by Barbara Barron | Posted April 13th, 2022 | Subscribe to this newsletter

I am currently hip-deep in a feasibility study for a client. This means I’ve been having 45–60-minute conversations for the last several weeks with the organization’s donors, board members, and other stakeholders. And while the questions are fairly standard for a project like this, I’m seeing how much more there is just under the surface and am reminded of how powerful this process can be. In fact, could it be a mode for building a better cultivation and stewardship program?

First, the basics. What do we ask in a feasibility study? The main headline questions we ask are:

• What are your opinions of the organization and its leadership?

• What impresses you (or doesn’t) about the proposed project?

• How realistic do you think our working goal is?

And the one that helps us assess the viability of the campaign:

• If the project were to come to fruition, do you see yourself making a gift to the campaign, and in what amount or range?

Feasibility studies, if you haven’t experienced one, are designed to help the organization’s decision-makers better understand the strengths, weaknesses, and viability of their project. It is a test of the project’s appeal and whether it’s a good gamble to mount a campaign to fund it.

After all, as I have said to clients considering this, if you can just finance the project with reserves or go to the bank, consider that first. Capital campaigns are risky. And unpredictable. They are costly in terms of time and human and other resources. They require commitment and discipline from everyone for anywhere from twelve to thirty-six months. Or longer. If the project requires construction, there are the issues around the supply chain, rising costs, and the joys of living and working in a construction site.

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So, a feasibility study, conducted during the important pre-planning stage, long before anything is decided, is smart money spent. The investment gives you the best gauge you can get of whether your project has the appeal it will need to leverage significant gifts – often the largest any donor has made to your organization. Pro tip here: the study must include the very people who have the capacity and the propensity (that dynamic duo of factors) to ensure the campaign’s success. It’s not a moment to sell the project, although that is a natural inclination. It is truly about learning. It’s a “reality test.”

So what’s the “much more beneath the surface” I referenced above? It’s that stuff between the lines of those questions and many others. If we are really tuned in, therein lie gems of intelligence and understanding to help us know what these donors really think and truly care about. This is gold.

The conversation is a safe space. I promise confidentiality. I, as the consultant, am a neutral party. Like the stranger on a train phenomenon, donors often share thoughts and feelings, slights, and annoyances they have yet to share with the organization and its leaders. I don’t think this is necessarily a healthy dynamic. In a perfect world, they would feel comfortable being candid with the people who have the power to make change. As a response to this common condition, a new and different model of feasibility study is emerging, from the genius of Andrea Kihlstedt of the Capital Campaign ToolKit. They call it a Guided Feasibility Study. In that model, the organization’s key leaders conduct the interviews and have the tough conversations themselves. They are the one hearing the truth. Interesting, right? 

For our purposes here, the reality is this: the consultant is hearing these truths. I don’t always love what I hear. But it’s powerful stuff anyway. It is all excellent intelligence for improving cultivation efforts, regardless of whether there’s a campaign waiting in the wings.

It’s humbling to be trusted in this way. It has led me to wonder why we don’t do this more often. Why don’t we center our cultivation and stewardship programs around opportunities to listen deeply to our donors.

Imagine designing intentional, scheduled conversations like these with donors every couple of years. We’d invite them to share their frank thoughts and opinions as we listen. Everyone loves to be asked for advice, right? There’s an old adage that goes: “If you want advice, ask someone for money. If you want money, ask them for advice.”  So true. Let’s ask our loyal donors what they think of our program and how we are delivering it. Let’s ask what they believe we should be doing more of, or less of. Let’s ask how it feels for them to support our organization and its mission. Let’s ask for honest feedback about how well we report back to them about how we put their gift to use. Or not. In short: let’s just lay it out there and let them tell us what they think.

Wow. Are we ready for that? Imagine it from the donor’s perspective. If we have ever said that we care what they think, we probably owe it to them to actually ask and listen.

Maybe it’s not an hour-long interview. Maybe it is a couple of open-ended, vulnerable questions that we ask over coffee. It could be a part of our cultivation and stewardship plan to remain closely connected to these individuals and families. Think of the level of trust we could build. Imagine what we could learn that would help us do what we do better.

There’s power in good questions and in open-minded, open-hearted listening. If you are interested in some truth telling, I’d love to help you think it through. Reach out to me about your school via email.

Be well,

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

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.

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The post The Power of the Feasibility Study appeared first on Barbara Barron.

September 8th, 2021 by Barbara Barron

In my years as an advancement consultant, I’ve noticed there are some commonalities amongst the schools that are doing advancement really, really well. Here are a few. How does your school stack up?

1. The faculty – yes the faculty – have a clear understanding of the important roles they play in advancing the school.

What this looks like: advancement professionals make it a point to spend time with their teaching colleagues to share some of the key aspects of their work. This might be periodic reports about their work and accomplishments, previews of what key events are ahead. The office of admission updates their colleagues on their progress towards filling the school with right-fit students; development shares the ways they are identifying and engaging families eager to be supportive. Faculty are on the lookout for events and experiences in their classrooms, studios, and on the playing fields that are great examples of the school’s mission in action that they share with the advancement team.

Consider the science teacher I worked with who made a point to give my office a head’s up when the class was preparing for a fun and very visually appealing experiment. We were able to be there to grab a quick video to send to the donor whose gift to the campaign is honored by naming the lab after his deceased mom. It took all of 20 minutes to give this donor a warm reminder of the impact of that gift. Admission had something fresh to pop onto the website for inquiring families. None of it would have been impossible if the science teacher didn’t really get the connection between her work and ours.

2. Volunteers understand and respect the roles they are welcome to play. They embrace the school’s systems and communication processes.

What this looks like: Parents are educated early about the best ways they can be helpful. The school publishes clear guidelines. The Parent’s Association leadership makes a point to help onboard new families to start healthy habits of engagement from the first days. The school leadership keeps clear boundaries to prevent parents from overreaching, setting or changing meeting agendas without buy-in from the school, or making unreasonable demands.

To make this more tangible, I have been offering my clients a template they customize. We call it some version of “A Guide to Giving & Getting Involved”. Together, we describe volunteer activities and the contact people for each. Moreover, we speak directly about the fact the school will be seeking their charitable support and the timing of each of those moments. No surprises. Clear hopes and expectations. Everyone is better for it.

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3. The Head of School fosters an open, collaborative working relationship between the development, admission, and business offices characterized by a respectful, collegial atmosphere.

What this looks like: The Directors of those key departments meet regularly to stay in close communication about important timelines and deadlines. They seek to support one another by sharing calendars and regularly reconcile important data points and reports. When tensions arise between any members of the staff of these departments, the directors work with them to find positive solutions. Successes are celebrated. Setbacks are handled and learned from.

At a former school, those three offices collaborated on a presentation for both the Board of Trustees and the full faculty. We shared our goals, our strategies and plans, and the ways our offices intersect. We adopted a seasonal motif to share the cycles of our work. Did every single person become a champion of our work? No, but we know it only takes a few allies to make the work easier and far more productive. To move things forward. Give it a try!

4. Fundraising goals are set with input from the development staff.

What this looks like: the business office and the Board‘s finance committee understand and appreciate that fundraising is a professional process, not a faucet that can be turned on or up at will. Goals for the school are strategic in nature and developed based on a realistic set of data and reasonable timelines. Members of the development committee and the professional staff are integral members of the planning of future goals and projects.

As a consultant, I have the responsibility and privilege of leading some of these important conversations. Frankly, it’s far easier for me to say the hard, true things about this topic (and so many others!) than it is for the development staff or even the Head of School. That’s why I am frequently hired: to be a truth-teller.

See, if the Director of Development says the goal is not realistic, she sounds like she’s unwilling to work hard. If I say it, based on all the same facts (enrollment, the number of full-pay families who have the capacity to consider a charitable gift, the number of alumni from whom we might anticipate support), leadership accepts it. Yes, I bring deep experience at other schools. But regardless of how and from whom hear it, they need to understand it so they can set goals we can attain, the school can budget on, and we can all celebrate. Without demoralizing the staff.

In closing…

These are just four observations, though – I must admit to you – I probably could come up with a hundred more. But I’m more interested in what you have noticed from your vantage point. What is it that great schools do when it comes to advancement? And what can we do to bring these ideas to the schools that need them most?

As always, my inbox is open – and thank you for what you’re doing.

Stay well,

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

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.

She can be reached via email at barbara@barbarabarron.com

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The post The Four Things All Great Schools Do In Advancement appeared first on Barbara Barron.

August 11th, 2021 by Barbara Barron

Conflict between development and business offices doesn’t have to be a thing, but my experience in this profession has shown me that it often is.

Many school’s business and development offices live in an awkward space between conflict and cooperation. Sometimes the relationship is chilly but workable, other times unproductive, even adversarial.

From the outside, it looks like we ought to be squarely on the same team. Both offices, along with the admission department, are responsible for 100% of the revenue that comes into our schools. Oftentimes, solely responsible. Together, we make up the business side of the organization. We typically have, as requested by the Head, responsibilities to the Board through standing committees. We report at their meetings. We all have goals and numbers to hit. We are so in this together.

But why doesn’t it feel like that? Too often what I experienced as a director – and what I now witness as a consultant – is a much sadder scenario.  What does it look like at your school? Perhaps your business office colleagues are skeptical or even dismissive about the pledges you are so excited to count. They may act miserly about budgets, not fully understanding or appreciating the value of money spent on cultivation and stewardship. I’ve seen business office personnel act territorial about things like data updates. From their seats, it looks like their colleagues across the way in the development office are always “out to lunch.” Or “planning fancy parties.” They see “those development people” spending money while the business folks slave away, carefully tracking every precious penny spent. Not fun.

Meanwhile, we in the development office can be a bit dismissive about the importance of adhering to close and regular reconciliation – the thing that our business office colleagues need to do their jobs well. We can oftentimes be too casual about documentation, especially of those important pledges. We are sometimes not all that diligent about notifying the business office when restricted funds can be released. And then we may act rather put out when we’re asked to provide backup documentation, like during the audit.

So everyone feels overworked and a bit testy. I’ve seen requests between departments go unanswered or given only the most passive aggressive replies. If the development team feels unappreciated for the charitable dollars they bring in with minimal thanks against fundraising goals they had little to do with establishing, the business team feels unappreciated for balancing budgets on the head of a pin amid ever increasing costs.  No parties for them – even though the development team is forever tasked with anything remotely hospitality related!

Now, this is clearly a dismal, worst-case situation I’m painting for you. Hopefully your school has achieved détente or even a nice cooperative atmosphere. But from my seat, I see that most schools fall somewhere along the continuum from hostile enemies to productive partners.

Recently, I spoke with two experienced CFOs from very different schools. Both are former colleagues of mine with whom I enjoyed really good working relationships at schools in the past. Actually, I count them as trusted friends for many years now. We talked about the sources of that conflict, much of which I have captured here. More of our conversation centered on what I prefer to do: find and amplify the positive.

The question came down to this:

What are some practical and positive solutions we can implement to improve the working relationship between these two important offices?

After all, we are in this together. As leaders, this is our work to do. Our staff is watching us. And even if that doesn’t motivate you, I can assure you that your Head of School has little interest in being pulled into arbitration between you! So let’s make this better.

Like with so many conflicts, the solution is never found at the level of the problem. We need to get above the pettiness and find common ground. Start with the fundamentals. A shared vision. Mutual respect. Relationships we establish early, that are based on understanding and respect. So simple and yet not always so easy. 

Let’s begin with the basics. How often, if ever, do your two offices come together? Do you each know what the other does, beyond a cursory understanding? How about a gathering (with snacks, naturally) to talk about what you are each facing, your log-jam times, your high-pressure moments during the school year. Learn about each other’s worlds and how little things can make life easier or a nightmare for all of you.

Beyond that kind of meeting, how about occasional gatherings that simply and vitally build relationships? Between people. Between colleagues. A shared meal is so simple and yet powerful. Talk about what movies you’ve seen, what you’re reading and binging. It’s far harder to “other” someone you have come to know. One of my CFO buddies told me about working at a college that owned a bowling alley. She brought the two offices together for some fun and healthy competition in the lanes.

But beyond shared experiences and some all-important fun from time to time, there is an essential piece that may be missing but is easily found.

My other, wise CFO friend said it well when he talked about “the importance of sharing why we work where we work.”

He said that we should regularly ask ourselves: what it is about the school’s mission and values that resonate? There are plenty of places to work, many at which your paycheck would be greater. It follows that there must be reasons that brought each of you to this place, this work. What about being at a school, your school, that draws you in? And keeps you there? He said that he’s found that when he has that kind of conversation, a common thread is revealed. Often it is a desire to do what we can, in our roles, to serve the students. To support and enhance the student-teacher relationship. He speaks of being “custodians of the parents’ trust”. I like that. 

And as a plug for my development peeps out there, never forget that it is your department, your work, that makes any and all diversity possible for your school. Healthy diversity that improves life and learning for everyone. Without the charitable dollars and those specifically raised for financial aid, our schools would not be the rich and vibrant places they are. Maybe the business folks have just never thought about it that way. Is this a conversation that you, as the director (or Head of School), can help facilitate?

As always, thank you for what you’re doing.

Stay well,

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

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The post Moving Beyond Conflict Between the Development & Business Offices appeared first on Barbara Barron.

March 24th, 2021 by Barbara Barron

First impressions matter.

I’ve spoken at length about this because I believe it so fervently. I know I’m not the only one who believes that the first impression sets the tone for the rest of a relationship, moving forward. How do I know? Because one of my most popular articles is about how we write welcome letters to new parents. We’re all trying to do better at this all-important juncture.

The reason I’m returning to this idea, again, is because I’d like to focus – this time – on a feeling. Particularly, what we want the new parents at our school to feel when they are first introduced to our community.

For many schools, this all-important first impression belongs solely to the admission office. The fact that they do this important work is worthy of our gratitude and respect. Not a single thing can happen at our schools if we do not have students enrolled, right? And not just any students, of course. Students who are a good fit for our school. Students who have the best chance to add vitality to our program. Students whose parents are aligned with the mission we are striving to deliver.

So, yes, first things first – let’s give huge props to admission teams everywhere who, as I write, are deep in the “season” of finalizing acceptance offers. Brava.

But what happens next? How do we very intentionally create early experiences that help parents feel like full members of our community? Where is the hand-off? And is that even the right way to think about it?

The outdated, siloed structure of the admission and development departments with a solid wall between them is, at best, anachronistic and, at worst, giving our new parents the feeling that the development departments are secondary. And only interested in money. New parents are oftentimes “introduced” to the development staff well into the fall, and through a generic appeal letter, asking them to donate to the… Annual Fund. Oh boy.

Where is the cultivation?

Today, in most schools, but certainly not all, that division, that wall, is coming down. Sure, there is still some lingering territorialism but for schools adopting an advancement model, those fiefdoms, that serve no one, least of all our new families, are ending. But what should be put in place instead? How do we start in the future tense, seeing what we really want for our new parents?

So we return to the opening question. We gather our advancement team and ask, “What do we want our new parents to feel? What, when asked to describe their early days in our community, would they say they experienced that made them so glad they enrolled their child in our school? What would drive them to tell everyone they know? And how can we begin to design for that experience?”

It is through an advancement lens – seeing the big picture, the full arc of experiences our families will or can have at our schools from start to finish years from now — that we can gain this perspective. Since we, in advancement, are not solely interested in the current crop of students, we can help facilitate this thinking. We see this new kindergartener or 9^th grader not only as a new student but as the alum she will become. And then, ideally, they become the parent of an enrolling new student a generation from now. Because we hold this long view, we can be integral teammates. We know what’s at stake, exactly, when creating these beautiful moments of “hello.” And “welcome.” And “join us!”

This is also a smart moment to invite input from key volunteers like the Development Committee and the Parents’ Association. Let’s get tight.

Change is hard and the process may seem daunting, so here are some prompts to get you started:

 1.   What are the touch points we already have for inquiring and applying parents? How can we infuse them with more warmth? How can we create more opportunities to get to know what those families are seeking? How can we ask better questions of them? 

2.   How do prospective parents meet members of the development staff during their exploration, as a natural part of the welcoming crew we are?  I can assure you that development people make excellent campus tour guides.

3.   What are the stories we are telling about our program that serve prospective families? These are very likely to be the same stories we want to tell our donors about their gifts in use. Let’s coordinate. Codify your list of compelling stories – adapted slightly for our different audiences – that have a through-line that underscores what’s special about the mission of the school.

4.   How can we gather important information about these families’ hopes and dreams (and worries) for their child? Knowing this enables us later to demonstrate the school’s ability to deliver — and resolve — those. It also lets us show how carefully we are listening. It shows how deeply we care about their experience.

5.   How can we earn, through our care and intentionality, the opportunity to talk with families about the school’s vision and goals, and how they can be a part of making that vision a reality? How do we talk about the school’s generous culture and the legacy of families who built the school they now enjoy? What are all the ways they can get involved and give back? How do we explain why we seek their support and how we will put it to excellent use? What is the right language for that and when is the best time to share it?

As I said before, first impressions matter. Hopefully the questions outlined above will get you and your team thinking about the way your parents feel at the onset of their experience at your school. We all know, deep down, that we can’t risk having their experience be left up to happenstance. But it will take work and thoughtfulness (and yes, probably a white board) to ensure that this entry is intentional and thoughtful… every single time.

Happily, it’s not terribly hard. It just takes a commitment from all parties to begin the work. If you have questions, my inbox is always open. Just email me at the address below.

As always, stay well,

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

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The post What Do We Want New Parents at Our School to Feel? appeared first on Barbara Barron.