Archdiocese of Los Angeles Department of Catholic Schools

1. Archdiocese of Los AngelesDepartment of Catholic Schools School fundraising Capacity Building Kay Sprinkel Grace January – June, 2014

2. Webinar #6 Techniques for Effective Solicitation and Donor Stewardship: Major and Planned Gifts Webinar Wrap Up and DCS Follow Up Plan June 2 @ 7 – 8 p.m.; June 4 @ 3:30 – 4:30 p.m.

3. What We Will Cover • Webinar #5 Homework: Prospect Strategy • Major Gifts: A review of what they are • Soliciting major gifts: principles, process, pitfalls • Planned giving: what role for your school? How to market, what to offer • Stewardship: importance, cycle, levels • Webinar wrap up: Kay’s closing thoughts • DCS follow up: what next? • June 25, 8:30 – Noon – closing gathering

4. Where to Find Major Donors • Among your existing major donors – remember they are always the best prospects • Among your regular donors – look for those who have given a long time and those who give to you more than once a year • Look at lists of donors from similar organizations: people fund multiple organizations addressing the same or similar needs (e.g., religious organizations, social ministries, Catholic education) • Asking board members and others to suggest names of those people they know who share your values and have or are connected to wealth

5. Major Gifts: A Review • They may be given annually or in special fundraising programs or campaigns • “Major” is not an absolute figure: for some of you it may be $500 or $1,000 – for others of you it may be $25,000 or more • This webinar is focused on major gifts from individuals, but you may also get them from foundations or businesses/corporations • They are at the top of your gift range chart • They come from donors with whom you have a relationship and who share your values

6. Eileen – please create a poll • What is the “floor” for major gifts in your school? • $25,000+ • $10,000+ • $ 5,000+ • $ 1,000+ • $ 500+ • Other

7. Kinds of Major Gifts

8. Key Ideas About Major Donors • Their investments give us visibility and opportunity • They like to get involved, and like to see other community members involved (boards) • They want to partner with us in mutually held dreams for our community (equality in access to education, faith-based schools, etc.) • They like to invest in the your vision: the impact of big ideas that will change or enrich your communities

9. Had a Big Idea Recently?

10. Cultivation of Major Donor Prospects • Precedes the ask • Builds the relationship • Cultivation is not “random acts of kindness” – it is strategic, intentional, deliberate and monitored • A donor is ready for the solicitation discussion after s/he has had sufficient contact with your school to feel engaged: you will know • Rely on your intuition: it will strengthen through conversations with the donor

11. Getting the Appointment • Best strategy is to try to make the appointment when you are with the prospect (during a tour, school event, etc.) • When requesting, state what your desired meeting is all about: asking them to invest in the students in your school and their future (don’t fib that it is a social meeting) • Let the prospect know that two of you will be coming (board/faculty/administration) and how long you will need (30 minutes) • Reconfirm the appointment the day before

12. If They Turn Down the Meeting • If they turn you down for the meeting, find out why • If they just feel they don’t need to meet with you in person, they are planning to give anyway, tell them you really want them to hear from the person who is coming with you (Principal, Pastor, faculty member) • If they say on the phone they really are not interested in giving, then thank them, tell them you understand, and ask if you may keep them connected

13. Making the Ask: The Meeting A review of what works

14. Key Points in the Solicitation • Team of two meeting with one or two prospects is the best (face to face) • Convenient/comfortable time and place – meet at the donor’s home or office • Donor-centered process (listen, question, handle objections) • A four-part process: Opening, Involvement, Presentation, Close • Tips and techniques

15. Steps in the Ask (Times Based on a 30 minute meeting) • Opening (3 – 4 minutes) • Chit chat, but keep to the purpose of the visit and keep it brief • Involvement (7 – 9 minutes) • Open ended questions, two ears and one mouth rule, allow them to talk about themselves and their appreciation of your educational program, their understanding of how it provides a rigorous yet spiritual education, and their direct or indirect connection with your school

16. Steps in the Ask • Presentation (8 – 10 minutes) • FBQ (features, benefits, questions) about your school programs, impact, student stories • Close (7 – 12 minutes) • Ask for a specific amount, be silent after the close, confirm how the gift will be made or what follow up is needed if the person needs to think about their gift

17. Closing the Ask • Specific amount, always • Keep silent after the close • Dealing with the answer: • Yes – find out how the gift will be made, what recognition/stewardship they would like, thank them, and leave • No – use silence (again); they will no doubt tell you what “no” means – not for that amount, not now, not ever • Maybe – find out what they need to make their decision – time? More information? A visit to the school? And set a follow up appointment.

18. Also Remember…. • Body language • Be sure your words and your body are aligned • Eye contact • Key to engagement: be sure it is appropriate for the people you are meeting with • CLASP techniques • Clarify, Link, Acknowledge, Summarize, Pace • The importance of going in twos • Even the donor likes it better; be sure to rehearse and let the donor who is coming

19. Recognizing Levels of Resistance With all objections, meet, don’t beat • Misunderstanding • Antidote: facts • Skepticism • Antidote: third person testimony • Real Drawback • Antidote: listen with understanding

20. Building a Planned Giving Program You can do it! Even if you are a “one person shop”

21. Planned Gifts are Deferred Major Gifts • One program can become two when the basis is donor loyalty and retention • From cultivation through the ask, the steps are the same – the question is how they would like to make the gift: outright, blended or deferred • Tools for planned giving are simple: start with bequests • A committee is essential as a resource • Market your opportunities in a brochure or put them on your web site

22. Donor View of Planned GivingB/A US Trust Survey • Nearly 70% of high net worth individuals interviewed said they planned to leave some of their assets to nonprofits. Of these individuals • 42% said they planned to set up charitable bequests • 30% -- charitable trusts • 27% -- family foundations • 20% -- charitable gift annuities • 17% -- donor advised funds

23. Where They Will Give • 66% of those with philanthropic intentions cited academic institutions and health-related groups as the most likely to benefit • 43% mentioned religious groups • 39% favored libraries or museums • 36% would choose environmental or public policy groups

24. Who Are Your Planned Gift Prospects? • They may not be your largest donors • They will have a relationship with you • Their values will be aligned with yours • They have to believe that you will be around when they aren’t • The thought of their community without your school is a concern to them • A planned gift is the “ultimate” gift of trust

25. Planned Giving Vehicles • Bequests • CRTs (Charitable Remainder Trusts) • Life insurance • Annuities (takes licensing) • Real estate • Other real property • Usually, organizations with planned giving have an endowment

26. Planned Giving Support • Software • Consultant or staff • Committee • Board members setting the standard by committing to make a planned gift

27. Stewardship The most important development program: “Feeling gratitude and not expressing it is like wrapping a present and not giving it.” ~William A. Ward

28. Two More Views of the Importance of Stewardship • “I would maintain that thanks are the highest form of thought, and that gratitude is happiness doubled by wonder.”  ~G.K. Chesterton • “ Who does not thank for little will not thank for much.” ~ Estonian proverb ~

29. Stewardship Defined: Everyone’s Job Definition: • The continued engagement of donors after a gift is made to convey impact to the donor-investor and help ensure renewal and increased giving. The nature of the stewardship is often defined by the donor. • Stewardship responsibility and opportunities extend to all areas of your organization because the entire institution benefits from the gifts of donors: faculty, staff, volunteers. • Wherever donors intersect with your organization, stewardship should be extended.

30. Stewardship Cycle: Be Sure You Are Using the Steps

31. Levels of Stewardship

33. A Closing Thought…. • “The vineyards of philanthropy are pleasant places, and I would hope good men and women will be drawn there. Most of all, I would hope it will be better understood that if these vineyards are to thrive and bear their best fruit, they must always have first-class attention.” • Harold J. “Si” Seymour, Designs for Fundraising Thanks for your “first class” attention during this course! Kay Sprinkel Grace

34. Where Will You Go From Here? Next steps DCS Follow Up June 25 closing meeting of all participants School’s out! But there is still homework….

35. For the June 25 Meeting • At the meeting, I will return your initial Planning Template that you filled out at the November 12, 2013 meeting • You will be asked to review it with your team, and to gauge what you learned and what you still need to learn on your own or in subsequent sessions sponsored by the Archdiocese • In preparation for the meeting, please be sure all your homework has been done, and have a brief meeting to identify the key things you learned from this course.

36. Archdiocese of Los AngelesDepartment of Catholic Schools Kay Sprinkel Grace www.kaygrace.org kaysprinkelgrace@aol.com