary 8

Market Segmentation.......................................................................................................................8
Chart: Market Analysis (Pie)....................................................................................................10
Table: Market Analysis.............................................................................................................10
Target Market Segment Strategy...................................................................................................11
Service Business Analysis.............................................................................................................11
Competition and Buying Patterns..................................................................................................11
Strategy and Implementation Summary 13
Competitive Edge..........................................................................................................................14
Marketing Strategy........................................................................................................................15
Sales Strategy.................................................................................................................................15
Sales Forecast...........................................................................................................................16
Chart: Sales Monthly.................................................................................................................16
Table: Sales Forecast................................................................................................................17
Milestones......................................................................................................................................18
Table: Milestones......................................................................................................................18
Chart: Milestones......................................................................................................................18
Management Summary 19
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CONFIDENTIAL - DO NOT DISSEMINATE. This business plan contains confidential, trade-secret
information and is shared only with the understanding that you will not share its contents or ideas with
third parties without the express written consent of the plan author.
Personnel Plan...............................................................................................................................19
Table: Personnel.......................................................................................................................20
Financial Plan 20
Important Assumptions..................................................................................................................20
Table: General Assumptions.....................................................................................................20
Projected Cash Flow......................................................................................................................20
Chart: Cash...............................................................................................................................21
Table: Cash Flow......................................................................................................................22
Break-even Analysis......................................................................................................................22
Chart: Break-even Analysis.......................................................................................................23
Table: Break-even Analysis.......................................................................................................23
Projected Profit and Loss...............................................................................................................23
Table: Profit and Loss...............................................................................................................24
Chart: Profit Monthly................................................................................................................25
Chart: Profit Yearly...................................................................................................................25
Chart: Gross Margin Monthly..................................................................................................26
Chart: Gross Margin Yearly.....................................................................................................26
Projected Balance Sheet................................................................................................................27
Table: Balance Sheet.................................................................................................................27
Business Ratios..............................................................................................................................28
Table: Ratios.............................................................................................................................28
Appendix i
Table: Sales Forecast i
Table: Personnel ii
Table: General Assumptions iii
Table: Profit and Loss iv
Table: Cash Flow v
Table: Balance Sheet vi
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Executive Summary
Bryan's Tutoring Service is an Oregon-based company that offers tutoring services for a wide
variety of subjects. The company is currently a sole proprietorship, however the business plans to
change its organizational form to an Oregon-based LLC within the next year or two.
Bryan's Tutoring Service was founded by Bryan Thomas while Bryan was attending Atkinson
Graduate School of Management. Although the company has informally existed for the last two
years, operations have been informal, picking up students here and there. While it has filled some
of Bryan's spare time, he is now ready to concentrate on developing this business into a more
efficient source of revenue while retaining the joy of teaching that attracted Bryan to the
business. The first step of this transformation is the writing of a business plan. This plan is being
used as an internal document to assist in the development of the business. Bryan's Tutoring
Service operates with very low overhead, therefore Bryan's Tutoring Service will not be seeking
capital for operations.
The Market
Bryan's Tutoring Service has identified several target market segments that will be pursued. The
largest segment is the Willamette business students. Bryan has close relationships with most of
the professors of the business program, allowing Bryan to tailor the tutoring to the specific
course material as well as receive referrals from said professors. Within this market segment
there will be three subgroups: quantitative clients, non-quantitative clients, and international
students. Bryan's Tutoring Service will also serve undergraduate students from Willamette
and the surrounding colleges.
The Services
Bryan's Tutoring Service offers a wide range of academic subjects. Sessions can be set up as
private or students may form groups for tutoring. Private sessions offer intense individual
assistance, but groups sessions can also be beneficial with decreased economic costs and the use
of team-based approach that the business program encourages. For The Atkinson-based courses,
Bryan's Tutoring Service offers an extensive collection of past exams which are invaluable for
teaching the material and for exam preparation. For all students, Bryan's Tutoring Service uses
the Systematic Analysis Framework (SAF). This unique problem solving approach taught to
students provides a system to approach all topics that they encounter in school. This system
seeks to provide the student with a way in which they can better solve their own queries. This
system differs from most tutors who are primarily concerned with answering the students
immediate questions and not concerned with providing the students with basic problem solving
skills for future applications.
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Management
Bryan's Tutoring Service will be lead by Bryan Thomas. Bryan brings a wealth of academic
excellence as well as a proven record of tutoring. Bryan first began tutoring at a large language
school. It was this experience that provided Bryan with the insight that he enjoyed and excelled
at tutoring. While Bryan attending Willamette University's Atkinson Graduate School of
Management he informally began tutoring students. During Bryan's second year in the business
program, the school hired him to be a tutor for the first year students. This provided Bryan with
incredible insight into the specific course work at Atkinson as he worked hand in hand with the
professors preparing the students for the course work and exams.
Bryan's Tutoring Service is a home-based tutoring business that offers a wide range of tutoring
services. Due to Bryan's expertise, professor networking connections, and low overhead, Bryan's
Tutoring Service will realize good revenue and profits the years of this plan.
Chart: Highlights
Highlights
$24,000
$21,000
$18,000
Sales
$15,000
Gross Margin
$12,000
Net Profit
$9,000
$6,000
$3,000
$0
2004 2005 2006
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Objectives
1. Generate five informal contracts/referrals with Willamette business school professors.
2. Increase revenue steadily from Year 1 through Year 3.
3. Achieve full hourly capacity by 1st quarter, Year 2.
Keys to Success
1. Developing methods of approaching subjects that helps students get their minds around
challenging concepts.
2. Creating excellent word of mouth promotion of services - clients sell services to other
students.
3. Truly listening to clients' needs and diagnosing where their understanding of concepts is
breaking down.
Mission
Bryan's Tutoring Service exists to help students. We take a unique and innovative approach to
teaching that helps students connect with the subject matter they need to master. Through
personalized and focused teaching processes, our students develop the tools they need for
ongoing success in their fields of study. Our success depends on our attention to the needs of our
clients and truly helping them achieve - we don't succeed unless our clients succeed.
Company Summary
Bryan's Tutoring Service provides tutoring services in quantitative courses in the Salem, Oregon
area. Focused primarily on students in the graduate school of management at Willamette
University, tutoring is available in courses including: accounting, statistics, finance, calculus and
business mathematics, and economics. Tutoring services are also available to students from other
programs including undergraduate classes and community college courses. Tutoring sessions
focus on helping students grasp the concepts they will need to know to perform well in their
class, as well as developing study strategies to effectively prepare for exams in their class. A
long-term focus of empowering students is favored over a short-term problem-solving strategy.
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Company Ownership
Bryan's Tutoring Service is a sole proprietorship. The company is owned and operated by Bryan
Thomas. As the company continues to grow, it is foreseen that it will be transitioned into a
Limited Liability Company (LLC). An LLC structure will soon be favored to offer liability
protection.
Company History
Bryan's Tutoring Service came into being by accident. The founder, Bryan Thomas, was a
graduate student at the Willamette University Graduate School of Management. During the first
year of the program, a fellow student approached him and asked for assistance in understanding
the concepts from one of the courses that was going to be tested on an upcoming exam. They got
together for what was to be the first of many study sessions and a long-term friendship. For the
remainder of the year, the two met regularly to discuss course topics and would frequently
include other students as well.
With previous teaching experience in a large language school, Bryan discovered that he was able
to connect with students and help them understand concepts in ways that their professors were
unable to - interestingly, to many students the concepts in the quantitative courses were as
foreign as Portuguese or Korean. As the year progressed, the size of the study sessions grew to
include other students - with Bryan spending much of the time at the front of the group
explaining concepts and leading the discussion.
At the end of the first year, a position became available for the following year to work for the
school as a tutor. The position paid poorly, and was limited to only a few hours per week. The
"tutoring" sessions were open to all students in the program and often had as many as 30 students
in the room. It was at this point that several students approached Bryan seeking private tutoring
and were willing to pay for these sessions. From this was born Bryan's Tutoring Service. For the
remainder of the year, Bryan provided tutoring both in large review sessions and in private
sessions with paying students. Since that time, the business has continued to grow as new
students have entered the program and tutoring has expanded to undergraduate courses.
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Chart: Past Performance
Past Performance
$12,000
$10,000
$8,000 Sales
Gross
$6,000
Net
$4,000
$2,000
$0
2001 2002 2003
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Table: Past Performance
Past Performance
2001 2002 2003
Sales $0 $8,500 $11,455
Gross Margin $0 $255 $344
Gross Margin % 0.00% 3.00% 3.00%
Operating Expenses $0 $9,000 $9,500
Balance Sheet
2001 2002 2003
Current Assets
Cash $0 $3,500 $4,212
Other Current Assets $0 $200 $300
Total Current Assets $0 $3,700 $4,512
Long-term Assets
Long-term Assets $0 $0 $0
Accumulated Depreciation $0 $0 $0
Total Long-term Assets $0 $0 $0
Total Assets $0 $3,700 $4,512
Current Liabilities
Accounts Payable $0 $85 $135
Current Borrowing $0 $0 $0
Other Current Liabilities (interest free) $0 $0 $0
Total Current Liabilities $0 $85 $135
Long-term Liabilities $0 $0 $0
Total Liabilities $0 $85 $135
Paid-in Capital $0 $0 $0
Retained Earnings $0 $3,615 $4,377
Earnings $0 $0 $0
Total Capital $0 $3,615 $4,377
Total Capital and Liabilities $0 $3,700 $4,512
Other Inputs
Payment Days 0 0 0
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Services
Review courses and specific topic tutoring for courses in (not an exhaustive list):
 Accounting
 Finance
 Economics
 Statistics
 Calculus
 Algebra
Resources include collections of prior exam questions from each of the courses offered at the
graduate school of management with extensive experience reviewing testing patterns. Students
are provided with study strategies to help them better focus their personal study time to better
prepare for upcoming exams.
Students are encouraged to review exam results to see where they still have room for
improvement. Experience has shown that many of the professors in the local programs use
exams more for teaching tools than evaluation tools. Review of exams are therefore helpful in
grasping concepts needed on future exams as well as gauging progress in the course.
Private tutoring sessions are available, as well as small group study sessions. Students are
encouraged to come prepared with questions and items to discuss. Students are also encouraged
to ask the tutor questions throughout the week in between sessions. Questions are submitted and
answered via email. While this takes up time for Bryan and is not directly billed out, it is a value
added service for all clients.
Bryan's Tutoring employs the Systematic Analysis Framework (SAF), a problem solving method
that students can apply to a wide range of subjects and problems. SAF provides the students with
the necessary tools to solve the problem at hand, but also empowers them with a systematic
approach to solving future issues. This unique approach does not just address the current
question the student has, but provides them a problem solving method for all conceivable
difficulties. SAF is quite effective at lowering a student's anxiety when faced with new subjects
because they then have a method of approach that they can use to assist them.
Rates are:
 Individual tutoring, $20/hour

 Two people at $15 each/hour
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 Three people at $12 each/hour

 Four people at $10 each/hour
 Five people at $9 each/hour
 Six people at $8 each/hour
Many international students are sponsored by organizations that assist the students in the
economic and social costs/issues of studying in a foreign country. Many of these agencies have
money set aside for tutoring and Bryan's Tutoring will work closely to develop a business
relationship with the various organizations.
The tutoring sessions take place either on campus or within Bryan's office (within his residence).
The student is offered the choice of locations.
Market Analysis Summary

The company was founded tutoring students in the graduate school of management in their
quantitative subjects. This remains the core segment, although other segments have been
developing and show potential to provide the bulk of future income. Graduate students can be
divided into three groups: quantitative subjects/students, non-quantitative, and international
students.
Undergraduate students will also be served, however Bryan's Tutoring has a less intimate
relationship with the various undergraduate schools and professors. There are several colleges,
public, private, and community-based that will provide Bryan's Tutoring with a steady flow of
students. Bryan's Tutoring will offer tutoring in the courses offered to graduate and
undergraduate students. Please review the following section which provides additional detail
regarding the different target segments.
Market Segmentation
Graduate Students
The company was founded tutoring students in the graduate school of management in their
quantitative subjects. This remains the core segment, although other segments have been
developing and show potential to provide the bulk of future income. Graduate students can be
divided into three groups:
 Quantitative: These are students who are at the graduate school level and enrolled in
quantitative course such as: accounting, finance, business algebra, calculus, and statistics.
While this remains the backbone of the company's business, other areas have been
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growing quickly and are poised to take off.
 Non-quantitative: These are students who are requesting tutoring for other subjects that
are not quantitative. For example, marketing, international management, organizational
behavior, and economics. While this was traditionally not as demanded as the
quantitative reviews, the experience that the company has developed in tutoring
quantitative courses lends itself well to this segment. The ability to prepare students for
upcoming exams and to give them practice tests has been a popular service that should
only continue to grow in the future.
 International students: Because of the large percentage of students in the program from
foreign countries, a specialized service is provided to them. The same courses are tutored,
but the focus is less on explaining the complicated math and more on helping them
understand the English explanations of the math. From the beginning, a sizeable
percentage of students requesting tutoring were from foreign countries. It didn't take long
to figure out that most of these students were quite bright and really did understand the
math concepts behind the different subjects being taught. They were just struggling to
keep up with the lectures and understand the difficult examples given in class. The same
is true of the non-quantitative courses. Tutoring and review courses taught for
international students focus less on the math or subject of discussion and more on helping
them develop the language skills necessary or simply reviewing the subjects their
professors covered. Originally the students who sought these services were quite
desperate. Bright individuals who had always been at the head of their class back home,
they found themselves struggling to keep up in the classes being taught in English.
However, more and more students have been taking advantage of these services to give
them the edge they need to compete with their American colleagues. The stigma and
embarrassment of having to seek out help have been replaced with a view toward the
services as the price of being able to compete in the foreign language (English) at their
true capacity. Growth is expected to continue as more and more students use the services
and their stigma diminishes.
Undergraduate Students
This is a new and exciting area that is bound to become the main revenue generating segment (or
group of segments) for the company. As graduate students attended tutoring sessions, they spoke
with some of their undergraduate friends and acquaintances. Some of these undergraduate
students began seeking help with their respective classes. At first it was mostly for the
quantitative courses they were in. As that market began to establish itself, the company began
investing time in building a database of old exams, class notes, etc., for the quantitative courses
being taught on the main campus to undergraduate students. These students, then began seeking
help with their other courses as well. The same segments of quantitative, non-quantitative, and
international exist for students at the undergraduate level.
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Chart: Market Analysis (Pie)
Market Analysis (Pie)
Graduate Quantitative
Graduate Non-quantitative
Graduate International
Undergrad Quantitative
Undergrad Non-quantitative
Undergrad International
Table: Market Analysis
Market Analysis
2004 2005 2006 2007 2008
Potential Growth CAGR
Customers
Graduate 0% 2,000 4,000 6,000 7,500 7,500 39.16%
Quantitative
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Graduate Non- 4% 1,800 0 0 500 1,500 -4.46%

quantitative
Graduate 5% 300 500 600 800 840 29.36%
International
Undergrad 3% 8,500 500 700 1,300 1,339 -37.00%
Quantitative
Undergrad Non- 3% 8,200 8,446 0 200 700 -45.95%
quantitative
Undergrad 5% 3,500 200 500 700 735 -32.31%
International
Total -15.12% 24,300 13,646 7,800 11,000 12,614 -15.12%
automatically.
Target Market Segment Strategy

While the graduate quantitative segment will remain the core focus of the company, much time
will be dedicated to developing the undergraduate quantitative segment. This is a mere matter of
population dynamics.
The graduate management students (as well as an occasional law student who has chosen to take
a management class) are limited to a total of only 150-200 students at any given time, only half
of which are in the core of the program taking the required quantitative courses. Generally, those
students in the elective quantitative courses in grad school are those who enjoy the math or for
whom it comes easily (as well as an increasing number who have gone through the tutoring and
developed the skills they need to survive). The potential market among grad students is therefore
quite finite.
The undergraduate campus, on the other hand, consists of 1,600 students, so the potential market
is ten times larger. The international student population makes up a large percentage of the
graduate school of management. The undergraduate non-quantitative segment is difficult and
expensive to service because of the variety of courses students could need help with. For now,
only the core classes required for graduation are being handled. So, the goal is to maintain the
current levels among graduate student segments while over time expanding the undergraduate
quantitative segment.
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Service Business Analysis

Tutoring has been around as long as students. And as long as students get in over their head, they
will need tutors to help them catch up and keep up with their classmates. Some materials just
need to be explained in different ways for them to make sense.
However, while the need for tutoring exists, the bulk of tutoring taking place in the market is
very limited and unorganized. What sets this company apart is its experience and the attention
paid to individual needs of students.
Competition and Buying Patterns

Tutors tend to be individuals with a little extra time and specific expertise in a given topic.
However, few have the resources to provide a comprehensive tutoring program covering every
possible aspect of a course from understanding the material, to getting the best grade possible
from a given professor. The majority of competition comes from one-on-one tutoring conducted
by friends of the student. There is no organized tutoring service available to students that really
covers their specific course from soup to nuts.
As the company looks to expand beyond the walls of Willamette University to cover community
colleges and potentially franchise out to other colleges in other states, there appear to be few
organized competitors. Companies like Sylvan Learning Center are mostly geared for handling
the needs of younger students, K-12.
Now, while one-on-one tutoring from a friend may be a cheaper way for a student to go, there
really is an advantage to paying for tutoring. The tutoring sessions include examples that have
been tried and tested previously with prior students. Over time, Bryan has developed a repertoire
of examples and approaches to help students with nearly all of the challenges that prevent them
from getting the most out of the experience.
As an example, in accounting and finance classes the professors like to use examples that are
complicated for some students to grasp. Often the principle is shown using a huge corporation
with millions of dollars in revenue, multiple divisions, and decades of history. The principle
being taught may be quite simple, but having to wade through the complicated organizational
structure and many other accounting principles can be very confusing to some students.
Bryan's approach is different. Students are better able to see these principles when isolated
temporarily in a very simplified manner before placing them back into context. So, students are
introduced to a very simplistic business model - Billy Bob's Lemonade stand. It is shown that
each of the accounting or finance principles being taught can apply to a lemonade stand. The
advantages of this approach are:
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1. Many of the North American students had their own lemonade stand at some point in
their childhood and so they can relate to the business.
2. Even the international students can pick up the concept quickly and see how it would
work.
3. Using the same business throughout the tutoring relationship provides a safe place for
students to learn where they are already familiar with what the business is and how it
works.
4. Accounting and finance principles work the same whether revenue is in the hundred of
dollars or hundreds of millions of dollars and whether the calculations are round numbers
or not - for purposes of discussion it is easier to work with smaller numbers to teach the
principle before applying the principle to complicated situations with large numbers. Too
often students are confused not because the principle being taught is confusing, but
because they are daunted by the large numbers being used. Once they become familiar
with the principle, the numbers are easy to figure out.
5. By using the same business to introduce each principle, students don't need to spend time
learning everything about a new business each time they learn a new principle. This
means that more time can be spent discussing the principle and less discussing the
business.
6. Having already seen other principles applied to the same business (before simplifying it
back down to its core), students are better able to see the principle inside a complicated
business structure.
This is just one technique that has been developed successfully over several years that sets
Bryan's tutoring sessions apart from other options.
After each exam, students are encouraged to bring in their exams to be reviewed. The collection
of exams over the years provides the tutoring service with a number of examples for use in
tutoring session and to better prepare students for upcoming tests.
Similarly, over the years, certain handouts have been prepared to help teach students particular
principles. These are accumulated and updated occassionally as needed. Students who are
enrolled in tutoring sessions have full access to several years worth of materials. The cost to the
company to provide these materials is very low because they have been developed from time to
time over the years when a need arose. Although some investment of time was required to
produce them, it is an overhead cost and can be spread out over several years for as long as the
handout remains current or useful.
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One challenge that the tutoring company faces is the cyclical nature of demand. Students tend to
seek tutoring more when an exam is looming. Because of its experience in the school and its
understanding of when exams will be coming up, topics of discussion for tutoring classes can be
planned and students can be encouraged to keep their studies on a more even track. The focus is
on prevention of problems so that last-minute cramming is kept to a minimum.
Finally, the services offered by the company are differentiated from competitors by the quality of
Bryan's teaching. He is fun, energetic, and has a certain stage presence that makes it interesting
to attend his tutoring sessions. Moreover, his personalized attention focuses on the specific needs
of individual students.
Bryan understands that different people learn in different ways, so classes are taught on various
levels. Board displays and other visual aids are employed whenever possible to reach those who
learn visually. Explanations are thorough for the audio learners. A training model is employed
that gives students a good deal of hands-on time during the session so they can learn by doing.
And an analysis of each student helps determine which of these approaches will be the most
useful for each individual.
Strategy and Implementation Summary

Bryan's Tutoring will leverage its competitive edge to gain market share. These advantages offer
students significant value including: individualized and group tutoring, specialized handout
material, tutoring specific to courses and professors, the ability for the service to explain difficult
concepts using easy-to-understand ideas and examples. The last advantage, the Systematic
Analysis Framework provides students with a problem solving approach that is useful to the
current question as well as being applicable to all of the student's other courses.
The marketing strategy will seek to work closely with the different professors. This will help
Bryan's Tutoring get a steady stream of referrals from the professors. The marketing strategy will
also rely on print advertising, taking the form of student newspaper advertisements as well as
targeted flyers submitted to students and posted in student areas.
The sales strategy will be the process of converting students into customers. One facet of this
strategy is the offering of periodic free sessions. The free session are designed to be an
introduction of Bryan's Tutoring to new students who are unsure if they will benefit from
tutoring. Bryan's Tutoring expects to have a high conversion rate into customers from these free
sessions.
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Competitive Edge
There are no other companies providing the specialized and targeted services to the target
market. This gives the company an edge that will help it to survive for some time to come. The
experience with and knowledge about each of the professors and their courses gives the company
an ability to provide specialized services that no one else can compete with on anywhere near the
same level. Moreover, the service is further differentiated by the following items:
1. Individualized service, based on personalized evaluation of each client and his or her
specific needs and strengths. This takes into account the recognition that students learn in
various ways, some students learn visually, others orally. Bryan's Tutoring first evaluates
each student and their best way of learning and tailors the tutoring to most effective serve
each student.
2. The option of one-on-one tutoring or review sessions offered to small groups (enough
students so they can learn from each other, but not so many that it becomes confusing and
distracting in the session).
3. Specialized handouts prepared over several years of tutoring.
4. Experience explaining difficult concepts and knowledge of what works best with certain
types of students. Sessions can be focussed to better meet the needs of individual
students.
5. Systematic Analysis Framework (SAF) will be applied to all tutoring. SAF is a system
where each student is taught to properly approach any type of problem with a
systematic method that provides them with the tools of handling problems with a formal
problem solving technique, empowering the student to be able to learn more on their
own. This is in contrast with most other tutors who assist the student with specific
problems or questions. This is short sighted as it only addresses the difficulty at hand, it
does not assist the student with problem solving techniques that provide students with
tools to assist them in the future with unforeseen problems.
Marketing Strategy
The real key to this business is staying ahead of the changing student roster. It is important to get
out and get seen by all of the incoming students. Testimonials by prior clients are very helpful. A
barbecue or party at the beginning of the year would give students a chance to meet and mingle
with tutors and get to know who to turn to for help when they feel they need that extra little edge.
15
The marketing strategy will also incorporate a networking focus where the Bryan's Tutoring is in
close contact with the professors. This allows the company to be quite familiar with the material
the various professors are teaching. It also provides the professors with an opportunity to offer
referrals to Bryan's Tutoring for students that need additional assistance that the school cannot
provide.
While Bryan's Tutoring primarily serves Willamette University's graduate programs, it will also
serve the undergraduate departments and other local colleges. Bryan's Tutoring will place
advertisements in the different student newspapers. These advertisements will be effective due to
their low cost and targeted readership. Students are the almost exclusive readers of the
newspapers so Bryan's Tutoring receives considerable visibility.
Lastly, upon permission from the various schools, Bryan's Tutoring will disperse flyers into
students mailboxes, communicating to the students the various services Bryan's Tutoring offers
and why it stands out in terms of effectiveness relative to the competition. These flyers will also
be posted on various bulletin boards within the student areas.
Sales Strategy
The bulk of sales come from word of mouth. When new students come into the school, the
upperclassmen tell them about the resources available. So past clients provide most of the
advertising for the company. Getting seen and getting the word out to new students is always
important. One important message to convey is that the tutoring services are not just for slow
students who are having a hard time keeping up, but for anyone who wants an edge and to get the
most out of their learning experience.
Bryan's Tutoring will develop and maintain testimonials of past student clients for a sales pitch
indicating just how helpful Bryan's Tutoring has been to the students. Bryan's Tutoring will
periodically offer a free session, typically in the beginning of the school term. The goal of this
session is to provide qualified leads with an opportunity to experience Bryan's Tutoring and view
for themselves how effective the service can be. This sales event will be able to convert many
possible customers into paying customers, people that possibly would not have even considered a
tutoring service, not previously recognizing their own need for such a service. After the free
session many "doubters" will be converted into customers.
The sales strategy will also emphasize the ability for students to create private groups for
tutoring. By forming a group, the students pay less per person, Bryan's Tutoring makes more per
hour, and it promotes group work, a fundamental educational and real world tool.
16
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Sales Forecast
The sales forecast has been developed to predict future sales in a conservative manner. It is
expected that sales will gradually increase as more students are served and the company receives
more testimonials. At some point, since Bryan's Tutoring is a part time company, capacity will
be reached in terms of the number of hours worked per week. From this point forward there will
be an emphasis of serving groups which provide more revenue per hour. Please review the
following table and chart which details monthly and yearly sales broken down by the various
target customers.
Chart: Sales Monthly
Sales Monthly
$3,000
$2,700
$2,400 Graduate Quantitative
$2,100 Graduate Non-quantitative
$1,800 Graduate International

$1,500
Undergraduate Quantitative
$1,200
Undergraduate Non-quantitative
$900
Undergraduate International
$600
$300
$0
Do you need better-looking financial charts and tables? Tools like LivePlan will do
this for you automatically, with a professional modern design.
Table: Sales Forecast
17
Sales Forecast
2004 2005 2006
Sales
Graduate Quantitative $5,640 $6,200 $7,300
Graduate Non-quantitative $3,960 $4,154 $4,891
Graduate International $4,399 $4,836 $5,694
Undergraduate Quantitative $1,974 $2,170 $2,555
Undergraduate Non-quantitative $1,805 $1,984 $2,336
Undergraduate International $2,143 $2,356 $2,774
Total Sales $19,922 $21,700 $25,550
Direct Cost of Sales 2004 2005 2006

Graduate Quantitative $169 $186 $219
Graduate Non-quantitive $119 $125 $147
Graduate Interational $132 $145 $171
Undergraduate Quantitative $59 $65 $77
Undergraduate Non-quantitative $54 $60 $70
Undergraduate International $64 $71 $83
Subtotal Direct Cost of Sales $598 $651 $767
18
Chart: Sales by Year
Sales by Year
$24,000
Graduate Quantitative
$21,000
Graduate Non-quantitative
$18,000
Graduate International
$15,000
Undergraduate Quantitative
$12,000
Undergraduate Non-quantitative
$9,000
Undergraduate International
$6,000
$3,000
$0
2004 2005 2006
Milestones
Several milestones will be set for Bryan's Tutoring as a way of monitoring progress of the
organization in the pursuit of achieving realistic, lofty goals with the aim of building this
business model into a part time, profitable source of revenue. The following table details the
specific milestones and offers a timeline for completion.
Table: Milestones
Milestones
Milestone Start Date End Date Budget Manager Department

Business plan 1/1/2004 2/1/2004 $0 Bryan Marketing
completion
Develop 1/1/2004 2/15/2004 $0 Bryan Department
agreements with
Willamette
19
professors
First large group of 2/15/2004 4/15/2004 $0 Bryan Department
students
Nearing hourly 4/15/2004 2/30/05 $0 Bryan Department
capacity
Totals $0
Chart: Milestones
Milestones
Business plan completion
Develop agreements with Willamette professors
First large group of students
Nearing hourly capacity
Jan `04 Feb Mar Apr
Management Summary
Bryan Thomas graduated with a Masters in Management from Willamette University in 2002.
While pursuing other business interests during the day time, he has kept up the tutoring as a
source of additional income and for the sheer fulfillment that teaching provides.
Bryan's background includes an undergraduate degree in business management, and a minor in

Portuguese and Communications. He worked previously as a trainer in a large language school
with an intensive program where he taught Portuguese for two years. He worked directly with 70
students and indirectly as a substitute and a large group trainer for 100's more. Initially Bryan
started this position teaching classes of 10, however it became obvious quickly that he was gifted
at teaching students. He seemed to have the knack for explaining difficult concepts in ways that
were easy to understand.
20
His day job working as a consultant in organizational design provides him with numerous useful
examples to share with students.
Bryan is quite skilled at surveying people and determining what is the most effective way that
individuals learn. This skill is key for Bryan and for the tutoring service. Most teachers have a
set way of teaching the material, from years of teaching the same curriculum, year in and year
out. Bryan has always searched for the best way to teach the individual. When the person does
not respond well to one methods he immediately changes methods looking for a more effective
way.
Personnel Plan
Bryan's Tutoring Service is currently a one man show. Bryan is able to have flexible hours with
his day job, therefore he is able to serve students in the evening, on weekends, as well as during
the day as needed. This business plan is being written to maintain the status quo.
Bryan enjoys the time he spends tutoring. While he has a limited amount of time to tutor, it is
ample for now. There is the possibility of training tutors in the future to allow the business to
serve more clients, however, this would take Bryan away from his passion of teaching so this
option seems unlikely.
Table: Personnel
Personnel Plan
2004 2005 2006
Bryan $12,000 $13,000 $14,000
Other $0 $0 $0
Total People 1 1 1
Total Payroll $12,000 $13,000 $14,000
21
automatically.
Financial Plan
The following sections will outline important financial information.
Important Assumptions
The following table details important Financial Assumptions.
Table: General Assumptions
General Assumptions
2004 2005 2006
Plan Month 1 2 3
Current Interest Rate 10.00% 10.00% 10.00%
Long-term Interest Rate 10.00% 10.00% 10.00%
Tax Rate 30.00% 30.00% 30.00%
Other 0 0 0
Projected Cash Flow

The following table and chart will indicate Projected Cash Flow.
Chart: Cash
22
Cash
$5,000
$4,000
$3,000
$2,000 Net Cash Flow
$1,000 Cash Balance
$0
($1,000)
($2,000)
Jan Mar May Jul Sep Nov

Feb Apr Jun Aug Oct Dec
23
Table: Cash Flow
Pro Forma Cash Flow

2004 2005 2006
Cash Received
Cash from Operations

Cash Sales $19,922 $21,700 $25,550
Subtotal Cash from Operations $19,922 $21,700 $25,550
Additional Cash Received

Sales Tax, VAT, HST/GST Received $0 $0 $0
New Current Borrowing $0 $0 $0
New Other Liabilities (interest-free) $0 $0 $0
New Long-term Liabilities $0 $0 $0
Sales of Other Current Assets $0 $0 $0
Sales of Long-term Assets $0 $0 $0
New Investment Received $0 $0 $0
Subtotal Cash Received $19,922 $21,700 $25,550
Expenditures 2004 2005 2006
Expenditures from Operations

Cash Spending $12,000 $13,000 $14,000
Bill Payments $5,689 $7,170 $7,786
Subtotal Spent on Operations $17,689 $20,170 $21,786
Additional Cash Spent

Sales Tax, VAT, HST/GST Paid Out $0 $0 $0
Principal Repayment of Current $0 $0 $0
Borrowing
Other Liabilities Principal Repayment $0 $0 $0
Long-term Liabilities Principal Repayment $0 $0 $0
Purchase Other Current Assets $0 $0 $0
Purchase Long-term Assets $2,000 $0 $0
Dividends $0 $0 $0
Subtotal Cash Spent $19,689 $20,170 $21,786
Net Cash Flow $232 $1,530 $3,764

Cash Balance $4,444 $5,974 $9,738
24
Break-even Analysis
The real opportunity of this business is that there are barely any costs associated with operations.
Costs include gas and transportation to meet with students away from his home and occasional
handouts. Bryan has reserved a room in his house and an office/meeting room for his business.
Additionally, Bryan incurs Internet service provider fees, and every two years a new computer.
The hourly fee charged to clients more than covers any variable costs associated with the service.
Fixed costs are similarly limited.
Chart: Break-even Analysis
Break-even Analysis
$2,000
$1,600
$1,200
$800
$400
$0
($400)
($800)
($1,200)
$0 $600 $1,200 $1,800 $2,400 $3,000

$300 $900 $1,500 $2,100 $2,700 $3,300
Table: Break-even Analysis
Break-even Analysis
Monthly Revenue Break-even $1,529
Assumptions:
Average Percent Variable Cost 3%
Estimated Monthly Fixed Cost $1,483
25
Projected Profit and Loss

The following table and charts will indicate Projected Profit and Loss.
Table: Profit and Loss
Pro Forma Profit and Loss

2004 2005 2006
Sales $19,922 $21,700 $25,550
Direct Cost of Sales $598 $651 $767
Other Costs of Sales $0 $0 $0
Total Cost of Sales $598 $651 $767
Gross Margin $19,324 $21,049 $24,784

Gross Margin % 97.00% 97.00% 97.00%
Expenses
Payroll $12,000 $13,000 $14,000
Sales and Marketing and Other $600 $600 $600
Expenses
Depreciation $400 $400 $400
Rent $1,800 $1,800 $1,800
Utilities $600 $600 $600
Insurance $600 $600 $600
Payroll Taxes $1,800 $1,950 $2,100
Other $0 $0 $0
Total Operating Expenses $17,800 $18,950 $20,100
Profit Before Interest and Taxes $1,524 $2,099 $4,684

EBITDA $1,924 $2,499 $5,084
Interest Expense $0 $0 $0
Taxes Incurred $457 $630 $1,405
Net Profit $1,067 $1,469 $3,278

Net Profit/Sales 5.36% 6.77% 12.83%
26
automatically.
Chart: Profit Monthly

Profit Monthly
$1,000
$800
$600
$400
$200
$0
($200)
($400)
($600)
27
Chart: Profit Yearly

Profit Yearly
$3,200
$2,800
$2,400
$2,000
$1,600
$1,200
$800
$400
$0
2004 2005 2006
Chart: Gross Margin Monthly

Gross Margin Monthly
$3,000
$2,700
$2,400
$2,100
$1,800
$1,500
$1,200
$900
$600
$300
$0
28
Chart: Gross Margin Yearly

Gross Margin Yearly
$24,000
$21,000
$18,000
$15,000
$12,000
$9,000
$6,000
$3,000
$0
2004 2005 2006
Projected Balance Sheet

The following table will indicate the Projected Balance Sheet.
Table: Balance Sheet
Pro Forma Balance Sheet

2004 2005 2006
Assets
Current Assets
Cash $4,444 $5,974 $9,738
Other Current Assets $300 $300 $300
Total Current Assets $4,744 $6,274 $10,038
Long-term Assets
Long-term Assets $2,000 $2,000 $2,000
Accumulated Depreciation $400 $800 $1,200
Total Long-term Assets $1,600 $1,200 $800
Total Assets $6,345 $7,475 $10,839
29
Liabilities and Capital 2004 2005 2006
Current Liabilities
Accounts Payable $901 $561 $647
Current Borrowing $0 $0 $0
Other Current Liabilities $0 $0 $0
Subtotal Current Liabilities $901 $561 $647
Long-term Liabilities $0 $0 $0
Total Liabilities $901 $561 $647
Paid-in Capital $0 $0 $0
Retained Earnings $4,377 $5,444 $6,913
Earnings $1,067 $1,469 $3,278
Total Capital $5,444 $6,913 $10,192
Total Liabilities and Capital $6,345 $7,475 $10,839
Net Worth $5,444 $6,913 $10,192
automatically.
Business Ratios
The following table provides important Business Ratios for Bryan's Tutoring as well as industry
ratios, NAICS code 611691, Exam Preparation and Tutoring.
Table: Ratios
Ratio Analysis
2004 2005 2006 Industry
Profile
Sales Growth 73.91% 8.93% 17.74% 6.98%
Percent of Total Assets

Other Current Assets 4.73% 4.01% 2.77% 41.76%
Total Current Assets 74.78% 83.94% 92.62% 64.41%
Long-term Assets 25.22% 16.06% 7.38% 35.59%
Total Assets 100.00% 100.00% 100.00% 100.00%
30
Current Liabilities 14.20% 7.51% 5.97% 29.19%

Long-term Liabilities 0.00% 0.00% 0.00% 23.84%
Total Liabilities 14.20% 7.51% 5.97% 53.03%
Net Worth 85.80% 92.49% 94.03% 46.97%
Percent of Sales
Sales 100.00% 100.00% 100.00% 100.00%
Gross Margin 97.00% 97.00% 97.00% 100.00%
Selling, General & Administrative 91.64% 90.23% 84.17% 79.74%
Expenses
Advertising Expenses 0.00% 0.00% 0.00% 1.09%
Profit Before Interest and Taxes 7.65% 9.67% 18.33% 1.31%
Main Ratios
Current 5.27 11.18 15.52 1.70
Quick 5.27 11.18 15.52 1.35
Total Debt to Total Assets 14.20% 7.51% 5.97% 3.63%
Pre-tax Return on Net Worth 28.00% 30.36% 45.95% 63.27%
Pre-tax Return on Assets 24.02% 28.08% 43.21% 9.88%
Additional Ratios 2004 2005 2006

Net Profit Margin 5.36% 6.77% 12.83% n.a
Return on Equity 19.60% 21.25% 32.17% n.a
Activity Ratios
Accounts Payable Turnover 7.17 12.17 12.17 n.a
Payment Days 28 39 28 n.a
Total Asset Turnover 3.14 2.90 2.36 n.a
Debt Ratios
Debt to Net Worth 0.17 0.08 0.06 n.a
Current Liab. to Liab. 1.00 1.00 1.00 n.a
Liquidity Ratios
Net Working Capital $3,844 $5,713 $9,391 n.a
Interest Coverage 0.00 0.00 0.00 n.a
Additional Ratios
Assets to Sales 0.32 0.34 0.42 n.a
Current Debt/Total Assets 14% 8% 6% n.a
Acid Test 5.27 11.18 15.52 n.a
Sales/Net Worth 3.66 3.14 2.51 n.a
Dividend Payout 0.00 0.00 0.00 n.a
31
automatically.
32
Appendix
Table: Sales Forecast
Sales Forecast
Sales
Graduate Quantitative 0% $180 $210 $450 $550 $600 $125 $400 $325 $600 $625 $750 $825
Graduate Non- 0% $121 $141 $302 $550 $402 $84 $268 $218 $402 $419 $503 $553
quantitative
Graduate International 0% $140 $164 $351 $429 $468 $98 $312 $254 $468 $488 $585 $644
Undergraduate 0% $63 $74 $158 $193 $210 $44 $140 $114 $210 $219 $263 $289
Quantitative
Undergraduate Non- 0% $58 $67 $144 $176 $192 $40 $128 $104 $192 $200 $240 $264
quantitative
Undergraduate 0% $68 $80 $171 $209 $228 $48 $152 $124 $228 $238 $285 $314
International
Total Sales $630 $735 $1,575 $2,107 $2,100 $438 $1,400 $1,138 $2,100 $2,188 $2,625 $2,888
Direct Cost of Sales Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Graduate Quantitative $5 $6 $14 $17 $18 $4 $12 $10 $18 $19 $23 $25
Graduate Non-quantitive $4 $4 $9 $17 $12 $3 $8 $7 $12 $13 $15 $17
Graduate Interational $4 $5 $11 $13 $14 $3 $9 $8 $14 $15 $18 $19

Undergraduate $2 $2 $5 $6 $6 $1 $4 $3 $6 $7 $8 $9
Quantitative
Undergraduate Non- $2 $2 $4 $5 $6 $1 $4 $3 $6 $6 $7 $8
quantitative
Undergraduate $2 $2 $5 $6 $7 $1 $5 $4 $7 $7 $9 $9
International
Subtotal Direct Cost of $19 $22 $47 $63 $63 $13 $42 $34 $63 $66 $79 $87
Sales
i
CONFIDENTIAL - DO NOT DISSEMINATE. This business plan contains confidential, trade-secret information and is shared only with the
understanding that you will not share its contents or ideas with third parties without the express written consent of the plan author.
Table: Personnel
Personnel Plan
Bryan 0% $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000
Other 0% $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Total People 1 1 1 1 1 1 1 1 1 1 1 1
Total Payroll $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000
Need to create your own financial tables? Tools like LivePlan will do this for you automatically.
ii
Table: General Assumptions
General
Assumptions
Plan Month 1 2 3 4 5 6 7 8 9 10 11 12
Current Interest 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00%
Rate
Long-term 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00%
Interest Rate
Tax Rate 30.00% 30.00% 30.00% 30.00% 30.00% 30.00% 30.00% 30.00% 30.00% 30.00% 30.00% 30.00%
Other 0 0 0 0 0 0 0 0 0 0 0 0
iii
Table: Profit and Loss
Pro Forma Profit

and Loss
Sales $630 $735 $1,575 $2,107 $2,100 $438 $1,400 $1,138 $2,100 $2,188 $2,625 $2,888
Direct Cost of $19 $22 $47 $63 $63 $13 $42 $34 $63 $66 $79 $87
Sales
Other Costs of $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Sales
Total Cost of $19 $22 $47 $63 $63 $13 $42 $34 $63 $66 $79 $87
Sales
Gross Margin $611 $713 $1,528 $2,043 $2,037 $424 $1,358 $1,103 $2,037 $2,122 $2,546 $2,801
Gross Margin % 97.00% 97.00% 97.00% 97.00% 97.00% 97.00% 97.00% 97.00% 97.00% 97.00% 97.00% 97.00%
Expenses
Payroll $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000
Sales and $50 $50 $50 $50 $50 $50 $50 $50 $50 $50 $50 $50
Marketing and
Other Expenses
Depreciation $33 $33 $33 $33 $33 $33 $33 $33 $33 $33 $33 $33
Rent $150 $150 $150 $150 $150 $150 $150 $150 $150 $150 $150 $150
Utilities $50 $50 $50 $50 $50 $50 $50 $50 $50 $50 $50 $50
Insurance $50 $50 $50 $50 $50 $50 $50 $50 $50 $50 $50 $50
Payroll Taxes 15% $150 $150 $150 $150 $150 $150 $150 $150 $150 $150 $150 $150
Other $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Total Operating $1,483 $1,483 $1,483 $1,483 $1,483 $1,483 $1,483 $1,483 $1,483 $1,483 $1,483 $1,483
Expenses
Profit Before ($872) ($770) $44 $560 $554 ($1,059) ($125) ($380) $554 $639 $1,063 $1,318
Interest and
Taxes
EBITDA ($839) ($737) $78 $593 $587 ($1,026) ($92) ($347) $587 $672 $1,096 $1,351
Interest Expense $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Taxes Incurred ($262) ($231) $13 $168 $166 ($318) ($38) ($114) $166 $192 $319 $395
Net Profit ($611) ($539) $31 $392 $388 ($741) ($88) ($266) $388 $447 $744 $922
Net Profit/Sales -96.91% -73.37% 1.98% 18.61% 18.46% -169.43% -6.26% -23.38% 18.46% 20.43% 28.35% 31.94%
iv
Table: Cash Flow

Pro Forma Cash Flow
Cash Received
Cash from Operations

Cash Sales $630 $735 $1,575 $2,107 $2,100 $438 $1,400 $1,138 $2,100 $2,188 $2,625 $2,888
Subtotal Cash from $630 $735 $1,575 $2,107 $2,100 $438 $1,400 $1,138 $2,100 $2,188 $2,625 $2,888
Operations
Additional Cash Received

Sales Tax, VAT, HST/GST 0.00% $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Received
New Current Borrowing $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
New Other Liabilities $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
(interest-free)
New Long-term Liabilities $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Sales of Other Current Assets $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Sales of Long-term Assets $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
New Investment Received $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Subtotal Cash Received $630 $735 $1,575 $2,107 $2,100 $438 $1,400 $1,138 $2,100 $2,188 $2,625 $2,888
Expenditures Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Expenditures from
Operations
Cash Spending $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000
Bill Payments $142 $208 $250 $516 $681 $661 $156 $452 $380 $680 $712 $850
Subtotal Spent on $1,142 $1,208 $1,250 $1,516 $1,681 $1,661 $1,156 $1,452 $1,380 $1,680 $1,712 $1,850
Operations
Additional Cash Spent

Sales Tax, VAT, HST/GST $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Paid Out
Principal Repayment of $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Current Borrowing
Other Liabilities Principal $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Repayment
Long-term Liabilities $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Principal Repayment
Purchase Other Current $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Assets
Purchase Long-term Assets $2,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Dividends $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Subtotal Cash Spent $3,142 $1,208 $1,250 $1,516 $1,681 $1,661 $1,156 $1,452 $1,380 $1,680 $1,712 $1,850
Net Cash Flow ($2,512) ($473) $325 $590 $419 ($1,224) $244 ($314) $720 $507 $913 $1,037
Cash Balance $1,700 $1,227 $1,552 $2,142 $2,561 $1,337 $1,581 $1,267 $1,987 $2,494 $3,407 $4,444
v
Table: Balance Sheet

Pro Forma Balance
Sheet
Assets Starting
Balances
Current Assets
Cash $4,212 $1,700 $1,227 $1,552 $2,142 $2,561 $1,337 $1,581 $1,267 $1,987 $2,494 $3,407 $4,444
Other Current Assets $300 $300 $300 $300 $300 $300 $300 $300 $300 $300 $300 $300 $300
Total Current Assets $4,512 $2,000 $1,527 $1,852 $2,442 $2,861 $1,637 $1,881 $1,567 $2,287 $2,794 $3,707 $4,744
Long-term Assets
Long-term Assets $0 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000
Accumulated $0 $33 $67 $100 $133 $167 $200 $233 $266 $300 $333 $366 $400
Depreciation
Total Long-term Assets $0 $1,967 $1,933 $1,900 $1,867 $1,834 $1,800 $1,767 $1,734 $1,700 $1,667 $1,634 $1,600
Total Assets $4,512 $3,967 $3,460 $3,752 $4,309 $4,694 $3,437 $3,648 $3,301 $3,987 $4,461 $5,341 $6,345
Liabilities and Capital Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Current Liabilities
Accounts Payable $135 $200 $233 $494 $658 $656 $141 $439 $358 $656 $684 $819 $901
Current Borrowing $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Other Current Liabilities $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Subtotal Current $135 $200 $233 $494 $658 $656 $141 $439 $358 $656 $684 $819 $901
Liabilities
Long-term Liabilities $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Total Liabilities $135 $200 $233 $494 $658 $656 $141 $439 $358 $656 $684 $819 $901
Paid-in Capital $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Retained Earnings $4,377 $4,377 $4,377 $4,377 $4,377 $4,377 $4,377 $4,377 $4,377 $4,377 $4,377 $4,377 $4,377
Earnings $0 ($611) ($1,150) ($1,119) ($727) ($339) ($1,080) ($1,168) ($1,434) ($1,046) ($599) $145 $1,067
Total Capital $4,377 $3,766 $3,227 $3,258 $3,650 $4,038 $3,297 $3,209 $2,943 $3,331 $3,778 $4,522 $5,444
Total Liabilities and $4,512 $3,967 $3,460 $3,752 $4,309 $4,694 $3,437 $3,648 $3,301 $3,987 $4,461 $5,341 $6,345
Capital
Net Worth $4,377 $3,766 $3,227 $3,258 $3,650 $4,038 $3,297 $3,209 $2,943 $3,331 $3,778 $4,522 $5,444
vi
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Market Analysis Summary 8

Table: Sales Forecast i

Table: General Assumptions iii

Table: Profit and Loss iv

Table: Cash Flow v

Table: Balance Sheet vi

Chart: Past Performance

Table: Past Performance

Total Assets $0 $3,700 $4,512

Total Capital and Liabilities $0 $3,700 $4,512

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Market Analysis Summary

growing quickly and are poised to take off.

Chart: Market Analysis (Pie)

Market Analysis (Pie)

Table: Market Analysis

Graduate Non- 4% 1,800 0 0 500 1,500 -4.46%

Target Market Segment Strategy

Service Business Analysis

Competition and Buying Patterns

Strategy and Implementation Summary

3. Specialized handouts prepared over several years of tutoring.

Chart: Sales Monthly

$2,400 Graduate Quantitative

$2,100 Graduate Non-quantitative

$1,800 Graduate International

Table: Sales Forecast

Direct Cost of Sales 2004 2005 2006

Chart: Sales by Year

Milestone Start Date End Date Budget Manager Department

Business plan completion

Develop agreements with Willamette professors

First large group of students

Nearing hourly capacity

Jan `04 Feb Mar Apr

Bryan's background includes an undergraduate degree in business management, and a minor in

Total Payroll $12,000 $13,000 $14,000

Table: General Assumptions

Projected Cash Flow

$2,000 Net Cash Flow

$1,000 Cash Balance

Jan Mar May Jul Sep Nov

Table: Cash Flow

Pro Forma Cash Flow

Cash from Operations

Additional Cash Received

Expenditures 2004 2005 2006