Partnering Effectively with FacultySpring Front Line Fundraiser TrainingTuesday, 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 2 3 4 5

28%

17%

23%

20%22%

1. Chocolate2. Okra3. Bacon4. Tofu5. Beer

Clicker: Are you a Front Line Fundraiser

1. Yes2. 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 2 3 4 5 6

37%

26%

4%

16%

5%

12%

1. 0 – 22. 2 – 53. 5 – 84. 8 – 105. 10 – 156. 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 2 3 4

23%

62%

2%

14%

1. Love it2. Like it3. Dread it4. A little of each

depending on the faculty member

Partnering Effectively with FacultyPart One – Dondi Cupp

• History and Context

• The Advancement-Faculty PartnershipAnd Why it Matters

• Building a Foundation for Success

History & ContextUniversity of Bologna – 1088

Oxford – 1167Harvard – 1636

(First naming gift)

University of Washington – 1861

History & Context1920 – Giving to education totals $65 million

Harvard establishes first formal “fundraising office”

1930 – Giving reaches $148 million1936 – gifts become tax exempt

1940s – First “Director of Development”

History & ContextFirst “Alumni Fund” Director hired – 1966

First Director of Development Hired – 19681974 – CASE Formed

1975 – Marilyn Dunn Hired1987 – Campaign for Washington

1988 – UW Foundation Established2000 – 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 2 3 4

77%

0%0%

23%

1. Yes, absolutely2. Sometimes, but

not always3. Not sure4. I don’t think so

Clicker: What percentage of the faculty in your unit are engaged with Advancement?

1 2 3 4 5

26%

42%

2%

8%

23%

1. Less than 10% 2. 10-25%3. 25-50%4. 50-75%5. Over 75%

Clicker: What percentage of the faculty members in your units understand your role as an Advancement officer? (pick one)

1 2 3 4 5

32%

38%

2%

13%15%

1. Less than 10% 2. 10-25%3. 25-50%4. 50-75%5. Over 75%

The Advancement-Faculty PartnershipAnd 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 2 3 4 5 6

22% 21%

17%

24%

13%14%

1. Taking an interest in their work

2. Good listening skills3. Getting them to understand

my work4. Taking them on donor visits5. Making it easy for them to

partner with me6. Raising money for them

Clicker: What do you think are faculty’s biggest fears or concerns in working with Advancement? (pick one)

1 2 3 4 5

40%

24%

6%

20%

10%

1. They will make me ask for money

2. They will waste my time3. They don’t think it’s their

job4. 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 SuccessIn the end,

It’s about them…

Good luck!

Ongoing Faculty EngagementPart 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 2 3 4 5

6%

40%

17%

11%

26%

1. Hourly2. Daily3. Weekly4. Monthly5. 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 2 3 4 5 6

24%

19%

1%

20%

14%

27%

1. Difficult personalities and egos

2. They have unrealistic expectations of me

3. They are too busy4. They don’t understand what

I do5. They have anxiety or fears

related to fundraising6. 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. No2. 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 2 3 4 5

32%

18%

24%

16%19%

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 BlackAll 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 email 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. Yes2. No3. 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 email 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 #1For 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 #2For 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 #3For 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.

Questions?

Thank You