Board of Trustees Archives - Barbara Barron

How to Build a Great Advancement Committee

Barbara Barron — Thu, 30 Mar 2023 19:22:51 +0000

by Barbara Barron | Posted April 5th, 2023 | Subscribe to this newsletter

An important part of our work in advancement is the effective collaboration with the development or advancement committee. But getting to a true collaboration can feel a bit daunting.

That confusion often lies on the part of both the advancement pro (you!) as well as the volunteer leadership (the committee chair). Who’s in charge? Who sets the agenda? Who says what’s important and what needs to be implemented (and by whom!).

But developing a good working relationship is vital.

In my experience, it is generally a matter of the volunteers not fully knowing their role and HOW to be most helpful. Good intentions but not a lot of experience is the issue. So in that spirit, and as so many schools hold their first (or second) committee meeting of the year, here are some features that define a great advancement committee.

Any and all of these actions can be introduced into an existing – and less than optimal – committee’s duties. You may need to start slowly. But like with so many things, if you can get the buy-in from one person (ideally the chair), you’re on your way to creating a high-functioning and super-productive committee.

It may even become the committee on which other trustees wish to serve. Winning!

So, let’s get into it.

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Ten Tips on How to Build a Great Advancement Committee

Some schools have a requirement that all new trustees serve on the advancement committee for the first year of their first term.

I have advocated for that guideline because I have seen how quickly these good people get familiar and fluent with the program as a result. This is an essential skill they need to be helpful throughout their terms of service. It’s like taking them through Development 101. And while you may end up with a large committee, it’s ultimately worth the extra work to help them establish good habits from the start.

Regardless, here are some tasks you can set before this group, starting when you first convene. These are actions that actually help. They build connections with families. They extend the cultivation and stewardship work your team is doing.

It can be like you’ve expanded your office by a few part-time people! And – bonus points – most of these tasks are easy and, dare I say, even fun to do:

1. Learn the workings of your program. This means that everyone understands what works and why. Provide them with a bit of history to explain the reasons we do things a certain way. “What you do” and “what you don’t do” are equally valuable to explain. This helps to stop “suggestions” like: “Let’s write to all our alumni and ask them to give $100 each!” Nope. Never.

2. Review the roster of new families. Have them report to you who they know and how they know them. Often this is intell you can’t get even through prospect research.

3. Call the new people they know and welcome them to the school. A hugely important first step to establishing a relationship. A human voice on the other end of the line.

4. Call new people — even if they don’t know them — to welcome them to the school. #3 and #4 are such easy and enjoyable tasks. But your committee members need to do them and then report back to you afterward to share any intel including if they did NOT connect.

5. Make their own annual gift first. This ought to be table stakes for all trustees. But one of the roles advancement committee members can and should play with their Board colleagues is to be a champion of the program. They can and should urge their colleagues to give early so the office can move on to other constituencies. This is a message almost impossible for you or the Head to deliver so committee members should.

6. Offer to host small gatherings to give the Head (and you!) the opportunity to meet with people in person. This can be at their home or office. Doesn’t need to be an ask but it can be a chance to talk about new initiatives and to connect with one another in a nice atmosphere.

7. Give testimony. Why do they give? Why are they volunteering at this level to guide the school and ensure its bright future? They can offer brief remarks at events. They can give you written or video testimonials for use in your messaging on the website and in appeals. Quotes from everyone, please!

8. Send thank you notes. This can feel particularly meaningful to first-time givers. Just like the welcome call early in the year, a note to thank a family for making a gift has nice heft to it when it comes from a Board member. You can provide school stock but it’s even sweeter if they use their own personal stationery. Whichever way you go, ask that they give you the notes to mail. You can scan them for the donors’ records, plus you will be sure the notes are well written.

9. Show up at events. Again, a good standard of practice for all trustees. It’s a great way to close the loop and strengthen the relationship when committee members meet (or see again) the people they’ve been welcoming and thanking. Makes it feel more personal and genuine for everyone.

10. Serve for more than one year. This final suggestion is given with the caveat that you actually want them to continue serving on this committee. But assuming the best here, since you’ve successfully enrolled them in the first nine tasks, you’re likely going to want them to stay on. It will give the committee some continuity and a deeper set of experiences. Plus, you won’t need to train everyone every year. More experienced members can help bring newbies along. You are creating opportunities for these advancement committee members to become even more valuable. For instance (gasp!) they might be ready to help solicit a major gift. It can happen!

Kidding aside, if you can accomplish this list, you will be helping grow truly valuable trustees. They will be far more skilled and confident to take on the tasks that their service requires. And your meetings will be more productive and even fun.

One bonus tip: serve nice snacks at meetings.

Seriously.

Cheers!

Barbara Barron

barbara@barbarabarron.com

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About the Author

BARBARA BARRON is one of the most respected and highly sought-after independent advancement professionals in the country, having worked with dozens of schools in every corner of the United States.

She has raised over $20 million for schools where she served as the Director of Development. Barbara is a New York Times bestselling author, speaker, and presenter who currently advises dozens of schools in various capacities. She is considered a thought leader in the world of advancement, with her writing widely shared by professionals in development offices worldwide.

11 Ways to Make Sure Your School’s Newest Trustee is Prepared for the Job

Barbara Barron — Thu, 23 Feb 2023 11:33:00 +0000

by Barbara Barron | Revised April 1st, 2025 | Subscribe to this newsletter

This is the time of year when the nomination – or governance – committees of our schools’ Boards vet, recruit, and nominate new members to serve. It’s a moment we can really add value, if permitted.

We can help these dedicated volunteers start their tenures with good knowledge. We can help them learn important skills that can make their time serving our schools more satisfying. The right kick-off can result in these members becoming deeply helpful — truly valuable — to our advancement program. They can, and should, end up serving our school’s mission.

How do we help? Where can we add value and serve this important process more effectively? Are there ways that we can be instrumental in making sure we hold onto and fully engage those key volunteers?

Yep. Here we go.

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Onboarding your new trustee

One of the most effective things we can do is create an excellent orientation process. I’ve done this at multiple schools, and it pays off handsomely in the near and long term. If your school doesn’t do this or doesn’t do this well (with your involvement), run – don’t walk – to urge them to start.

Specifically? Here:

Do it right away. We tend to be the most highly engaged in a thing when it’s brand new. Schedule the orientation almost immediately after the new trustees are voted in. Don’t wait until the summer when we tell ourselves it’ll be quieter, and we’ll be more intentional. It won’t, and we won’t. Plus, it’ll be hard to get everyone to agree to a date and time then. Summer slow is real and we don’t want that energy attached to this important moment.

Plus having all the newbies together has the nice effect of creating a sense of being in the same “class”. That’s really tricky to pull of during summer vacations.

(Further, don’t hold off until the fall – when life speeds up, and this experience will get short shrift. Do it in May. Or early June. Groan! I know. Another event in May! Trust me, this one is worth it.)

Make it nice. Explain it will be a 3-hour meeting because it’s important and we’re gonna take our time to walk these valuable new leaders through a process that is chock-a-block. Arrange for amenities like a good room, comfy chairs, and snacks and drinks. Maybe get someone to host you at their home or in a great conference facility. Don’t just hold it in the same ol’ room they are going to spend countless hours over the next few years. Make it special.

Build a meaningful agenda. Bring in colleagues from the business, admission, technology, and any other key departments of your school about which you want (and need) new trustees to get very smart, quickly. Share the calendars and the key moments of impact so they learn the cycles we live and die by. Show them the specific activities and actions where they can be helpful. Once they see the best practices we strive to put and keep in place, the less likely they are to offer “suggestions” that are, frankly, never helpful. You’re providing a deep dive into how the business side of the house works that they must understand to be helpful and effective.

What else? Let’s borrow a time-honored and winning process from the lower school. Let’s build a “buddy system.” But, because we’re all adulting here, we’ll call it mentoring.

Mentoring your new trustee

When you first joined a club or church, a yoga class, or a book group, didn’t it help to be introduced by someone already a member of the group? Didn’t it help to walk in and not feel alone? Who likes that?

Here’s some advice to offer the chair of the committee to create a good process:

Pair new trustees with trustworthy veterans of the board. Ask mentors to attend the orientation, at least at the end – for a bit – like lunch or drinks. Then ask the mentors to meet with their newbie at least once during the summer to build some connection and trust.

Ask mentors to call their mentee a week before each board meeting that first year. Ask if they have questions about the agenda or any of the reports so they then feel comfortable asking good questions. See if they are feeling up to speed on the committee(s) to which they are assigned. If something is off at the start, the mentor can help course-correct early. Or they can seek help, to ensure everyone stays on the road.

Mentors can also play a role if there are moments of dissent or tension at a meeting. Talking about it afterward and providing historical context can be so helpful. And keeps things from skewing negative.

Smart engagement

A story form a colleague: they had an alum about to end a first term of service without much engagement. The advancement director had the wisdom to ask the alum, who was a self-professed and experienced “techie guy”, to have a look at their systems. This was his jam and he was only too happy to get involved!

Guess what? He helped improve and streamline operations and data. He then went on to serve subsequent terms, with alacrity and impact.

The moral? Finding the right spot for each trustee can be part art and part science.

Here are a few other suggestions:

Develop a “portfolio” for each trustee. What kinds of projects are they interested in learning about, working on, and being accountable for? Dig deep.

Do annual self-reflection. As I’ve written, good boards hold themselves to account by completing self-assessments each year. This gives individual trustees the chance to comment on the workings of the board (for good or for needed improvement). If you’ve successfully created portfolios and each trustee has their own set of priorities, it’s a whole lot easier to reflect and assess how they are doing with those. Or not. Either way, more information is good.

Don’t assume. Ask. The Chair of the Committee on Trustees or the Board Chair ought to check in with all new trustees a few months into the first year. And then as a regular practice towards the end of the first term to have a frank conversation about how this commitment is aligning with their professional and personal lives. And most certainly, a more “formal” conversation about fit needs to happen towards the end of that first term. Don’t we all want to be asked how it’s going? Letting trustees just roll into a second term is sloppy and unhealthy for the organization.

If there’s an issue, approach it straight away. Someone not attending meetings? Not responding to emails? Chatting about board business outside of the boardroom or going to staff for favors? Intervention needs to happen by the Chair, immediately. Share what you know so the Chair can do their job. Do not let things fester. or flounder.

Celebrate and thank. Let’s recognize the service of trustees at those perfect and very obvious moments: end of the first year, end of the first term, and at the end of their service. When we begin and end things well, oftentimes even if the middle is a little messy, we have done the right thing for these volunteers and for our organizations. After all, they will be former trustees a lot longer than they are serving trustees. They are ambassadors in the wider community. What do we want them to say about serving our school?

Our organizations rely on the time, talent, and treasure of these good people. Taking care of them and helping them get engaged in positive and helpful ways from the start is part of our work. This is the work of not only the advancement office – though, as you well know by now, I believe we have a key role to play – but of the entire board.

Maybe share this article with them? Just a thought!

Thank you for all you’re doing.

Barbara Barron

barbara@barbarabarron.com

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About the Author

BARBARA BARRON is one of the most respected and highly sought-after independent advancement professionals in the country, having worked with dozens of schools in every corner of the United States.

Selecting Good Trustees: 6 Ways to Make Sure the Newest Addition is a Good One

Barbara Barron — Fri, 17 Feb 2023 10:34:32 +0000

by Barbara Barron | Posted February 21st, 2023 | Subscribe to this newsletter

Recently, I had the privilege and pleasure to lead a webinar/conversation among advancement professionals around the San Francisco Bay Area. I’ve been associated with this fine group for 11 years and have served on its program planning committee for two regional and state-wide conferences. I’ve been honored to present at three conferences. This time, it was a Think Tank Thursday – a periodic, professional development session, offered remotely. (Another great idea begun in Covid that continues today.)

The topic: “Getting a Seat at the Table – Advice for How to Bring Your Influence to Make Better Choices About Future Trustees.”

Initially, I was asked to talk about ways to work more productively with a development committee. But what I know is this:

So many of the challenges we face with trustees and board committees are a result of a problem occurring further upstream, namely a Committee on Trustees (or Nominating Committee) that lacks good intelligence and a strong process. The sad result of this is that new trustees arrive at the “job” uninformed about their roles and responsibilities regarding advancement, and ill-equipped to be as helpful as they wish to be.

I reasoned that it is we, the Advancement Professionals, who can help solve this problem.

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A Quick Definition of Terms

Most schools and other non-profits have a standing committee of the board called Nominating, Governance, or Trustees. This committee is charged with identifying needs within its membership and selecting and nominating new trustees or directors each year. Further, they are asked to help create meeting agendas that include a professional development opportunity on a regular basis. And they often manage the self-assessment good boards conduct annually.

It is an important committee. And can be a powerful one.

But without insight into the community and the potential leaders within it, they are missing some key intelligence. That can lead exactly where you think it will: insular, out-of-touch boards that don’t represent the communities they serve.

For example…

The Nightmare Example

From my own experience: a school that was run entirely by white men, all alums in their 60s and 70s, whose process was to close the door, light up cigars, and brainstorm about other men from their classes with whom they were still in touch.

Seriously.

This co-ed day and boarding school with a large Asian enrollment had no women, no persons of color, and no current parents on the board.

That may be a rather extreme example. But many schools have processes that can use an upgrade. The intelligence and experience the advancement professional has, by meeting daily with members of the community, provides a rich vein for the committee to tap.

But getting a seat at that table is not automatic for many in our roles. Far from it. Cultures and practices vary widely between organizations, to be sure. I’ll argue that, regardless of that frustrating fact, there are some sound – and fairly easy steps – anyone in this role can take to begin to move towards becoming the trusted advisor I believe we all want to be.

Three Seasoned Pros Weigh In

To get additional advice and perspectives beyond my own, I asked three seasoned and outstanding professionals I knew in our group to participate in the facilitated conversation about ways to bring intelligence and experience to these vital volunteer leader selections. All have served their current school for a decade or more. All hold that seat and understand the value in it.

We had a big group interested in this – clearly – resonating topic. At our session, 55 people attended. And a great conversation ensued.

So, what were some of the takeaways, that you, dear advancement pro (or Head of School or Executive Director) or you, trustee (hear, hear!) can use to advance your process and improve your outcomes? Here you go:

Create a process. This means smart systems that help the committee build a pipeline. It means tools that allow them to identify needs, track terms, rate prospective members, and monitor the process. Each member of our panel had smart spreadsheets that they used year over year so there is consistency and good record-keeping.

Strive for consistency. I’ve helped committees create a set of questions that each committee member uses when talking with a prospective trustee. This ensures that we ask the same questions to learn the same information we need. While the answers will obviously vary, there is fidelity to the process and better comparing of apples to apples, regardless of who is doing the interviewing.

Set clear expectations during the early vetting process. Get specific about attendance at meetings, participation at the committee level, and the essentials like confidentiality and setting aside personal agendas. And the grandmommy: making the school a philanthropic priority during terms of service. One panelist talked about laying out the hope that the prospective trustee will consider a specific gift range to their future campaign. Not a pay-to-play. Ever. It’s only right and respectful to be upfront with our prospective leaders. And that clearly expressed hope will make the conversation later a whole lot smoother.

Ask one member of each of your board’s standing committees (Advancement, Buildings & Grounds, Finance, and others) to serve a year on the Committee. This can bring clearer, real-time insights about needs to the group.

Beware of the person campaigning for a spot on the board. From painful personal experience, I can attest to the sad reality that the least effective (read: most destructive) trustees I’ve ever worked with were just a bit too eager to join. That should be a huge red flag. Board seats need to go to the people who can put the school ahead of any personal agenda. This is especially relevant when dealing with current parents. It can be wise to communicate that today’s trustees should be focused not on their students but rather on the children of their students. Find another way for them to help.

And last but not least…

Find ways to be helpful now. If you are new to your organization — or the systems in place are such that you are yet welcomed into that committee as a guest or as the staff liaison — then the time to add value was yesterday. Baby steps. One of our panelists long ago figured out that creating profiles for every new family would become a resource to the Committee on Trustees. It did. Ask your Head of Sch o ol to help advocate for your role. Always coming from a place of wishing to be of service is the best and right attitude to hold. That, and patience!

In Closing…

Remember, friends, the value you bring is significant. You know these families. You know if they are responsive or ignore calls and emails. You know if they skew positive or find reasons to create drama. Are they helpful? Do they say yes when you ask them to volunteer? Do they play well with others? Or is it all about them?

Finally, and vitally — are they generous? Do they give meaningfully, according to their capacity? (Sadly, wealth doesn’t correlate with generosity. But a “giving track record” is a solid data point.)

If you feel stuck where you are and could use some support in this important area, ping me. And to all of you out there, thank you again for everything you’re doing.

Be well.

Barbara Barron

barbara@barbarabarron.com

About the Author

BARBARA BARRON is one of the most respected and highly sought-after independent advancement professionals in the country, having worked with dozens of schools in every corner of the United States.

The Board of Trustees at The Nirvana School

Barbara Barron — Mon, 08 Aug 2022 13:38:54 +0000

by Barbara Barron | Posted August 24th, 2022 | Subscribe to this newsletter

Back in May of ’22, I shared my mythical school with you: The Nirvana School.

(If May was too nutty, I invite you to read it now.)

If you did, you’ll remember that the purpose of the Nirvana School was to answer the question, “What would it look like if everything worked exactly as we hoped?” At the Nirvana School, the advancement team functions cohesively to attract, retain, and steward the great volunteerism and philanthropy of right-fit families. At the Nirvana School, teachers understand the valuable role they play and collaborate enthusiastically with the advancement team to tell compelling stories of life in their classrooms and on their stages and playing fields. Families at the Nirvana School feel welcomed and seen from the start of their journey so they engage right away, in only appropriate and helpful ways, and tell all their friends how much they love the school. The school raises significant dollars from meaningful gifts from every family (regardless of what dollar amount that is for each), which results in top-notch facilities and highly respected programs because everyone–everyone–is informed and involved. Stewardship is a top priority. Therefore, all donors see and feel the value and impact of their gifts. Everyone counts. The sense of community is like none other.

As anyone reading this knows, what it would take to make my mystical school a reality is … a lot! Not the least of which is a Board of Trustees fully committed to these ideals and these excellent practices.

In fact, without the Board fully on board, if you will, it simply can’t happen.

A Little Background…

A few years ago, as I was leaving a Director position at a school, I was asked to use my final board report to share my thoughts about where the school was and what was or could be ahead of them. It was a rare moment I have come to love as a consultant: I got to speak the truth. I started with the standard stuff, of course. I highlighted the growth and improvements we’d made together. I thanked them for their work and for the opportunity to serve. I even urged them to set as a KPI for the Head that she continue to engage in professional development and that they remain focused on building out the major gifts program we had started.

But then, at the end, I offered them a challenge.

The Challenge

I said that if they really wanted to, they had an opportunity to create a culture where people would be clamoring to serve on this Board. In this aspirational but possible, improved version of the school, trustees who were fortunate enough to be selected would serve with passion, generosity, and tirelessness. These trustees would tell anyone and everyone who asked that serving on this school’s board was the hardest and most rewarding work they’d ever done.

Many of those listening smiled like they thought I might be joking. But a few looked deadly serious. This would mean a paradigm shift and they sensed it.

“Paradigm shift” may be too tame a phrase. This “shift” would be seismic in most schools. But as hard as it might be to accomplish, assuming you were really interested in beginning to move your school in this direction, what would it really take?

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Here’s What it Takes

First, like with most important decisions, it begins with intention. And then some language to codify those intentions. We know that it is the Board of an independent school that is charged with holding the mission of the school. But interestingly, rare is the school whose Board creates and lives by a mission for itself. Let’s do that. Let’s have the trustees work with a creative, strategic consultant to develop a mission statement to inform and guide their work.

Next, we recruit prospective trustees who want to own that mission. Let’s get the people with the skills and experience we need — but without personal agendas. Let’s be transparent about what we need and not waste anyone’s time if they are not up for the job. Remember, this is going to be the hardest and yet most rewarding volunteer work of their lives. We need to be honest about that from the start.

Prospective trustees are told at the first interview that they will need to make the school, during their term of service, their highest priority of time and treasure. That means other worthy organizations they care deeply about will need to fall back in line. For now. They need to be the first to support every fundraising activity from the Annual Fund to a capital campaign. They need to make plans to leave a gift in their estate.

Don’t Stop There

We double down. Job descriptions and individual “portfolios” of projects are created for each trustee so they know what they are working on and why. Everyone makes and keeps the commitment to attend all meetings – that’s right, all meetings, folks – and engage fully in committee work. Professional development is a mainstay. Training about how to have exceptional cultivation conversations, how to ask for significant gifts, and how to add value to the school’s stellar stewardship program are perennial offerings.

In our Nirvana Board, the advancement team and Head of School have a bevy of eager, willing, and highly skilled advocates to help open doors and introduce, and host coffees or lunches to create the environment to get to know new families and then seek their support. Because each trustee has made the school their number one priority, they can easily and gracefully ask others to join them. They are able to stand in that beautiful place of high integrity because they are walking the talk.

And when their term is up, they remain involved as emeritus trustees, available (when asked!) for counsel and connections, supporting the school in an ongoing way. They proudly sport their school wear around town, display school stickers on their cars, and showcase their token recognition of service gift in their homes or offices. And since they are members of the school’s legacy society, they come to school events and are remembered fondly, always.

What do you think? Want to work there? Go there? Serve there? Give there? I do!

If you are interested in beginning to build a bridge from where you are to this fine land, give me a call. I’d love to brainstorm with you!

As always, thanks for all you’re doing.

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

About the Author

My name is Barbara Barron, and I’m writing this blog to share advice on a profession that I adore.

I’ve been working in the field of Independent School Advancement for over 20 years. In that time, I’ve had the pleasure of creating and implementing successful fundraising plans and programs for so many incredible schools. I’ve had the privilege of seeing real growth at The Carey School, Marin Primary & Middle School, Woodside Priory, Crystal Springs, Presidio Knolls, Sage Ridge, and San Diego French American, and others. (Maybe we’ve met!)

Nothing makes me happier than seeing a struggling school start to thrive. My hope is that you’re here to make a positive change as well. I hope my advice can be a part of that change.

Shoot me an e-mail if you want to swap tips, or share your voice here.

Let’s do this, together.

How Can We Help Boards Overcome Campaign Jitters?

Barbara Barron — Wed, 23 Feb 2022 16:02:29 +0000

It’s really understandable that non-profit Boards – in particular those at independent schools – may be downright scared of entering into a capital campaign.

It’s a pretty high-stakes game, one that gets increasingly public as it rolls out. Any cracks in the system are going to be exposed. Staff issues, poor record keeping, fiefdoms between departments, competing priorities. All will be laid bare when the campaign begins.

Of course, the upsides are huge. Greater capacity, whether it be in the form of new facilities, enhanced programs, larger endowments, expanded enrollment — and the grand-mommy of them all — progress towards the fuller delivery of the school’s inspiring mission. (You do have one of those, right?!)

But it’s not without risk. And not without cost. The prevailing wisdom is the campaign will cost somewhere between 5% and 10% of the total amount raised. That’s all in and over the life of the campaign. This amount includes expenses like architect fees, special events, design and printing, as well as any staffing and campaign counsel. Covers a lot but still, significant bucks on a venture with no hard guarantees.

So, it makes sense that the Board, tasked with fiduciary responsibility for the school’s very sustainability as well as its reputation, might be a little nervous when diving into this deep pool called a campaign. So how can we help? What are ways we as development professionals can provide information, training, and advice – as well as best practices – to help them overcome the jitters and embrace this important moment in the life of our school with gusto?

1. Let’s start by sharing some context: most schools mount capital campaigns every 8-12 years. Since trustees generally serve one or two, three-year terms, it’s possible, even likely, that a trustee might ably serve your school and never be part of a campaign. Lack of experience is what I see as the leading cause of jitters. Or can we just call it what it is: fear. We get that. When I train Boards about campaigns and the roles they will be asked to play, including helping solicit gifts, I remind them that the first time they drove a car, gave an important speech, or diapered a baby, they were pretty awkward and uncertain. By the 10^th time, it was easier. By the 50^th time, they have muscle memory; they have skill, even poise. Learning to ask for gifts is a special skill set. Not everyone will come to love it the way a few of us development wonks do. But everyone can gain ability and confidence in doing it. It requires practice, but can you think of anything important with high impact that doesn’t?

2. Training really helps. And not just a one-off experience. Sure, a retreat gives you the chance to create multiple practice sessions and to work through the natural self-consciousness everyone feels at first. But then keep at it, in digestible bites, over time. Suggest a short fresher be part of regular development committee and full Board meetings.

3. Give trustees a full understanding of the process. Capital campaigns are built upon a strategy and a sequence of actions that matter. The phases should not be rushed. Too often, Boards want to move quickly through the planning period. They are eager to rush the lifeblood stage that is the quiet phase to get to the more public moments. These are serious errors and will likely torpedo your campaign’s success. I tell clients almost daily that “you will never make up in the community phase what you fail to raise in the quiet phase.” This is because those top 15-25 gifts make or break your project. You must take the time to reach, cultivate, and solicit those families or individuals first. Help your trustees understand the process and feel fully invested in it so they will safeguard a smooth rollout.

Let’s step back a second and get some perspective. Why are Boards so often reluctant to start and then in a hurry to finish? Again, I believe it’s fear. The longer it takes to get to the finish line, the greater the chances something could go wrong. A project can (and will) get more expensive. A key donor family could have a reversal of fortune or mindset. An important member of the development staff could leave the school. A pandemic hits. There are simply no guarantees. Feeling at risk tends to make even the boldest among us a bit… well, jittery.

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Bottom line: the jitters or fear that most good trustees feel stems from a deep commitment and a huge sense of responsibility and caring about the school. Most admit freely that they love the school. That’s beautiful! The very last thing they want to risk is messing up because of their lack of ability. We can’t let that happen.

Far too often I hear, “I can’t possibly ask for money!” As if a volunteer is hitting up friends and strangers to pay their mortgage. We need to help them get past that and remember that they are asking for others — for the school, its students and teachers, and the bright future the campaign will help usher in. With the right project, a case for support that is compelling, and the vital training needed to speak passionately and accurately about the impact a gift will make, most trustees I know become ardent supporters and surprisingly good solicitors.

Fears can be conquered or at least quelled. Let’s get beyond the jitters by providing our key volunteers with the resources, support, and training they need to play the key roles we will ask them to play. If you need help setting up your Board for success, let me know. Together we can craft a fun and valuable training. We’ve got this.

Be well,

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

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How Do We Thank Trustees?

Barbara Barron — Mon, 17 Aug 2020 18:20:17 +0000

by Barbara Barron | Posted August 19th, 2020

A client asked me that question the other day. And it’s a good one. It’s a question that is far more complex and potentially far-reaching than it might appear at first glance.

The question is actually this: How do we thank the people who help steer our organizations? Who give so generously of their time, talent, and treasure? (And yes, it’s all three, my friends. Never let your trustee prospects think otherwise.) How, especially now, do we acknowledge their work as the decisions they help our Heads make for our schools weigh so heavily. And have a potentially huge impact?

How can we surprise and delight them (as I advocate in other articles) when they are often in on the planning and execution of our best stewardship plans?

I bet you have your own answers to those questions already bubbling up in that brilliant mind of yours. I’ll offer my take here.

First, to the extent you can, keep some of your cool ideas for stewardship under wraps. Try not to “spill your candy on the lobby floor” so you can let your trustees experience your acts of stewardship for themselves. But if you can’t do that, try using your best ideas first on these good people. Send the adorable photo or that powerful report on the impact of their giving to them early in the cycle. Then when you roll it out with others, you can report on your progress and your trustees will know exactly what you’re talking about. They will have felt all the feels!

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After all, shouldn’t we always try to bring our best selves, our best work, to those who make the biggest difference in our work and to our schools?

But beyond that, what are some other ways we can demonstrate our gratitude to our volunteer leaders? Remember, the very best way to say thank you is to be immediate and specific. Being late always feels disingenuous. Being vague never feels good.

And it needn’t take you a ton of time.

I have found that one of the best ways is through a short, heartfelt, and (again) specific messages. Email if that’s best. A handwritten note is also nice. I offer you some examples:

Hi Dave,

Thanks so much for that helpful comment at the committee meeting yesterday. Your voice helped redirect the conversation back to the strategy. I think that moved us ahead in our thinking. I’m grateful.

Hi Allison,

I so appreciated the way you followed up immediately with the Jones family. When I spoke with Mrs. Jones this morning, she commented on what a lovely surprise it was to hear from you. Letting me know you’d made contact was super helpful so I was better prepared. I’m so fortunate to have your partnership in this work.

Hi Sondra,

It meant so much to me to be able to run that strategy by you before the Board meeting. Thanks for making the extra time when I know how busy you are. I totally felt you had my back.

Hi Will,

Wow! I was really touched by your comment about the improvements you’ve seen in our program this year. I believe your endorsement will motivate others to participate more like you have, which will help move us closer to our goals. Thanks so much.

I can’t imagine a volunteer receiving a message like any of these and not feeling deeply appreciated, really seen, truly recognized. Can you?

And besides it being the right thing to do, like most right things, there are other lovely benefits of trying this approach. What these messages underscore are the very actions and attitudes we want and need in our volunteers. It’s the stuff that actually helps us do our jobs better. We are teaching our trustees how best to work with us.

We are teaching them the importance of:

Making time before a meeting to get aligned
Acting on an assignment right away
Following up promptly
Reporting back to us so we can keep better notes
Supporting us publicly
Being prepared
Showing up and speaking up in support of the strategy
Partnering with us

Most volunteers want to be helpful but aren’t always sure how to be. Many of your trustees may be serving in this role for the first time. So it’s a major leg up for them when we can coach them in ways of serving most productively.

Another less public – but very powerful – benefit of this partnership is that we, as the advancement professionals, may feel more satisfied in our work. When that happens, we work better, harder, and smarter. And we tend to stay at our organization a bit longer. The turnover rate in our profession is dishearteningly high. And expensive in many ways. Think about it. When we leave, we take all that institutional and donor knowledge with us. Even if you leave an excellent exit document for your successor, there will be things lost. Donors may feel sad when you leave. It may shake their confidence. And it can take months or even years to build trust and faith in the new person. The inefficiencies posed by a new person in the office are significant. It takes time and money to get even the smartest and most experienced pros up to speed.

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Of course, our organizations, our Heads, and our Boards would do well to keep us and keep us satisfied. (Are you hearing this, Heads and Board members?!) But because we’re all grownups here, we may need to take the initiative and care for some of our needs. We may need to be our own champions.

In the end, the better the relationships you have with key volunteers, the smoother things will go all around. This important work will increase your own productivity and your ability to meet those sky-high goals. It will increase the retention of your best volunteers. This is for everyone’s sanity! It’s one of those super-rare win-win-wins.

How did your answers to the question compare with mine? I bet you’ve got some winning ways of your own for thanking your trustees! Please share. We all benefit from learning from one another.

barbara@barbarabarron.com

BARBARA BARRON is one of the most respected and highly sought-after independent advancement professionals in the country, having worked with dozens of schools in every corner of the United States.

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