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Predictivedialing training: speechrate affectssalesper hour
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IF""" ArtIclesI AbN U. Home
Find Your Optimum Rate Of Speech
by Judd Humpherys
When you talk to a New Yorker you hear an eastern accent and normally
a very fast speech rate. When you talk to people frorn the South, you
hear a Southern drawl and a much slower speech rate. When you talk to
people from the Midwest, you get an entirely different speech pattern.
How do these different accents, speech patterns, and speech rates affect
sales and telemarketing efforts?
For years, consultants have tried to analyze how accent and speech rate
impact sales in a telemarketing environment. While nothing is conclusive,
there is a lot of evidence that speech rate and accent affect sales and the
way people feel when talking to telemarketing agents.
Many companies do speech tests when hiring telemarketing agents.
Some companies like to hire people with "theatrical" voices in the hope
that voice quality will impact productivity. They feel it helps cut sales
resistance.
Importance of Speech Rate
Let's explore why speech rate is important. The telemarketing call is
almost always an interruption. The prospect is not anticipating the agent's
call. While their brain can digest 600 words a minute when focused, for
the first five to ten seconds of a telemarketing call the prospect tends to
hear at a different speech rate than the agent speaks. It simply takes the
brain a few seconds to put speech rate, accent, and message together so
communication can occur.
A New Yorker,who speaks at 240 words per minute (WPM), will have
problems communicating (at first) with a Midwesterner, who speaks at
170 WPM. Chances are the Midwesterner will not understand the
conversation for at least five to ten seconds. That means they will miss or
not understand the agenfs name, company, and possibly the primary
calling purpose.
One of the reasons many big service bureaus go to Omaha Nebraska is
because there is little if any accent in the middle part of America and their
rate of speech is moderate when compared with Southerners and New
Yorkers.
3/S/2003
Predictivedialing training: speechrate affectssalesper hour Page2 of

180 Word Test

The PennsylvaniaBell Companyput out a 180 word test to measure

speechrate. This test can help train your agentsto speakat the best
speechrate. Time your agentswhile they read this test. If they take
longerthan one minute,they are speakingtoo slow. If they take less than
one minute.they are speakingtoo fast.

The 180 Word Statement by Pennsylvania

Bell Company

Mostexpertsagree that the ideal rate of

speechis betweenone hundredand eightyto
two hundredwords per minute.At this rate,
peoplewho are listeningto you will be able to
hear and understandwhat you are saying. In
the UnitedStatesthere are differentpattems
of speechthat are the productof geographic
areas. In the northeasternpart of the country.
peopletend to speakfaster than otherswhile
peoplefrom the southernstates speakslower
than the ideal rate. However,peoplein the
mid-westernstateswill tend to speakthe one
hundredandeightywordrate.To test
yourself,note your start and finish time. Use
the secondhand of a clock to do this. If you
readthis statementin less than one minute
you are speakingtoo fast and shouldmakean
effort to slow down. But if you read this
statementin more than a minute,you are
speakingtoo slowly and shouldtry to speak
fasterwhen talking on the phone.

If you mark ten secondintervals,it will help you identifyspeedl patterns

and habits,both good and bad, in your agents.Once identified,you can
beginthe processof correctingbad habitsand emphasizinggood ones.
Another helpfulsuggestionis to performthis test over the phoneor in
front of other agents.

When you finish with the Bell test, take one of your scripts and do the
same thing. Identify the first 180 words and have your agents try and
read them within one minute.

This article was written by Judd ~. 0 Copyright. 1996. M8kk'IgoopIeswithout the

written permissionof the copyrightowner 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 editm@TelernarketingSuccess.com

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

 Table of Contents

Section ~
Process 4

Performance 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 Cohorts
8

Performance Funding Measure 1B - Graduation Rates After Three Years at Colorado

Public Two-Year Higher Education Institutions. Fall 1998 Cohort 9

Funding Measure 2A - Student Retention Rates at Colorado Public

Perfonnance
Four-Year Higher Education Institutions, Fall 2000 Cohort ,
10

Performance Funding Measure 28 - Student Retention Rates at Colorado Public

Two-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 1995Cohort ""'..."" '.".."""'.""""""' ""'"..., ...12

Performance Funding Measure 38 - Minority Student Graduation Rates After Three

Years at Colorado Public Two-Year Higher Education Institutions, Fall 1995 Cohort ... 13
PerformanceFunding Measure 3C - Minority Student Retention Rates After One Year
at Colorado Public Four-Year Higher Education Institutions, Fall 2000 Cohort

PerformanceFunding Measure 3D - Minority Student Retention Rates After One Year

at Colorado Public Two-Year Higher Education Institutions, Fall 2000 Cohort 15

Assignment of Points for Performance Measure 4A 16

Performance Funding Measure 4A - AchievementScoreson Licensure,Professional,

Graduate School Admission, and Other Examinations Taken by Baccalaureate Seniors
and Graduates During 1999 - 2000 and FY 2000 - 01 (four-year institutions)

18
Performance Funding Measure 48 - Career and Technical Graduates Employed or
Continuing Post-Secondary Education at Colorado Public Two-Year Higher Education
Institutions During FY 2000 - 01

23

PerformanceFundingMeasure5 - InstitutionalSupportExpenditures
5B
5A- - By Institutional Support Expenditures as Percent of
By Per FTE Student, FY 1999 - 2000

24

Total Current Fund, FY 1999 - 2000

25

-2
 Table of Contents
(continued)

Section ~
Performance
Funding Measure 6 - Class Size Comparisons at Colorado Public Higher
Education Institutions, Fall 1999
6A - Four-YearInstitutions: For ClassEnrollmentof 20 or Less 26
68 - Four-Year Institutions: For Class Enrollment of 50 or More 27
6C - Two-Year Institutions: For Class Enrollment of 15 or Less 28
6D - Two-Year Institutions: For Class Enrollment of 35 or More 29

PerformanceFunding Measure 7 - Faculty Instructional Workload at Colorado Public

Higher Education Institutions. Academic Year 2001-2002 30
Governing Board Performance Funding Percentages for FY 2003 - 04.. 31
Table A. Summary of Points - Four-Year Institutions 32

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

Table C. Calculation of Role and Mission Weighting Factor 34

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

Table E. Governing Board Performance Funding Percentages 36

-'3-
 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 components
comprising an overall measure have a proportion of the base points for the overall measure associated
with the component.

3. Depending on the extentof the improvement in institutional performance on those

overall measures or components utilized in the FY 2002-03 performance funding system, the earning of
improvement points is possible. Improvement is measured utilizing the actual performance levels
recorded in the FY 2002-03 quality indicator system. A maximum of thirty percent(30%)of the base
points 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 the
particular overall measure or component.

4 Bonus points are earnedfor performance exceeding the benchmark. Bonus points are in addition to
base points and improvement points. The maximum number of bonus points that can be earned for any
overall measure or component is thirty percent (30%) of the maximum number of base points for the
overall measure or component.

5. Measure #1 incorporatessix componentsrelatedto four-yearinstitutionsand two componentsrelatedto

two-yearInstitutions.The "graduationwithinthe same institutionrate"componentsfor the four-year
institutionseach has a maximumof 70 base points,21 bonuspoints,and 21 improvementpoints.The
"graduationwith the Coloradosystemrate"componentsfor the four-yearinstitutionseach has a
maximumof 30 base points,9 bonuspoints,and 9 improvementpoints. For the two-yearinstitutions,
the "graduationwithin the same institutionrate" has a maximumof 210 base points,63 bonuspoints,
and 63 improvementpointswhile the "graduationwithinthe Coloradosystemrate" has 90 base points,
27 bonus points,and 27 improvementpoints.

6. Measure #2 incorporatestwo components.The .retention-componentinvolvesa maximumof 210 base

points,63 bonuspoints,and 63 improvementpointswhile the .persistence"componentInvolves90
base points,27 bonuspoints,and 27 improvementpoints.
7 Measures #3A and 3C incorporatefour components related to four-year institutions while measures 38
and 3D do likewise for two-year institutions. The "graduation within the same institution" and "retention
within the original institution" rates each has a maximum of 105 base points. 31 bonus points, and 31
improvement points. The "graduation within the Colorado system" and the "persistence" rates each has
a maximum of 45 base points, 13 bonus points. and 13 improvement points.

8. Measure #4A incorporates a differing number of tests or examinations depending on the four-year
institution. The amount of base. bonus. and improvement points associated with each test or
examination for each four-year institution depends on the number of tests or examinations comprising
the overall measure and whether the test or examination was incorporated in the FY 2002-03
performance funding system. Each four-year institution will identify the tests or examinations to
comprisethis measure.All the tests or examinationsreportedby the institutionin the FY 2000-01
Quality Indicator System Report, CCHE, December 2001 and the FY 2002-03 Pelfonnance Funding
Report, CCHE, February, 2002 will be used for each four-year institution with the exception of tests or
examinations 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 per
SFTE" has 45 bonus points and 45 improvement points. The "expenditures as percent of budgef' has
45 bonus points. As a new component in the FY 2003-04 performance funding system, no
improvement 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 earning
of points by the institution for performance related to the benchmark for the overall measure or
component. If insufficient data exists for any overall indicator or component for any institution, that
overall measure or component does not .count" in determining the grand total points earned by that
institution. 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 be
advantaged nor disadvantaged in terms of its relationship to institutions that do earn points for the
overall indicator or component.

14. Each institution'sactualperformanceon each overallmeasureor componentis comparedto the

benchmarkto determinethe percentof performanceachieved.

15. The percent of performance achieved is multiplied by the maximum number of base points associated
with 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 three
parts:
a. base points earned,
b. bonuspointsearned,which may not exceed30% of the maximumnumberof base points,and
c. improvementpointsearned,which may not exceed30% of the maximumnumber of base
points.

17. The institution's grand total points earned are divided by 2,100 (seven overall measures x 300 base
points) to determine the percent of grand total base points earned. It is possible for an institution's total
points 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 2001-02
general fund base - with governing board/system central administration general fund costs and "charge
backs" included on a total funds basis and less one-time funds - by the total of these general fund
amounts for all the institutions (excluding the Colorado School of Mines, UC-Health Sciences Center,
CSU Veterinary Medicine program, and CSU agencies).

19. The percentof grandtotal base pointsearnedis convertedto the weightedpercentof grandtotal base
pointsearnedby multiplyingthe percentof grandtotal base pointsearnedby the role and mission
weightingfactor.

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

"5-
 PERFORMANCEMEASURES AND COMPONENTS

1 OverallMeasure: 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-yearinstitutionsonly)

3 Overall Measure: Support and Success of Minority Students.

Component 3A: Six-year Graduation Rate (four-year institutions only).

Component38: Three-yearGraduationRate (two-yearinstitutionsonly).
Component3C: FreshmenRetentionin the SameInstitutionRate(four-yearinstitutionsonly).
Component3D: FreshmenRetentionin the SameInstitutionRate (two-yearinstitutionsonly).

4. OverallMeasure:Performanceof RecentGraduates(undergraduateonly)
Component 4A:Achievement Scoreson Licensure, Professional, Graduate School
Admission,and Other ExaminationsTaken By Baccalaureate
Graduates During FY 1998-99 and FY 1999-2000 (four-year
institutions only).

Examinations: Graduate Record Examination (GRE), Uniform

Certified Public Accounting Examination (CPA), National
Council Licensure Examination for Registered Nurses (NCLEX-
RN), Program for Licensing Assessment for Colorado
Educators (PLACE).

Component 4B: FY 1999-2000 Career and Technical Graduates Employed or

Continuing Their Education during FY 1999-2000 (two-year institutions only).

5 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).

6 OverallMeasure: UndergraduateClass Size Comparisons at Colorado PublicHigherEducation

Institutions, Fall 2000
Component 6A: Four-Year Institutions - For Class Enrollment of 20 or Less
Component 68: Four-Year Institutions - For Class Enrollment of 50 or More
Component 6C: Two-Year Institutions - For Class Enrollmentof 15 or Less
Component 6D: Two-Year Institutions - For Class Enrollmentof 35 or More.
7. Overall Measure: Faculty Instructional Workload at Colorado Public Higher Education Institutions.
Academic Year 2001-2002.

-6-
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