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Start Here: Data Basics

A short course in the ideas behind every report. 15 lessons, about 75 minutes in total, and nothing to install.

BEFORE YOU START

What This Course Covers

15lessons
45practice questions
75minutes in total
Level 1Aware · no prerequisites

Written for these roles

Useful for every other role too, as a refresher before the technical paths.

How each lesson works

  1. 1
    LearnA diagram and a worked example.
  2. 2
    PractiseThree questions, with the reasoning explained.
  3. 3
    ApplyOne thing to try, with a box to note what you found.

A lesson counts as complete once you have answered its three questions, not by ticking a box.

What you will be able to do

Describe what any report is counting, and how it is broken down.

Judge whether an average, a percentage or a trend is telling the truth.

Question a claim that one thing caused another.

Choose a chart that answers the question being asked.

Say how fresh a figure is, and where it came from.

Settle a disagreement between two reports.

THE LESSONS

Fifteen Lessons

Work through them in order, or jump to the one you need. Each takes four to five minutes, and your progress is saved on this device.

0 of 8 lessons complete

1

Lesson 1 of 15

What Data Actually Is

Not startedLink

Most business data is a table of rows and columns.

Goal
Recognise the table of rows and columns behind any report you are shown.
Time
Four minutes
You will need
Nothing. Have a report you use open if you can.

By the end you can

  • Explain what a row and a column represent
  • Ask what one row of a dataset stands for

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

Rows are things that happened, such as orders or visits. Columns describe them, such as date, product or amount. Everything else, from a dashboard to an AI model, is built on tables like this.

Rows = things that happenedColumns = details about themEverything else is built on this

For example: One row per order, with columns for date, customer, product and value.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Open a report you use and find what one row represents. If you cannot tell, ask.

Common mistake

Assuming every row is a customer. In an orders table, one customer can appear ten times, so counting rows counts orders, not people.

Remember this: A row is one thing that happened; a column describes it.

Next: what you count, and how you slice it.

2

Lesson 2 of 15

What You Count and How You Slice It

Not startedLink

Measures are what you add up; dimensions are how you break them down.

Goal
Describe any report as a measure sliced by dimensions.
Time
Four minutes
You will need
Nothing.

By the end you can

  • Tell a measure from a dimension
  • Ask for a report in language an analyst can act on

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

Numbers you add up, such as revenue or orders, are measures. The things you split them by, such as region, month or product, are dimensions. Almost every report is one or two measures sliced by a few dimensions.

Measures are added upDimensions slice themMost reports are one of each

For example: “Revenue by region this month” is one measure and two dimensions.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Write one of your team’s regular questions as “measure by dimension”.

Common mistake

Asking for “a report on sales”. Nobody can build that. Say which measure, sliced by which dimensions, over what period.

Remember this: Measures are counted; dimensions are what you count them by.

Next: why averages can mislead.

3

Lesson 3 of 15

Averages Can Mislead

Not startedLink

One extreme value can drag an average away from reality.

Goal
Judge when an average describes the group and when it does not.
Time
Five minutes
You will need
Nothing. A calculator is not needed.

By the end you can

  • Spot when an outlier is distorting an average
  • Ask for the median or the spread instead

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

An average is pulled around by extreme values. If one customer spends far more than everyone else, the average spend describes nobody. The median, the middle value, is often fairer, and the spread matters as much as the middle.

The mean is pulled by extremesThe median sits in the middleSpread matters as much as either

For example: Nine people spend £10 and one spends £500. The average is £59, the median is £10.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Find an average in a report you read, and ask whether the median would tell a different story.

Common mistake

Reporting an average with no sense of the spread. Two teams can share an average of five days while one is consistent and the other swings from one to twenty.

Remember this: Check the median and the spread before trusting an average.

Next: percentages, growth and points.

4

Lesson 4 of 15

Percentages, Growth and Points

Not startedLink

A percentage is meaningless without knowing what it is a percentage of.

Goal
Read and describe percentages and growth without ambiguity.
Time
Five minutes
You will need
Nothing.

By the end you can

  • Name the base behind any percentage
  • Use percentage points correctly

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

A percentage always needs its base: 20% of what? Growth compares two periods, and a change from 10% to 12% is two percentage points, not 2%. Small bases make percentages jump around.

Always name the basePoints ≠ per centSmall bases swing wildly

For example: Two sales from ten leads is 20%. Next month, three from ten is 30%, a rise of ten percentage points.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Check one percentage you report on and write down its denominator.

Common mistake

Reporting a percentage from a tiny base. “Conversion doubled” sounds impressive until you see it went from one sale to two.

Remember this: Always say what the percentage is out of.

Next: why correlation is not cause.

5

Lesson 5 of 15

Correlation Is Not Cause

Not startedLink

Two things moving together does not mean one caused the other.

Goal
Test a claim that one thing caused another.
Time
Five minutes
You will need
A recent claim from your team, if you have one.

By the end you can

  • Separate correlation from cause
  • Suggest a way to test a claim

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

Something else often drives both, such as a season, a campaign or a price change. Before acting, ask what else changed at the same time, and whether a test could settle it.

Things can move together by chanceA third factor often drives bothA test settles it

For example: Ice cream sales and sunburn rise together. Neither causes the other; the weather causes both.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Take a recent “X caused Y” claim in your team and list two other possible causes.

Common mistake

Acting on the first explanation offered. The first story that fits the data is rarely the only story that fits the data.

Remember this: Ask what else changed before crediting the thing you noticed.

Next: picking the right visual.

6

Lesson 6 of 15

Picking the Right Visual

Not startedLink

The question decides the chart, not the other way round.

Goal
Choose a chart that answers the question being asked.
Time
Four minutes
You will need
Nothing. The Visualisation Guide is linked at the end.

By the end you can

  • Match line, bar and scatter to the right question
  • Say why a chart is not working

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

Use a line for change over time, bars to compare categories, and a scatter to show a relationship. If a chart needs a paragraph to explain it, the wrong one was chosen.

Line = over timeBars = across categoriesScatter = relationship

For example: Sales by month is a line chart. Sales by region is a bar chart.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Find a chart in your reporting that takes explaining, and try it as a different type.

Common mistake

Using a pie chart for more than four slices, or for anything that is not a share of one whole.

Remember this: Time is a line, categories are bars, relationships are a scatter.

Next: where the numbers come from.

7

Lesson 7 of 15

Where the Numbers Come From

Not startedLink

Figures travel through systems, and each step adds delay.

Goal
Know how fresh a figure is before you use it.
Time
Five minutes
You will need
A dashboard you use, to find its refresh time.

By the end you can

  • Describe the journey from source system to dashboard
  • Check when a report last refreshed

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

A figure moves from a source system through a pipeline into a warehouse, then into the dashboard. Each step has a timing, so “yesterday” in a report may mean up to last night’s refresh.

Born in a source systemMoved by a pipelineShown after the last refresh

For example: A sales figure comes from the till system, is loaded overnight and appears in this morning’s dashboard.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Find the last refresh time on a dashboard you use before quoting it in a meeting.

Common mistake

Quoting today’s figure in a meeting without checking the refresh time, then being corrected by someone looking at the source system.

Remember this: A figure is only as fresh as the last refresh.

Next: why two reports disagree.

8

Lesson 8 of 15

Why Two Reports Disagree

Not startedLink

Most disagreements are about definitions, not mistakes.

Goal
Resolve two reports that disagree, without blaming the data.
Time
Five minutes
You will need
Two reports covering the same measure, if you have them.

By the end you can

  • Compare definitions before assuming an error
  • Agree and record one definition

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

One report counts orders when placed, another when paid. One counts customers, another accounts. Agreeing the definition usually settles the argument faster than checking the data.

Same word, different definitionsCompare definitions firstWrite the agreed one down

For example: Marketing counts a lead at sign-up, sales counts it after qualification, so the totals differ.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Ask two colleagues how they define one shared measure, and compare their answers.

Common mistake

Starting with “whose number is wrong?”. It sets up a fight, when usually both are right about different things.

Remember this: Compare definitions before you compare numbers.

You have finished. See your summary below, then pick your role.

9

Lesson 9 of 15

Reading a Dashboard

Not startedLink

Read the furniture before you read the numbers.

Goal
Get your bearings on a dashboard you have never seen before.
Time
Five minutes
You will need
A dashboard you use at work, if you have one.

By the end you can

  • Find what a dashboard is filtered to
  • Say what any figure on it is counting

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

Before the figures, read the title, the date range, the filters and the refresh time. A number means nothing until you know what it covers. Then read the top-left figure, because that is usually the one the designer thought mattered most.

Read the title and date firstCheck what is filteredOne number rarely tells you enough

For example: A dashboard titled 'Sales, North region, last 30 days' does not answer a question about this month.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Open a dashboard you use and write down what it is filtered to, and when it last refreshed.

Common mistake

Quoting a figure without checking the filters. Half the disagreements in meetings come from two people reading the same dashboard with different filters set.

Remember this: Title, dates, filters, refresh, then the numbers.

Next: the tricks that make a chart mislead.

10

Lesson 10 of 15

Misleading Charts

Not startedLink

Most misleading charts are the right type, drawn carelessly.

Goal
Spot the four things that most often make a chart mislead.
Time
Five minutes
You will need
Nothing.

By the end you can

  • Spot a truncated axis and say why it matters
  • Ask what a chart leaves out

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

Four things do most of the damage: a bar axis that does not start at zero, sorting that hides the story, a part-period at the end of a line, and a missing comparison. None of them requires bad intent. Careless is far more common than dishonest.

Check the axis starts at zeroCheck the sortingAsk what is missing

For example: Bars from 90 to 100 make a 4% gap look like a doubling.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Find a chart in your reporting with a truncated axis, and see how it looks starting at zero.

Common mistake

Assuming a misleading chart was meant to deceive. Say what is wrong with the chart, not what is wrong with the person.

Remember this: Zero on the axis, sorted by value, whole periods, and a comparison.

Next: targets, actuals and variance.

11

Lesson 11 of 15

Targets, Actuals and Variance

Not startedLink

Variance is the gap between what you planned and what happened.

Goal
Read a variance column without second-guessing the sign.
Time
Four minutes
You will need
A report with a target column, if you have one.

By the end you can

  • Read variance in both absolute and percentage terms
  • Say whether a variance is good or bad

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

Variance is actual minus target. Positive is not automatically good: over target on sales is good, over target on cost is not. Percentage variance makes small bases look dramatic, so read both the gap and the size of the thing it came from.

Target = what you aimed forActual = what happenedVariance = the gap, and its direction

For example: Target 100, actual 92, variance minus 8, or minus 8%.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Find a variance in a report you read, and say out loud whether it is good or bad, and why.

Common mistake

Treating a red number as a failure. On costs, under target is usually the good direction.

Remember this: Variance is actual minus target, and its meaning depends on the measure.

Next: why two reports disagree.

12

Lesson 12 of 15

Asking a Good Question of Data

Not startedLink

A good question names a decision, a measure and a comparison.

Goal
Turn a vague request into one an analyst can answer.
Time
Five minutes
You will need
A request you have made recently, if you have one.

By the end you can

  • Write a request that does not need three follow-up emails
  • Say what answer would change your decision

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

A good question says what decision it supports, which measure answers it, how it should be sliced, over what period, and what it should be compared with. If you cannot say what you would do differently depending on the answer, the question is not ready.

Start from the decisionName the measure and the sliceSay what would change your mind

For example: Not 'send me sales data', but 'revenue by product, by month this year against last, so we can decide what to drop'.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Rewrite one request you have sent this month using decision, measure, slice, period and comparison.

Common mistake

Asking for the data rather than the answer. You get a spreadsheet, then spend a week deciding what it means.

Remember this: Decision, measure, slice, period, comparison.

Next: where the numbers come from.

13

Lesson 13 of 15

Samples and Small Numbers

Not startedLink

A small sample can say almost anything.

Goal
Judge whether a figure is based on enough data to act on.
Time
Five minutes
You will need
Nothing.

By the end you can

  • Ask how many the percentage came from
  • Spot a result that is likely to be noise

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

A percentage from twelve responses moves wildly if two people change their minds. Before acting, ask how many, and who was missed. A survey answered only by the happiest customers describes the happiest customers, not your customers.

A sample stands in for the wholeSmall samples swing wildlyAsk who was left out

For example: Two complaints out of ten is 20%. One more takes it to 30%, which sounds like a crisis and is not.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Find a percentage in a report you read and write down the number behind it.

Common mistake

Comparing percentages from very different sample sizes as if they were equally reliable.

Remember this: Ask how many, and who was left out.

Next: what makes data trustworthy.

14

Lesson 14 of 15

What Makes Data Trustworthy

Not startedLink

Trustworthy data is complete, accurate, consistent and timely.

Goal
Check a new dataset before you build anything on it.
Time
Five minutes
You will need
A spreadsheet or extract you have been sent, if you have one.

By the end you can

  • Run four checks on a new dataset
  • Say where a problem should be fixed

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

Four questions cover most of it. Is anything missing? Do the totals match the source? Are the same things named the same way? Is it fresh enough for the decision? When something is wrong, fix it at the source, not in your copy, or everyone else keeps the error.

Complete, accurate, consistent, timelyCheck before you buildFix at the source

For example: Three spellings of one region in a single column means your regional totals are wrong.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Take a dataset you were sent and check for duplicates, blanks and inconsistent spellings.

Common mistake

Cleaning the data in your own file and moving on. The next report will have the same problem.

Remember this: Complete, accurate, consistent, timely. Then fix at the source.

Next: handling data about people.

15

Lesson 15 of 15

Handling Data About People

Not startedLink

If it identifies someone, extra rules apply.

Goal
Recognise personal data and handle it carefully.
Time
Five minutes
You will need
Nothing. This is general guidance, not legal advice.

By the end you can

  • Recognise when data counts as personal
  • Ask the right question before sharing it

1. Learn

Video placeholder. A narrated version of this lesson goes here, once it is recorded.

Personal data is anything that identifies a living person, directly or in combination. A name, an email, an employee number, or a small enough group that people can be worked out. Collect only what you need, keep it only as long as you need it, and share it only with people who need it for that purpose.

Personal data is anything that identifies someoneCollect less, keep it shorterAsk before you share

For example: A report of one team with three people can identify individuals even without names.

2. Practise

Three questions, drawn from a larger set. Answer all three to complete the lesson.

3. Apply at work

Look at a report you share and ask whether any group in it is small enough to identify someone.

Common mistake

Assuming that removing names makes data anonymous. Small groups, rare job titles and free-text comments often identify people anyway.

Remember this: If someone could be identified, treat it as personal data.

You have finished. See your summary and the final check below.

FINAL CHECK

Ten Questions, One Go

Ten questions drawn at random from every lesson, so it is different each time. Answer them all to see your score, then go back to any lesson you missed.

This takes about five minutes. Nothing is timed, and nothing is recorded anywhere but this device.

YOUR SUMMARY

Where You Got To

0 of 8lessons complete
0%questions right first time
0notes saved from applying it

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What you finished, how you did, and where to go next.

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PUT IT TO WORK

Five Questions to Ask About Any Number

You do not need technical skills to check whether a figure holds up.

  1. 1

    What exactly is being counted?

    Orders or order lines? Customers or accounts? The definition decides the number.

  2. 2

    Over what period?

    Last month, last 30 days and month to date all give different answers.

  3. 3

    Compared with what?

    A figure on its own means little. Compare with last year, a target or a benchmark.

  4. 4

    How fresh is it?

    Check when the report last refreshed before acting on today’s figure.

  5. 5

    What would change my mind?

    If no answer would change the decision, the number is decoration, not evidence.

TAKE IT WITH YOU

The Cheat Sheet

Everything on this page in one page, ready to print or save as a PDF.

Data basics in one page

  1. What Data Actually Is. A row is one thing that happened; a column describes it.
  2. What You Count and How You Slice It. Measures are counted; dimensions are what you count them by.
  3. Averages Can Mislead. Check the median and the spread before trusting an average.
  4. Percentages, Growth and Points. Always say what the percentage is out of.
  5. Correlation Is Not Cause. Ask what else changed before crediting the thing you noticed.
  6. Picking the Right Visual. Time is a line, categories are bars, relationships are a scatter.
  7. Where the Numbers Come From. A figure is only as fresh as the last refresh.
  8. Why Two Reports Disagree. Compare definitions before you compare numbers.
  9. Reading a Dashboard. Title, dates, filters, refresh, then the numbers.
  10. Misleading Charts. Zero on the axis, sorted by value, whole periods, and a comparison.
  11. Targets, Actuals and Variance. Variance is actual minus target, and its meaning depends on the measure.
  12. Asking a Good Question of Data. Decision, measure, slice, period, comparison.
  13. Samples and Small Numbers. Ask how many, and who was left out.
  14. What Makes Data Trustworthy. Complete, accurate, consistent, timely. Then fix at the source.
  15. Handling Data About People. If someone could be identified, treat it as personal data.

Five questions: What is counted? Over what period? Compared with what? How fresh is it? What would change my mind?

Build Your Confidence with Data

These basics sit behind every report, dashboard and model you will meet at work.