| Course | GF583 Treasury Management I |
|---|---|
| Unit | Unit 6 |
| Paper type | Seminar reflection |
| Length | About 810 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | MS in Finance |
| Updated | October 2026 |
Free sample paper for GF583 Unit 6
A Customer That Stops Paying but Keeps Buying: A Unit 6 Seminar Reflection on a Forecast Under Stress
[Student Name]
Purdue University Global
GF583: Treasury Management I
Unit 6 Seminar Reflection
[Instructor Name]
[Date]
The distributor, its customer and every figure are composite and illustrative; the articles cited are real.
The Scenario
Our facilitator gave us the distributor's thirteen-week forecast from the previous unit and one new fact. The company's largest customer, a corporate group owning about 640 veterinary clinics and supplying about 11 percent of receipts, announced that it was converting its payables system and would make no payments in weeks five to seven. It promised to catch up in weeks eight and nine. Orders would continue as usual.
The Arithmetic in the Session
We reran the forecast, which uses a week-by-week collection curve of the kind cash forecasting research recommends (Stone & Wood, 1977). Withholding 11 percent of receipts for three weeks removes about $15.5 million of cash. The peak in week seven, already the forecast's worst week because of the vaccine invoice and a tax payment, rises from about $52.3 million to about $67.8 million. Borrowing falls back as the catch-up payments arrive in weeks eight and nine.
My First Reaction
I treated it as a financing question. The company's revolving credit line is $250 million, so another $15.5 million of borrowing seemed easy to absorb. At 5.30 percent, three to four extra weeks of borrowing costs about $55,000. My note during the session said: inconvenient, not serious.
Where the Session Pushed Back
Nadia, who works in credit at a medical supply company, raised something that had not crossed my mind: how often does a large customer's system conversion end with exactly the terms it had before? In her experience, a customer that stops paying "temporarily" often resumes on longer terms, presenting the change as a feature of the new system. If this customer came back paying in 45 days instead of 30, the company would carry about $11 million more in receivables permanently, fifteen extra days on roughly $0.7 million a day of that customer's purchases.
Owen added the second risk. A customer that keeps ordering while not paying is building up an unsecured balance. If its finances were weaker than they looked, the conversion story could be cover for a cash shortage. He suggested asking for a parent company payment guarantee or reducing the credit limit until payments resumed.
The three-week gap looked like a cost of about $55,000 in extra interest, but the real exposure was what the gap might become: either a permanent lengthening of terms worth millions in working capital or a sign that the customer itself was short of cash.
What the Facilitator Added
Our facilitator closed by connecting the case to research on trade credit, which argues that suppliers know their customers through the ordering relationship and that a shift in how a customer pays is often the first visible sign of trouble (Petersen & Rajan, 1997). Large buyers also use their bargaining power to obtain longer terms from smaller suppliers, a pattern documented across industries (Klapper et al., 2012).
How My Thinking Changed
I now read a payment interruption by a large customer as three possible events: a genuine one-time delay, a disguised change in terms, or an early warning of credit trouble. The forecast measures only the first. The treasury's response should address all three: plan the borrowing, confirm in writing that the original terms resume, and review the customer's credit.
What I Would Do as the Treasurer
I would call the customer's treasurer that week to confirm the catch-up dates in writing, reduce new shipments to the credit limit until payments resumed, and add a line to the weekly forecast showing receipts from the largest five customers separately, so that any change in their payment pattern appears immediately.
A Number I Checked Afterward
I reran the scenario assuming the customer came back paying in 45 days instead of 30. Borrowing never returned to the original path: by week 13 it ran about 11 higher than the base forecast and stayed there, because the extra receivables became a permanent part of working capital. That single change mattered more than the three-week pause itself.
What Changed in My Notes
My session notes started with a borrowing figure and ended with three phone calls: one to the customer's treasurer, one to our credit manager and one to our sales lead for that account. The forecast told us how much cash the delay would cost. It took the discussion to show that the real decisions were about the relationship, not the revolver.
What I Still Want to Know
How should a distributor price the risk that its largest customer lengthens terms, when losing that customer would cost far more than the extra working capital?
References
Klapper, L., Laeven, L., & Rajan, R. (2012). Trade credit contracts. The Review of Financial Studies, 25(3), 838-867. https://doi.org/10.1093/rfs/hhr122
Petersen, M. A., & Rajan, R. G. (1997). Trade credit: Theories and evidence. The Review of Financial Studies, 10(3), 661-691. https://doi.org/10.1093/rfs/10.3.661
Stone, B. K., & Wood, R. A. (1977). Daily cash forecasting: A simple method for implementing the distribution approach. Financial Management, 6(3), 40-50. https://doi.org/10.2307/3665255
Reading the GF 583 Unit 6 instructions
Unit 6 of GF583 pairs a seminar stress test on the cash forecast with a reflection. Describe the scenario and how the forecast changed, with figures. Record your first reaction and the reasoning behind it. Then explain how classmates or the facilitator reframed the problem, attributing each point and connecting it to research on trade credit or cash management. Show how your reading of the event changed, distinguishing the possible explanations for a customer's behavior. Say what you would do as the treasurer. Check one claim with your own calculation after the session. Close on a question the session left unresolved. Use the first person, with the forecast figures and published research supporting each claim, cited in APA 7, inside the seminar's length guidance.
Inside the GF583 Unit 6 example
The sample opens with the facilitator's scenario and the rerun forecast, which cites Stone and Wood on collection curves. The writer's first reaction prices the extra borrowing at about $55,000. Nadia's point about conversions ending in longer terms and Owen's point about unsecured balances follow, and the highlighted sentence records the shift. The facilitator's addition cites Petersen and Rajan on suppliers' information and Klapper, Laeven and Rajan on large buyers' bargaining power. A section on how the writer's thinking changed lists three possible events, and a treasurer's action plan follows. A rerun with 45-day terms shows borrowing permanently about $11 million higher, notes on changed priorities follow, and an open question about pricing a large customer's bargaining power over terms closes the reflection.
Reading the GF583 Unit 6 grading rubric
GF583 seminar reflections are graded on accurate scenario figures and a visible change in the writer's reasoning. Graders check that the stress test's effect on the forecast is stated correctly. Most points reward showing how the discussion turned a financing question into a commercial and credit question, with each contribution attributed. Connecting the reframing to research on trade credit shows depth. Instructors in the MS in Finance program value practical actions the writer would take and an independent check after the session. A closing question the treasurer could not yet answer, with the trade credit articles cited in APA 7, completes the marks.
Common GF583 Unit 6 mistakes, and how to avoid them
Many GF583 reflections on a forecast stress test report the new peak and conclude the company can borrow more, which is where the seminar is meant to start rather than end. Others repeat what classmates said without explaining why it changed anything. The possibility that a payment pause signals a change in terms or a credit problem is missed. Actions are vague, such as monitoring the customer. Research is cited without connection to the case. If your seminar tested a supplier failure or a sudden price rise instead, keep the structure: scenario and figures, first reaction, reframing, research, revised reading, actions, a check and an open question.
Get a GF583 Unit 6 example written to your instructions
Send the scenario your section ran around Unit 6, any forecast it used, the readings and the rubric. A custom reflection traces a single view as the session tested it, describing classmates by what they argued; it takes 24-48h and a first one is free, and anything only you said live stays as a marked gap. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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GF583 Unit 6 questions, answered
What if my section held the seminar live and I attended?
Then the reflection can draw on what was said, described by role or argument rather than by name. Notes taken during the session are the best source, since a reflection written from memory tends to smooth over the moment a view changed. If you missed it, most sections accept the written alternative, which works from the posted scenario and readings instead.
How much of the forecast should the reflection reproduce?
Very little. A sentence stating the peak before and after the delay, and perhaps one figure for the cost, is usually enough. This reflection is graded on reasoning, and a full table repeats earlier work. Reference the forecast from the previous unit and bring forward only the numbers the argument actually uses.
Can the reflection use invented figures?
Yes, when the session used them and the paper labels them. Composite or illustrative numbers are normal in a treasury seminar, since real customer data is confidential. What draws deductions is presenting invented figures as a real firm's results, or changing the numbers between the session summary and the writer's own calculation without explaining why.
Where can I find a free GF583 Unit 6 sample paper?
You can read a complete GF583 Unit 6 seminar reflection on a large customer's three-week payment pause here, with the forecast impact, classmates' reframing, actions and APA 7 references.
Why is the payment pause more than a borrowing problem?
A customer that stops paying while still ordering may return on longer terms, permanently adding receivables, or may be short of cash itself. Either outcome matters more than three weeks of extra interest.