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July 07, 2010

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Kurstin

Definitely read Jason's book. It's the one resource I inherited when I started this job a couple of years ago and helped me learn how to run an efficient, positive, outcomes-oriented program.

Peggy Purvis Robb

I second that about Jason's book. Also, if you can go to a CASE conference that covers Phonathons, that was a big help to me as well.

DrewD

Thank you Jason Fisher... Thank you!

TaylorKM

On Appendix 15, there's a form for callers to tally their activity. Is this recommended over tallying the numbers myself? I don't believe the students would alter their numbers to appear more efficient, but I want to make sure that the number are accurate. In the past, me or the student coordinator have counted every No Answer, Refused, Wrong #, etc. as they come in. It took a LOT of time and I just wanted to know if it's a good idea to implement a form similar to the one provided in your book.

Thanks!

Jason Fisher

I like the system of double-checking. Having the students tally their own results would not take the place of the student supervisors or manager also calculating the final numbers. Rather, it would be in addition to the manager's final tally. The two numbers are cross-referenced at the end of the calling shift to ensure accuracy. Even in an automated program, it's important to make sure the numbers are correct. Needless to say that in a manual program, it's absolutely crucial to the validity of the statistics. Plus, when callers take it upon themselves to tally their own results, they are much more conscious of their work- including statistical performance, time management, and accuracy. If nothing else, this adds an element of pride to their job for those callers who consistently turn in work with zero mistakes. And for those concerned about the extra time it takes for callers to tally these results, I've found that they get exceptionally efficient after just a few calling shifts.

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