ACCFSS TO I-nGH-QUAmY. AFFORDABLE EDUCAllON OORAlL OOLORADANS

FEBRUARY 2003

1380 Lawrence Street, Suite 1200 . Denver, Colorado 80204. (303) 866-2723

TIMOTHY E. FOSTER, EXEcUTIVE DIRECfOR

Predictive dialing training: speech rate affects sales per hour Page 1 of

Telemarketing SUCCes8. Com mDedicated to Pnldlctive Dialers and Predictive Dialing Training, Educatkln and "'-'.~- .._"~ - - -~ - -

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Find Your Optimum Rate Of Speechby Judd Humpherys

Feature ArticlesPredictive Dialer QuickQuotes

Tipa on Managing Predictive

Dialers

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 DialingFunctionality

For 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 Questions

How 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 Rate

Let'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_rate .htm 3/S/2003

Page 2 ofPredictive dialing training: speech rate affects sales per hour

180 Word Test

The Pennsylvania Bell Company put out a 180 word test to measurespeech rate. This test can help train your agents to speak at the bestspeech rate. Time your agents while they read this test. If they takelonger than one minute, they are speaking too slow. If they take less thanone minute. they are speaking too fast.

The 180 Word Statement by PennsylvaniaBell Company

Most experts agree that the ideal rate ofspeech is between one hundred and eighty totwo hundred words per minute. At this rate,people who are listening to you will be able tohear and understand what you are saying. Inthe United States there are different pattemsof speech that are the product of geographicareas. In the northeastern part of the country.people tend to speak faster than others whilepeople from the southern states speak slowerthan the ideal rate. However, people in themid-western states will tend to speak the onehundred and eighty word rate. To testyourself, note your start and finish time. Usethe second hand of a clock to do this. If youread this statement in less than one minuteyou are speaking too fast and should make aneffort to slow down. But if you read thisstatement in more than a minute, you arespeaking too slowly and should try to speakfaster when talking on the phone.

If you mark ten second intervals, it will help you identify speedl patternsand habits, both good and bad, in your agents. Once identified, you canbegin the process of correcting bad habits and emphasizing good ones.Another helpful suggestion is to perform this test over the phone or infront of other agents.

When you finish with 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'Ig oopIes without thewritten permission of 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.Com at editm@TelernarketingSuccess.com

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

Table of Contents

~Section

4Process

Performance Measures and Components.

Institutional Performance, Points, and Scoring 7

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

1996, and 1997 Cohorts8

Performance Funding Measure 1 B - Graduation Rates After Three Years at ColoradoPublic Two-Year Higher Education Institutions. Fall 1998 Cohort 9

Perfonnance Funding Measure 2A - Student Retention Rates at Colorado PublicFour-Year Higher Education Institutions, Fall 2000 Cohort , 10

Performance Funding Measure 28 - Student Retention Rates at Colorado PublicTwo-Year Higher Education Institutions, Fall 2000 Cohort

Performance Funding Measure 3A - Minority Student Baccalaureate Graduation Rates

After Six Years at Colorado Public Four-Year Higher Education Institutions,Fall 1995 Cohort ""'..."" '.".."""'.""""""' ""'"..., ...12

Performance Funding Measure 38 - Minority Student Graduation Rates After ThreeYears at Colorado Public Two-Year Higher Education Institutions, Fall 1995 Cohort ... 13

Performance Funding Measure 3C - Minority Student Retention Rates After One Yearat Colorado Public Four-Year Higher Education Institutions, Fall 2000 Cohort

Performance Funding Measure 3D - Minority Student Retention Rates After One Yearat Colorado Public Two-Year Higher Education Institutions, Fall 2000 Cohort 15

Assignment of Points for Performance Measure 4A 16

Performance Funding Measure 4A - Achievement Scores on Licensure, Professional,Graduate School Admission, and Other Examinations Taken by Baccalaureate Seniorsand Graduates During 1999 - 2000 and FY 2000 - 01 (four-year institutions) 18

Performance Funding Measure 48 - Career and Technical Graduates Employed orContinuing Post-Secondary Education at Colorado Public Two-Year Higher EducationInstitutions During FY 2000 - 01 23

24Performance Funding Measure 5 - Institutional Support Expenditures

5A- By Per FTE Student, FY 1999 - 2000 5B - By Institutional Support Expenditures as Percent of

Total Current Fund, FY 1999 - 2000 25

-2

Table of Contents(continued)

~Section

Performance Funding Measure 7 - Faculty Instructional Workload at Colorado PublicHigher Education Institutions. Academic Year 2001-2002 30

Governing Board Performance Funding Percentages for FY 2003 - 04.. 31

32Table A. Summary of Points - Four-Year Institutions

Table B. Summary of Points - Two-Year Institutions 33

34Table C. Calculation of Role and Mission Weighting Factor

35Table D. Weighted Percent of 2,001 Base Points Earned ...

36Table E. Governing Board Performance Funding Percentages

-'3 -

Performance Funding Measure 6 - Class Size Comparisons at Colorado Public HigherEducation Institutions, Fall 1999

6A - Four-Year Institutions: For Class Enrollment of 20 or Less 2668 - Four-Year Institutions: For Class Enrollment of 50 or More 276C - Two-Year Institutions: For Class Enrollment of 15 or Less 286D - Two-Year Institutions: For Class Enrollment of 35 or More 29

QUALITY INDICATORS/PERFORMANCE MEASURES, BENCHMARKS,BASE, BONUS, AND IMPROVEMENT POINTS, AND THE SCORING PROCESS

FOR THE FY 2003-04 PERFORMANCE FUNDING SYSTEM

1 Institutional performance is measured on seven overall quality indicators/performance measures

2, 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 the extent of 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 ofimprovement (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 for 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 six components related to four-year institutions and two components related totwo-year Institutions. The "graduation within the same institution rate" components for the four-yearinstitutions each has a maximum of 70 base points, 21 bonus points, and 21 improvement points. The"graduation with the Colorado system rate" components for the four-year institutions each has amaximum of 30 base points, 9 bonus points, and 9 improvement points. For the two-year institutions,the "graduation within the same institution rate" has a maximum of 210 base points, 63 bonus points,and 63 improvement points while the "graduation within the Colorado system rate" has 90 base points,27 bonus points, and 27 improvement points.

5.

6. Measure #2 incorporates two components. The .retention- component involves a maximum of 210 basepoints, 63 bonus points, and 63 improvement points while the .persistence" component Involves 90base points, 27 bonus points, and 27 improvement points.

Measures #3A and 3C incorporate four 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 this measure. All the tests or examinations reported by the institution in 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-

9, Measure #48 has a maximum of 300 base P9ints, 90 bonus points, and 90 improvement points

10. Measure #5 has two components, each with a maximum of 150 base points. The "expenditures perSFTE" has 45 bonus points and 45 improvement points. The "expenditures as percent of budgef' has45 bonus points. As a new component in the FY 2003-04 performance funding system, noimprovement points are involved.

11. Measure #6 incorporates two components, each with a maximum of 150 base points, 45 bonus points,and 45 improvement points.

12. Measure #7 has a maximum of 300 base points and 90 bonus points. As a new measure for FY 2003-04 Performance Funding System. no improvement points are involved.

13. Institutional performance on each overall measure or individual component is determined by the earningof points by the institution for performance related to the benchmark for the overall measure orcomponent. If insufficient data exists for any overall indicator or component for any institution, thatoverall measure or component does not .count" in determining the grand total points earned by thatinstitution. The grand total possible points an institution can earn is adjusted to reflect the .missing"overall measure or component. In determining this adjustment, the institution shall neither beadvantaged nor disadvantaged in terms of its relationship to institutions that do earn points for theoverall indicator or component.

14. Each institution's actual performance on each overall measure or component is compared to thebenchmark to determine the percent of performance achieved.

15. The percent of performance achieved is multiplied by the maximum number of base points associatedwith the overall measure or component to determine the base points earned for the overall measure or

component.

16. Total points earned by an institution for an overall measure or component may be comprised of threeparts:

a. base points earned,b. bonus points earned, which may not exceed 30% of the maximum number of base points, andc. improvement points earned, which may not exceed 30% of the maximum number of base

points.

17. The institution's grand total points earned are divided by 2,100 (seven overall measures x 300 basepoints) to determine the percent of grand total base points earned. It is possible for an institution's totalpoints earned to exceed 2,100 points and thus its percent of total base points earned to exceed 100%.

18. A role & mission weighting factor for each institution is calculated by dividing the institution's FY 2001-02general fund base - with governing board/system central administration general fund costs and "chargebacks" included on a total funds basis and less one-time funds - by the total of these general fundamounts for all the institutions (excluding the Colorado School of Mines, UC-Health Sciences Center,CSU Veterinary Medicine program, and CSU agencies).

19. The percent of grand total base points earned is converted to the weighted percent of grand total basepoints earned by multiplying the percent of grand total base points earned by the role and missionweighting factor.

20. The sum of the weighted percent of grand total base points earned by all the institutions governed by agoverning board determines the governing board performance funding percent.

"5-

PERFORMANCE MEASURES AND COMPONENTS

Overall Measure: Graduation Rates1

Component 1A: Baccalaureate Graduation Rates (four-year institutions only)

Components: four. five, and six-year graduation rates

Component 1 B: Three-year Graduation Rate (two-year institutions only)

2. Overall Measure: Freshmen Retention

Component 2A: Baccalaureate Graduation Rates (four-year institutions only)

Components: four, five, and six-year graduation rates

Component 28: Three-year Graduation Rate (two-year institutions only)

3 Overall Measure: Support and Success of Minority Students.

Component 3A: Six-year Graduation Rate (four-year institutions only).Component 38: Three-year Graduation Rate (two-year institutions only).Component 3C: Freshmen Retention in the Same Institution Rate (four-year institutions only).Component 3D: Freshmen Retention in the Same Institution Rate (two-year institutions only).

Overall Measure: Performance of Recent Graduates (undergraduate only)4.

Component 4A: Achievement Scores on Licensure, Professional, Graduate SchoolAdmission, and Other Examinations Taken 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 Overall Measure: Undergraduate Class Size Comparisons at Colorado Public Higher EducationInstitutions, Fall 2000

Component 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 of 15 or LessComponent 6D: Two-Year Institutions - For Class Enrollment of 35 or More.

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

-6-

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