Business Intelligence Application Development Assignment 2

– This is a group assignment and should be completed in groups of 4 or 5 members (Maximum 5). Groups must be drawn from students in the same Workshop session.
– A group number, issued by the Unit Coordinator, will be assigned to each team via email
– Marks will be allocated equally to all members of the group. If there is conflict within the group, the Unit Coordinator should be informed without delay. All efforts will be made to resolve the conflict. If the conflict is not immediately resolved, the Unit Coordinator will decide on a resolution in consultation with the group members.
– The project has two parts: a written report, and a presentation.
– Marks will be allocated for the various sections of the project as listed below. Late penalties, as outlined in the Unit Information Guide, will be applied to late submissions.
– As always, students are reminded of their responsibilities as regards academic integrity. If you are unsure as to what this means, please see: http://our.murdoch.edu.au/Educational-technologies/Academic-integrity/
Background
Your BA consulting company has been approached by the Singapore Government who have asked you to conduct an analysis of the death rates of residents and how this has changed in recent times. In order to facilitate your analysis, you have been provided with a data set (see LMS) from the Singapore Department of Statistics that shows resident death (mortality) rates by a number of different variables.
You have been asked to conduct several specific analyses:
1. How has the infant mortality rate in Singapore changed since 1999, and how does it compare with that of five of Singapore’s near neighbours?
2. How has the mortality rate of residents under the age of 5 in Singapore changed since 1999, and how does it compare with that of five other countries (other than those you compared with in Q1)?
3. What were the most common causes of death in Singapore for residents in the 40-60 year are bracket in 2016?
You have also been asked to provide at least two other insights relevant to the mortality of Singapore residents you develop from your analysis.
If you have questions about the data, please post them to your group’s discussion forum where the UC will answer them as best as possible.
You will require additional data in order to perform your analyses. You should attempt to procure it for yourself. There is no limit as to what or how many data sources you use for this project. Whenever you do include an additional data source, you must ensure that you include the relevant metadata in the Appendix (see Section 1f of the Report Specification).
When students have attempted this project in the past, they have expressed concern about how poorly the data are structured, and how the data they found from other sources was not formatted “correctly”. Unfortunately, this is what working in BA is like!
Report Specification
The report is worth 70% of the marks for this project and will be allocated as below.
1. The report you create should include the following sections:
a. Executive Summary (5%)
b. Introduction (5%)
c. Primary Report Findings, including any supporting visualisations, in order to answer Questions 1-3 above (30%)
d. Secondary Report Findings, where you will report on any other insights into the dataset you have developed as a result of your analysis (15%)
e. Conclusion (5%)
f. Appendices that include design documentation; for example, data and database designs, detailed ETL processes and other metadata (10%)
2. Further details of each section are provided below.
Presentation Specification
The presentation is worth 30% of the mark for the project.
1. In the final week of the term, each group will make a 15-20 minute presentation to the class.
2. Detail of the marking of the presentation is provided below.
Note:
• Only one member of each group need submit
• Each member of the group must participate in the Presentation, marks will be deducted otherwise
• Presentations will be held during the final Workshop sessions in the week commencing 28th October
• You should submit your final project Report along with the slides you will be using for your presentation.

Marking Guide ICT394 Group Report
Executive Summary (5 marks)
The purpose of an Executive Summary is to present to the reader the “highlights” of the report. It is important to note that for some of your readers, this will be the only part of your report they will read (particularly if what they read in the Executive Summary doesn’t grab their attention!)

We will be looking the following in determining the mark:
– Effectiveness of Summary: how well the summary summarizes the content of the report. It should present the most important aspects of the project goals, methods and how the project finished
– Professional presentation: the organisation of the summary, which should flow logically from the goals, through the methods used, to the conclusions/findings of the project. Spelling and grammatical errors should be avoided in this part of the report (remember, that it might be the best chance you have to grab the reader’s attention).
Introduction (5 marks)
The Introduction is somewhat different from the Executive Summary in that the idea is to introduce the rest of the report. It will more formally explain the structure of the report in that it will outline the main sections and perhaps outline the findings.

We will be looking at the following in determining the mark:
– The Introduction clearly and logically outlines the sections of the report and provides an overview of the content of those sections.
– Again, professionalism in the presentation of this section is important.
Report Primary Findings (30 marks)
This is the part of the report where you need to be providing answers to the three questions asked in the report specification. The marks will be allocated equally between the questions (ie., 10 marks each).

In marking this section, we will be looking at these points for each question:
– The report clearly demonstrates an understanding of the question and why the question is being asked (i.e., why is the Client interested in the answer)
– The methods used to determine the answer are clearly stated, as are the sources of data used to answer the question
– Data and visualisations used to support the answer and any recommendations that are made, are appropriate and clearly demonstrate how the answer was arrived at
– Visualisations used in the report demonstrate an understanding of best practice in visualisation design and best practice
– The answer(s) to the question is(are) clearly stated and are supported by the data and visualisations used.
Report Secondary Findings (15 marks)
This is the “free form” part of the report. The open-ended nature of the question (i.e., provide any other insights) makes it difficult to determine ahead of time how marks will be allocated. However, as per the Primary Findings section, marks will be allocated based on the clarity of the findings, how well they are explained, and the justification used in their determination.
Conclusion 5 marks
The conclusion is an important part of the report in that it is where you tie it all together.

Make sure you take this opportunity to once again highlight the important findings that you have made.
– The Conclusion should clearly state the purpose of the project and summarise the methods and data used.
– Some of the more interesting findings should be emphasised and re-stated here
– Any shortcomings of the project or suggestions as to how the project could proceed, could also be stated here
Appendices 15 marks
This section is where you should include your process documentation; the primary purpose of this is so someone would be able to pick up your work and continue with it (I think of this as insurance against becoming ill and being unable to complete the project). It should include any database designs, ETL processes that you used and metadata you used in the project. We will be looking for this section to be complete, AND, ask ourselves, could someone, using this documentation, be able to pick up the project and run with it.

GROUP MARKER
HD D C-P N
PRESENTATION CONTENT (50%)
Introduction (10%) Introduced topic, established rapport and explained the purpose of presentation in creative, clear way capturing attention. Introduced presentation in clear way. Started with a self-introduction or “Our topic is” before capturing attention. Did not clearly introduce purpose of presentation.
Content Selection (10%) All information was relevant and appropriate to requirements of the assignment. Most information relevant; some topics needed expansion or shortened. Information was valid but some was not explicitly related to the purpose. Information was not relevant to the audience or directly related to the assignment.
Organization (10%) Contains a clear central message and clearly-identifiable sections featuring purposeful organizational pattern (e.g., chronological, problem-solution, analysis of parts, etc.) Central message is identifiable; sections of presentation vary in explicit organizational pattern, which influences audience engagement level or comprehension of central message. Central message is not clearly and/or easily identifiable by audience; sections may be in need of further organization and clarity. Does not contain central message or identifiable organizational pattern.
Transitions (10%) Effective, smooth transitions that indicated transitions in presentation topic or focus. Included transitions to connect key points but speakers often used fillers such as um, ah, or like. Included some transitions to connect key points but most speakers’ over reliance on fillers is distracting. Presentation was choppy and disjointed with a lack of structure.
Conclusion (10%) Ends with an accurate conclusion tying the content back to the opening with a dynamic 25 words or less close. Transitioned into close so audience was ready for it. Ends with a summary of main points showing some evaluation but over the 25-word limit. Transitioned to close. Ends with a recap of key points without adding a closing twist. Ends with only a recap of key points or with no transition to closure.

HD D C-P N
PHYSICAL PRESENTATION AND DELIVERY (30%)
Visual Aids (10%) Slides are professional and easy to read. Materials enable speakers to focus on presentation. Slides contain appropriate material but too much text or too many images/builds. Slides with occasional typos, unclear organization, and/or questionable applicability to presentation. All slides include significant amounts of text. Typos throughout slides and; too much text on slides. Material on slides either is identical to speaker’s speech or completely disconnected from it.
Vocal Qualities (5%) All members use clear, strong voice with vocal variation to demonstrate interest in the subject. All members demonstrate precise pronunciation of terms. Most members speak in clear voice, but voices of some members drop in volume at times; all members still use vocal variation to show interest. Voices of most group members are soft or lack vocal variation. Voices of all members are soft and monotone.
Eye Contact (5%) All speakers maintain eye contact with audience and seldom return to notes; presentation is like a planned conversation. Speakers are obviously prepared and have a solid grasp of the subject. Speakers maintain eye contact most of the time but frequently return to notes. Speakers spent significant time preparing and appear at ease but don’t elaborate. Speakers show some eye contact, but not maintained; and at least half the time, speakers read from notes. Speakers needed more practice or knowledge of their topic. All speakers read all or most of report with no eye contact. Possibly, speakers did not practice out loud. Unlikely the speaker would be able to answer questions about the topic.
Audience Engagement (5%) Involved audience in presentation; held their attention throughout by getting them actively involved in the speech and using original, clever, creative approach. Presented facts with some interesting “twists”; held attention most of the time by interacting with them. Good variety of materials/media. Multiple members went off topic and lost audience. Failed to utilize method to pull the audience into the speech. Members avoid or discourage active audience participation.
Appearance of speakers (5%)

All members appear appropriate for occasion and audience.

For the most part, all members appear appropriate for the occasion and audience. Most members’ appearance is somewhat inappropriate (hair keeps falling in eyes, jewellery distracting).
All members wear inappropriate clothes for event or audience.

HD D C-P N

INTERPERSONAL GROUP DYNAMICS (20%) Only 1 or 2 group members participate.
Speaker to Speaker Transitions (10%) Group members make smooth transitions from one speaker to the next; all are aware of who should be speaking and what each person’s role is. Transitions are explicit and speak to shifts in topic and purpose for shift. Most transitions between speakers are conducted in smooth ways; one or two group members seem unclear about their roles or the timing of their parts. Most members address topic shift and purpose. Transitions consist of abrupt shifts from one speaker to the next; some speakers announce next person but do not provide content-related explanation of new topic and purpose. Speakers simply announce next speaker or stop talking and wait for next speaker to begin, and no attention is paid to shift in topic or purpose.
Group Preparedness (10%) Each group member demonstrates awareness of role and that of other speakers. Members anticipated audience questions, and multiple members have apt responses. All members recognize all parts of presentation, slides, handouts, and other supporting materials. Each group member demonstrates awareness of role and that of other speakers. Some members anticipated audience questions, and 1 or 2 members have apt responses. Most members recognize all parts of presentation, slides, handouts, and other supporting materials. 1 or 2 members demonstrate awareness of role and that of other speakers. 1 or 2 members anticipated audience questions, and are the only speakers with apt responses. Some members acknowledge not recognizing all parts of presentation, slides, handouts, and other supporting materials. All members show lack of clarity about their “part” and the roles of other speakers. No members anticipated audience questions. Most or all members acknowledge not recognizing all parts of presentation, slides, handouts, and other supporting materials.

Adapted from Cindy Kenkel, “Teaching Presentation Skills in Online Business Communication Courses,” Managerial Communication Oral Presentation Evaluation and AAC&U Oral Communication Metarubric