The effectiveness of key marketing and development staff in schools is regularly a topic of conversation with clients and we often suggest that Board Chairs or Heads review this simple 10 point checklist when contemplating how effectiveness might be enhanced.

1. Does the Director of Development, or similar, report directly to the Head?
2. Is there a regular weekly meeting between the Head and the Director of Development?
3. Does the Director of Development have observer status at Board meetings?
4. Is the Director of Development part of the school’s Management Team?
5. Does the Head acknowledge the work of the marketing and/or development function at staff briefings and is the Director of Development able to address staff meetings on the function as required?
6. Is the Director of Development located in a setting which depicts the long-term importance of the role, and is this reasonably adjacent to the Head’s location?
7. Does the school encourage the Director of Development to spend an appropriate amount of time on donor research directed at potential major gifts?
8. Does the school budget for and encourage the Director of Development to pursue appropriate professional development?
9. Is the Director of Development, in conjunction with the Head, able to bring in consulting expertise when required and appropriate?
10. In the interests of enhancing the Director of Development’s experience and effectiveness, does the school allow him or her, on an agreed basis, to undertake some external consulting from time to time?

To the extent that any of these questions are answered in the negative, in our experience it generally indicates that the school is not doing all it could to allow or enhance the effectiveness of its marketing/development function.

 

In a number of countries where we have worked in recent times a recurring theme has been the extent to which nationals are enrolling in, or seeking to enrol in, international schools. 

 

This has been a well recognised feature in countries such as Thailand, Austria and Germany for many years but it is a more recent phenomena in a range of countries including Singapore, Indonesia, Hong Kong and even Bulgaria. As yet however it has not surfaced as a factor in China but as and when the authorities allow it to do so, there are many willing and anxious parents ready to embrace the concept of international education for their children.

 

Needless to say this move has helped fill places in schools where otherwise the current trend for corporates to reduce expat numbers would have adverse consequences for schools. This, coupled with the preference corporate Human Resource departments increasingly have to employ expat employees without families, has led a number of schools to increase their marketing efforts and thereby embrace the "national" market. Where this can be done without adversely impacting the "international" flavour and endeavour of the school, the trend is admirable and schools are less "expat islands".

 

Interestingly, we have detected less enthusiasm for the fundraising potential which these generally well-heeled nationals bring to the school. In one school where we worked earlier this year the proportion of nationals has jumped from virtually zero just three years ago to almost 20% today and needless to say there is considerable capacity to give amongst these recent arrivees. Thus far however the school has done little to seize upon this potential for philanthropy, notwithstanding that it has a substantial capital expenditure wish list!

 

We suspect that schools will soon come to realize the fundraising potential which this change in student profile represents but in the process they will have to be critically aware of local attitudes towards philanthropy and how these might impact on the ethos of the school.

 

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Jo is Director of Media Strategies, a Melbourne, Australia based training and production services provider. 

When it comes to discussing matters of money, it is extraordinary how many of us feel uncomfortable, embarrassed and unable to directly broach the subject with others. 

Even the most confident and experienced development officers have lamented their tendency to beat around the bush when they are asking for money. Some have admitted that they can go as far as dropping hints and making veiled references to ‘support,’ but find it extremely difficult to go that extra step to specifically ask for a financial commitment.

Money might do a lot of talking in our modern society, but talking about money, renders many of the Baby Boomer generation awkwardly silent. 

Before a crowd of several hundred alumni, the skilled presenter may have ‘engaged’ his or her audience with a compelling case for their financial support; he or she may have touched the emotional nerve of their audience, or used powerful imagery or anecdotes; but then totally avoided the point of the matter – asking for a financial commitment.

In small group presentations, or during one-on-one encounters, likewise; there is frequently a great deal of convivial chatter about school or college life, the weather, the football, or the state of the sporting facilities, but no-one feels at ease with broaching the subject of a bequest or donation.

Why is this? The awkwardness is thrown into even greater relief, when we consider that most of those attending these presentations, school functions or Development Office get-togethers understand perfectly what the purpose of their being there is – to be asked for money. If they had a problem with this, they probably would not attend in the first place.

Mentioning the Unmentionable

My teenage son has no trouble asking for money. Regularly. But then, he is a teenager, and represents a generation that was raised with greater openness, and more encouragement to speak up. Plus he knows that asking Mum or Dad for money is the only chance he has to buy that new CD or pair of jeans. He also knows that a long-winded prevarication, or beating around the bush, is not the way to get results. The direct strategy of asking, and then giving justification, works pretty well.

The straight out with it approach is a breath of fresh-air for those of us who have attended formal or social functions, speeches, and presentations, fully expecting to be asked for a financial commitment, but hearing no direct request – until perhaps the last minute.

This almost absurd stand-off between host and audience, or asker and potential giver, is rather like pantomime. The audience knows there is a request lurking in the wings; they know they will probably be asked to make a commitment before the night’s out; but rather like Basil Fawlty, their hosts cannot or will not ‘mention the war’!

This dynamic can cause some negative reactions amongst those we are trying to finesse. In fact, by beating around the bush, we are likely to cause irritation and impatience and worse, exhaust our audience. The exhaustion comes from the fact that their expectation of a call-to-action has become a drawn-out and debilitating exercise in avoidance. This causes tension and frustration; both of which, are exhausting.

A Matter of Respect

In my work as a professional Master of Ceremonies, I have frequently asked audiences for money, for a variety of causes. Fifteen years of experience have taught me to be more direct than my very British and reserved upbringing would have dictated. I have also learned, that to be more up-front with audiences or individuals, is to afford them with greater respect.

There would be few of us who have not, at some time, been invited to attend a sales, marketing or fund-raising function; perhaps by friends, or through our business networks. We agreed to attend – understanding the style of function that we were agreeing to. At this style of event, we know that, although we may be in the company of friends, we are there to be asked. 

All I ask, as a potential giver, is that you give me the respect of being up-front with your wishes. The Master of Ceremonies who announces in his or her introduction, ‘we are here tonight with two outcomes in mind: to relieve you of as large a quantity of money as possible for our fund-raising efforts  – and to enjoy some excellent food, wine and company,’ not only gets a laugh from the audience, but also gives the audience a call-to-action and relieves tension.

This principle, handled with due attention to propriety and manners, can be applied whenever you are asking for, what we often euphemistically describe as, ‘the gift.’

Being up-front about asking for money is not the end of the matter though. The principles of asking for a donation or bequest are similar to the principles of asking any audience to grant you the time to listen to you speak, or make a presentation to them. When communicating, we are always asking for something – even if it is simply, our audience’s time.

For them to give of their time though, there does need to be a further exchange - the call-to-action.  Whether we are asking an audience to vote for us, consider our proposal, invest in our business, laugh at our witticisms, or give us money, we need to let them know, early in our presentation, why we are speaking and what we want of them in return – even if it is only their laughter.

To be able to suitably connect with an audience, so that we can effectively elicit a positive response, requires that we do our homework. This means giving time and thought to understanding their hopes, fears, aspirations and experiences. We need to be able to frame our request in terms that resonate with them, and offer them a return for their generosity.

This invariably involves understanding what emotional or aspirational connection your prospective benefactor may have with your educational institution. This may require some specific preparation and ‘tailoring’ of the request for individuals. For example, a former school cricket captain may not feel much of a connection with a music school fund-raiser, but he may be very inspired to contribute to new sporting facilities, (particularly if a school cricket Roll of Honour is part of the project).

With large groups of former students, there is the prospect that many of them will be the ‘parents’ of tomorrow. Re-kindling fond memories of school traditions, or amusing anecdotes that they can relate to, will stimulate an emotional connection that makes the pledging of financial support, the logical extension of their school experience – the preservation of those traditions and values for the benefit of their progeny.

All You Have to Do – is Ask

The best discipline for anyone whose role it is to ask for money, is to constantly put themselves in the position of those they are communicating with. Remember, most individuals are time poor, and they appreciate it when you do them the courtesy of being up-front. Give your audience, or prospect, credit for already sensing what it is you want of them, and get to the point early.

It is your job to make the specific request, not the prospect’s, and without making this important communication promptly, they may feel frustrated, irritated or uncomfortable. You may be feeling mightily awkward about asking, but prevarication only builds tension, and can ultimately make your job more difficult.

Do your research. Understand how your audience, or prospect, feels; what they remember fondly, what they aspire to, or where there is value for them in your proposition. Prepare all your presentations carefully, creatively and sensitively.

Learn from Cleese’s alter-ego, Basil Fawlty, when you try not to offend by not mentioning something, the results can often be disastrous.

*...ask, and you will receive, that your joy will be full.

John 16:24