Dear Friends and Colleagues:

Have you wondered if faculty should be included in your fundraising activities? To answer this question, we spoke with Linda Durant, Senior Vice President for Advancement at Widener University, whose response is an emphatic “Yes!” This month’s article, “Do Faculty Belong on Your Campaign Planning Committee?” describes Linda’s experience and strategy for engaging the faculty at Widener in the planning for a comprehensive campaign. Her thoughtful approach to what could have been a political and managerial minefield is instructive and inspirational.

For the June issue of Bright Ideas, we asked colleagues to share their strategies for building leadership skills among entry and mid-level advancement staff. This month, we invited five colleagues to advise us on key strategies for inspiring, motivating, and honing the skills of senior level advancement staff. As stated by Dan Meyers, the President of Al Sigl Community of Agencies in Rochester, New York, ”It’s worthwhile for us to think about what we are doing to encourage those who will become the next generation of leaders.”

For “Setting the Stage: Instilling the Importance of Giving in Recent Graduates” Cynthia Woolbright spoke with colleagues about strategies for getting undergraduates and recent graduates primed to become the next generation of donors. Their methods may vary, but everyone seems to be in agreement about one rule of thumb: it’s never too soon!

As always, we are interested in your recommendations for topics you would like us to explore in upcoming issues. Send your ideas to: info@woolbrightgroup.com. Please look for the next issue of Bright Ideas coming in December.

The Woolbright Group

Announcements

New and Returning Clients

The Harley School: Returning client, focusing on board of trustee governance and the role of the board in advancing the school, particularly related to raising philanthropic support.

The Catholic University of America: Returning client, focus on support of the annual giving program during a period of staff transition.

Muhlenberg College: Providing session at advancement staff retreat on engagement of alumni volunteers.

New Woolbright Group Principal

We are very pleased to announce that

Kristina M. Lentz
Vice President of Institutional Advancement
Massachusetts School of Professional Psychology, Boston, MA
has joined The Woolbright Group. Her credentials include positions as Director of Development at Harvard Medical School and at the University of Connecticut Foundation, School of Law. Kristina is also founder and Principle of Chrysalis Executive Coaching and holds a Certificate in Executive Coaching, as well as a Master of Arts in American History. Kristina will be providing counsel and expertise in the areas of executive coaching and advancement staff performance and evaluation.

Events

CASE Breakfast Series

This signature series features monthly talks by prominent professionals on timely and relevant advancement topics. The Breakfast Series offers a convenient and affordable opportunity to learn about trends and best practices and network with colleagues from other institutions.

Events are held at various locations throughout the region and include a continental breakfast. Program announcements are sent via email for each program. Please email casedi@camihq.com with any questions.

October 8, 2010
"50 Ways to Integrated Marketing: A Collaborative Workshop"

Our Speakers
Sandi Seltzer, Director of Communications,
Moses Brown School
Wendy Espich, Director of University Development Communications Initiatives, Harvard University

November 12, 2010
"Breaking Down Silos: A critical look at alumni relations and annual fund organizations. Should they be combined?"

Our Speakers
John Gore, Director of Alumni Relations,
The Lawrenceville School
Maureen Ehret, Associate Director of Alumni Relations,
The Lawrenceville School

November 18, 2010
"Developing Skills for Career Advancement"

Presenters
Leila Moore Ed. D, Vice President,
William Spelman Executive Search

Our Panelists
Sylvia Racca, Executive Director, The Dartmouth Fund, Dartmouth College
Bill Kissick, Chieff Development Officer, St. Paul's School
Kathy Howrigan, Director, St. Michael's Fund and Advancement Services

Does Faculty Belong on Your Campaign Planning Committee?
Based on an interview with
Linda Durant
Senior Vice President for Advancement, Widener University

In fall 2005, Linda Durant, Senior Vice President for Advancement at Widener University was in the early planning stages of a major comprehensive campaign to raise funds for a new academic building and the Widener endowment. To move the campaign forward with broad campus-wide support and involvement, Linda believed that it was important to invite faculty to participate in this phase of planning. Her decision to do so was somewhat unorthodox, but even more unique was the carefully crafted strategy she and her team developed to identify, coach, facilitate, and inspire faculty members to bring their best creative energy to the process. Linda explained, “It was something entirely new and unique for Widener and had not been done for the two prior campaigns. But with a new president and executive team, it was accepted enthusiastically.”

To begin, it was determined that the pre-campaign planning committed be comprised of 10-12 members from the following areas:

A & S	Business Administration
Engineering	University College
Hospitality Management	Law School
Human Service Professions	Nursing School
Student Life	Community Engagement
Library

This team was charged with accomplishing the following tasks:

• Identify funding needs for the areas they represent that are included in the strategic plan
• Identify funding needs for the areas they represent that are in line with the goals of the strategic plan but are not included in the plan

Linda and her staff were very clear from the beginning about their role. After conducting some “Fundraising 101” sessions with faculty to familiarize them with the process and the goal, she and her staff were present to take notes at meetings and to keep the process flowing. Linda found it “tempting to insert myself into the process; but I managed to step back and let them talk. If they asked for my support, that was ok. I was not there to give advice, but to provide information and guidance.”

The committee discussed what process to use, what questions to ask, how to facilitate and record the meetings, as well as what role each committee member would play. One of the first accomplishments of the committee was to develop a communication plan. They created a web page within the university’s intranet, including a committee page which was extremely helpful for shared files, email distribution, a calendar of meetings, etc.

We asked Linda whether in retrospect she felt the inclusion of representatives from each school and other non-academic departments was productive and how so. She replied, “It was the way to go for a couple of reasons: It was helpful to me and the development staff to learn what the priorities were for each of the schools and other departments (the library for example). Faculty learned about the campaign and the process. They were very curious and eager to learn. I did some 101 with them and coached them in the fundraising process. Some of them took to this immediately and became champions among the faculty. Once they understood and saw how it would benefit Widener and their department as well, they became very involved.”

We also asked what strategies were used to keep faculty focused on the big picture (i.e., alignment with the mission, long-range goals, etc.) as opposed to a focus on their individual priorities. Linda told us that was “a challenge, not having been involved in the prior campaign.” She continued, “They [faculty] were thinking small, and also thinking within their own unit. I kept talking about what will make a difference. We posed three fundamental questions to keep people on the same page and focused on the big picture:

• Imagine it is the end of the campaign, what would you point to as the most important outcomes achieved through the university's’ fundraising efforts?
• What are the most critical areas to fund, and at what levels? Why?
• How will increases in the endowment in the form of scholarships, professorships, etc. benefit our mission and its impact on society?

These questions inspired conversations with their own staffs and departments. We would send a member from our committee to facilitate the faculty discussions and to help them think through their own long range goals. The result was much greater engagement. Everyone was on board due to the selection process. I talked with the provost and the deans to find out who would add a lot to the committee and would run with it. We had the right people. It almost became competitive!”

After some weeks of deliberation, faculty had concluded their discussions and were ready to present their ideas. There was nothing random about this part of the process either! Linda created three subcommittees: communication plan; format and criteria for presentations; and a subcommittee to present at the town hall meeting and ultimately to the Board of Trustees.

The subcommittee in charge of format and criteria established a template for the presentations. Everyone had to adhere to the template and every presentation had to address:

• How their proposal tied to the larger strategic plan
• The type of gift they were seeking – restricted, endowed, or capital
• Fundability – high, medium or low (what kind of a donor would be interested in this?)
• Sustainability —how would this be accomplished, and
• A cost estimate

Linda split the committee into two groups to prepare the presentation and then solicited two volunteers – both faculty – to make this presentation at a town hall type meeting (she did not want their ideas to come from the staff) and worked with them on the delivery and the actual presentation.

Linda was asked to explain the process for selecting which faculty proposals would be incorporated into the final strategic plan for the campaign. She described the process as “Collapse and Consensus.” All presentations were reviewed in a highly structured, consistent manner. Participants were assembled in a large meeting room furnished with several flip charts. Four groups of five people assessed each flip chart and chose the presentations that met all the required criteria. Then two groups of five combined into one group of 10 and repeated the process. A final group of 20 had to reach consensus on final selections, which were then to be refined and presented to the President and Executive Team. Staff was on hand to give guidance, but in the end it was the faculty members that drove the process to its conclusion.

Through the summer and into the fall, the review and selection process continued with the involvement of the Executive Team, the Board Advancement committee, Board Executive committee, and the Board.

Linda speaks highly of what was accomplished. When asked if she would do anything differently next time she advised, “Be sure to have all schools and departments involved. I did not have faculty from every school at the outset. After the second meeting, some were upset because they had not been invited.”

“Make sure you have the right people at the table (provost, executive team, faculty). Be sure to include people who have been there long enough to know what the priorities are for the school.”

And finally, she recommends, “Talk in advance about team building and conflict resolution with the committee.”

Linda affirms that she would “do it again.” The whole process was so educational and valuable that now they have created a binder of the entire process and when a new gift officer comes in, they use the binder as a learning tool. Most important, the represented schools and departments feel they are a real part of the campaign process. “It’s a win-win for everyone,” concludes Linda.

Strategies for Developing Senior Leadership in Advancement
By Cynthia Woolbright,
Principal, The Woolbright Group 

In our last issue of Bright Ideas, we invited colleagues to share their strategies for building leadership skills among entry and mid-level advancement staff. Several colleagues described their programs and practices, as well as gave helpful advice for how to nurture the talents of people just getting started in the field. For this issue, we invited five colleagues to advise us on key strategies for inspiring, motivating, and honing the skills of senior level advancement staff.

Anne Berry, vice president for advancement at Lebanon Valley College (PA), emphasizes communication, development of problem-solving skills, and making available opportunities for professional development as important staff retention tools.

Anne makes sure she is deliberate about reporting to senior staff on the issues and decisions discussed at the president’s cabinet. “While I don’t share confidential information, I do find that my staff feels especially well-informed about what’s happening at the College. They appreciate that I’m willing to share, but they also value the information when they are communicating with the College’s various constituencies.”

At senior team meetings when there are thorny issues to be resolved, she often asks her staff, “If we were outside consultants and our client presented us with this problem, how would you describe the issues at play, and what would you recommend as the best course of action?” That kind of role-play can help senior staff learn to present the most complete picture of an issue, and analyze the strengths and weaknesses of any one approach. Those skills, she believes, are critical to career advancement.

The third prong of her strategy is protecting the professional development line in the operating budget. She believes this is the key to retaining senior staff as well as creating a highly effective advancement team and program. “Everyone needs a professional network. Colleagues at other institutions can provide answers, insights, and an unbiased ear.” She also encourages team members to get involved with CASE (Council for the Advancement and Support of Education) and to then expand their network beyond that group. She also encourages staff to join local organizations and serve as volunteers. “There’s no better training for the volunteer management aspects of our work than to be a volunteer yourself.”

Anne believes that it is important for staff to think strategically about their career paths. In performance reviews, she spends time discussing avenues to further develop skills and expertise, and asks key questions such as “What can we do here to keep you happy and productive in your work? What do you think are the next steps in your career? How can I help you advance?” “You can’t be afraid to ask the questions, or be afraid of the answers. I’m always surprised to learn that there are ways to keep the best employees beyond just increasing salary. In these economic times, I can’t control compensation as much as before, but I can offer new challenges and opportunities to build new skills and set them up for their next position, wherever it might be.”

Anne knows that talented staff won’t stay in one place forever, but feels that by investing in her staff now she will provide her institution with a top notch advancement team for as long as they remain at Lebanon Valley College.

Darrell Byers, Vice Chancellor of University Advancement at the University of Massachusetts-Boston tells us that stringent budget cuts catalyzed new initiatives by inducing the five U of M campuses to engage in significant training and development. Byers and his peers have brought in top notch consultants to lead the senior team and other key front line fundraisers in team building, leadership development and other key areas for success.

Byers encourages his senior team to tackle “bigger projects at the university level” which will provide greater access, information, knowledge and skills that will benefit them and their department. He finds that these projects “are win-win as it improves morale, members gain greater confidence and know that what they are doing is important to the university.” He also believes that it serves as a strong retention tool. Where possible, Byers also works hard to find additional dollars for salary increases. He feels that this “builds even greater trust in the team as members step up and are rewarded.”

Another key strategy for inspiring leadership in his senior staff comes from traveling with the Chancellor. He believes this builds confidence and trust—two critical elements that contribute to strong leadership. The recognition is important as well. Darrel contends that the key to building senior leadership comes from “getting people to buy into the mission of the institution,” and that leadership develops in equal proportion to encouragement and opportunities.

Cassie McVeety, formerly vice president at Portland State University and now serving in the same role at Mt. Hood Community College, advises us that while at Portland State she continually encouraged leadership among her senior team by “developing our strategic plans collectively, not in isolation.” She also advocated for cross-training such that the associate vice president for marketing was well versed in alumni relations, and vice versa. She also assigned each of the senior members to “lead the team in regular cabinet meetings and to build the agenda accordingly.” As other vice presidents suggest, McVeety was very “transparent about issues that the vice presidents faced at the presidential level.” From her perspective, it is very important for team members to know and understand the “issues and crises at the upper level of the institution, whether that be related to governing board matters or budget issues.”

The most effective way to develop leadership and managerial skills, according to Tom Minor, Vice President at American University, is through executive coaching. He believes that executive coaching fulfills the immediate need for leadership training, as well as develops skills for the longer term. Minor states that another key to success is to “think about advancing people in already in higher education into Advancement as they understand the academic culture.” He finds that skills alone do not guarantee successful leadership; the individual must understand the cultural nuances of an institution as well.

Dan Meyers, the President of Al Sigl Community of Agencies in Rochester, New York, admits that most of the time “we focus on taking care of those with less ability rather than those who have the potential to be high achievers.”It’s worthwhile,” he says, “for us to think about what we are doing to encourage those who will become the next generation of leaders.” For example, Meyers’ senior team participates in Leadership Rochester, a program that fosters and develops leadership for the community. It also provides an opportunity for them to network. Like Anne Berry, he believes that these local commitments are very valuable for leadership development. And, like McVeety, Meyers also is a strong believer in cross training. He extends this into “cross functional responsibilities” where his teams assume responsibilities and are accountable in other areas. This practice initially grew out of necessity; however the team soon recognized it as a strategic as each of the members developed a stronger understanding and awareness of other areas of the organization. It also “adds another perspective that we normally would not have if left to one’s own area of expertise and talent.” Meyers is also confronting succession planning as he is well aware of the transition that will soon take place in the non-profit sector. He believes that leadership development in the senior team is absolutely critical, and that it “should develop strategically so that the best and brightest are available to assume CEO positions in other organizations.” He asks his team about their intentions and how he can best help them. “It’s a broader conversation,” he readily admits, “and one that is required of us.”

In summary, senior advancement professionals seem to agree that it is incumbent upon them to enhance, encourage and inspire their senior team to stay focused on their own professional development. Central to training a skilled group of leaders is the need to challenge a staff to work collaboratively, cross functionally, as well as with the organization or institution as a whole. Equally important, senior staff needs to understand the issues that the president and head team face to be fully prepared when he/she assumes a senior role. Finally, knowing that talented people eventually move on, it is critical to look ahead and actively promote succession planning with senior team members. These are all aspects of talent management, which is a critical facet of the job of vice president or president.

Setting the Stage: Instilling the Importance of Giving in Recent Graduates
By Cynthia Woolbright,
Principal, The Woolbright Group

In The Chronicle of Philanthropy, May 2, 2010, Caroline Preston writes that institutional and organizational leaders must focus on young donors with “an eye toward the future.” Connecting with “Generation Y” (people ages 18 – 29) however, requires both a different approach and patience—people in their 20s represent a smaller “pool of potential revenue” than their older counterparts. But the key word is “potential.” Thus, it is incumbent upon institutions to create a habit of giving that starts with connecting with undergrads and recent grads in ways that tap into their energy and willingness to participate “as advocates, volunteers, fund raisers, and marketers.”

Filling the pipeline with young potential donors is a critical element of a successful advancement program. Investing resources in programs aimed at engaging undergrads and recent grads will one day produce significant return on investment. Proof of this comes from Fred Sickle, the Vice President for Development at Columbia University, who reports that the largest donor to their comprehensive campaign in the 1990s was an alumnus who made his first gift to the university upon graduation.

To learn more about what colleagues are doing to reach out to Generation Y, The Woolbright Group spoke to Michael Tone, assistant director of the annual fund at Colgate University; Megan Killilea, assistant director of development at Stonehill College; and Erin Mooney, assistant director, Holy Cross Fund, College of the Holy Cross.

In addition, The Woolbright Group invited alumni volunteer leaders from these institutions to explain their motivation and willingness to serve in key volunteer positions. We spoke with Kinnon McCall ’08, Colgate University; Nicole Landry ‘09, Stonehill College; and from Holy Cross, Helen Murphy ’08 and Katie Dearing ’08.