Presentation on theme: "Partnering Effectively with Faculty Spring Front Line Fundraiser Training Tuesday, April 10, 2012."— Presentation transcript:
Partnering Effectively with Faculty Spring Front Line Fundraiser Training Tuesday, April 10, 2012
Session Overview Building Trust, Understanding the Partnership, Maintaining the Relationship, Building a Foundation for Success, Partnering on Strategy, Managing Expectations, and Preparing Faculty for Donor Visits Dondi Cupp Andrew Welch Carolyn Black Clicker Questions Throughout Faculty Panel Q&A Takeaways
Clicker Overview Ignore the “Go” and the Question mark buttons When presented with a question, press the number corresponding with the answer you wish to select and you will see the light on the clicker turn green If the light turns yellow or red, the answer did not go through If you select more than one response on a single-response question, only your last entry will count For multiple response questions, simply select all answers applicable. Wait to see the green light go off before making another response With rated responses, select answers in order from highest to lowest
Clicker: Rank the Following Foods by Order of Importance 1.Chocolate 2.Okra 3.Bacon 4.Tofu 5.Beer
Clicker: Are you a Front Line Fundraiser 1.Yes 2.No 75% 25%
Clicker: If you are a front line fundraiser, how many years experience do you have as a front line fundraiser in UW Advancement? 1.0 – – – – – 15 6.Over 15
Clicker: This man is thinking about: (pick one) 1.Nothing, as usual. 2.How misunderstood Benedict Arnold was. 3.“I wonder if I’d look good in blue and yellow?” 4.“The meaning of life can be found by….Oh look, a bunny!!!” 5.“I think I’ve made a VERY big mistake.” 6% 4% 32% 25% 33%
Clicker: I would describe my interest in working with faculty as (pick one) 1.Love it 2.Like it 3.Dread it 4.A little of each depending on the faculty member
Partnering Effectively with Faculty Part One – Dondi Cupp History and Context The Advancement-Faculty Partnership And Why it Matters Building a Foundation for Success
History & Context University of Bologna – 1088 Oxford – 1167 Harvard – 1636 (First naming gift) University of Washington – 1861
History & Context 1920 – Giving to education totals $65 million Harvard establishes first formal “fundraising office” 1930 – Giving reaches $148 million 1936 – gifts become tax exempt 1940s – First “Director of Development”
History & Context First “Alumni Fund” Director hired – 1966 First Director of Development Hired – – CASE Formed 1975 – Marilyn Dunn Hired 1987 – Campaign for Washington 1988 – UW Foundation Established 2000 – Campaign UW Launched
History & Context The Academy is 924 Years Old CASE is 38 Years Old… In 2010 $28 Billion was given to higher education
Clicker: Faculty members play a critical role in the overall success of UW Advancement (pick one) 1.Yes, absolutely 2.Sometimes, but not always 3.Not sure 4.I don’t think so
Clicker: What percentage of the faculty in your unit are engaged with Advancement? 1.Less than 10% % % % 5.Over 75%
Clicker: What percentage of the faculty members in your units understand your role as an Advancement officer? (pick one) 1.Less than 10% % % % 5.Over 75%
The Advancement-Faculty Partnership And Why it Matters Our work is not their work. Our work is to support their work. If we are truly committed to the UW’s mission we must be fully committed to serving the needs of our faculty and students Social beings rely on partnerships
The Advancement-Faculty Partnership And Why it Matters We need faculty to be successful! They can best articulate vision for a project They will often have the closest ties to prospective donors They can have greater credibility in the eyes of donors They can directly track and communicate results
Clicker: The key(s) to my successful interaction with faculty members include: (rank in order) 1.Taking an interest in their work 2.Good listening skills 3.Getting them to understand my work 4.Taking them on donor visits 5.Making it easy for them to partner with me 6.Raising money for them
Clicker : What do you think are faculty’s biggest fears or concerns in working with Advancement? (pick one) 1.They will make me ask for money 2.They will waste my time 3.They don’t think it’s their job 4.They don’t understand or trust our role as fundraisers 5.They will take me out of my social comfort zone
Building a Foundation for Success Get to know them – faculty are people too Recognize the differences of our worlds Establish trust and rapport early on Demystify the process Be clear about roles & what you need Determine comfort zones & respect them Reduce apprehensions
Building a Foundation for Success Make it fun for them Celebrate Success Have Academic Leaders Acknowledge their Role Consider a “Coaching” approach Put them to work & let them shine Staff them early – trust them late Good faculty stewardship is POWERFUL
Building a Foundation for Success In the end, It’s about them… Good luck!
Ongoing Faculty Engagement Part Two– Andrew Welch So…what’s in it for them? Why would faculty want to work with us? What value do we provide?
What is Partnership? A relationship between two or more persons carrying on a joint business venture with a view to profit, each incurring liability for losses and the right to share in the benefits.
Engaging Faculty in the Process “Whether connecting patients to giving opportunities, helping depict a vision worthy of donor investment, or participating directly in the solicitation process, Physicians are increasingly at the center of large gifts. AHP estimates over $1 billion of the total amount contributed in 2010 to support healthcare came from grateful patients. Source: Prescription for Success: Lessons on Enfranchising Physicians in Hospital Philanthropy by the Advisory Board Company
Clicker: The frequency of my interaction with faculty members is (pick one) 1.Hourly 2.Daily 3.Weekly 4.Monthly 5.Rarely
Building the relationship Philanthropy continues to emerge as critical revenue stream Faculty want to know how this is done We can help with process, strategy and fundamentals of development
Early challenges in Academic Medical Centers The physician-patient relationship is sacred What about the physician-philanthropist relationship? The basic scientists says “We don’t have grateful patients.” Basic science discoveries and clinical research lead medicine to advance, and we need to help make these connections.
Clicker: Working with faculty members can be challenging because (pick your top two) 1.Difficult personalities and egos 2.They have unrealistic expectations of me 3.They are too busy 4.They don’t understand what I do 5.They have anxiety or fears related to fundraising 6.They don’t respect me because I don’t have a PhD
Engaging Faculty in the Process Johns Hopkins Medicine published a report on Evaluating Methodologies for Engaging Physicians in Grateful Patient Fundraising Journal of Academic Medicine - January 2012 UW Strategy: Implement broad based and blended approach
Clicker: Are the majority (50% or more) of the faculty you work with comfortable at articulating their case for support in 3-5 min? 1.No 2.Yes 49% 51%
Building and managing the relationship Obtain clarity of vision, priorities, and roles Translate vision and priorities into compelling gift opportunities – at various levels Develop plan and discuss strategic next steps Manage expectations
Clicker: I could be much more effective working with faculty if I: (rank in order) 1.Had more time to spend with faculty 2.Knew more about them personally 3.Was better at demystifying my work 4.Understood the culture of the academy better 5.Was better at reducing their fears and anxiety about fundraising
Fundamentals Prospect identification and qualification Strategies to engage and cultivate relationships aligned with donor interests and passions Develop compelling proposals aligned with donor capacity and inclination Ongoing donor stewardship fosters long term support
Core components to success Vision, mission and compelling priorities Institutional and faculty leadership Celebrate early wins and build on success Follow up and consistency is key to building this important relationship The blended approach to expanding faculty engagement
Tools in the Toolbox: Preparing Faculty for Success with Prospects and Donors Part Three – Carolyn Black All Predicated on Trust Preparing faculty for success Listening Skills Dress Code Share your passion Ongoing Faculty Education Make it fun for them!
Preparing Faculty for Success with Prospects and Donors Preparing Faculty for success Briefings Bios Details: where, when, directions, phone numbers Your tips? Listening Skills This is not a 50 minute lecture Listen as much as you talk Ask questions of the donor or prospect
Dress Code and other delicate topics No stained food on ties, please Dressy? Business attire? Business casual? Shopping trips Share your passion for your research or teaching Enthusiasm is contagious Ongoing Faculty Education New Chairs, Directors, Deans, Campaigns Preparing Faculty for Success with Prospects and Donors
Clicker : Which of the following do your units currently employ in working with faculty? (choose all that apply) 1.Regular workshops or meetings to explain our role to Chairs and other faculty 2.Annual to all faculty with an “Advancement 101” overview 3.Front line fundraisers attend faculty meetings in their units annually to explain their role/responsibilities 4.One on one meetings with individual faculty members 5.Other (not listed) 36% 6% 56% 94% 28%
Clicker: Do you think an incentive, like an annual award or other type of formal recognition for faculty who do outstanding work with donors in partnership with Advancement, would inspire more faculty to work collaboratively with Advancement? 1.Yes 2.No 3.Not Sure 30% 39% 31%
Clicker: If yes, what type of recognition would be most meaningful and effective? (pick one) 1.Faculty award at annual Fiscal Fling (plaque or framed certificate) 2.Annual from Connie Kravas to all faculty recognizing outstanding faculty contributions to our work with donors 3.Formal faculty recognition at the unit or department level. Formal recognition could include an award at an annual unit faculty meeting or other ways as appropriate to your unit. 4.Other? 6% 12% 64% 18%
Faculty Panel Dr. Stan Froehner, Professor and Chair, Department of Physiology and Biophysics Tom Daniel, Professor and former Chair, Department of Biology, and the Joan and Richard Komen Endowed Chair of Biology Reşat Kasaba, Director, the Henry M. Jackson School of International Studies, and the Stanley D. Golub Chair of International Studies
“Carolyn, I am feeling very Advanced this week.”
Faculty Question #1 For Reşat You have had several different roles at the UW over your 26 year tenure, from faculty member in Sociology and the Jackson School, to Chair of the International Studies Program in the Jackson School, to Director of the Jackson School. Can you describe your awareness of, and involvement with, Advancement and Advancement activities in each of these roles? Your awareness in each role of UW campaigns?
“ You development people - you have a magic dust that you sprinkle on people.”
Faculty Question #2 For Tom Describe what the ideal working partnership with Advancement looks like and what you expect from fundraisers who work with you?
“This is the first place that I have worked where development has paid attention to me and my research and wanted to help.”
Faculty Question #3 For Stan In building a successful partnership with Advancement, how did your early experiences at the UW positively shape your views on this critical relationship? Please share some examples of how philanthropy has had an impact on strengthening your programs.