Dear Subscribers,

Season's Greetings from The Woolbright Group!  

This month we address two vitally important topics: 1) how to build and effectively manage a volunteer leadership council, and 2) the process for assessing readiness to mount a comprehensive fundraising campaign. For perspective on these issues, we have turned to two professionals and their very perceptive and informative remarks are reflected in the articles that follow.

Finally, Cynthia Woolbright continues her discussion of Board readiness with Part II of the article that appeared in the last edition of “Bright Ideas.” If you missed Part I, you can find it here.

As always, we appreciate your interest and welcome your feedback. Please feel free to contact us at: info@woolbrightgroup.com.

Determining Campaign Readiness
An Interview with Jim Mullen, President, Elms College

To begin, please describe the reasons for undertaking this project on campaign readiness.

Like many small colleges that are tuition dependent, Elms College is seeking to enhance its overall development capacity. I believe that in such situations there is often a tremendous sense of "pent-up demand" and drive to move immediately toward a comprehensive campaign. This project allowed the College to step back and, with the experienced third-party counsel of Cynthia Woolbright, assess the reality of our advancement situation and our readiness for a campaign.

What were you hoping to accomplish?

My hope was to receive a clear hard assessment of advancement capacity, which meant: First, to assess the state of our existing staffing and professional development; second, to assess our systems (including technology); and, third, to map out the distance between our current situation and the goal of a comprehensive campaign. 

What process did you undertake?

We understood that we needed to have outside counsel to move assumptions and myths concerning fundraising and comprehensive campaigns. The Board and I wanted clear benchmarking that gave the best quantitative and qualitative account of our capacity. The assessment process that The Woolbright Group set in place – a series of interviews with staff, board members and donors, combined with benchmarking against peer institutions – provided a baseline of data and information that the College had never had before.

Who was involved in the project? What role did the Trustees play? The IA staff? Others at the college?

The process engaged a wide range of constituencies, from trustees to IA staff and other staff at the institution. Moreover, we reached out to hear the voices of donors and to peer institutions to gain a comparative assessment of our capacity. This inclusiveness was most important, for it helped key stakeholders move beyond preconceptions about fundraising. For the first time in its history, the Elms has a clear benchmark of its capacity relative to other similar institutions, as well as a game plan for addressing our needs.

In what ways did the report and recommendations inform you on college's readiness to undertake a campaign?

Cynthia's report gave clear definition to the steps necessary for Elms College to be ready for a comprehensive campaign. Most important, it outlined a game plan for achieving those steps.

As a result of the project, what are you doing differently? What remains the same?

We have already begun to move on additional staffing, ramping up in a manner that fits our budget timelines and processes. The College is also in the process of purchasing a new software package for IA. The Board is taking steps to strengthen its role in the IA function. Finally, we have strengthened the internal systems for managing our donor pipeline and coordinating communications with key constituencies.

What lessons did you learn from undertaking this project?

The project underscored the positive impact that an outside consultant can have. Particularly in the world of IA, there are times when an institution has to move beyond assumptions and traditional modes of doing business, to assess what is state-of-the-art and what realistic expectations should be.

What do you know now that you did not know at the beginning of the project?

We have a much clearer sense of the IA reality at the Elms. We are now focused on clear goals and benchmarks. We have a game plan and we are working it.

Did you accomplish what you wanted?

Yes. The work continues, but having a game plan in place that has been vetted by outside counsel has given a great sense of focus and energy to our Board and our IA staff.

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The Woolbright Group provides comprehensive consulting services in assessing board readiness to undertake campaigns, and developing board participation in raising philanthropic support. For more information, please call Cynthia Woolbright at 585.787.0325, or e-mail us at info@woolbrightgroup.com

Building a Volunteer Leadership Council
An Interview with Amy Wilson, Director of Annual Giving, The Catholic University of America

Please briefly describe the structure and purpose of your volunteer Leadership Council at Catholic University.

The Volunteer Leadership Council at Catholic UNiversity is a group of Annual Giving leadership donors who will form the core of an advocacy council for the Office of Annual Giving. The group will include at least one representative from each of the following constituencies:

• Alumni
• Parents
• Faculty/Staff
• Friends of CUA
• Young Alumni

The purpose of the Council is threefold:

• To create a permanent tradition of leadership giving to The Fund for The Catholic University of America (the Annual Fund).
• To promote the importance of unrestricted gifts among CUA alumni, parents, faculty/staff, and other friends.
• To access the expertise of a leadership team in steering the goals of Annual Giving at CUA in the right direction.

How long have volunteers been an integral part of the annual fund program at Catholic?

We are now in our second year of volunteer participation.

Who are these volunteers and what qualifies them to be part of the Council?

All are donors to the Annual Fund who have committed to make leadership gifts of $5,000 to $10,000 annually. They were recruited for their capacity, their interest, and their ability to serve as ambassadors for CUA. Half are alumni and half are parents, plus we have two individuals who represent faculty and staff at CUA.

How do you identify a good candidate for participation on the Council?

I note giving histories and send a letter of inquiry and invitation to select donors. I follow up with phone calls or the donor self-identifies by calling me first. I then explain the history and purpose and try to get the donor excited about the role they are being asked to play. If they agree to serve, I travel to visit them and interview them with some specific questions to find out why they give to CUA, to learn about their experience as a volunteer (if any), to understand their relationship to the university, and to get a sense of their personality to be able to tailor the orientation and match the prospects with each volunteer. It is often also a good way for them to meet me in advance of us working together!  

What specifically are the duties of your various Council committees?

At the moment there is only one Annual Giving Leadership Council. It does not have any committees. The members of the Council reach out on behalf of CUA to other alumni and parents and serve as ambassadors and advocates for Annual Giving. A volunteer will discuss his or her own personal philanthropy, listen to reminiscences about CUA, discuss shared interests in a child's education, and report back to me about any issues or concerns or discoveries. It works really well since the Council members are helping us keep in communication with our best donors.

What is your long-term vision for the Council, and what are your goals for the next 2-3 years?

Next step is to grow the Council and add some new members. Most of the members are completing their second year of a two-year term in May 2008. I hope this group will become a seasoned and intensely appreciated group of donors who recognize the role of the Annual Fund and bring the program to an ambitious and sustainable level.

Additionally, I am now recruiting and building an Athletics Council and a Parents Council with the same goals for those constituencies. One of the Leadership Council members will serve as the liaison to each of the new councils until they are all up and running. In 2009, I plan to build a Young Alumni Council and hopefully a Faculty-Staff Council for Annual Giving.

What percentage of your time is devoted to managing your Leadership Council?  

Right now, about 50% of my time is working with the Council and the leadership prospects assigned to them; ask letters are going out as we speak. I stay in contact with the Council members regularly, and planning for the fall orientation meeting and the spring conference call takes a few involved weeks. Researching, recruiting and interviewing new members and stewarding current members is a substantial part of my time.

Do you see your role as volunteer manager expanding or shrinking as the Council becomes more established and autonomous?

It will certainly expand. If we increase the size of the Council and are constantly finding and training new members, my role will undoubtedly grow. And we are still quite a way from autonomy of any kind.

The Council is also an excellent tool to help pave the way for schools-based boards on campus who are following suit and that is taking up some of my time.

Additionally, with the creation of new constituency-specific Councils as offshoots of the Leadership Council, my time will be spent more and more on managing my volunteers, a role I look forward to; it's one of my favorite parts of the Annual Giving adventure at CUA.

Can you give us an example of how a volunteer made a difference or a significant contribution to your program?

Kelly Driscoll is our current chair. She makes generous personal gifts to Catholic and to Athletics (she's an alumna and former all-star athlete.) She signs all the ask letters to the leadership prospects, represents the Council to other boards, shares her experience with new volunteers in other venues on campus, and calls her own roster of prospects.

Additionally, she is helping me recruit new Council members, hosting some high-end dinners in her hometown of Boston, and reaching out to former teammates and classmates on her own time to get them involved with Catholic philanthropy—all of which she is doing on her own time in addition to her duties as chair. Her enthusiasm and availability and her affection for CUA are so wonderful that I hope to have her at the helm for several more terms!

I hear you are a great volunteer manager…please share some of your secrets to successful volunteer management.

Flattery is always appreciated! One of my ‘secrets' is that I've been a volunteer myself all my life. I give a lot of my personal time in various capacities to causes I care about. I've learned some important things by being a volunteer. Most importantly to me: make good use of a volunteer's time . For me as the manager of the Council that means: be prepared, do my homework, plan ahead, make the volunteers' investment worthwhile, keep them involved. Make every meeting count. Give them substance and feedback and sincerity. Follow up. Coach them when necessary. Take the time to make sure their time is respected.

Another one of my ‘secrets' is: make “thank you” a priority . These people are doing more than just writing a check. They are investing their free time and their energy and creativity in the university, above and beyond. So: Let them know they are appreciated. Give them feedback on their ideas, actually use their suggestions and tell them how their input is being used. Treat them specially. Get them free parking, gift bags, dinner with the president, exclusive tickets to a concert. Highlight them in publications. Take them to lunch just for fun. Talk to them regularly. Say “thank you” as often as possible. Make the Council something they get excited about and can advocate for. Let them know how much their efforts really mean to you (personally) and to the university.

Do you have any advice for someone who is contemplating starting or expanding a volunteer council at his or her own university?

If it's never been done before, it can be a daunting experience. Get good professional training and guidance so that you are the best volunteer manager you can be. Cynthia Woolbright of The Woolbright Group helped me design the content and structure of my first orientation and prepare all my data so I knew I was on solid ground, and she has been coaching me along the way. I hired The Learning Catalyst to train me how to run an effective meeting and deal with bumps and hurdles, and it made a huge difference in launching the Council.

And get to know your volunteers individually. Spend time with them; learn their styles and needs and passions. Let them get to know you and see your own enthusiasm for the cause. It will help them gain confidence in the vision. And then let them loose. They will do remarkable and inspiring work on behalf of the university once they share the drive.

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The Woolbright Group provides strategic guidance and counsel for developing, enhancing and managing key volunteer organizations.   For more information, please call Cynthia Woolbright at 585.787.0325, or e-mail us at info@woolbrightgroup.com

Board Development (Part II)
By Cynthia Woolbright

In the last edition of “Bright Ideas,” we discussed how to cultivate fundraising skills among reluctant board members.   This month, we turn to developing board members.

“We need more members on our board,” and “we have too many members on our board” are two common themes heard when discussing one's board of trustees. However, rather than focus on the “number” of board members, the focus should be on the “practices” that one wants a board to undertake. While most boards organize against their bylaws and policies, it is important to consider organizing around priorities of the institution.

In “The Source: Twelve Principles of Governance That Power Exceptional Boards,” the authors discuss three critical practices related to board development including:

• Intentional board practices –how boards “structure themselves to fulfill essential governance duties and to support organizational priorities;”
• Continuous learning – how boards “embrace the qualities of a continuous learning organization, evaluate their own performance and assess the value they add to the organization;”
• Revitalization – how boards “energize themselves through planned turnover, thoughtful recruitment, and inclusiveness.”

(BoardSource, 2005)

To elaborate on these points, I have observed that boards will draw upon size, structure and policies to address the priorities and issues facing them. While this may be constructive, it also is important for boards to become more strategic in their approach, more flexible in response to the emerging environment, and more aligned with the priorities of the institution. Typically, our boards are organized around the internal organization of the institution – i.e., the vice presidents – not around the strategic issues of the institution. Greater flexibility is required if we are to maximize the talents of the board members. Greater engagement of board members is required if we are to maximize results. Thus, strategic thinking and flexibility become key factors in developing board effectiveness.

On the second point above, effective board development centers on “continuous learning.” Given that board members bring their own areas of expertise and experience to the board, we must ask ourselves: “How can we best utilize such skills and talents?” “What do we know about the institution and its priorities?” “How might these skills and talents be captured for the on-going education and development of our board?”

Other important questions we need to be asking include:

• What are we doing to educate our board, especially our newest members?
• What kind of orientation do we provide these members? Is this process on-going?
• Do we pair new members with veteran board members? And do the experienced members continue to mentor the new members throughout the first year?
• How does the board continue to add to their knowledge and understanding of the institution?
• Are members well-informed about the external environment? Do members have a broader awareness and knowledge of issues facing us?
• Do we draw upon outside knowledge and expertise to further develop our board?
• How might we assess board performance?  

These are all critical areas to be addressed in enhancing and engaging our board. Such practices must be intentional.

Finally, to address the third point above, we must view “revitalization” as a continuous process. Revitalization means the on on-going education of the board, building board succession and leadership, and establishing means for extending terms and removing ineffective members. The process of revitalization should engage all members of the board in identifying and cultivating potential members. Such a process requires that members understand the institutional priorities and know that new candidates will strengthen the “board capacity in terms of expertise and group dynamics.”

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The Woolbright Group provides comprehensive consulting services in the areas of Board and staff development, which includes strategies for cultivating board member fundraising skills. For more information, please call Cynthia Woolbright at 585.787.0325, or e-mail us at info@woolbrightgroup.com