You’ve Got (Too Much) Mail: Encouraging Self-Service Through Improving Content
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Slides for ta workshop session on "You’ve Got (Too Much) Mail: Encouraging Self-Service Through Improving Content" facilitated by Lauren Tormey and Duncan MacGruer, University of Edinburgh on 12 July 2018 at the IWMW 2018 event. See http://iwmw.org/iwmw2018/talks/youve-got-too-much-mail-encouraging-self-service-through-improving-content/
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You’ve Got (Too Much) Mail: Encouraging Self-Service Through Improving Content
- 1. You’ve got (too much) mail: Encouraging self- service through improving content LaurenTormey & DuncanMacGruer University of EdinburghWebsite Programme
- 2. Want to tweet about our workshop? #IWMW18 #A3
- 3. Hands up if… …you’ve ever received an email that one of your webpages could have answered.
- 4. Today’s workshop -Presentation on continuous improvement process -Watch usability testing videos -Collaborative review of testing videos -Content design challenge -Presentation/demo on analytics/measurement methods
- 5. Iteratively improving IT help provision at the University of Edinburgh (A collaboration story)
- 6. Who are the collaborators? University of Edinburgh Information Services (IS) Group IS Helpline: The client University Website Programme: The consultants
- 7. The problem -IS Helpline deal with 7,000-10,000 support calls a month --includes emails on topics users can resolve on their own on by reading guidance pages -Initial round of usability testing on common IT issues in spring 2016 --students had trouble navigating the IS website structure and content --gave up on tasks in preference for sending an email
- 8. And those who don’t talk to their users write webpages for them… Image: http://www.relatably.com/q/jennifer-lopez-quotes-from-the-wedding-planner
- 9. Goals of the collaboration -increase levels of student self-service on common IT issues -reduce the number of support calls Helpline deal with -reduce existing IT help web content and improve effectiveness of what remains -introduce new skills to staff responsible for IT help pages
- 10. Following a process of continuous improvement Usability testing Editorial improvements Analysis and analytics
- 11. Usability testing -Test a handful of students -Ask them to perform tasks related to common problem areas Your connection to the University wifi drops. You log on to an open access PC and check the University website to see if you can fix the issue. -Get stakeholders in a room to watch usability tests -Note and prioritise the top usability issues we see
- 12. Editorial changes -Pair writing sessions to fix issues we see About pair writing: http://edin.ac/pair- writing
- 13. Analytics and analysis -Measure how effective our changes are --Do we see fewer support calls in areas we made improvements to?
- 14. Achievements -Enhanced website enquiry channelling -Redesigning the presentation of FAQ lists -Iterative improvements to high demand self-service guidance
- 15. Enhanced website enquiry channelling -Support form at http://www.ishelpline.ed.ac. uk/forms/ -Presents users with a series of popular support pages based on the topic they select -Captures technical information about a user’s device
- 16. Redesigning the presentation of FAQ lists -Students miss key info in long pages -Cut back number of Q&A pairs, each answer presented on its own page -Helpline can link users directly to correct guidance -Shorter, focused pages perform better in search
- 17. Iterative improvements to high demand self-service guidance -Issues with content design meant students could get to correct page but fail to resolve issue -Make pages clearer by removing excess content, restructuring with subheadings, giving prominence to keywords -eduroam connection issues turned into clear step-by-step guidance -By step 3 of 5, 60% of visitors have exited process
- 18. The collaboration today -Continuing the project over the summer focusing on student ID card pages -Working to embed this process into business as usual
- 19. Let’s demo the process of continuous improvement
- 20. Usability testing -Watch 3 students navigate getting your first student card webpages -Can they determine: --Need to log into MyEd (uni web portal) to upload photo --What an acceptable photo looks like (passport size, head and shoulders) --Need to pick up card in Library during Welcome Week -Take notes on the usability issues you see in each video -Note down the top 3 usability issues for each video (remember: issues, not solutions)
- 21. What would an acceptable photo look like?
- 22. Usability testing: collaborative review -Go through prioritised issues we witnessed -Work through flowchart to assess the criticality of the issue
- 24. Editorial changes: content design challenge -Pair up -Go to: https://edin.ac/iwmw18-a3 -Open up designated pair number folder -Look at list of prioritised issues -Re-draft the page (on document ‘New card page’) --How can we address the issues seen? --Cab we address the most critical issues first? --Any quick wins? --Don’t worry about being factual- focus on the design of the content (maybe even just worry about subheadings and links and use lorem ipsum for the body text)
- 25. Analytics and analysis -Analytics and content structuring --Prioritise top content, ruthlessly --What is good for users is good for analytics and search --The myth of FAQs…. --How do users navigate? -Analysis beyond analytics --Self-service prioritisation using call analysis
- 31. Return on Investment -Changes to important content can pay huge dividends --Analytics (and call numbers) identified -Which areas Lauren and the team should work on -Trends of use – where did people not use self-service options -discrepancies: --High calls/low page views --Low calls/high page views Small site Top 15 pages Bottom 55 pages Big site Top 545 pages >1740 domains 242 searches 20% of all searches
- 32. Page analytics -Separate content into pages --good for users --good for analytics --good for search
- 33. Analytics and content structuring -Separate content into pages – good for users, analytics and search --The myth of FAQs…. https://www.ed.ac.uk/information-services/help-consultancy/it-help/card https://www.ed.ac.uk/information-services/learning-technology/media-hopper-replay/frequently-asked-questions
- 34. Card page -What occurs to you about these results? --The landing page isn’t even the most popular page in the section… https://www.ed.ac.uk/information-services/help-consultancy/it-help/card/access-buildings-card https://www.ed.ac.uk/information-services/help-consultancy/it-help/card/forgotten-pin -Check entrances for the difference made in search -We can track usage on individual pages – is time on site, entrances, next page as we expect? In comparison: https://www.ed.ac.uk/information-services/help-consultancy/card/card-functions
- 36. Navigation summary -(Reusable) ‘call to actions’ to measure success --By having consistent contact routes, easier to analyse what is driving contact behaviour
- 38. Analysis beyond analytics -Find out what people are asking about for your services --We focus our efforts on our actually FAQs -split by whether they could/should be self-served
- 40. Further reading Helpline collaboration blog posts edin.ac/helpline-ux-collab Analytics blog edin.ac/analytics-insights Call management/management information www.ed.ac.uk/is/unidesk Analytics reports used Pageviews Behaviour>Site Content>All Pages Filter for site section, if appropriate Searches Behaviour>Site Search>Search Terms Secondary dimension: ‘start page’ or ‘search destination page’ then filter for site section, if appropriate Navigation summary Behaviour>Site Content>All Pages Click on single result, then “navigation summary” from top of screen
- 41. Thanks for workshopping with us lauren.tormey@ed.ac.uk duncan.macgruer@ed.ac.uk
Notes de l'éditeur
- This is what the basis of today is- how we can make changes to our content so we can get our users to self serve their queries and not have to email us.
- In this step, we use the prioritised usability issues as a basis for what changes we will make on our pages to fix these issues. In the pair writing process, a member from Helpline and the Website Programme work together side-by-side to edit and add new content. This process cuts down time on the traditional method of emailing drafts back and forth- in a short session, you can make your edits and get them live. PICTURE: (discussed further in slide 17) We worked together to change eduroam connection issues from a single page into clear step-by-step guidance.
- After we make our improvements to pages, we need to measure how well the changes are working. PICTURE: Top categories in the support form (see slide 15) users were clicking in Semester 1 2017
- We have seen improvement in a number of areas relating to Helpline overheads and end user satisfaction. In this presentation, we’ve picked three examples from among the many areas we’ve worked on to highlight the main aspects of online provision we’ve been enhancing: enquiry channelling, website information architecture and most importantly, quality and clarity of web page content.
- The problem: The initial usability tests that kicked off this collaboration showed that students gave up on using self-service materials to solve an issue before submitting a call. Furthermore, they were confused by the existing form interface for submitting an enquiry. This experience resulted in dissatisfaction among the students we observed and a preference to submit calls via email instead. For Helpline, these submitted emails can be incomplete, meaning they have to spend extra time acquiring more information. The solution: We introduced a new self-service contact form, which presents users with a series of popular support pages based on the topic they select. This encourages them to self-serve their issue before placing a support call. The form also captures technical information about the user’s device, so if they do submit a call, Helpline will not need to gather this information at a later stage. The impact: The introduction of this form saw the average time to call completion for Helpline calls drop from 3.25 down to 2.00 days. On average, 45% of visitors to the form choose to progress to submit a support call, rather than investigate suggested support pages.
- The problem: In usability tests, we noticed a pattern in sub-optimal performance around students’ interaction with lists of frequently asked questions (FAQs). Students were observed to miss key information, and generally be disinclined to interact with long pages of content, instead deciding to submit a support call. The solution: The number of question-and-answer pairs was cut back, each presented on its own page with best practice in writing for the web applied to the copy. The impact: Separating the topics into separate pages has allowed for the Helpline contact form and IT help site to link directly to specific answers of frequently asked questions. This means Helpline operatives can provide direct links in support calls to improve customer satisfaction. Helpline can also now measure the demand for content across the academic cycle and prioritise presentation accordingly at different points in the year. For example, 6/15 topics on the Printing FAQs page accounted for 78% of views, which led to us removing the extraneous questions from the page. Additionally, shorter, focused pages perform much better in the search engine, meaning people find the relevant content more quickly.
- The problem: Issues with content structure and use of plain English resulted in student participants failing to resolve their issues even if they had navigated to the correct page containing the answer to their problem. For high demand support pages such as eduroam connection issues, students had trouble discerning that step-by-step guidance was being presented. By not recognising this, students were picking out particular steps to try and diagnose their issue instead of following the steps in order. The solution: By removing excess content, restructuring with subheadings and giving prominence to keywords, we made content clearer and easier to follow. For eduroam connection issues, we turned a long single page of instruction into a series of clear step-by-step pages which students follow in order. The impact: The new structure of the eduroam connection information enables us to monitor effectiveness stage by stage. By the third step, almost 60% have exited the process and only 3% of those who start the self-help process now reach the point of being referred to the IT Support Desk (the final step).
- HL
- WC