1. What is the analysis scenario?
For this assessment, you will be undertaking an analysis and management process for a real client who has a real request for you to address. You have two options for this.
Your client is Griffith University, and your project is the chatbot application, an internal project currently underway and using the Agile approach for development. There are a number of development areas that the team need to explore and I will be posting a diagram that explains that, hopefully before the end of the week. You need to pick ONE of the development areas, and conduct requirements elicitation, analysis, specification, and workflow design for that area.
Given the number of students taking this course, we ask that you do not approach the Griffith team directly with questions. A Microsoft Teams site has been set up to facilitate sharing of information. The Project Manager and Business Analyst on the project have offered to check the site on a weekly basis and answer any questions you may have.
As your assessment, you will need to elicit, analyse, and specify requirements for elements of the chatbot, and design the supporting workflows. You will need to conduct requirements elicitation activities with your peers in order to gather their needs for the product and general recommendations.
You have a description of the project below, access to the chatbot through myGriffith, and you will be given the opportunity to talk directly to a business analyst who is currently working on the project during lectures this trimester.
The Griffith 2020 Digital strategy identified cognitive computing as a technology which should be explored. In July 2017, a project was initiated to do this by developing a Chat Bot in conjunction with Microsoft, which responded to common Service Desk queries via multiple messaging platforms in common language. The project was successful in proving that this technology could be used to facilitate 24/7 support for students and staff for the three most common IT queries as well as providing a gateway for all other queries through a knowledge base search catch-all.
The IT queries include password resets and Wi-Fi connection issues, while the knowledge base search catch-all is provided through integration with the Ask Us. In addition to partnering with Microsoft, the development of the Bot saw Griffith Digital Solutions unit partner with Academic Admin to ensure the product would have the potential to satisfy the needs of Griffith’s students as well as its staff. This project closed in September 2017.
Having proved the concept, this next project phase has deployed the Bot into production. To enable this, the learnings captured from phase 1 have been used to improve the product for its deployment. To launch the next phase, a staged roll-out was utilised involving commencing students. The chatbot was then deployed to the broader student community.
With the launch of the Bot into production, the opportunity is available to gather student feedback for feature development.
The key objectives of the chatbot service are:
• Increased self-help for students.
• Improved student experience
• An additional channel for students to seek help for common IT and non-IT queries.
• Improved clarity and consistency of information available for students.
• 24/7 access on and off campus
1.3 Project Scope
The objectives of the project are:
• Identify the most common questions asked by students and develop workflows and knowledge base integrations to provide answers/resolutions.
• Ensure the service is available 24/7, on campus and off campus to ensure high quality and equitable access to information for students.
• Implement a personalised experience by providing information specifically relevant to the student and to enable the students to minimise time spent administering their studies.
• Create a personality for the Bot which both appeals to users and aligns to Griffith’s tone when communicating.
• Development of an operational support model which ensures the Bot is properly supported and progressed after the project without adding unnecessary costs.
• An integrated support and governance structure which can guide the future direction of the new service.
For Agile BA students:
In-scope considerations, activities, items and areas of this project are:
• Utilise already identified areas for development of workflows and capabilities or propose new areas based on requirements elicitation activities involving your fellow students.
• Use the information gathered to develop a workflow or ‘guided conversation’ to be used within each chatbot conversation with students.
• Identify potential development time savings where it is possible to merge one or more areas/topics as part of each interaction. For example constructing responses to student questions/requests that deliver additional information that may negate the need for them to ask follow-up questions
• Creating tests for flows.
• Identifying recommendations for future directions of the Chat Bot based on students needs and feedback.
• Recommend style guide attributes to facilitate clear and consistent content from either AskUs knowledgebase articles or as part of the conversation workflow text. For example – size of article answers, tone, language, personality, use of colour and icons, use of bullet points and lists. Keeping in mind there may be limitations as to the formatting capability within the chatbot text window.
• Recommend a personality for the Chat Bot which makes it appeal to its users while emphasising its virtual nature and aligning it with other messaging from the University.
• Identifying and recommend the best positions for Chat Bot on Griffith’s web pages/support channels as well as suggestions of how it could be promoted and deployed accordingly.
• Involving students/peers in development of the personality and user intents (workflows).
• Recommend a generic response to be used where user questions are not able to be answered by the chat bot.
1.4 Out of Scope
Out of scope considerations, activities, items and areas of this project are:
• Monitoring and developing inquiry management protocols for non-IT queries.
• Training the Language Understanding Intelligence Service (LUIS) model.
• Updating of knowledge base articles in Ask Us or Cherwell.
• Developing further canvases (communication platforms).
• Promoting the Bot to students.
• Promoting the Bot to staff.
2. What is the Assignment Folio?
During this course you will need to conduct actual elicitation, analysis, and documentation activities that you will present within the assignment Folio. For Option One, this will be your industry partner. For Option Two, this will a combination of analysing the outline you have been given, and eliciting further information from both the BA who is working on the project and from people outside this course.
The Folio is a document that captures your work and analysis, as you address the product scenario and analyse the requirements and management solutions for your client. You will complete your work using the template provided, and you will need to develop some specific analysis and management artefacts to include with your work. You are free to select from the techniques outlined in the course for these (for example, you might use the Product Roadmap technique, in which case you will need to include the actual Product Roadmap artefact that you produce).
The template we have provided is a high level document outlining the key material that you need to describe and include. You are welcome to tailor the template to suit your needs: note: you may addsections, headings, and sub-headings, however do not remove any of the sections included in the template. If in doubt, check with your assessor.
There are seven sections to your Folio that correspond to the weekly modules, and we expect that you will be working on the brief progressively each week.
2.1. Folio Sections
Section One is a simple introduction to your work, describing the purpose of your Document, and the scope you will cover. It also outlines the general background to your project that will influence your analysis and management decisions. This is where you describe the problem that you will solve, and the benefit that your product would give to your client
Section Two describes your Business Goals – “A state or condition that an organisation is seeking to establish and maintain, usually expressed qualitatively rather than quantitatively". Based on your goals and your understanding of the problem, you will select and describe the Agile approach you will use, why you have selected it, and the deliverables you will produce.
Section Three describes your stakeholders, and your communication approach for dealing with your stakeholders.
Section Four presents your product vision.
Section Five is where you specify your requirements in an Agile format. These should be detailed, prioritised, and thorough, capturing both current and future requirements.
Section Six describes how you would approach delivery of your product, and your recommendations for a review process for this project.
Section Seven presents your Project Management approach.
2.2. What do I actually need to do?
You are completing business analysis work that would be required in an Agile project. For stage one, you need to:
• Analyse the project situation - use the descriptions included here, information from the project team, and your own exploration of the Sam bot tool
• Capture the requirements for the system as it currently is - use your analysis to generate the requirements using Agile tools and techniques
• Elicit requirements for the next iteration of the Sam bot tool - conduct elicitation activities with other students and analyse your findings
• Capture new requirements and recommendations for the future direction of the Sam bot tool - use your analysis to generate new requirements and recommendations using Agile tools and techniques
You will document your work completing these tasks using the Folio template.
3. Folio Submissions
You should be working on your folio each week after the workshop, to progressively build it across the trimester. Your work will be assessed at two points.
3.1. Stage One
Your first major submission for this individual assessment is the Stage One submission in week 7, where you will submit your work to date and receive feedback.
For stage one, you will submit the first 5 sections of your folio.
You will need to submit the analysis artefacts that you have produced as part of your work (such as the Product Roadmap in the earlier example). These can be embedded within the document, attached as appendices, or submitted separately in the case of more complex artefacts. Talk to your assessor if you are unsure.
4. When and how do I submit my Folio?
Your folio will be submitted through the Assignment link on the course site. Your assessor will mark your work and provide feedback using the assignment tool. You will be able to see your marks, your mark sheet, and your assessors comments after marking. Please ask your assessor if you are unsure how to access this material, and you will be able to use the feedback to improve your work.
5. How will you assess my Folio?
Each stage of your folio is worth 25%
You will be marked based on your progress and on your analysis work. We are looking to see that you understand the course material, and that you have developed the skills needed to apply the material in practice.
You will receive feedback on your work from your assessor.
Marking criteria for your folio has been provided in the attached files above.