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Business/Education Partnerships 101:
Essential Steps to Building Great Programs
Brett PawlowskiPresident
Importance of Partnerships?
• Current and Future Partners– Most important current partners:
• Individual businesses = 1• Business coalitions = 5
– Most important partners in the future:• Business coalitions = 1• Individual businesses = 2
Source: Community/School Partnerships: A National Survey, DeHavilland Associates, 2007
Importance of Partnerships?
Value of Partnerships
1.0%10.2%6.9%$1 Million or More
2.0%3.0%3.3%$500,000 to $1 Million
1.5%10.1%6.8%$200,000 to $500,000
14.2%26.8%22.2%$50,000 to $200,000
17.6%17.3%17.2%$25,000 to $50,000
63.7%32.7%43.6%Less than $25,000
SchoolDist.All
Source: Community/School Partnerships: A National Survey, DeHavilland Associates, 2007
Today’s Agenda
I. The Development SequenceII. Understanding Partner Motivations
III. Approaching Partners on Their TermsIV. The Asset InventoryV. Research
VI. Theory of ChangeVII. Program DesignVIII. Evaluation and MeasurementIX. Beyond the Launch
I. The Development Sequence
• The Traditional Model:
ID Need > Build Program > Find Partners
How does this model limit your success?
I. The Development Sequence
• Problem 1: Tunnel Vision– If you focus on a limited set of priorities, those who
could help in other areas are shut out
I. The Development Sequence
• Problem 2: Not a Partnership– If you set the goals and program structure, it’s not
a partnership – it’s another sponsorship– How are coalitions involved in K12 partnerships?
Source: Coalition Leaders Speak Out on Education, DeHavilland Associates, 2007
I. The Development Sequence
• Partnership Selection Criteria– Willingness to collaborate: 84.7%– Interest in measurable outcomes: 67.6%– Commitment to the project: 64.0%– Needs of the student body: 48.6%– Existing relationship with coalition: 33.3%– Accessibility to location: 21.6%
Source: Coalition Leaders Speak Out on Education, DeHavilland Associates, 2007
I. The Development Sequence
• The New Model:
Find Partners > ID Need > Build Program
Note: Needs are joint needs, not just those of the school or district
II. Understanding Partner Motivations
• Why you?– Businesses receive several requests for support –
why should they work with you?
II. Understanding Partner Motivations
• Return on Investment (ROI)– Business is a game of limited resources –
investments must generate an optimal return– Not just for business decisions any more;
“strategic philanthropy”
II. Understanding Partner Motivations
1983: Campaign to restore the Statue of Liberty
II. Understanding Partner Motivations
• Benefits to American Express– 45% increase in new card applications– 28% increase in transactions– Brand image– Trade relations– Employee morale
II. Understanding Partner Motivations
• ROI: Customers– Brand loyalty– Premium pricing– Positive word of mouth– Influencing the Influencers
• Media• Experts
II. Understanding Partner Motivations
• ROI: Human Resources– Increased morale– Reduced turnover– Easier recruitment– Skill/leadership development
II. Understanding Partner Motivations
• ROI: Operations– Government relations– Vendor relations– Investor relations
II. Understanding Partner Motivations
• ROI: Market Environment– Build infrastructure– Market exploration– Build the labor pool
II. Understanding Partner Motivations
• Resources– “Making the Business Case” – www.bcccc.net– www.CauseMarketingForum.com– www.Biz4Ed.org
III. Approaching Partners on Their Terms
• You understand general motivations – time to learn about specifics
• A time to ask, not to sell
III. Approaching Partners on Their Terms
• What to Look For– Business characteristics– Business needs– Business interests in education
III. Approaching Partners on Their Terms
• Business Characteristics– Industry– Structure (national, branch, local)– What do they do?– With which department are you speaking?
• Community relations• Foundation• Marketing/PR• HR• Executive suite
III. Approaching Partners on Their Terms
• Business Needs– What are their business goals?– What personnel issues do they face? – What are their stakeholder issues?
• Customers• Investors• Vendors• Legislators, regulators, unions• Influencers: academics and media
– How do they measure progress and success?
III. Approaching Partners on Their Terms
• Business interests in education– Past efforts– Past statements/guiding principles– Employees’ children in the system?– Are parents stakeholders?– Are students future employees?
IV. The Asset Inventory
• Pivot from what they need to what they can contribute
• You each have assets to contribute – need to understand what’s available in order to structure program
IV. The Asset Inventory
• Asset review– What assets have they already identified?– What does the company produce or provide?– What strengths do they have?– What sort of workforce do they employ?– What relationships do they have?– What other departments may be interested?– What communication channels?
V. Research
• Effective education programs are built on a foundation of research
• Critical element for business partners
V. Research
• Where to start?– National Center for Education Statistics:
nces.ed.gov– Education Resources Information Center:
eric.ed.gov– What Works Clearinghouse:
www.whatworks.ed.gov – Best Evidence Encyclopedia:
www.bestevidence.org/
VI. Theory of Change
• The Causal Model:
Current > Intervention > New
– What the market looks like now; what you want it to look like; and what happens in between to make that change possible
VI. Theory of Change
• Why not first?– Didn’t know available resources– Desired outcomes are partner decisions
“Most people use research the way a drunk uses a lamppost: for support, rather than for illumination”
- David Ogilvy
VII. Program Design
• Causal Model is the skeleton; program design is the flesh
• Primary areas to address– Stakeholder chart– Operations model– Assignment of responsibilities– Resource model– Outreach plan – Sustainability
VII. Program Design
Stakeholder Chart
Info on the company’s work with students
Positive impression of company
NoneCo. customers
Rewarding feeling, positive outcomes
Time, commitmentVolunteerCo. employees
Promise of better performance, future
Allow their children to participate
Parent of participating studentsParents
Waivers; promise of improved performance
Use of facilities, some equipment
Host siteSchool
Opportunity to improve academics; graduate
Participation and completion
ParticipantStudents
ProvideNeed fromRoleStakeholder
VIII. Evaluation and Measurement
• Why?– Partners need it– Benchmarking and continuous improvement
• Three Primary Areas– Educational outcomes– Operational efficiency– Partner outcomes
VIII. Evaluation and Measurement
• Educational Outcomes– Base practices and outcome expectations in
research– Outcomes could include:
• Performance in local/state/national competitions• Graduation rate, attendance, etc.• Movement into certain areas of the workforce or into
higher education• Taking a more challenging/focused set of courses• Test scores• Countless others
VIII. Evaluation and Measurement
• Operational Efficiency– Acquisition– Retention– Awareness/Branding– Financial metrics
• Cost to serve one participant• Administrative expenses• Cash flow• Reserves
VIII. Evaluation and Measurement
• Partner Outcomes– Depends on program structure, number of
partners, and anticipated partner contribution– Best determined collaboratively, and up front– Could involve:
• Community goodwill• Human resources benefits• Workforce benefits
IV. Beyond the Launch
• Ongoing Management– Measurement and evaluation– Build infrastructure– Continue partnership development– Secure resources/manage cash flow
IV. Beyond the Launch
• Periodic Reviews– Is your target audience still the right one?– Are they still at Point A?– Do they still need to get to Point B?– Is your intervention the correct one?– Growth:
• New markets?• Broader target audience?• Additional outcomes?• More channels?
For More Information:
Brett Pawlowski, PresidentDeHavilland [email protected]
www.DeHavillandAssociates.comwww.Biz4Ed.orgwww.KPRNewsletter.com
