The Pioneer Line - A Comprehensive Guide for Implementing Tusculum Colleges Annual Phonathon Campaign

The Pioneer Line
A Comprehensive Guide for Implementing Tusculum
College’s Annual Phonathon Campaign
Office of Institutional Advancement
Revised March 11, 2016

TABLE OF CONTENTS
Chapter 1—Overview 6
Description of Tusculum College, Institutional Advancement, and the Tusculum Fund’s Role 6
Organizational Chart for Institutional Advancement 7
Brief History of the Phonathon Program at Tusculum College 7
Mission, Vision, Values, and Goals 9
Mission of Tusculum College 9
Mission of the Office of Institutional Advancement 9
Mission of the Tusculum Fund 9
Vision of Tusculum College 9
Values of Tusculum College 11
Goals 12
Goals of Tusculum College 12
Goals of Institutional Advancement 12
Goals of the Annual Phonathon Campaign 12
Chapter 2—Strategizing and Planning the Campaign 15
Setting the Goals of the Phonathon Campaign 15
Who to Call and When to Call Them 17
Segments 17
Timing 18
Chapter 3—Recruiting, Interviewing, Hiring, and Training 21
Recruiting 21
Interviewing 22
Hiring 24
Student Supervisor 25
Training 26
Negotiating the Gift Amount with the L.A.S.C. Cycle 27
Chapter 4—Call Sheets, Mailings, Scripts, Call Shifts, and Recording Responses 31
Merging and Printing Call Sheets 31
Determining Ask Amounts 39
Mailings 40
The Script 41
When to Leave Messages 41
Recording Responses During a Shift 42
Running a Shift 43
Scheduling 43
Updating the Student Callers 44
Shift Warm-Up 45
Games 46
Breaks 46
After the Shift 47
Time Sheets and Paychecks 47
Recording Responses After a Shift 48
Chapter 5—Evaluating Success with Data Recording Tools 58
Student Caller Tally Sheets 58
Additional Reporting 59
Student Caller Evaluations 61
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Monthly 61
Semester 61
Chapter 6—Budget 64
Payroll 64
Phones 64
Supplies 65
Rewards and Celebrations 65
Appendices 69
Appendix A—Student Caller Application 70
Appendix B—Student Caller Qualifications and Responsibilities 74
Appendix C—Interview Questions 75
Appendix D—Interview Evaluation Form for Student Callers 76
Appendix E—Employee Requisition Form 79
Appendix F—List of Acceptable Identification Documents 80
Appendix G—Student Supervisor Job Description, Qualifications, and Requirements 81
Appendix H—Overcoming Objections Tool 82
Appendix I—Practice Phone Call Scenarios and Questionnaire 86
Appendix J—Sample Call Sheet 89
Appendix K—Sample Response Letter from Student Callers 91
Appendix L—Sample Inserts Included with Pledge Card Mailings 92
Appendix M—Sample Script 94
Appendix N—Outline of a Phonathon Call 97
Appendix O—Voicemail Script 98
Appendix P—Student Caller Tally Sheet 99
Appendix Q—Recording Data from Student Caller Tally Sheets 100
Appendix R—Recording Data from Weekly Fundraising Reports 102
Appendix S—Segment Response Percentages 103
Appendix T—Total Dollars Raised and Total Number of Gifts and Pledges 104
Appendix V—Total Dollars Raised by Segment 105
Appendix W—Monthly Evaluation of Student Callers 106 
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Chapter 1
Overview
Description of Tusculum College, Institutional Advancement, and the Annual Phonathon
Fundraising Campaign
Tusculum College (TC) was founded in 1794 and is Tennessee’s first college, in addition to
being the oldest coeducational institution affiliated with the US Presbyterian Church. The Office
of Institutional Advancement (IA) is responsible for fundraising, alumni events, and donor
relations. The Tusculum Fund (TF)—housed within IA—is an annual fundraising campaign that
helps to underwrite the College’s operational budget. The funds given to the TF are put to
immediate use for the College’s most pressing needs, including those that are included in
operational budgets. The TF does not fundraise for special projects such as endowed
scholarships or building funds.
The Phonathon Campaign is a part the TF and provides an opportunity for current
students to connect with TC alumni and friends. The organization believes that current students
can be excellent fundraisers for the College because they provide a personal touch to fundraising
and the telling of their story may convince prospects to give more than a letter or phone call from
an IA staff member. A phone call from a student also provides prospects the opportunity to share
their stories and to request more information about TC events. Additionally, there is simply no
time for IA to reach every single donor and prospect, and the Student Callers help the IA staff in
this way. Finally, the Student Callers are able to do the work of updating donors’ and prospective
donors’ contact information, ensuring that the College is able to communicate with them. Figure
1 shows the organizational chart for IA, including the position of Student Caller.
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Brief History of the Phonathon Program at Tusculum College
The Phonathon Program had fallen by the wayside for several years and IA had all but
given up on it, deciding that it was not worth investing the time and effort being put into it.
Upon the encouragement of a fundraising consultant in 2010, it was reinvigorated. The budget
for the campaign was very small and the campaign took place over a few weeks each semester,
and the callers were volunteers. As more data collection methods were implemented,
improvement became easier to track, and therefore the program was easier to justify, allowing its
budget to grow (see Tables 1 and 2). Since 2010, each year’s Phonathon Campaign has set new
milestones and implemented new strategies. This manual is a way to track and record changes to
the program as they are made.
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Figure 1. Organizational Chart for Institutional Advancement

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0
12500
25000
37500
50000
FY11 FY12 FY13 FY14 FY15
TOTAL DOLLARS RAISED
Table 1. Phonathon Campaign Total Dollars Raised FY11-FY15
0
125
250
375
500
FY11 FY12 FY13 FY14 FY15
NUMBER OF DONORS
Table 2. Phonathon Campaign Total Donors Acquired FY11-FY15

Mission, Vision, Values, and Goals
Mission - Tusculum College
Tusculum College provides a liberal arts education in a Judeo-Christian and civic
arts environment with pathways for career preparation, personal development and civic
engagement.
Mission - Office of Institutional Advancement
The Office of Institutional Advancement at Tusculum College is committed to
generating resources, building relationships, and enhancing the College’s reputation.
Mission – The Tusculum Fund
The Tusculum Fund is the College’s annual giving program that moves us beyond
what tuition provides and supports day-to-day excellence. Annual gifts build a
foundation of support that allows the College to give and enrich our students’ educational
experiences, afford critical resources for our educators, and live out the mission of
Tusculum College. Giving to the Tusculum Fund reduces barriers for our students and
allows them the freedom and flexibility to be true Pioneers.
Vision of Tusculum College
As Tusculum College embarks on a third century of service, the vision for the next
decade is shaped by a commitment to:
• Enhance institutional integrity through aspirational leadership and academic
innovation, including well managed relationships with domestic and international
academic institutions to provide joint academic and co-curricular programs, exchange
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opportunities and deep immersion experiences; integration of social media and virtual
experiences to enhance accessibility and academic achievement; increased placement of
graduates in advanced degree programs and professional schools; robust student and
faculty scholarship; and full integration of reflective judgment and critical thinking in all
aspects of our living and learning environment.
• Distinguish Tusculum College alumni as leading citizen-scholars, through
redevelopment of the “Freshman Experience” to incorporate cultural enhancement
opportunities, providing students with knowledge and skills relevant to their everyday
and professional lives; a co-curricular transcript program to document student
participation and leadership in on- and off-campus organizations, demonstrating their
leadership experiences and dedication to service; and immersive, student-centered
learning and leadership environments conducive to collaborative, problem-based
learning.
• Establish transformative living and learning communities, by creating state-of-the-art,
student-centered learning environments; providing contemporary technologies to prepare
students who are academically, intellectually and technically equipped to work in, lead,
and serve their communities; providing places and support that nurture intellectual
curiosity; and creating virtual and physical environments conducive to academic
achievement and success.
• Create the capital to support ongoing institutional self-sufficiency, security, and
innovation, characterized by diversification of revenue streams, alternative funding
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mechanisms and opportunities, and decreased student and institution dependence on state
and federal tuition assistance; competitive salaries and benefits designed to attract and
retain exemplary faculty and staff; a doubled endowment and increased unrestricted funds
to allow the College flexibility in supporting new initiatives; a substantial increase in
graduation rates; and active engagement in local and regional economic development.
The realization of this vision, informed by the boldest aspirations of our students,
alumni, faculty, staff, Trustees and trusted friends of the College, requires each person to
fully embrace his or her role and responsibility with enthusiasm and determination to propel
Tusculum College into her third century.
Values of Tusculum College
Integrity: Encompassing honesty and trustworthiness, all members of the Tusculum
Community value and live with integrity, respect and virtue in communications, relationships
and actions.
Education: We value a balanced education grounded in the civic and liberal arts and
career preparedness. Our goal is for students to develop practical wisdom, global literacy,
critical and independent thinking, and an appreciation for life-long learning, diversity and
inclusion.
Civic Responsibility: We value our unique heritage in the civic arts and the Judeo-
Christian tradition, and seek to develop citizen-scholars who will serve their communities
throughout the world. We develop students as leaders who problem solve with reflective
judgment.
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Goals
Tusculum College
1. To enhance academic quality
2. To prepare students for success
3. To sustain optimal institutional resources
Institutional Advancement
IA is responsible for meeting the fundraising goals set forth by TC leadership based on
approved budgets for each department. Goals are set annually after departmental budget
hearings take place and the strategic plans of the College are established prior to the beginning of
each FY.
Annual Phonathon Campaign
1. Secure and increase financial support of the TF: Call sheets will list a suggested ask
amount based on whether or not the constituent has given and the amount of the gift. If
the constituent has never given, the typical ask is $25. If they have given before, the ask
amount is based on a number of factors, including the amount of the previous gift, the
wealth screening, and the ask amount from the previous fiscal year (FY).
2. Retain Current Donors: Retaining donors is of utmost importance. The more donors the
TF has, the fewer we have to acquire. Treat every person the same and always thank them
multiple times for any previous contributions.
3. Help Establish a Meaningful Connection Between Alumni and Their Alma Mater:
The more connected TC alumni feel to the College, the more likely they are to give of one
of the “Three T’s”: time, talent, and treasure.
4. Increase Alumni Participation: A gift in any amount to TC by its alumni increases our
alumni participation rate. The is important because when seeking corporate and
foundation support, TC must provide businesses and foundations our alumni giving
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participation rates when deciding whether or not to support us. The more individual
alumni who give a gift to TC each year, the more outside foundations and corporations see
that TC is worthy of their investment. Also, many college and university rankings use the
alumni giving percentage to quantify alumni satisfaction with their alma mater. 
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Chapter 2
Strategizing and Planning the Phonathon Campaign
First, the previous year’s successes and shortfalls should be assessed. Consider these
questions:
• Were the monetary and donor goals of the campaign met?
• How many donors were retained from the previous FY?
• How many retained donors increased their giving?
• How many new donors were acquired?
• What was the pledge fulfillment rate?
• What was the gift to pledge ratio at the end of the FY?
• What was the average gift size?
When these questions are answered, the strategies, plans, and timelines for the following
FY will be more easily determined. Begin the planning process for the next Phonathon
Campaign during the summer after the current FY Phonathon Campaign has ended.
Setting the Goals for the Phonathon Campaign
The monetary goal of the Phonathon Campaign typically increases by $5,000 each FY. In
FY15, the goal of $45,000 was met with cash and pledges, but only 80% of pledges were
fulfilled. Therefore, the monetary goal was not met. As a result, IA, in conversation with the
Phonathon Supervisor, made the decision to keep the monetary goal of $45,000 for FY16 and
focus on pledge fulfillment in the second half of the Phonathon Campaign.
The donor goal of the Phonathon Campaign in FY15 was 480. The goal was surpassed
by five donors. Therefore, IA, in conversation with the Phonathon Supervisor, made the decision
to increase the donor goal to 500 in FY16.
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Setting weekly goals and individual shift goals is also important. In general, the goal for
each shift should be the dollar goal of the Phonathon Campaign divided by the total number of
calling shifts scheduled throughout the campaign. With a goal of $45,000 in FY16, and 70
calling shifts scheduled, the goal per shift was $643. It is a good idea to round the number up,
not only to make it an easily remembered number, but also to account for the fact that 20% of
pledges are not fulfilled (although efforts are made to decrease that percentage). This same
principal can be used to determine the goal for the number of gifts per shift. The numbers will
also change depending on shift cancellations, the attendance of Student Callers at their scheduled
shifts, and whether or not the goal is surpassed or not met shift by shift.
The goals can be further broken down by the hour. If the three-hour shift goal is $650,
$217 must be raised each hour. Furthermore, if there are eight student callers, each of them must
raise just under $30 per hour. This strategy works best when calling LYBUNTs because that
prospect group is the most likely to answer the phone.
Yet another strategy for goal-setting is to look back at how much money was raised and
how many gifts were received during the same week or month in the previous FY. For example,
if the Student Callers raised $11,000 during the first week of the Phonathon Campaign in FY16,
the goal of the same week in FY17 may be increased to $13,000.
In short, setting the goals of the Phonathon Campaign is not an exact science, but data
from past years can be relied upon. Other factors to consider are number of returning Student
Callers and the retention of Student Callers throughout the campaign, as well as what segments
are primarily being called at a certain time. It is necessary, however, to provide goals for the
Student Callers every shift so that they feel more motivated by being able to see their progress.
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Who to Call and When to Call Them
The Phonathon Campaign focuses primarily on alumni, but includes other prospects as
well, including parents and friends. Not included in the Phonathon Campaign are:
• Current trustees;
• current faculty and staff;
• current students;
• prospects coded “Do Not Call” in Raiser’s Edge when there is a Note on their record
telling why;
• prospects who have an assigned solicitor (without specific permission from the assigned
solicitor);
• prospects who are being solicited through a specific appeal other than the Phonathon
Campaign (e.g., a community member being solicited for a gift to the Pioneer Club by a
Pioneer Club committee member or a prospect celebrating a reunion year being solicited
by a class agent); and
• prospects who have no phone number on their record, or have had a bad number response
for the last three FY.
During the planning stages of the Phonathon Campaign, the Phonathon Supervisor will
ask the Director of Advancement Services to code all Phonathon prospects with an appeal
indicating the current FY and that they will be contacted through the Phonathon Campaign. For
example, a Phonathon prospect in FY16 will be coded with the appeal “Phonathon FY16”. If
they have not made a gift within the current FY, their response to the appeal will be blank. When
call sheets are printed, a list of prospects assigned with this appeal can be pulled from Raiser’s
Edge and merged into call sheets.
Segments
All prospects, not just Phonathon prospects, fall into one or more segments. Segments
can be as broad as Not Yet—meaning they’ve never made a gift to the College—or as specific as
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a list of prospects who all lived in the same dormitory in the 1970s. The segment(s) in which a
prospect is included determines when they are asked for a gift and the strategy used to ask them.
For the purposes of the Phonathon Campaign, the primary segments used are:
• LYBUNT—Last Year But Unfortunately Not This year—the prospect gave during the
last FY (July 1-June 30) but has not yet made a gift to Tusculum College within the
current FY. The prospects in this segment require the least amount of time and effort to
get gifts from again. However, the Student Callers must be trained to ask for increased
gifts from these prospects, as the overall goal of the TF increases every year.
• SYBUNT—Some Year Unfortunately Not This year—the prospect has given to the
College before; this segment is sometimes further broken down into SYBUNTs (it has
been more than five years since the prospect has made a gift to TC) and 5BUNTs (the
prospect has made a gift to TC within the last five years). The prospects in this segment
are more difficult to reach and acquire gifts from than from LYBUNTs, and the chances
of doing so decreases the longer it has been since the College received a gift from them.
• NOT YETs—the prospect has never made a gift to the College. It is the most difficult to
reach and get gifts from prospects in this segment. Often the contact information we
have for them in Raiser’s Edge is incorrect.
Other segments that the Phonathon commonly uses are alumni, friend, parent (also known as
constituencies), and reunion year. Special appeals can also be made to smaller segments, such as
alumni who were student-athletes and are asked for a gift to the Pioneer Club.
Timing
This is the timeline that was followed and is recommended by the Phonathon Supervisor
—with the input of the Vice President for IA—for the FY16 Phonathon Campaign:
• First week of September—Student Caller training begins
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• September-October, 2015—call sheets for those LYBUNTs who had given from July-
December, 2014 were distributed; 5BUNT call sheets were distributed as the number of
LYBUNT call sheets with no response dwindled. A limited number of NOT YET call
sheets were distributed at this time as well, in order to challenge the Student Callers.
• November, 2015—call sheets for those LYBUNTs who had given from January-March,
2015 were distributed; SYBUNT call sheets were distributed as the number of LYBUNT
call sheets with no responses dwindled. SYBUNT call sheets were distributed according
to their most recent gift. Again, a limited number of NOT YET call sheets were
distributed.
• December, 2015—more NOT YET call sheets were distributed as the number of
LYBUNT, 5BUNT, and SYBUNT call sheets with no responses dwindled
• January, 2016—all remaining LYBUNT call sheets (April-June, 2015) were distributed,
as well as any remaining SYBUNT and NOT YET call sheets. Additionally, Student
Callers began calling back prospects who had a Will Consider response from September-
October, 2015.
• February, 2016—Student Callers continued calling remaining LYBUNTs, SYBUNTs,
and NOT YETs. They began calling back prospects who had a Left Message response
from September-December, 2015 and prospects who had a Will Consider response from
November-December, 2015.
• March, 2016— Student Callers continued calling remaining LYBUNTs, SYBUNTs, and
NOT YETs. They began making pledge reminder phone calls for prospects who had
pledged from September, 2015-February, 2016.
• April-May, 2016—Student Callers continued calling remaining LYBUNTs, SYBUNTs,
and NOT YETs. They began calling back prospects who had a Left Message response
from January-March, 2016. They continued making pledge reminder phone calls for
prospects who had pledged from September, 2015-February, 2016. 
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Chapter 3
Recruiting, Interviewing, Hiring, and Training
Recruiting
The best pool of students from which to draw the next FY’s callers is the current group of
Student Callers. Those who will be returning to campus the following semester and who have
satisfactory—or better—performance will be invited back without having to go through the
interview process again. The current Student Callers are also excellent resources for recruiting
potential new hires. Potential Student Callers who show interest in the Phonathon in April or
May can apply for the following FY’s campaign and, if offered a position, be invited to complete
their hiring paperwork when they return to campus the following semester. Another opportunity
for recruiting current students to apply is to set up a table in Niswonger Commons during high-
traffic times with applications, information, and current Student Callers present to answer
questions.
The next place to recruit interested students is at the Advanced Registration Days—ARD
—held in the spring and throughout the summer. The Phonathon Supervisor should have fliers
up before the event in Niswonger Commons, as well as literature about the position to hand out
during the event. They may be able to talk to potential new hires while assisting the Director of
Alumni Relations, or they could set up a separate table for students to approach. It is a good idea
to have a Student Caller who will be returning—preferably the Student Supervisor—to assist at
these events.
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Follow up with students who apply as soon as possible and schedule phone interviews
with them. If the decision is made to hire them and they are not on campus yet, inform them as
soon as possible so they can bring the required identification documents with them to campus.
Begin the hiring process with Human Resources as early as possible, allowing at least
two weeks before the desired start date. This allows time to acquire the required signatures from
the Vice President for Institutional Advancement, the Chief Financial Officer, and the President
of TC on the Employee Requisition Form.
Fliers and posters hung around campus provide further opportunities to attract potential
Student Callers. These can be put up year round in order to fill positions throughout the FY.
Additionally, ask other staff members across campus to tell prospective Student Callers about the
Phonathon Campaign. Students who inquire about jobs with the Financial Aid Office, Career
Services, or the Center for Civic Advancement may be directed toward the Phonathon Campaign.
Interviewing
In order to be interviewed, a student must fill out the required Human Resources
application (Appendix A). The student may then be contacted in order to schedule a phone
interview. Phone interviews are preferred, as the Student Callers spend their time talking to
people in this way. Email or give a hard copy of a sample script to the student so they can have
an understanding of how they will be spending their time. Inform them that during the phone
interview, they will use the sample script to act out a scenario with the interviewer.
First, the qualifications and responsibilities of a Student Caller should be discussed
(Appendix B). Then the interviewer will move on with the interview questions (Appendix C).
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The interviewer will then proceed to the mock phone call and act out a scenario in which they are
a constituent that the student has called.
The interviewer should be looking for the following traits:
• Callers need to be able to think on their feet, to improvise to a certain extent. While
they are provided as much information as possible, there will always be a question they
don’t know the answer to or a situation that is out of the “norm” for a typical call.
• Confidence. The Phonathon Campaign needs callers who are confident in their ability to
get the job done. The ideal candidate will be able to perform quick internal reflection in
order to market their personality. It’s important that the interviewer know what the student
believes they can bring to the table.
• Willingness to learn. The caller must be able to accept constructive criticism and put it to
use.
• Ability to maintain composure and remain professional.
• Awareness of what’s going on at Tusculum. Callers must be able to talk competently and
freely about Tusculum’s events and history.
Use the Interview Evaluation Form (Appendix D) to determine the student’s potential to be a
Student Caller.
Finally, ask the student if they have any questions or concerns about the Phonathon program
and its requirements and qualifications, and if they have anything else they would like to say
about why they should be a Student Caller for the Phonathon.
Depending on how their phone interview went, invite the potential Student Callers to a
calling shift (or part of one) so they can observe the process. They may also be given a tour of
the calling center by a current Student Caller—preferably the Student Supervisor—who can walk
them through the process and demonstrate several phone calls. When this is completed, have a
discussion with the current Student Caller to gain their input and recommendations.
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It is recommended that there be at least 16 Student Callers so that there may be as much
scheduling flexibility as possible. Hiring twice as many Student Callers needed at the beginning
of the campaign is recommended, as many drop out after only a few shifts. In the case that many
Student Callers were hired and retention is higher than was projected, give priority to veteran
Student Callers and/or the Student Callers who show the most results when scheduling.
Hiring
TC Student Callers are considered part-time employees of the College. Therefore, the
formal hiring process required by Human Resources must be followed. When a Student Caller is
offered a position, an Employee Requisition form (Appendix E) must be filled out. It is first
turned in to the Vice President for Institutional Advancement. The form is then given to the
Chief Financial Officer for their signature, and, finally, it is given to the President for their
signature. In order to allow enough time for all signatures to be acquired, choose an anticipated
start date that is at least one week from the date that the form is turned in.
The Employee Requisition form must be completed not only for brand new hires, but for
those Student Callers who are returning at the beginning of the academic year. This is because
Student Callers are considered temporary employees and must be rehired each year.
When the requisition form is returned to the Human Resources Office with all three
signatures, the Student Caller may begin filling out their hiring paperwork. They must provide
original identification documents (see Appendix F) for HR to copy and have on file. College
students who are United States citizens most often provide both their driver’s license and birth
certificate. If they have a passport, this document alone can be used.
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The Human Resources packet includes a W-4, confidentiality agreement, and emergency
contact information, among other things. An HR representative will walk the students through
the packet and the Phonathon Supervisor does not necessarily need to be present. When hiring
several students at one time—such as at the beginning of the academic year—either gather them
all in one place to complete their paperwork at once, or schedule a time for them to visit the
Human Resources office so that there is ample time for the packet to be prepared.
Following the completion of the hiring paperwork, offer letters are drawn up for each
Student Caller to sign. By signing it, they acknowledge their rate of pay and start date. The
letter will once again require the signatures of the Vice President for Institutional Advancement
and the President before it can be signed by the student.
In the case that a Student Caller also has a work study position at the College, they must
not work over 29 hours in one week between their two positions.
Student Supervisor
It is ideal to have one Student Caller who holds the position of Student Supervisor. The
supervisor must have at least one year of experience as a Student Caller and demonstrate
excellence in all areas of the Phonathon responsibilities. They are offered a $.50 raise each year
(as opposed to a $.25 raise for regular Student Callers) and work more shifts than the other
callers. Appendix G lists the Student Supervisor qualifications and responsibilities that must be
met by the student. It is ideal to interview and offer the position to potential Student Supervisors
during the semester prior to the one in which the position will be open so that they can assist at
the beginning of the next semester in recruiting and interviewing new callers.
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The Phonathon Student Supervisor will be chosen based on past performance as a
Student Caller. The Student Supervisor has shown exceptional skill in calling, a strong work
ethic, and a sense of dedication. They also possess an exemplary attendance record and have
proven to be dependable and prompt. As a Student Supervisor, they will continue their duties as
a regular Student Caller in addition to their supervisory responsibilities. They will be expected
to be a loyal and cooperative employee and set an example for their fellow Student Callers. This
position is a reward for exceptional performance in regular Phonathon duties.
The Student Supervisor will not share the same supervisory or decision-making authority
held by the Phonathon Supervisor. However, they will have the chance to develop their
leadership skills among their peers.
Training
It is ideal to bring together all new and returning hires at the beginning of the academic
year for orientation and training. Different amounts of time and different techniques have been
experimented with over the last few years. For the last two years, three three-hour sessions
dedicated to paid training and orientation have taken place. It is difficult, however, to bring
together all the Student Callers for all of these training sessions. Since most of the job is learned
through practice, it is recommended that the training sessions be shortened and include more
time dedicated to actually practicing calling followed by coaching.
These are the essentials to include during initial Student Caller training:
• Introduction to IA, the TF, the Phonathon Campaign, and the fundraising role that the
Student Callers have;
• each Student Caller’s acknowledgement of the attendance policy by providing their
signature;
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• discussion of the TF and the designations within it, common fundraising terms, and the
timeline of the Phonathon Campaign;
• discussion of the reasons that people should support TC financially (making the case for
giving) and the importance of making the case for giving before each gift ask;
• walking the Student Callers through all the necessary forms, scripts, and documents they
will use (time sheet, scripts, call sheets, etc.);
• instruction of the L.A.S.C. Cycle and overcoming objections;
• practice scenarios with each other followed by discussion and critique; and
• practice phone calls made to volunteers, whom the Phonathon Supervisor contacts in
advance.
All necessary Student Caller resources are compiled in a Student Caller Manual,
accessible through IA’s shared network drive (the “J Drive”). During the planning for the annual
campaign, it can be edited to suit the growing and changing needs of the Phonathon program.
Each Student Caller should receive a copy of the manual during their initial training.
Negotiating the Gift Amount with the L.A.S.C. Cycle
One of the most important things to teach Student Callers is how to negotiate the gift
amount when they face objections. It is very common for them to give up after the prospect
refuses the first gift amount. Not only must the Student Caller lower the gift amount and ask
again, but they must state a good reason to give to the TF—a case for giving—before each ask.
The L.A.S.C. Cycle is a tool to help Student Callers overcome objections to giving:
• L—Listen to the objection to the gift amount: determine what the prospect is saying “no”
to (amount, timing, other issues, etc.)
• A—Acknowledge the objection and demonstrate that you are paying attention to what
the prospect is saying; don’t just say, “I understand”
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• S—Support—Before moving on to the next gift amount, provide reasons that the
prospect’s gift is important—also known as “making a case for giving”; the case for
giving must be tailored to the objection(s) that was given
• C—Continue to the next gift amount
When the L.A.S.C. Cycle is followed, Student Callers will have more success in getting
gifts because they are able to overcome objections more easily. In order to correctly follow it,
Student Callers must be proficient in making the case for giving. There are, of course, many
reasons for prospects to give a gift to TC. Provide a list of common ones to the Student Callers
as a resource. Also encourage them to come up with their own, personal reasons. For example, a
Student Caller who is a Museum Studies major could say, “I chose Tusculum College because it
is one of the only colleges in the country to offer an undergraduate Museum Studies degree. Will
you make a gift of $500 to the TF so that other Museum Studies majors will be able to benefit
from this unique program for years to come?” Similarly, a Student Caller who is a student-
athlete may say, “As an athlete at Tusculum College, I received scholarships because community
members like you gave a gift to the Pioneer Club. Will you make an annual gift of $250 so other
student-athletes can receive the scholarships they need to succeed?”
Encourage the Student Callers to practice making the case for giving with each other
during training. Teach them the “5 in 15” rule: be able to list 5 unique reasons that prospects
should give to Tusculum College in 15 seconds.
During training, time must also be dedicated to practice. Allow the Student Callers to
divide into groups with at least one experienced caller. Have them practice the script using the
L.A.S.C. Cycle, followed by critiquing each other and giving suggestions. Appendix H is a chart
!28

with common types of objections and ways to overcome them. The students can use this tool to
practice in groups as well.
Another helpful activity is to have the Student Callers make mock phone calls. Ask
people outside of the Phonathon program to help and give them scenarios to act out. Have the
Student Callers call them in order to practice in a more realistic scenario. Appendix I has several
mock phone call scenarios as well as instructions for volunteers who agree to participate.
When hiring mid-year to replace Student Callers who leave the program, a condensed
version of the larger training session can be conducted with an individual or small group of
students. Ask the Student Supervisor to be present for practice phone calls. Additionally, let the
new Student Callers “shadow” an experienced caller throughout their first shifts. 
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Chapter 4
Call Sheets, Mailings, Scripts, Call Shifts, and Recording Responses
Merging and Printing Call Sheets
Some information on call sheets changes from year to year, but the layout essentially remains
the same. Appendix J shows the layout of a call sheet. In order to print many call sheets at once,
follow these steps:
1. Determine the segment to be called—LYBUNTs from a specific time period, all NOT
YETs, calling back Will Consider responses, etc.
2. Pull the list from Raiser’s Edge—The Director for Advancement Services has set up
queries in Raiser’s Edge that already contain all of the necessary information (Figure 2).
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Figure 2.

3. Decide which query to use—At the beginning of the Phonathon Campaign, you will use
the current FY Phonathon Non-Response query. Later in the FY, when calling back Will
Considers and Left Message/Sorry We Missed You segments, use the current FY
Phonathon Response query (Figure 3).
4. Check the filters—You can change criteria by double-clicking each one under “Filters”.
When the filters are set, click “Run Now”, then save the query (Figure 4).
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Figure 3.
Figure 4.

5. Export the list—Go to Export, select the Phonathon folder, and *The EXPORT
Phonathon (Figure 5).
6. Select the appropriate query—Click “Include”, and “Selected Records” (Figure 6), then
search for the query you are using. In this case, typing “*FY16” in the “Query Name”
field aids in your search (Figure 7). Select by double-clicking the desired query, then
select, “Export Now” at the bottom right side of the window (Figure 8).
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Figure 5.
Figure 6.

7. Save the export—Name the export using the current date and a description of the
information contained in it (Figure 9).
8. Sort the prospects in an Excel spreadsheet—Open the saved export and sort the Excel
spreadsheet. For very large exports, it is helpful to sort the entire spreadsheet by
segment, then copy and paste different segments into separate tabs in one Excel
document. Ensure that all the columns in the document are named the same as the
corresponding merge field on the call sheet (Figure 10).
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Figure 9.
Figure 10.

9. Add ask amounts—Add three columns for the three ask amounts (Figure 11;
determining the ask amounts is explained in the next section). Save the document.
10. Open a past call sheet
a. In Microsoft Word, click the “Mailings” tab. Click the “Select Recipients” button
and select “Use an Existing List” (Figure 12).
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Figure 11.
Figure 12.

c. Open the Excel document you just saved and, when prompted, select the tab in
which your desired list is contained. If your Excel document has multiple tabs,
ensure that you select the correct one (Figure 13).
!37
Figure 13.

d. If you have added new fields to the call sheet, you will put the cursor in the area
where your new field will be, click “Insert Merge Field”, and select the name of
the column to be placed in that field (Figure 14). If you have opened a call sheet
file that has been used to print before, and if the column headings in your Excel
document match the corresponding merge fields, you are ready select “Finish and
Merge”, then “Print Documents” (Figure 15).
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Figure 14.
Figure 15.

Determining Ask Amounts
The first ask amount assigned to a prospect is based on:
• Their past giving—In general, their first ask amount is twice as much as their last gift to
the College (if applicable).
• Their wealth rating—High to excellent prospects have a higher ask amount than those
with lower wealth ratings, even if they have never made a gift to the College before.
• Their graduation year/No Wealth Rating—If they are a recent TC graduate (≤10 years)
with no prior giving and no wealth rating, the default ask amount is $25.
• Ask amount suggested by assigned solicitor—From time to time, other staff members
in the Office of Institutional Advancement will have prospects assigned to them that they
they were unable to contact and they may ask the Phonathon Supervisor to have Student
Callers contact them. In this case, they will more than likely have an ask amount
assigned to them by the original solicitor.
The second ask amount is approximately 2/3 of the first ask amount, and the third ask amount is
approximately 1/3 of the first ask amount. This varies depending on how high the first ask
amount is. It is also a flexible system, as the Student Callers are trained to negotiate and make
three asks for a gift. In any case, the lowest ask amount should still be an increase from, or at
least match, their last gift amount (if applicable).
If a prospect refuses all three ask amounts, the Student Caller may ask for a Symbolic or
Participation Gift. A symbolic gift amount made by or in honor of an alumnus represents their
class year. For example, the symbolic gift made by a 1995 graduate is $19.95.
A participation gift is a gift in any amount made by an alumnus. These gifts are
especially important as alumni participation in giving is a major focus of the Tusculum Fund.
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Mailings
When there is a response from a prospect, or when the appropriate number of attempts
have been made to contact the prospect, the pledge form (Appendix J) is cut off of the call sheet
and mailed to the prospect along with the appropriate response letter (Appendix K is an example
pledge response letter) and various inserts (Appendix L) that the Phonathon Supervisor can
change from year to year, depending on the events or specific efforts of the College. Also
included is a business reply envelope (BRE), also known as a remittance envelope (remit). The
pledge form is designed so that the prospect’s mailing address can be mailed in an Institutional
Advancement window envelope. An exception to this is when the Student Caller records an
updated mailing address, in which case the prospect’s new address must be written on a regular
envelope in order to mail their pledge card.
Before being inserted in the mailing envelope, the BRE will be marked on the front of the
envelope with one of four colored markers:
• Green—the prospect made a pledge
• Yellow—the prospect is considering a gift
• Red—the prospect said no to making a gift
• Blue—a message was left for the prospect or the appropriate number of attempts to reach
the prospect were made with no way to leave them a message
Doing this allows the Phonathon Supervisor to know immediately when a Phonathon response
BRE comes in the mail. It is only a convenience, as the Director of Advancement Services has
been updating all prospects’ responses as they are sent by the Phonathon Supervisor in Raiser’s
Edge.
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The Script
Students will have several scripts to use, depending on what segment is being called. The
structure of a phone call is essentially the same no matter who is being called. Appendix M is a
sample script written for calling LYBUNT alumni.
There Student Caller should be able to find a balance between reading the script and
conversing naturally with prospects. After they have had practice, they should be able include all
of the essentials without sounding like they are reading. Once they become comfortable with the
script, the Student Callers can use Appendix N—Outline of a Phonathon Call instead of the script
if they so choose.
When to Leave Messages
For LYBUNTs and 5BUNTs: The Student Callers are to leave voicemails (Appendix O)
on the 7th attempt made to contact them. The voicemail will indicate that they will continue to be
called by the Student Callers. On the 10th attempt made to contact them, the student will leave
another message indicating that the prospect will receive information about the TF, as well as a
pledge card. If the Student Caller cannot leave a voicemail, the prospect is still mailed the
information and pledge card.
For SYBUNTs and NOT YETs: The Student Callers are to leave voicemails (Appendix
O) on the 7th attempt made to contact them. The voicemail will indicate that the prospect will
receive information about the TF, as well as a pledge card. If the Student Caller cannot leave a
voicemail, the prospect is still mailed the information and pledge card.
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Recording Responses During a Shift
Throughout the campaign, the Phonathon Supervisor will record responses and send them
to the Director of Advancement Services to update in Raiser’s Edge. That way, when new call
sheets need to be printed, prospects who have responded to the Phonathon Campaign will not be
included and duplicate call sheets will be avoided.
When a student makes a call and it is completed—meaning that they spoke to the
prospect—they record the prospect’s response. The responses are:
• Pledge—prospect committed to making a gift at a later time within the FY
• Gift—prospect made a credit card gift over the phone
• Will Consider—prospect said they would consider making a gift or they said they would
make a gift but would not commit to a specific amount
• Refuse—prospect said no to making a gift
• Remove—prospect requested to be removed from the Phonathon Campaign
• Bad Number—the phone number(s) listed on the call sheet is a bad number
Additionally, if several attempts have been made to reach a prospect, the Student Caller will
record a “Left Message” response.
Not only do the Student Callers record the response information on the prospects’ call
sheets, but they also record it on the Student Caller Tally Sheet (Appendix P). The information is
used to track the progress of the Phonathon Campaign as it advances (this will be discussed more
in-depth in chapter 4).
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Running a Shift
Scheduling
In a typical week, calling shifts take place Monday-Thursday from 6:00-9:00 p.m.
Exceptions are:
• The last two days of a Block—this is to allow the Student Callers time to study for their
finals.
• The first day back from a Block—this is to allow the Student Callers to have a day to
figure out what their schedule for the current Block will be like.
• Block breaks/other student breaks—there are no calling shifts during Block breaks as
many students leave campus.
• College closings—for holidays or weather-related closings.
There is also no calling June-August, as the Phonathon Campaign wraps up its annual efforts at
the beginning of May every FY.
If the interest is there and there is room in the Student Caller payroll budget, the Phonathon
Supervisor may allow some Student Callers to work during Block breaks. There is a folder of
call sheets kept for prospects who need to be called back during the day. The Phonathon
Supervisor can schedule a few students to come in and call in the late morning-early afternoon in
order to attempt to reach these prospects.
The Student Callers are to let the Phonathon Supervisor know immediately of any
availability changes they have at the start of a new Block. They are also to ask off for any shifts
they cannot work at least one week in advance. The Phonathon Supervisor should make and post
the next week’s schedule by Thursday of the previous week (i.e., the schedule for the week of
Monday, March 21, 2016 should be posted by Thursday, March 17, 2016).
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The Phonathon Supervisor will share the schedule in the Student Callers Facebook group
(currently called The Tusculum College CallStars), in an email to all Student Callers, and will
post a hard copy in the calling center.
Updating the Student Callers
The Phonathon Supervisor should regularly update the Student Callers on their progress
towards their goals. It is also a good idea to write the totals and percentages on the white board
in the calling center, as well as the dollar and donor goal for the current calling shift. This
information can also be emailed as well as posted to the Student Callers Facebook group’s page.
Student Callers should use
the information as needed when
speaking with prospects. For
example, they may say, “Our
goal is to raise $400 for the
Tusculum Fund this evening so
that students like me can get the
scholarships we need to attend Tusculum College. Will you help us reach that goal tonight?”, or
even “We’re only $400 away from reaching our fundraising goal for the evening. Will you give
$250 to go toward student scholarships at Tusculum College?” Framing their asks this way
implies a sense of urgency and excitement and it may serve as a way to overcome an objection to
a first or second ask.
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Figure 16. Averages and goals written the white board in the calling

Shift Warm Up
At the beginning of the shift, the Phonathon Supervisor should draw the Student Callers’
attention to the updated totals and goals on the white board and talk about any recent successes
(e.g., passing the halfway point in the dollar goal, receiving a gift or pledge from a NOT YET
recently, etc.). Additionally, a warm up activity is recommended in order to get the Student
Callers into the correct frame of mind for the shift ahead.
Examples of warm up activities include
• Practicing the “5-in-15” rule
• Playing “Objection and Response Volleyball” (use the chart in Appendix H)
• Telling them about a special campaign or initiative happening at Tusculum College at the
time so that they can talk about it with confidence. For example, while the construction
of the Ronald H. and Verna June Meen Center for Science and Math is underway, focus a
week’s worth of calling shifts every semester to call TC alumni who were math and
science majors to update them on the construction, inform them about the project and the
Tusculum First Campaign, and ask for a gift for academics. Give the Student Callers a
list of talking points and go over them during the warm-up activity.
• Simply asking the group of Student Callers a discussion question and writing down their
responses on a large Post-It note for reference. Examples of questions include, “What is
a successful way that you have found to negotiate a gift amount with a young alumnus?”
or, “What are effective ways to overcome the objection ‘I give to other charities’ when
someone says this to you?”
The warm-up activity should function as a technique to get the Student Callers thinking about the
task at hand, as a motivational tool, and as a way for them to practice techniques to get more
dollars and donors.
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Games
Games can be played during a calling shift in order to increase productivity, add
incentive, and motivate the Student Callers. Examples of games to play during calling shifts
include:
• Phono Bingo—the Student Callers receive a Bingo board with different outcomes and
responses to phone calls in the squares. The first Student Caller to get Bingo receives a
prize.
• Points for Different Gift Amounts—the Student Caller receives three points for getting
the first ask amount, two points for the second ask amount, one point for the third ask
amount, and half of a point for a participation gift. This game encourages them to
negotiate the gift and is a way for anyone to win, not just Student Callers with larger ask
amounts on their call sheets.
• Points for Different Prospect Segment—the Student Caller receives three points for a
gift from a NOT YET, two points for a gift from a SYBUNT, and one point for a gift
from a LYBUNT. This is a particularly good game to play when calling many NOT
YETs, as it will serve as a motivation to acquire new donors.
• Individual and/or Team Awards for Meeting Goals—if the shift dollar goal is $1,000
and there are eight Student Callers working, they each have a dollar goal of $125. Each
Student Caller to reach their goal is entered into a raffle for a prize. If the team reaches
their overall goal, they can leave 15 minutes early.
These are only a few examples for games and prizes. Creativity is key when planning
motivational games and prizes. Encourage the Student Callers to share ideas they have for
games and prizes.
Breaks
There have been instances in the past when a Student Caller takes a lot of time between
phone calls, gets up and walks around, and goes to the restroom often. The current Phonathon
!46

Supervisor decided to implement a built-in 15-minute break in the middle of the shift. This way,
the Student Caller knows they will have a break time and will ideally be more productive
throughout the shift. Of course, bathroom breaks are not regulated, but if a Student Caller was
simply trying to waste time, the built-in break may alleviate the urge to do so. The Student
Supervisor can serve as a time keeper for this break.
After a Shift
At the end of a calling shift, all Student Callers will place their call sheets (paper clipped
to the appropriate response letter) in the appropriate response folder (Gift, Pledge, Will Consider,
Refusal, etc.) and will return any call sheets that need to be called back to the appropriate
segment file. That evening or the next day, the Phonathon Supervisor will gather all response
folders and use the information on the call sheets to update each prospect’s record in Raiser’s
Edge.
Time Sheets and Paychecks
The student payroll week runs from Saturday-Friday. Student time sheets must be
submitted by noon on the Monday after the payroll week ends. For example, time sheets for the
week of Saturday, February 20-Friday, February 27, 2016 should be submitted to the Payroll
Office (located on the first floor of McCormick Hall) by Monday, February 29. A sample time
sheet highlighting all the areas that Student Callers must fill out can be hung on the wall in
calling center to remind Student Callers of how to fill it out.
Student Callers are biweekly employees of the College and paychecks are issued after
1:00 p.m. every other Friday in the Business Office (located on the first floor of McCormick
!47

Hall). At the beginning of each semester, the Phonathon Supervisor should request a payroll
schedule from the payroll office and share it with the Student Callers.
One month before the end of each semester, Student Callers must fill out an address form
for where they want their last paycheck mailed. If they do not fill out a form, their final
paycheck of the semester will be available for them to pick up in the Business Office as usual.
Recording Responses After a Shift
The Phonathon Supervisor or Student Supervisor should follow these steps for the
updating process:
1. Go through each response folder and look for the following on each call sheet:
a. the Student Caller’s signature on the pledge card portion of the call sheet
b. if the call sheet is for a pledge, make sure the pledge amount is written in the
appropriate space on the pledge card
c. the date of the call that garnered the response on the back of the call sheet
d. address, phone number, or email updates that the Student Caller wrote on the call
sheet
2. Make copies of each call sheet with a pledge and turn them in to the Executive Assistant
for Institutional Advancement (or whichever IA staff member is compiling the Dual
Reconciliation Report for the day) to be recorded.
3. Cut the pledge forms off of the call sheets and organize them to go with their
corresponding response letters.
4. If there is a new address on a call sheet, write the new address on a plain envelope.
5. Proceed to fold the letters and put all items (including BREs and inserts) in window
envelopes with the pledge card on top (so the address of the prospect shows).
6. Use the top portions of the call sheets to update prospect information by following these
steps:
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a. Open Raiser’s Edge and go to Queries. In the folders list, select the Phonathon
folder.
b. Select the response category you wish to update (Figure 17; Refusal, Will
Consider, Left Message/Sorry We Missed You, or Bad Number).
c. In the “filters” window, double-click the field that says, “Constituent ID one
of . . .” (Figure 18; it should contain the Constituent ID numbers from the last
time the category was updated).
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Figure 17.
Figure 18.

d. Make sure the Operator drop-down menu reads “one of” (Figure 19).
e. In the Values list, select the top number and replace with the Constituent ID
number of one of the updated call sheets and press Enter (Figure 20). Repeat this
step for all call sheets in the response category you are updating.
f. If there are Constituent ID numbers left on the list from the previous update,
delete them.
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Figure 19.
Figure 20.

g. Select “OK”, then “Run Now” on the bottom right of the window (Figure 21).
h. The Results tab should automatically appear (it may take a few moments if there
are many Constituent ID numbers). Go to File, save the Query, and close it
(Figure 22).
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Figure 21.
Figure 22.

i. Go to Export and select the Phonathon folder, then “Phonathon Update
Export” (Figure 23).
j. Select the “Include” button and “Selected Records” option on the drop-down
menu (Figure 24).
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Figure 23.
Figure 24.

k. In “Query Name” type the name of the query that corresponds to the category you
are updating (an easy way to do this is to type an asterisk (*) before the first few
letters of the query name, followed by Enter). For example, if you are updating
Bad Number call sheets, type “*bad” and the correct query should appear. Select
it and press Enter (Figure 25).
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Figure 25.

l. Select “Export Now” at the bottom right of the window (Figure 26). When
prompted, save the export to the appropriate response update folder on the J
Drive. When naming the file, use the date of the response that is written on that
batch of call sheets (Figure 27).
!54
Figure 26.
Figure 27.

m. When the Export has been saved, open the file from the J Drive in Excel.
n. In the column labeled “CnApls_1_01_Date” change all of the dates to the date of
the response written on the call sheet (Figure 28).
o. In the column labeled “CnApls_1_01_Response” type the category of the
response you are updating (Figure 29; Bad Number, Refusal, Will Consider, or
Left Message/Sorry We Missed You).
p. In the column labeled “CnApls_1_01_Marketing_Sorc_Cod” type the name of the
Student Caller who called each constituent (Figure 30; if there are many call
sheets in the category you are updating, sorting the spreadsheet by constituents’
last names is helpful for ensuring that the correct information is entered for each
constituent).
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Figure 28.
Figure 29.
Figure 30.

q. In the column labeled “CnApls_1_01_Comments” type any comments that the
Student Caller included on the call sheet for each constituent (Figure 31).
r. Save the spreadsheet and repeat steps a-q for each response category.
s. Email all Excel files with updates to the Director for Advancement Services, who
should let you know when they are updated (usually within a couple of days’
time).
It is not necessary to go through this process for gift or pledge call sheets, as the
Director for Advancement Services will update the information when inputting the gift into
Raiser’s Edge.
Other information that needs to be updated, such as new addresses, emails, or phone
numbers, can be updated manually in Raiser’s Edge by the Phonathon Supervisor. If a Student
Caller finds out that a constituent is deceased, do not send a pledge card to the family and turn in
the call sheet to the Director for Advancement Services. Have sympathy cards on hand in the
Calling Center for the Student Caller to sign and mail to the family of the deceased prospect.
When updating call sheets from calling back prospects with a Will Consider or a Left
Message response, the prospect’s response category will automatically show up in the Excel
spreadsheet. If the prospect’s response changed (i.e., they had been a Will Consider and changed
to a Refusal), update this field. If their response did not change (i.e., they had been a Will
Consider and when they were called back said that they were still considering making a gift), do
not include them in the update. 
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Figure 31.

Chapter 5
Evaluating Success with Data Recording Tools
The success of the Phonathon Campaign is measured first and foremost by whether or not
the dollar and donor goals were met. Success of the overall campaign and as well as the success
of the individual Student Callers can be measured along the way.
Student Caller Tally Sheets
One of the most helpful tools in measuring the progress of the campaign is through
recording the information provided by the Student Callers on their Student Caller Tally Sheets
(Appendix P). Appendix Q shows the Excel document that is used to record this data. Column 1
lists the names of all the Student Callers who have worked for the Phonathon Campaign in the
current FY. The information from the tally sheets is inserted into Columns 2-9 after every shift.
Columns 10-19, as well as the totals and averages under every column, are automatically
updated.
TOTAL
PHONATHON
FY16 - YTD FY15 - YTD FY15 - FINAL GOAL
CASH $20,436 $22780 $42,013
PLEDGES $11,699 $13,650 $4,950
TOTAL $32,135 (-$4,295) $36,430 $46,963 $45,000
DONORS 329 (-30) 359 495 500
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Table 3. Dollar and donor totals for current and last ﬁscal years

Included in the same Microsoft Excel file in another tab is the chart shown in Table 1.
The cash, pledges, and donors cells are manually updated according to the information provided
by the Dashboards and Current Campaigns report which is updated weekly by the Director of
Advancement Services. The information from table 1 and from the table in Appendix Q
automatically populate the charts in Appendix Q.
The charts in Appendix Q provide a visual representation of the Phonathon Campaign’s
progress, which is useful for the Phonathon Supervisor in order to see patterns and be aware of
where the Phonathon Campaign goals are in comparison to the previous fiscal year. They are
also useful because they serve as a motivational tool for the Student Callers themselves by letting
them know where they rank in total number of calls made, average number of phone calls per
night, etc.
Additional Reporting
Appendix S lists all possible responses and shows what percentage of each segment had
that response. For example, you can see that at the time the chart was printed, 6%, of LYBUNTs,
1% of SYBUNTs, and 1% of NOT YETs contacted had responded to a Student Caller with a gift.
According to the “TOTAL” column, the number of gift responses made up 3% of all responses to
Student Callers. This chart is useful because it shows the makeup of the Phonathon Campaign’s
results in responses. The second chart in Appendix S is similar to the first one, but it shows
dollar amounts for each segment instead of number of responses from each segment.
Appendix T displays the total dollars raised by each Student Caller and their total number
of gifts and pledges. Finally, the charts in Appendix U show the total dollars raised by each
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Student Caller and which segments those dollars came from. The charts in Appendices T and U
are important because they allow the Phonathon Supervisor to cross-reference information they
would like an explanation for. For example, if there is concern about how little money a Student
Caller has raised according to Appendix T, the Phonathon Supervisor can check how many shifts
the Student Caller has worked and how many Refusal and Will Consider responses they have
recorded. If they have a high number of Refusal and Will Consider responses, this demonstrates
that the Student Caller needs coaching on overcoming objections and negotiating the gift
amount. If a Student Caller has a low average number of attempted phone calls per shift, but a
higher than average number of completed phone calls per shift, this could indicate that they are
having very long phone calls and may need coaching on how to gain control of the conversations
they are having.
Looking at all the charts together gives the Phonathon Supervisor a better idea of what is
going on in the Phonathon Campaign. Strengths, weaknesses, and areas for potential growth can
be easier identified. For example, it is clear that on the date the charts were created, there had
not been many responses from NOT YETs. This is not only because not many NOT YET call
sheets had been printed and because NOT YETs are typically more difficult to reach, but also
because the Student Callers as a whole need to continually work to overcome objections. NOT
YET prospects have the most objections to giving, so the Student Callers’ weakness in this area
shows up.
The Director of Advancement Services created all charts in past fiscal years and the
Phonathon Supervisor can simply change the Student Caller names at the beginning of each FY’s
Phonathon Campaign and save the file with a different name in order to retain all formulas. The
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Director of Advancement Services can also provide assistance in ensuring all data is correct and
is being interpreted correctly.
Student Caller Evaluations
Monthly
Appendix V is the recommended monthly evaluation to be completed for each Student
Caller. Along with the Student Caller’s average calls made per shift, the number of gifts/pledges
they have secured, and the amount of money they have individually raised, the score of the
evaluation should determine whether or not a pay increase should be offered to the Student
Caller for the next year and what further coaching the Student Caller needs in order to be
successful. Upon receiving a score of 60% or less, a Student Caller should have a meeting with
the Phonathon Supervisor to discuss the areas of weakness that were recorded. If the score does
not improve for the next month’s evaluation, this is grounds for dismissal. Student Callers who
have evaluation scores of 85% or more can be recognized as “Callers of the Month” and given a
prize (bonus gift card, entered into a raffle, etc.).
Semester
At the end of each semester, each caller should have an individual evaluation meeting
with the Phonathon Supervisor to discuss their performance over the last semester. Their
individual calling record—average calls per shift, dollars raised, refusal rate, will consider rate,
etc.—as well as their average monthly evaluation scores should be provided for them to see.
This meeting is an opportunity to chart improvement and to discuss what extra coaching or
training would be beneficial to them. They will also be provided an opportunity to tell the
!61

Phonathon Supervisor how they feel about the Phonathon program in general and what
suggestions or feedback they’d like to provide to improve the campaign. 
!62

Chapter 6
Budget
Payroll
The Student Callers are paid out of the “Contract Services” section of the TF budget.
After budget hearings in the Spring of 2015, $11,500 was allocated to Student Caller payroll for
FY16. This amount was proposed based on the number of expected returning Student Callers
and the number of estimated new Student Callers that would be hired the following Fall, as well
as the projected number of shifts that would be scheduled for FY16.
New Student Callers start at $7.25 an hour. Returning Student Callers are offered a $0.25
raise every year, with the exception of the Student Supervisor who is offered a $0.50 raise every
year.
Phones
The Phonathon Program has eight cell phones that are used for calling shifts. They were
purchased in 2013 with the help of TC’s Information Services department. The monthly bill for
each cell phone is paid for out of the “Utilities—Telephone” section of the TF budget. $3,120
was allocated for this for FY16.
The cost of the phone plan through the College’s corporate Verizon account is $2.00 a
month, plus a $1.99 per month charge to have the Phonathon cell phone numbers show up as
Tusculum College on prospects’ caller IDs. During the three months out of the year that there
are no calling shifts, the amount to maintain all eight phones is $31.92. The total amount spent
!64

on the cell phones for FY15 was $1,260.64 and the average monthly bill for all eight phones for
the FY $105.05.
There are also eight headsets available for each Student Caller to use at their convenience
when talking to prospects so that they have both hands free to write notes, sort through call
sheets, etc. They are not required to use them, however.
Supplies
Most of the supplies needed for the Phonathon Campaign are supplied through
Institutional Advancement’s office supplies budget. This includes the paper that call sheets and
mailings are printed on, pens, etc. When items need to be purchased that come from this area of
the budget, IA’s Executive Assistant can order them through TC’s corporate Staples Advantage
account. Additional supplies that fall in this category and are recommended include sanitizing
wipes for the cell phones, post-it notes, and dry-erase markers.
As previously mentioned, there should be sympathy cards on hand in the calling center
for a Student Caller to sign if they find out that a prospect is deceased. Sympathy cards
specifically from Tusculum College and their matching mailing envelopes are available from the
office of the Executive Assistant for IA, as well as “Thinking of You” and “Congratulations”
cards.
Rewards and Celebrations
The Student Callers should be regularly rewarded for good work. Games and contests
help motivate them throughout their shifts. Having a celebration at the end of each semester is
recommended so that everyone can come together and celebrate the work they’ve done.
!65

Parties, food, prizes, and a bowl of candy for every shift are paid for from the “Meals and
Entertainment” section of the TF budget. For FY16, $7,800 was approved for this section of the
budget. This section of the budget is used for other areas of the TF as well, so the Phonathon
Supervisor allocated $800 for the Phonathon Campaign to use.
!66

Appendix A
Student Caller Application 
!70

Appendix A
Student Caller Application (continued)
!71

Appendix A
Student Caller Application (continued)
!72

Appendix A
Student Caller Application (continued) 
!73

Appendix B
Student Caller Qualifications and Responsibilities
Qualifications:
1. Currently enrolled in a degree program at TC
2. Familiarity with TC’s campus, activities, and history
3. Understanding of the TF and the Phonathon’s role in it
4. Interest in helping TC
5. Speak English clearly and communicate effectively by phone
6. Courteous and engaging personality
7. Able to present information concisely and persuasively
8. Able to follow directions and accurately record data and details
9. Good time management skills
Responsibilities
1. Inform TC alumni, friends, and parents about campus news and events
2. Professionally communicate TC’s mission and priorities
Maintain and update contact information and records
Ask constituents to make a gift to the Tusculum Fund
Accept constructive feedback and coaching from Phonathon Student Supervisors, as well as
any IA staff member, to improve phoning skills and enhance results
Meet Phonathon performance standards
Display a positive and professional attitude
Manage school work load and job hours
Uphold Phonathon employment and confidentiality agreements 
!74

Appendix C
Interview Questions
1. Why are you interested in becoming a Student Caller for the Tusculum Fund?
2. What characteristics and skills do you possess that qualify you for a position?
3. What campus activities or clubs are you or have you been involved with? Do you have
or have you held leadership positions?
4. What did you like most about the job(s) you previously held?
5. What did you like least about the job(s) you previously held?
6. What is your “Tusculum Story”—a concise telling of why you chose Tusculum and what
it’s meant to you so far?
7. What are three unique things/experiences about TC that you could tell constituents?
8. What experiences have you had asking people for money (sales, fundraising, etc.)? 
!75

Appendix D
Interview Evaluation Form for Student Callers
Interviewer: ______________________________________________ Date: _______________
Candidate Name: ______________________________________________________________
Scoring
Candidate evaluation forms are to be completed by the interviewer to rank the candidate’s overall
qualifications for the position of Student Caller. Under each heading the interviewer should
circle a numerical rating and write specific job-related comments in the space provided. The
numerical rating system is based on the following:
1—Unsatisfactory 2—Satisfactory 3—Average 4—Above Average 5—Exceptional
Prior Work Experience—Has the candidate acquired the skills and knowledge necessary
through past work experience(s)?
Rating: 1 2 3 4 5
Comments:
Verbal Communication—How were the candidate’s communication skills during the interview?
Rating: 1 2 3 4 5
Comments:
!76

Appendix D
Interview Evaluation Form for Student Callers (continued)
Candidate Enthusiasm—How much interest did the candidate show in the position and the
program?
Rating: 1 2 3 4 5
Comments:
Interview Preparation—Did the candidate appear to be prepared for the mock phone call
scenario?
Rating: 1 2 3 4 5
Comments:
Initiative—Did the candidate demonstrate, through their answers, a high degree of initiative?
Rating: 1 2 3 4 5
Comments:
Time Management— Did the candidate demonstrate, through their answers, good time
management skills?
Rating: 1 2 3 4 5
Comments:
!77

Appendix D
Interview Evaluation Form for Student Callers (continued)
Customer Service— Did the candidate demonstrate, through their answers, a high level of
customer service skills/abilities?
Rating: 1 2 3 4 5
Comments:
Overall Impression and Recommendation—Final comments and recommendations for
proceeding with the candidate.
Rating: 1 2 3 4 5
Comments:
Add each rating together and divide by the number of questions for a final score.
FINAL SCORE: _____/40 = _____ 
!78

Appendix E
Employee Requisition Form 
!79

Appendix F
List of Acceptable Identification Documents
Individual being hired must present one document from List A or a document from both Lists B and C. 
!80

Appendix G
Student Supervisor Job Description, Qualifications, and Requirements
• Assist with interviews and training sessions as needed by the Phonathon Supervisor,
including giving tours and participating in mock phone calls with potential Student
Callers
• Mentor all new Student Callers
• Keep attendance during shifts
• Know and enforce all policies put in place by the Phonathon Supervisor
• Be available to answer caller questions and offer assistance at all times
• Provide advice, insight, encouragement and help to fellow Student Callers
• Consistently work to improve calling skills
• Encourage Student Callers to work as a team and be productive
• Take initiative and look for ways to help fellow Student Callers
• Deal with unproductive or difficult callers and conflicts as they arise, notifying the
Phonathon Supervisor as necessary
• Monitor break times
• Provide feedback to the Phonathon Supervisor regarding program and individual caller
performances
• Serve as fill-in caller when no replacement can be found
• Evaluate all Student Callers monthly
• Maintain and organize the calling calling center
• Display initiative to undertake new projects and work on them with a minimum of direct
supervision
• Perform above standards so as to be an example to other Student Callers
• Assist the Phonathon Supervisor with paperwork and mailings at the conclusion of each
shift
• Perform other duties as assigned by the Phonathon Supervisor
The Phonathon Student Supervisor will adhere to all policies and procedures set forth by the
Phonathon Supervisor. The Student Supervisor will put the same energy and enthusiasm into
making calls as he/she did before. The need for promptness and obedience to policies and
procedures by the Phonathon Supervisor is critical and will be enforced strictly. Failure to do so
will result in the loss of Phonathon Supervisor status and the student will return to Student Caller
position. The Student Supervisor is subject to the same evaluation and disciplinary procedures
as all Student Callers. 
!81

Appendix H
Overcoming Objections Tool
Unspecified Objections:
“I understand. I’ve spoken to other alumni/parents/
friends like yourself who were not interested in giving
because they were unaware the many reasons why their
support is important. Did you know that 98% of TC
students receive some sort of financial aid or
scholarship? Will you give <$LOWER AMOUNT> to
support students with financial need?”
“I’m not interested.”
For young alumni—“I can understand it might be
difficult for you to get involved, especially since you
just graduated and probably have a lot going on in your
life right now. But the strength of this campus has a lot
of impact on the value of your degree and its
marketability. That’s why a lot of younger alumni
participate with a gift of $5.00. Do you think you could
give $5.00?”
For older alumni—“I can understand that. Our
alumni who have been away from the campus for
several years may have lost contact with us. That’s why
I am calling. We’re working harder to keep in touch
with all our alumni, to let them know what’s happening
here and see if it’s possible to get them involved again.
For instance . . . [share with them something that is
happening here on campus]. Our alumni giving
percentage is less than 10%, which is much lower than
many schools like Tusculum. Do you think you could
help TC with a participation gift of $10.00?”
!82

Appendix H
Overcoming Objections Tool (continued)
“I’m already giving” Objections:
“I’ve already given.”
Recent gift (made in current FY): “Great! Did you
just send in your gift? Sometimes our solicitation
efforts overlap or cross in the mail. I apologize for
contacting you again. Thank you for your support.”
Proceed to verify/update their contact information.
Not a recent gift (or not made in current FY): “Our
fiscal year runs from July 1-June 30. We’re in a new
fiscal year now and would like to encourage your
renewed participation to support the Tusculum Fund.
Would you give <$AMOUNT> to support student
scholarships for students like me?”
“I'm also an alumnus of [another institution] and I
support them.”
“I give to another charity/non-profit.”
“My spouse attended [another institution] and we give
to them.
“I’m glad to hear that you support other worthwhile
institutions/causes/charities. We certainly don’t mean
for you to take your support away from them. But I
would love for you to include Tusculum College in your
contributions this year too. I wouldn’t be able to attend
Tusculum if it weren’t for the support that people like
you give to student scholarships.”
“I gave last year.”
“That’s all the more reason we’re counting on you
again this year! The Tusculum Fund depends on
annual, dependable support for our annual budget.
Would you continue your support by giving <
$AMOUNT>?
!83

Appendix H
“I can’t afford it” Objections:
“Leave me alone” Objections:
“I can’t afford to give now because of [illness, birth,
retirement, wedding, new house, graduate school, etc.].”
“I understand. I’ve been speaking with other people
tonight like you who are interested but have been
unable to help at that level of giving due to similar
situations. But once they know that their contributions
are essential to the College’s success, they’ve been
pledging their support at a level that fits their budget.
What’s important tonight is your participation. Would a
gift of <$AMOUNT> be something you’re comfortable
saying ‘Yes’to?
“I’m unemployed.”
“I’m so sorry to hear that. Fundraising is only part of
the reasons we’re calling tonight. I’d also like to verify
and update your contact information.” Also provide
information on alumni career services.
"I'm still paying off my student loans.”
“That’s understandable. I’ll be in the same position
myself in a couple of years. Did you know that gifts in
any amount help Tusculum give scholarships to students
like me? Would a participation gift of <$AMOUNT>
be something you’d be comfortable saying giving
tonight?”
"I can't give as much as I used to.”
"I know that circumstances change and that you may
not be able to give the same amount every year.
However, any amount you are able to give will greatly
benefit the Tusculum Fund and have an impact on
students like me.” Also inform them that they can
make a gift in installments.
“The only time I hear from you is when you want
money.”
“We try to stay in touch with alumni throughout the
year with newsletters, the Tusculum magazine, and
event invitations. One of the other reasons we’re
calling tonight is to make sure all of you contact
information is up-to-date and to thank you for your past
giving (if applicable).” Follow up with case for giving
and second ask.
“I only attended Tusculum College for a short time.”
“I never graduated.”
“We still consider you a part of the Tusculum family
and hope your time here at Tusculum was positive, no
matter how brief.” Follow up with case for giving
and second ask.
“I want to be left alone.”
“That’s understandable. I’ll be in the same position
myself in a couple of years. Did you know that gifts in
any amount help Tusculum give scholarships to students
like me? Would a participation gift of <$AMOUNT>
be something you’d be comfortable saying giving
tonight?”
!84

Appendix H
Uncertainty Objections:
Objections Because of Other Issues:
"I don’t like to give money over the phone.”
“While I certainly don’t mean to ask you to do anything
you aren’t comfortable with, I can assure that your
information is held with utmost confidentiality. You
could speak to my supervisor if you would like.” Also
inform them about the giving website and the option
to mail in their gift.
“I want to think it over.”
“I need to discuss this with my [significant other or
someone else].”
Offer to schedule a time to call back or ask them if
there’s a minimum amount that they could commit
to.
“Just send me something in the mail. I’ll send it back
with my gift.”
“I really appreciate your willingness to support the
College this evening. Could you give me an idea of
what amount you’re considering? Your support is
important and I’d love to be able to count you in
tonight’s fundraising totals.”
"I don’t like Tusculum College because of [reason or
situation].”
“I’m sorry to hear that. Is there any information I
could pass along to my supervisor?
“Why do you need my money if tuition is so high?”
“Actually, tuition does not cover the entire cost of
education at Tusculum. Many people don’t realize that
many people—including alumni—have supported the
College over the years, including when your were a
student. Will you make a gift of <$AMOUNT> to help
support today’s Tusculum students?”
"I don't like [faculty or staff member, former or present
Tusculum policy, former or current TC president, etc].”
"I'm sorry to hear that, but did you know that the
Tusculum Fund primarily pays for student-oriented
items such as scholarships, academic improvements,
and technology enhancements? In other words, your
gift will have a positive impact on my education. Would
you give <$AMOUNT> to support students like me?”
"I only gave to Tusculum when my [child, grandchild,
other family member] went there.”
“Thank you so much for your past giving. I’ve spoken
with other family members of Tusculum alumni who
continue to support the College so that Tusculum can
continue to provide an excellent education as your
[family member] received. Would you give <
$AMOUNT> so that students like me continue to
receive excellent scholarship support?”
!85

Appendix I
Practice Phone Call Scenarios and Questionnaire
Thank you for agreeing to help our Tusculum College CallStars practice what they have learned
in training over the last two days! They have been learning about what the impact of donors’
financial support on the the Tusculum Fund, the importance of conversations between students
and donors (or potential donors), and how to make an “ask” over the phone. This is a valuable
learning experience for the program’s new hires and a great way for returning—even
experienced—callers to get back in the habit and to hone their negotiating skills.
The basic structure of all phone calls that students need to practice are as follows:
1. Greeting/Introduction
2. Thank for past financial support of College (if applicable)
3. Build rapport with the donor by asking open-ended questions
4. Make the case for giving to Tusculum College*
5. Ask for a gift*
6. Check/update contact information, especially adding current/preferred email addresses to
the constituent’s record
7. Thank again—even if the constituent did not choose to give on this occasion, they should
still be thanked for their time
*Steps 3 and 4 may be repeated twice—for a total of 3 times—if the constituent says no (the case
for giving to Tusculum College should be worded differently the second and third time).
It’s okay if you don’t know exactly what to say! It’s the students’ job to direct the
conversation and to practice what they have learned.
Once the scenario has played out and the student makes the final thank-you, please remain on the
line for a brief feedback session. The student will ask you questions about their performance.
Answer honestly and constructively!
1. Did I begin by identifying myself and making it clear that I represented Tusculum
College?
2. Was I clear in my purpose of calling to ask for a gift?
3. Did make a compelling case for giving to the Tusculum Fund?
4. Did I ask for a gift?
5. Did I have clear pronunciation?
6. Did I have a warm and friendly yet professional tone?
7. Did I effectively build conversation by asking open-ended questions?
!86

Appendix I
Practice Phone Call Scenarios and Questionnaire (continued)
8. Did I update your contact information?
9. Do you have additional comments or suggestions for me?
Practice Phone Call Scenarios and Goals
• The student will only have your name and phone number. All other information will be
fabricated (giving history, email address, etc.).
• They will be calling from a Tusculum College cell phone (423 area code).
• Feel free to ad-lib as you are comfortable throughout the conversation.
• You can pretend to make a gift or refuse to make a gift. Both of these will give our
students great practice. They have been instructed to ask for a gift three times and to
negotiate the amount, so you can choose to say yes the first, second, or third time.
• Students also will have to update your information over the phone, so you can say that
you have a name change, new address, new email address, or additional phone number so
that students become familiar with updating the records of our donors. 
!87

Appendix I
Practice Phone Call Scenarios and Questionnaire (continued)
SCENARIO GOAL
1
Young alumnus objects to a gift because they are paying
back student loans.
• The caller should stress the importance of all gifts, no
matter the size, and the importance of alumni
participation in giving.
• The can encourage a symbolic gift of your (imaginary)
class year (e.g., $20.14 for the class of 2014).
2
Alumnus who is unhappy about a rumor that they’ve heard
regarding Tusculum College (e.g., Block Schedule changes,
doing away with a degree program, etc.) and wonders why
they should still give to the College.
The caller should stress that alumni financial support to
the Tusculum Fund will improve student life and
scholarship opportunities for current and future students,
regardless of other situations on campus.
3
Alumnus says they can’t afford it because they have
children in college.
• The caller should stress the importance of all gifts, no
matter the size, and the importance of alumni
participation in giving.
• The can encourage a symbolic gift of your (imaginary)
class year (e.g., $20.14 for the class of 2014).
4 Alumnus says they can’t afford it.
The caller should repeat the case for giving to the
Tusculum Fund and negotiate the gift amount.
5
Donor says, “Just send me something in the mail” and
won’t immediately commit to a specific amount.
The caller should try to get at least a minimum pledge
amount.
6
Donor asks, “Isn’t tuition expensive? Why do you need my
money?”
• The caller should inform the donor that tuition doesn’t
cover the entire cost of educating students.
• Tusculum College needs the support of alumni and other
donors to continue providing excellent educational
opportunities.
7
Donor asks, “Can I give my money to [specific department]
(e.g., athletics, the library, nursing program, etc.)?”
The caller should let the donor know that they can
designate their gift toward any number of areas at the
College.
8
Donor asks, “What’s the Tusculum Fund? What is my
money really going to?”
The caller should explain the Tusculum Fund, its goals,
and the importance of financial support from alumni and
other donors.
9
Donor who has given $250 for several consecutive years
and is being asked to increase their gift to the Lantern
Society ($500 annually). You may say, “What did I give
last year? Just put me down for that.”
• The caller should make the case for not only continued
financial support, but increased financial support from
alumni and other donors.
• The callers have been instructed to follow the gift ask
amounts they are given, so they should attempt to get a
gift that is increased from the previous gift.
10
Donor readily agrees to a gift, but is skeptical about making
their gift over the phone.
The caller should relay the benefits of making a credit
card gift, and should be able to assure the donor of the
safety and confidentiality of their personal information.
11 Donor says, “You only call me when you want money.”
• The caller should assure the donor that Tusculum
College is trying to stay in touch with alumni and
donors.
• They should ensure that contact information is correct
and up-to-date.
• They can ask if the donor has specific requests about the
information they receive or the events they’d like to
know about.
12
Donor is asked to join the President’s Circle ($1,000
annually) but says they can’t give that much at one time.
The caller should inform the donor about the President’s
Circle and its purpose, and inform them that they can give
in installments.
!88

Appendix J
Sample Call Sheet 
!89

Appendix J
Sample Call Sheet (continued) 
!90

Appendix K
Sample Response Letter (included with pledge card)
Dear
Thank you for speaking with me during Tusculum College’s Phonathon. I’m glad
you’ve committed to making a gift to the Tusculum Fund. It means so much to me and other
current students that you are willing to invest in our success. Your gift will truly make a
difference!
I’ve included a reminder about making your contribution. Please complete the enclosed
pledge form and mail it back in the postage-paid envelope provided. You can also fulfill your
pledge online at https://web.tusculum.edu/giving/gift.php. If you have any questions about
your gift, the Tusculum College CallStars, or the Tusculum Fund, please contact Joanna
Malcom, Assistant Director of the Tusculum Fund, at 423.636.7303 or
jmalcom@tusculum.edu.
Gratefully,
*Wording will change depending on the response of the prospect being mailed. 
!91

Appendix L
Sample Inserts Included With Pledge Card Mailings
!92
Sample Insert 1
Sample Insert 2 - back
Sample Insert 2 - front

Appendix L
Sample Inserts Included With Pledge Card Mailings (continued) 
!93
Sample Insert 3 - front
Sample Insert 3 - back

Appendix M
Sample Script
Tusculum College ALUMNI LYBUNT Script
OPENING:
Hi my name is <CALLER> and I'm a <YEAR> at Tusculum College. May I speak with <DONOR>
please? I hope you are having a great evening! I’m at McCormick Hall with other students and we’re
calling alumni to update their contact information so that we can better stay in touch with you, share some
exciting upcoming events, and talk with you about the importance of the Tusculum Fund and its impact
on students like me. Do you know abut the Tusculum Fund? Listen and respond appropriately.
BUILDING RAPPORT:
1. I’d also like to hear your Tusculum story. Do you have a favorite memory of your time as a
Tusculum student that you’d like to share with me?
2. Do you still work at ____? / For our records, who are you employed with?
3. I see you majored in ____? / What did you major in? – Discuss their major and yours.
4. What clubs/sports were you involved in while on campus?
5. I see you lived in ____ dorm? / What dorm did you live in while going here?
ASK:
<DONOR>, first, I’d like to personally thank you for your gift to the Tusculum Fund last year. As a
current student, it’s an honor for me to speak with alumni who have had a direct impact on my education.
Because of your gift to the Tusculum Fund we were able to fully fund students’ scholarships and better
our academic programs. As you may already know, the Tusculum Fund is an annual fund that requires
renewed support every year. Would you like to continue the tradition of supporting your alma mater and
make a gift of $<AMOUNT> WAIT FOR A RESPONSE
IF YES TO GIFT:
Thank you so much! Would you like to make your gift in honor or memory of a professor who had an
impact on your educational experience? Listen and respond appropriately. [Go to YES CLOSE]
IF NO TO GIFT:
Our goal this year is to increase giving in order to provide more opportunities for Tusculum’s future. Last
year, you made a gift of $<AMOUNT> in <LAST GIFT MONTH AND YEAR>. Would you consider
making a commitment above $<AMOUNT> to continue the growth of Tusculum’s educational
experience?
IF YES:
Great, thank you so much for your generous commitment of $<AMOUNT>! Would you like to
make your gift in honor or memory of a TC professor who had an impact on you during your time
as a student? Listen and respond appropriately. [Go to YES CLOSE]
IF NO:
Though our goal is to increase, our retention of alumni giving is essential to maintain our
reputation and ability to acquire large grants from outside foundations and corporations. Our
reputation depends on our alumni giving percentage. Would you consider continuing the tradition
of supporting your alma mater and recommit your financial support by making the same gift of
$<AMOUNT> that you made last year?
!94

Appendix M
Sample Script (continued)
IF YES:
Great, thank you so much for your generous commitment of $<AMOUNT>! Would you
like to make your gift in honor or memory of a TC professor who had an impact on you
during your time as a student? Listen and respond appropriately. [Go to YES CLOSE)
IF NO:
Our alumni giving percentage is less than 10%, which is much lower than many schools
like Tusculum. In order to maintain our national rankings and standing in acquiring
grants, could you consider making a participation gift of $<AMOUNT> (lower amount)?
IF YES:
Great, thank you so much for your commitment of $<AMOUNT>! Would you
like to make your gift in honor or memory of a TC professor who had an impact
on you during your time as a student? Listen and respond appropriately. [Go to
YES CLOSE)
IF NO: <DONOR> I appreciate you taking the time to speak with me this
evening. May I ask you if Tusculum has done anything to cause you to not want
to renew your commitment? Listen and respond appropriately; take notes.
Depending on the conversation, go to YES CLOSE or NO CLOSE.
YES CLOSE: Will you be using your VISA, MasterCard, American Express, or Discover card this
evening?
IF YES TO CREDIT CARD: Capture credit card type, name on the card, card number,
expiration date, and three-digit code on the back. Go to MATCH.
IF NO TO CREDIT CARD:
Talk to Supervisor: If you are unsure of the safety of your information, I can put you on with my
supervisor. Would you like me to do so?
Pledge/Mailing: I understand. We will send your pledge card along with a postage-paid envelope
in tomorrow’s mail and you should receive it in the next few days. What date should we be
expecting your gift? Listen and respond appropriately; take notes.
MATCH: Are you or your spouse working for or retired from a company or organization which matches
the charitable gifts of their employees?
IF YES: (Capture/verify the company information.) Great! You will simply need to talk with
your human resources office and they should have specific instructions on how they will match
your gift. All you need to do is send us the signed form.
IF THEY DON’T KNOW: (Capture the company information for our records.) We can find
out if your company is a matching gift company and, if so, we may be able to increase your
contribution! We will check and if a matching gift is possible we will be in touch.
VERIFY/UPDATE CONTACT INFORMATION
<DONOR> I’d like to invite you to come back to campus to see all that’s going on. Mark your calendar
for <UPCOMING EVENT>. We’d love to see you back on campus at that time to cheer on the
Pioneers! Is there anything you would like me to pass along to the Alumni Relations Office or notes you
would like to include in the Tusculum Magazine? Listen and respond appropriately; take notes.
!95

The Pioneer Line - A Comprehensive Guide for Implementing Tusculum Colleges Annual Phonathon Campaign

The Pioneer Line - A Comprehensive Guide for Implementing Tusculum Colleges Annual Phonathon Campaign

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The Pioneer Line - A Comprehensive Guide for Implementing Tusculum Colleges Annual Phonathon Campaign