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Build advanced Excel and database skills using a QuickBooks-style system applied to structured music data.
Take your Excel and accounting systems skills to the next level by building a sophisticated database-style application from the ground up in Microsoft Excel.
This hands-on course is designed primarily for accountants, bookkeepers, accounting students, and financial professionals who want to strengthen their ability to organize data, construct automated reporting systems, and think more deeply about how accounting software and database-driven applications work.
Rather than working only with another traditional set of financial transactions, we will use a structured nonfinancial dataset as the case study. This allows us to concentrate on the underlying Excel, database, and accounting-information-system concepts without simply repeating the same accounting exercises.
Throughout the course, we will repeatedly compare the system we build in Excel with familiar accounting structures found in bookkeeping systems and programs such as QuickBooks.
We will examine concepts analogous to:
The goal is not simply to create a spreadsheet. We will use Excel as a transparent database and information-system development environment in which formulas, relationships, classifications, references, and reporting logic remain visible.
Students will build the project from a blank worksheet, developing practical Excel skills as the database grows.
We will work with Excel tools and concepts such as conditional formatting, IF logic, XLOOKUP, relative and absolute references, structured data layouts, dynamic classifications, automated report population, formula copying strategies, lookup tables, visual data coding, and database-style source-to-report relationships.
A major theme of the course is the difference between a traditional sequential accounting workflow and a modern database-oriented workflow.
Accountants often visualize information moving through a sequence such as:
Source Data → Journal → General Ledger → Trial Balance → Financial Statements
That structure is extremely useful because it creates a clear audit trail and explains how accounting information is organized.
Modern accounting software, however, frequently stores information in centralized transaction databases and generates many different reports from the same underlying source data. Users may also begin with a summarized report and drill backward through account activity until they reach the original transaction.
We will use Excel to explore both ways of thinking.
The database constructed in this course contains absolute classifications, relative classifications, multiple reporting perspectives, detailed source-level information, and consolidated output. This gives us a practical environment for studying how a single dataset can be reorganized, reclassified, filtered, mapped, and presented in multiple ways without recreating the underlying information.
Conditional formatting is also used as an information-management tool rather than simply as decoration. We will develop standardized visual classifications that can respond automatically as data and reporting perspectives change.
As the project becomes more advanced, we will construct detailed input structures representing individual units of data and then compile those units into a larger database-style reporting system. This provides another useful comparison with accounting systems, where individual source transactions ultimately become part of broader general ledger and financial reporting structures.
The case-study data happens to come from a structured music-related system, but no significant musical background is required. The dataset is used because it contains classifications, numbering systems, hierarchical relationships, relative and absolute references, time dimensions, and reporting challenges that make it particularly useful for advanced Excel and database training.
For accountants, this provides an opportunity to apply familiar information-system concepts to an unfamiliar dataset. Doing so helps separate the underlying logic of database construction from the particular terminology of accounting.
By the end of the course, students will have practiced building a complex Excel-based information system while strengthening their understanding of Excel automation, lookup logic, conditional formatting, database design, accounting information systems, source-data architecture, and QuickBooks-style reporting relationships.
CPA, CGMA, M.S. Tax, CPI
Through working with students from many different schools, Mr. Steele has learned best practices for helping people understand accounting fast. Learning new skills and finding the best way to share knowledge with people who can benefit from it is a passion of his. Mr. Steele has experience working as a practicing Certified Public Accountant (CPA), an accounting and business instructor, and curriculum developer. He has enjoyed putting together quality tools to improve learning and has been teaching, making instructional resources, and building curriculum since 2009. He has been a practicing CPA since 2005. Mr. Steele is a practicing CPA, has a Certified Post-Secondary Instructor (CPI) credential, a Master of Science in taxation from Golden Gate University, a Bachelor’s Degree in Business Economics with an emphasis in accounting from The University of California Santa Barbara, and a Global Management Accounting Designation (CGMA) from The American Institute of CPA (AICPA). Mr. Steele has also authored five books that can be found on Amazon or in audiobook format on Audible. He has developed bestselling courses in accounting topics including financial accounting and QuickBooks accounting software. In addition to working as an accountant, teaching, and developing courses Mr. Steele has helped create an accounting website at accountinginstruction, a YouTube channel called Accounting Instruction, Help, and How Too, and has developed supplemental resources including a Facebook Page, Twitter Page, and Podcasts that can be found on I-tunes, Stitcher, or Soundcloud. Mr. Steele's teaching philosophy is to make content applicable, understandable, and accessible. Adult learners are looking for application when they learn new skills. In other words, learners want to be able to apply skills in the real world to help their lives. Mr. Steele’s formal accounting education, practical work experience, and substantial teaching experience allow him to create a curriculum that combines traditional accounting education with practical knowledge and application. He accomplishes the goals of making accounting useful and applicable by combining theory with real-world software like Excel and QuickBooks. Many courses teach QuickBooks data entry or Excel functions but are not providing the real value learners want. Real value is a result of learning technical skills like applications, in conjunction with specific goals, like accounting goals, including being able to interpret the performance of a business. Mr. Steele makes knowledge understandable by breaking down complex concepts into smaller units with specific objectives and using step by step learning processes to understand each unit. Many accounting textbooks cram way too much information into a course, making it impossible to understand any unit fully. By breaking the content down into digestible chunks, we can move forward much faster. Mr. Steele also makes use of color association in both presentations and Excel worksheets, a learning tool often overlooked in the accounting field, but one that can vastly improve the speed and comprehension of learning accounting concepts. The material is also made understandable through the application of concepts learned. Courses will typically demonstrate the accounting concepts and then provide an Excel worksheet or practice problems to work through the concepts covered. The practice problems will be accompanied by an instructional video to work through the problem in step by step format. Excel worksheets will be preformatted, usually including an answer tab that shows the completed problem, and a practice tab where learners can complete the problem along with a step by step presentation video. Mr. Steele makes learning accounting accessible by making use of technology and partnering with teaching platforms that have a vision of spreading knowledge like CPDformula.
Provincial regulators of CPAs in Canada do not require that independent providers of CPD be approved to offer courses. Instead, individual CPAs are responsible for assessing whether a CPD activity meets their requirements, and may take activities from any source provided those requirements are met.
Every course offered on LearnFormula is delivered by a qualified subject matter expert or learning organization, and advances learning objectives that are relevant to the responsibilities or professional competencies of Canadian CPAs. All activities on LearnFormula are quantifiable in terms of hours, and are also verifiable, in that users receive documented evidence of their attendance via a certificate of completion after finishing a course (and this certificate is stored by LearnFormula indefinitely). Nearly 100,000 Canadian CPAs successfully satisfy their CPD requirements via LearnFormula on an annual basis.