Every argument clarity score on this site is built from rows on this page. Each
question and answer was assessed with names hidden, the host's own answers included, on
four things from 1 to 5:
directness (does it answer the question asked), coherence (do the ideas follow),
precision (concrete details and clear references), compression (says a lot per word). The weighted
mix (30/30/25/15) is the exchange score. A person's published score averages their exchange
scores on raw tape only, at least 8 of them, shrunk toward the cohort mean.
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Answered produced feed
D 5 · C 5 · P 5 · Cm 4 4.85
Q Yeah, that all, that all makes good sense. So, um, for other people that are just starting out hiring their first salesperson, they're trying to figure out how many demos should they be doing all that stuff? How do you think through that? What do you set the targets at?
A Yeah, I set the targets at, Well, so I always like to be the person who does it myself first to see how well I do with it, right? Because if I'm, then I measure against myself. So if I'm, if I'm able to do, let's say, 10 demos a month, right, I'm not always going to expect the salesperson who, you know, I live and breathe this stuff, the salesperson necessarily to be able to do 10 demos a month. So I'm going to cut that back at 50% and say, listen, I need you to be doing five demos a month, right? I think that's a, that's a fair number. Using that, and that's actually what I used is my, um, you know, uh, what I was trying to figure out.
AI assessment note: “I'm going to cut that back at 50% and say, listen, I need you to be doing five”
Answered produced feed
D 5 · C 5 · P 4 · Cm 4 4.60
Q Fair enough. Let's go over to NoteEffect. So what's the company doing? You said Software for Education, Corporate, and Government.
A So right now we have a, uh, we have a product out there on the market, um, that's being worked for the education market. That's where I wanted to start because I felt like it was an area that we could really make a big difference in, and what we do today is it's really focused around student retention and student engagement. If you look on the internet, you're going to find that, uh, most students learn by being engaged in the classroom, and today what's a better way to engage the students than, you know, with these, right? Um, and, uh, So I really sat down and, uh, and, and decided to kind of utilize the technology that everybody was using and, uh, you know, what the, um, what the classroom looked like today. And so what we do is we take any digital, uh, classroom material and we broadcast that out to the students' digital devices. So it could be a PowerPoint, it could be a web presentation, it could be off of a smart board, um, could be generated by, you know, some other product like Adobe. I'm broadcasting out to the students devices so they can make notes, annotated, highlighted directly on the material. Uh, we have the ability to build in live polling. The students can ask questions through their devices. We have the ability for the educators to, um, record. And we recorded a little differently than most lecture capture type stuff. We record the audio and match it directly…
AI assessment note: “we take any digital, uh, classroom material and we broadcast that out”
Answered produced feed
D 5 · C 5 · P 4 · Cm 4 4.60
Q Okay. Interesting. Now, where do you think, I mean, growth wise, is most of your growth going to come from more high schools or less, but higher price department heads at colleges with more students?
A Right now, I think the, the growth model is definitely going to come from the higher education side. Uh, one of the areas that we're really making a lot of strides in is what they call OER, open education, open education resource. This is material that's been generated. It's out there. It's available in the web. Um, there's a couple of different groups that have curated that like, um, uh, Rice University and open stack and a few others who have libraries of this material. And the material basically is free, or it's a very low subscription price for the universities to use. Now, it's not been developed specifically for their curriculum, but it might be 50% there, or 80% there, or 90% there. It just depends. What we're able to do is allow them to use that material and measure it against the class to see the participation, the absorption, the engagement, and then go back and literally look at the areas where they lost that Correct that material in that area and then reuse it again.
AI assessment note: “growth model is definitely going to come from the higher education side.”
Answered produced feed
D 5 · C 5 · P 4 · Cm 4 4.60
Q Okay, good, good, good, good. So, so then, I mean, I can kind of get a, right, if I take 60 classes time, or sorry, 60 students times 32 classes, assuming they were all that size, that's like almost two case students at five bucks a pop. So you're not at 10 grand a month yet in revenue, but do you think you can hit that in the next quarter?
A Yeah, absolutely. We've got, um, we've got the 12 signed up and I probably have another 17 or 18 that are outstanding that I, that will pop. The biggest thing with the education and the biggest is the drawback is the sales cycle. And this is so long. There's a short window for you to get involved in it. And then, um, you know, you're looking at them putting it into their budgets, which most of them are in a school year budget, which runs around July timeframe. So that's your, that, that, that's the biggest downsides to that. And that's one of the reasons why we've gone, I've gone ahead and started the development work on the corporate government, um, product, uh, for that side.
AI assessment note: “Yeah, absolutely. We've got, um, we've got the 12 signed up”
