Page Comparison

Based on recent experience with the subject groupings, the consultation process could be slow, maybe very slow.

This consumes time and resources, as well as the possibility that it introduces changes in a disjointed/non-integrated way.

Start early, so timelines are not adversely impacted.

Shield most of the team by using only the BA and PM, plus COMT management.

Attempt to use 1-2-1's with senior people (e.g. PVCs), existing forums for others (faculty manager, school managers, faculty management teams, etc), and casual or relational/network conversations with those we know and work closely with.

Faculty and school staff may not support the approach; or may support it on face value, but not truly understand how it works. And this despite us having a mandate and consulted widely. Part of the reason for this is the number of stakeholders and the levels in the organisation (i.e. our consultation is often with faculty (and sometimes school) management, whether academic or general/administrative.

Approval for the approach may be obtained, but when work starts there could be repeated rounds of negotiation required, putting stress on relationships and timeframes.

F&Ss could go along with the approach, but build their own sites, wikis (etc) independentlyDespite obtaining approval and socialising the approach, f&s staff may understand or accept the approach. There are both many stakeholders and many layers (organisation hierarchy).

This may lead to repeated rounds of negotiation (taking time and stressing relationships) and even lead to f&s doing their own thing (outside/around the website).

M

Ground our approach to communications/consultation in:

• Strong yet clear key messages (better design, reduced content management, their content more accessed in other areas, evidence that it works for their target audiences).

• An educational process, informing people of the need for change, as well as the benefits.

• Demonstration examples Prepare a demonstration version of our two f&s patterns , as well as (supported by wire frames of topic and degree pages.

• ) that clearly:

  • Follows/supports/flows form the faculty or school's purpose and role
  • Show key content areas aimed at the identified user need
  • Utilises links to associated content in other parts of the site

  • Surfaces Homesite content on their page(s) (eg, via a widget/bounded search or similar).

Improving and relocating the content on f&s sites is a big job.

Faculty and school sites wonThis may mean that some sites don't change for some time: they may continue , continuing to have an old design and content.Project expends all available funding without completing all f&s..

M

M

Planned and prioritised approach to the required work.

Set and manage expectations carefully.

Request more project content resource.

Much of the As content that is currently on faculty and school sites will be merged with similar content (or moved to a new location) on Homesite. Faculty and school sites will be decommissioned: instead, there will be much smaller faculty and school 'areas'.Faculty and school staff may feel that their presence and importance as organisational entities is significantly diminished on the Victoria websitef&s sites is merged or moved the new f&s sites will be much smaller/leaner/lighter.

This may lead to f&s staff feeling that their importance as organisational entities is diminished.

M

Casual consultation sessions (as for risk 1). Start these sooner: now even.

Present the example faculty and school area mockup (in test environment). The example mockups show that the areas have:

• a prominent outline of the faculty or school's purpose and role
• prominent links from their area to associated content in other parts of the site
• homesite content surfaced on their page(s) (eg, via a widget/bounded search or similar).

Much of the content that is currently on faculty and school sites will be merged with similar content on the homesite, or moved to a central location on the homesite.

Faculty and school staff may have a diminished sense of ownership of content that is no longer on distinct faculty and school sites or areas.

M

Faculty and school staff may not update the centralised content.

Gain true buy-in to the approach during the initial consultation (education) and while working with faculties and schools on the content changes.

Develop strong web author/editor networks to ensure people remain connected.

• Page ownership could become unclear - who will be responsible for updating a page?
• Authoring permissions may become complex - should every person with content relevant to their faculty or school be able to edit the page? Or would it fall to the web team?

M

No-one may update a page, or there may be ongoing small edits.

Content ownership of important, centralised pages could fall to the web team

Topic and programme pages are highly important for undergrad recruitment. The topic page is a media-rich marketing page; and the undergrad degree page presents complex information in a way that makes sense to school students. To avoid these pages becoming ineffective over time, they will need to be maintained by people who fully understand the strategy behind them and have specialist web content and copy writing skills.

The web team are under resourced to do this work.

M

This could put stress on the web team. However, the team will gain an extra web writer at the end of 2015. And topic and programme pages are unlikely to need frequent review.

The Faculty of Engineering (and school) uses a wiki to author and display some of their website content.

• News, events and staff profiles are approached in this way.
• There is also a lot of 'current student'-facing information (eg, study resources) in the wiki.

The faculty may feel be resistant to having to move some of their activities to university-standard methods.   

M

Faculty and Marketing managers meet to clarify the best approach to be taken.

The features of the new university approach need to be communicated (ie, it's now better).

Use all three consultation approaches listed in risk 1 above.

Demonstration versions, as covered in risk 2 above

Same cause as with Risk 4 above.

This may lead to a reduced sense of ownership of the content, resulting in to slower updating / information out of date.

M

Gain true buy-in to the approach during the initial consultation (education) and while working with faculties and schools on the content changes.

Develop strong web author/editor networks to ensure people remain connected.

As more content currently on f&s sites is integrated into existing homesite pages page ownership could become unclear and authoring permissions may become more complex

M

 Plan content management with the Web BAU team.

Train and communicate effectively.

The Faculty of Engineering (and school) uses a wiki to author and display some of their website content and be resistant to having to move some of their activities to university-standard methods.   

This may lead to the Web Team having to support two models, one for only one faculty and one school

L-M

COMT management to initiate this conversation with the faculty management, trying to find a good way forward.

Separation of presentation layer from content management offers flexible options not previously available.