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ACCFSS O I-nGH-QUAmY. AFFORDABLE DUCAllON OORAlL OOLORADANS

FEBRUARY 003

1380 Lawrence Street, Suite 1200. Denver, Colorado 80204. (303) 866-2723TIMOTHY E. FOSTER, EXEcUTIVE DIRECfOR


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Predictivedialing training: speech ate affectssalesper hour Page1 of

Telemarketing SUCCes8. CommDedicated o Pnldlctive Dialers and Predictive Dialing Training, Educatkln and "'-'.~- .._"~ - - -~ - -IF""" ArtIcles AbN U. Home

Free Newslett~rSubscription onDialingSucce_~s Find Your Optimum Rate Of Speechby Judd Humpherys

Feature ArticlesPredictiveDialerQuickQuotesTipa on Managing PredictiveDialers

When you talk to a New Yorker you hear an eastern accent and normallya very fast speech rate. When you talk to people frorn the South, youhear a Southern drawl and a much slower speech rate. When you talk topeople from the Midwest, you get an entirely different speech pattern.How do these different accents, speech patterns, and speech rates affectsales and telemarketing efforts?Detailed Predictive DialingFunctionalityFor years, consultants have tried to analyze how accent and speech rateimpact sales in a telemarketing environment. While nothing is conclusive,there is a lot of evidence that speech rate and accent affect sales and theway people feel when talking to telemarketing agents.

Common QuestionsHow to contact Judd

Many companies do speech tests when hiring telemarketing agents.Some companies like to hire people with "theatrical" voices in the hopethat voice quality will impact productivity. They feel it helps cut salesresistance.

Importance of Speech RateLet's explore why speech rate is important. The telemarketing call isalmost always an interruption. The prospect is not anticipating the agent'scall. While their brain can digest 600 words a minute when focused, forthe first five to ten seconds of a telemarketing call the prospect tends tohear at a different speech rate than the agent speaks. It simply takes thebrain a few seconds to put speech rate, accent, and message together socommunication can occur.A New Yorker,who speaks at 240 words per minute (WPM), will haveproblems communicating (at first) with a Midwesterner, who speaks at170 WPM. Chances are the Midwesterner will not understand theconversation for at least five to ten seconds. That means they will miss ornot understand the agenfs name, company, and possibly the primarycalling purpose.One of the reasons many big service bureaus go to Omaha Nebraska isbecause there is little if any accent in the middle part of America and theirrate of speech is moderate when compared with Southerners and NewYorkers.

http://www. telemarketingsuccess.com/predictive_dialer/optimurn- speach_ratehtm 3/S/2003


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Page2 ofredictivedialing training: speech ate affectssalesper hour

180 Word TestThe PennsylvaniaBell Companyput out a 180 word est to measurespeech rate. This test can help train your agents o speak at the bestspeech rate. Time your agentswhile they read this test. If they takelonger han one minute, hey are speaking oo slow. If they take less thanone minute. hey are speaking oo fast.

The 180 Word Statement by PennsylvaniaBell CompanyMost expertsagree hat the ideal rate ofspeech s betweenone hundredand eighty otwo hundredwords per minute.At this rate,peoplewho are listening o you will be able tohear and understandwhat you are saying. nthe UnitedStates here are differentpattemsof speech hat are the productof geographicareas. n the northeasternpart of the country.people end to speak aster than otherswhilepeople rom the southernstates speak slowerthan the ideal rate. However,people n themid-western tates will tend to speak he onehundred ndeightyword ate.To estyourself,note your start and finish time. Usethe secondhand of a clock o do this. If youread his statement n less than one minuteyou are speaking oo fast and should makeaneffort o slow down. But if you read hisstatement n more han a minute,you arespeaking oo slowly and should ry to speakfaster when talking on the phone.

If you mark ten second ntervals, t will help you identifyspeedl patternsand habits,both good and bad, in your agents.Once dentified,you canbegin he processof correctingbad habits and emphasizing ood ones.Another helpfulsuggestion s to perform his test over the phone or infront of other agents.When you finishwith the Bell test, take one of your scripts and do thesame thing. Identify the first 180 words and have your agents try andread them within one minute.This article was written by Judd ~. 0 Copyright. 1996. M8kk'IgoopIeswithout thewritten permissionof the copyright owner Is prohibited by law.

m\JII:I..A-~] [ Alxlut TelemarketinBSucceu.~ ] [ Hmm.

C~. C TelemuketingSuccess.Com All Ri~ Reserved. This sile is ~orial.You can Contact TelemarketingSuccess.Comat [email protected]

http://www. telemarketingsuccess.com/predictive_dialer/optimum- speach_ratc.htm 3/5/2003


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Table of Contents~ection

4rocessPerformance Measures and Components.Institutional Performance, Points, and Scoring 7

Performance Funding Measure 1A - BaccalaureateGraduationRates After Four, Five,and Six Years at Colorado Public Four-Year Higher Education Institutions, Fall 1995.

1996, and 1997 C ohor 8Performance Funding Measure 1B - Graduation Rates After Three Years at ColoradoPublic Two-Year Higher Education Institutions. Fall 1998 Cohort 9Perfonnanceunding Measure 2A - Student Retention Rates at Colorado PublicF ur ear Higher Educat on I st t t ons, F ll 2000 Cohor , 10Performance Funding Measure 28 - Student Retention Rates at Colorado PublicTwo-Year Higher Education Institutions, Fall 2000 CohortPerformance Funding Measure 3A - Minority Student Baccalaureate Graduation RatesAfter Six Years at Colorado Public Four-Year Higher Education Institutions,Fall 1995Cohort ""'..."" '.".."""'.""""""' ""'"..., ...12Performanceunding Measure 38 - Minority Student Graduation Rates After ThreeYears at Colorado Public Two-Year Higher Education Institutions, Fall 1995 Cohort ... 13Performance unding Measure 3C - Minority Student Retention Rates After One Yearat Colorado Public Four-Year Higher Education Institutions, Fall 2000 Cohort

Performance unding Measure 3D - Minority Student Retention Rates After One Yearat Colorado Public Two-Year Higher Education Institutions, Fall 2000 Cohort 15Assignment of Points for Performance Measure 4A 16Performance Funding Measure 4A - AchievementScoreson Licensure,Professional,Graduate School Admission, and Other Examinations Taken by Baccalaureate Seniorsand G duat s Dur ng 1999 - 2000 and F 2000 - 01 ( ur ear inst t tons) 18Performance Funding Measure 48 - Career and Technical Graduates Employed orContinuing Post-Secondary Education at Colorado Public Two-Year Higher EducationI s tt t on s D ur ng F 2 00 0 - 0 1 23

24PerformanceFundingMeasure5 - InstitutionalSupportExpenditures5A- By Per F St dent F 1999 - 2000B - By Institutional Support Expenditures as Percent ofTotal Cur ent Fund, FY 1999 - 2000 25

-2


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QUALITY INDICATORS/PERFORMANCE MEASURES, BENCHMARKS,BASE, BONUS, AND IMPROVEMENT POINTS, AND THE SCORING PROCESSFOR THE FY 2003-04 PERFORMANCE FUNDING SYSTEM

1 Institutional performances measured onseven overall quality indicators/performance measures2, Each of the overall measures #1 - #7 has a maximum of 300 base points. Individual componentscomprising an overall measure have a proportion of the base points for the overall measure associatedwith the component.3. Depending on he extent f the improvement in institutional performance on thoseoverall measures or components utilized in the FY 2002-03 performance funding system, the earning ofimprovement points is possible. Improvement is measured utilizing the actual performance levelsrecorded in the FY 2002-03 quality indicator system. A maximum of thirty percent 30%)of the basepoints associated with the overall measure or component can be earned as improvement points.Improvement points are in addition to base points and bonus points. For each 0.1% - 0.5%range of

improvement (calculated as percentage improvement, not as change in percentage points), one (1 )Improvement point is earned up to the maximum number of improvement points associated with theparticular overall measure or component.Bonus points are earned or performance exceeding the benchmark. Bonus points are in addition tobase points and improvement points. The maximum number of bonus points that can be earned for anyoverall measure or component is thirty percent (30%) of the maximum number of base points for theoverall measure or component.

4

Measure #1 incorporates ix components elated o four-year nstitutionsand two components elated otwo-year nstitutions.The "graduationwithin he same nstitution ate" components or the four-yearinstitutionseach has a maximumof 70 base points,21 bonuspoints,and 21 improvement oints.The"graduationwith the Coloradosystem ate" componentsor the four-year nstitutionseach has amaximumof 30 base points,9 bonuspoints,and 9 improvement oints. For the two-year nstitutions,the "graduationwithin hesame institution ate" has a maximumof 210 base points,63 bonus points,and 63 improvement ointswhile he "graduationwithin he Coloradosystem ate" has 90 base points,27 bonus points,and 27 improvement oints.

5.

6. Measure #2 incorporates wo components.The .retention-component nvolvesa maximumof 210 basepoints,63 bonus points,and 63 improvement ointswhile he .persistence" omponent nvolves90base points,27 bonus points,and 27 improvement oints.Measures #3A and 3C incorporateour components related to four-year institutions while measures 38and 3D do likewise for two-year institutions. The "graduation within the same institution" and "retentionwithin the original institution" rates each has a maximum of 105 base points. 31 bonus points, and 31improvement points. The "graduation within the Colorado system" and the "persistence" rates each hasa maximum of 45 base points, 13 bonus points. and 13 improvement points.

7

8. Measure #4A incorporates a differing number of tests or examinations depending on the four-yearinstitution. The amount of base. bonus. and improvement points associated with each test orexamination for each four-year institution depends on the number of tests or examinations comprisingthe overall measure and whether the test or examination was incorporated in the FY 2002-03performance funding system. Each four-year institution will identify the tests or examinations tocomprise his measure.All the tests or examinations eportedby the institution n the FY 2000-01Quality Indicator System Report, CCHE, December 2001 and the FY 2002-03 Pelfonnance FundingReport, CCHE, February, 2002 will be used for each four-year institution with the exception of tests orexaminations that do not have at least twenty (20) test-takers for the most recent two years.

-4-


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PERFORMANCE EASURES AND COMPONENTSOverallMeasure: Graduation Rates

Component 1A: Baccalaureate Graduation Rates (four-year institutions only)Components: four. five, and six-year graduation rates

Component 1B: Three-year Graduation Rate (two-year institutions only)2. OverallMeasure: Freshmen Retention

Component 2A: BaccalaureateGraduationRates (four-year institutions only)Components: four, five, and six-year graduation rates

Component28: Three-yearGraduationRate two-year nstitutions nly)3 Overall Measure: Support and Success of Minority Students.

Component 3A: Six-year Graduation Rate (four-year institutions only).Component38: Three-yearGraduationRate (two-year nstitutions nly).Component3C: FreshmenRetention n the Same nstitutionRate (four-year nstitutionsonly).Component3D: FreshmenRetention n the Same nstitutionRate (two-year nstitutionsonly).Overall Measure:Performance f RecentGraduates undergraduate nly).

Component 4A:Achievementcores n Licensure, Professional, Graduate SchoolAdmission,and Other Examinations aken By BaccalaureateGraduates During FY 1998-99 and FY 1999-2000 (four-yearinstitutions only).Examinations: Graduate Record Examination (GRE), UniformCertified Public Accounting Examination (CPA), NationalCouncil Licensure Examination for Registered Nurses (NCLEX-RN), Program for Licensing Assessment for ColoradoEducators (PLACE).

Component 4B: FY 1999-2000 Career and Technical Graduates Employed orContinuing Their Education during FY 1999-2000 (two-year institutions only).Overall Measure: Institutional Support Expenditures per FTE Student, FY 1999 - 2000.

Component 5A: Six-year Graduation Rate (four-year institutions only).Component 58: Three-year Graduation Rate (two-year institutions only).5

6 OverallMeasure: Undergraduate lass Size Comparisons at Colorado Public HigherEducationInstitutions, Fall 2000Component 6A: Four-Year Institutions - For Class Enrollment of 20 or LessComponent 68: Four-Year Institutions - For Class Enrollment of 50 or MoreComponent 6C: Two-Year Institutions- For Class Enrollment f 15 or LessComponent 6D: Two-Year Institutions- For Class Enrollment f 35 or More.

7. Overall Measure: Faculty Instructional Workload at Colorado Public Higher Education Institutions.Academic Year 2001-2002.

-6-


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description: tags: 2-adkins-supporting-2