Transition Planning - Spring 2008
Training Tomorrow’s Leaders Today – Spring 2007
Succession Planning Starts Now – Fall 2005
Save the Day with Good Sales Practices – Spring 2005
Eight Ways To Get New Volunteers – Spring 2005
Super Sales Secrets – Spring 2005
Fundraising Gone Wild! – Fall 2004
What's in it for Me? – Spring 2004
The 7 Habits of Highly Effective Fundraisers – Fall 2003
Ideas to Boost Teacher Support – Fall 2000
Mission: Possible - Cliff Notes for the Newly Inducted Fundraising Chair – Spring 2000
Seven Steps to a Smooth Volunteer Transition – Spring 1999
Lessons in Fundraising - Sales techniques for teenagers – Fall 1998
Ideas to Boost Parent Support – Fall 1998
Guest Editorial "Fundraising and Volunteerism" by Jackie Burch – Spring 1998
Everybody Wins! (How to encourage participation) – Spring 1998
Successful Fundraisers Involve Parents AND Kids – Spring 1998
Ten Characteristics of the Perfect Fundraising Chairperson – Fall 1997
Finding, Getting, Keeping Volunteers – Fall 1997
I Went to a Garden Party… A Case Study On How to Say "Thank You" – Fall 1997
| Transition Planning: Preparing Tomorrow’s Leaders Today | Spring 2008 |
If you’ve ever been unlucky enough to take the helm of a group or its fundraiser with no preparation, no records and no help, you know how important smooth leadership transitions are. “I go into a lot of schools where the volunteers have no idea which company they used for fundraising last year,” said Steve Kirk, a fundraising professional in Phoenix, AZ. “They’re almost blind.”
Train Your Replacement
It’s vital for outgoing PTA or PTO leaders to share what they’ve learned on the job with their successors. That rule of thumb especially holds true when it comes to school fundraising. An effective way to prepare the incoming fundraising chair is to get her involved now. Assign her a task that is important, but not too overwhelming, such as recording and tallying sales or distributing orders. Or ask her to record each step in the sale, along with all the contact information – a critical component to success.
Melissa Parker, fundraising chair of an elementary school PTA in Cumming, GA, believes her predecessor put her on the path to success by appointing her fundraising co-chair and mentoring her during the fall product sale several years ago. Parker said as co-chair, she learned how to handle deposits, returned items, exchanges and how to work with the fundraising company. Once Parker became fundraising chair, the former chair made herself accessible by answering phone calls and emails and even meeting with her face-to-face at her home to answer questions.
“It really helped to be co-chair for a year,” Parker said. “I didn’t go into my first fundraiser blind. [My predecessor] got me ready for almost everything I would face.”
Parker also credits a good working relationship between the PTA and school administrators with her smooth transition. She says her school has worked with the same fundraising company for years, so it was easy for her to work with the principal and the company because everyone was on the same page. Parker also developed a good relationship with the office staff.
“They helped tremendously with contacting teachers, reserving the gym for the kickoff assembly, and getting tons of copies made for reminder announcements in the weekly newsletter,” Parker said. “Working closely with the front office made a huge difference.”
Keep Good Records and Pass it On
When it comes to transition planning, the importance of written records cannot be overlooked. “If knowledge is power, then to have a smooth transfer of power, PTOs must have a smooth transfer of knowledge,” according to “8 Tips for Passing the Gavel” from PTOtoday. “A tremendous obstacle for new [people] is hidden information or poor record-keeping that leaves new leaders feeling like they have to reinvent the wheel every year.” PTOtoday recommends last year’s leaders do a “brain dump” on incoming officers and be sure to keep detailed notes on every project, including fundraising. PTOtoday recommends compiling notebooks for each activity and storing them in a location easily accessible by volunteers.
Parker said her PTA completes a report following each fundraiser — a report future fundraising chairs rely on heavily. The report includes information on the type of fundraiser, the budget, number of volunteers needed, dates, company names, and provides a list of things that the chair would do again and things she would change.
Take Baby Steps
Leadership develops most naturally when it’s gradual: from helping with the delivery of orders to serving as co-chair of fundraising to overseeing fundraising for the entire year. Transitions are assured when leaders cultivate successors, bringing in assistants who can take over the following year. To ensure a smooth transition in your PTO or PTA, train tomorrow’s leaders today with your next product sale.
| Training Tomorrow’s Leaders Today | Spring 2007 |
As an outgoing PTA or PTO president, it’s important to get your successor up to speed. Smooth leadership transitions are critical to the continued success of your group. Unfortunately, not every group properly prepares its future leaders. Celeste Tienken, who helped with fundraising at her children’s middle school, remembers taking over a position once when her predecessor, who was moving, met her at a nursery to hand off the materials.
“That’s all I had,” Tienken said. “It’s more ideal to work with someone for a year before taking over.”
Succession planning is vital, and fundraising can play an important role in this process. Having experienced volunteers ask newer people in the group individually to help with a product sale will help identify who has good organizational and leadership skills, as well which individuals have the ability to delegate, coordinate and set goals. Give the new folks a task that is important, but not too overwhelming, such as recording and tallying sales or distributing orders. Or ask them to record each step in the sale, along with all the contact information – a critical component to future success.
“When chairing a fundraising project, keeping good and accurate records is vital,” according to Jim Pike, a fundraising professional who works with schools in New Jersey. “When it comes time to pass the torch, share with your committee what worked and what didn’t work. This will help your successor get an early jump on planning next year’s project and will help minimize the possibility of making the same mistakes.”
Leadership develops most naturally when it’s gradual: from helping with delivery of orders to serving as assistant chair or co-chair of fundraising to overseeing fundraising for the entire year. Transitions are assured when leaders cultivate successors, bringing in assistants who can take over the following year. To ensure a smooth transition in your organization, train tomorrow’s leaders today with your next product sale.
| Succession Planning Starts Now | Fall 2005 |
If you've ever been unlucky enough to take the helm of a group or its fundraiser with no preparation, no records, and no help, you know how important smooth leadership transitions are. "I go into a lot of schools where the volunteers have no idea which company they used for fundraising last year," says Steve Kirk, a fundraising professional in Phoenix, AZ. "They're almost blind."
Succession planning is vital, and fundraising can play an important role in this process, for this is where many people get their first taste of volunteer work. Having experienced volunteers ask newer people in the group individually to help with a product sale is a good way to get them involved. Then give them a task that is important but not overwhelming, such as recording and tallying sales or distributing orders. Another role sometimes overlooked is to keep good records of each step in the sale, along with all contact information. This will give them a sense of what's involved in the overall fundraising process and will help them get to know other people in the organization. It's a good way to groom them to take an even bigger role the next year.
Fundraising is a particularly good training ground for future leaders because it puts them in touch with practically everyone. "Taking part in fundraising will test volunteers," says Kirk. "It develops leadership because they'll work with hundreds of different personalities in planning and putting the sale on. Lots of fundraising chairs go on to become president of the PTA/PTO." That's what happened with Celeste Tienken, who helped with fundraising at her children's middle school in Anderson, SC.
"When the money came in, I helped count it; fundraising was about all I did," she says. "Then one of the secretaries who knew I had been volunteering recommended that I get even more involved at the high school." At Westside High School, Tienken oversaw membership for a year and then went on to become president of the PTSO for three years.
Leadership develops most naturally when it's gradual: from helping with delivery of orders to serving as assistant chair or co-chair of fundraising to overseeing fundraising for the entire year. Transitions are assured when leaders cultivate successors, bringing in assistants who can take over the following year. "The most successful parent organizations have vice presidents elected knowing that the next year or term they're going to be president so you have automatic succession," says Michael Freeman, a fundraising professional in Indianapolis, IN. "The most difficult situations are when an entire organization's officers have left and all the people there are new." Tienken remembers taking over a position once when her predecessor, who was moving, met her at a nursery to hand off the material. "That's all I had," she says. "It's more ideal to work with someone for a year before taking over."
To ensure a smooth transition in your organization, train next year's leaders today with your next product sale.
| Save the Day with Good Sales Practices | Spring 2005 |
Don’t worry that you are not a born salesperson; in truth, few people are. Remember, when conducting a fundraiser, think like a small business owner whose livelihood (a.k.a. the fundraising goal) depends on good planning and getting people involved who want to help the cause — as a volunteer, as a supporter, or both. So, how can you “make it” (or fake it) as the super salesperson who has both the plan and the chutzpa to motivate others to sign the volunteer list and/or sign the check and order form? Frank Miller, a seasoned fundraising sales professional in College Grove, TN, offers five attributes of a super salesperson:
• Listener
• Realist
• Organizer
• Doer
• Sincere
Miller says that these qualities can be applied by anyone who is brave enough to flex some muscle and lead the next fundraiser.
Let’s Start With Perception
“Many people perceive the best salespeople to be ‘look at me’ types,” Miller says. In fact, a selling situation is less about what the salesperson says and more about what the salesperson hears. “A good salesperson is a listener who quietly motivates others,” says Miller. In the case of gaining volunteer support of a program, it is the Committee lead (principal, parent or teacher) who “sells” members of their group toward a common goal.
There are ways of making the goal meaningful: Make sure it specifies where the money will go and quantifies the group effort. Set a realistic sales goal and break it down. For instance, suggest a total dollar amount for the group and for each individual salesperson. If you have someone whose inclination is to sell nothing, get them to sell just two or three items. That still helps with the group’s overall goal. The concept of “the whole is greater than the sum of its parts” applies here, and you can reinforce that in your sales pitch to your group.
The Reality Of Being Prepared
Super salespeople are prepared and organized. You should give written instructions or mini job descriptions of what is expected from each support role, including an estimate of time commitments. You can break time blocks into two, four, eight-hour or more increments, increasing the likelihood of a match with potential volunteers. Prepare your sales force, parents and children alike, with a short script that focuses first on the school’s specific need (goal) and follows with the product(s) you are selling.
Distribute the script to your sales team and encourage members to practice it with their families. Something to think about: A parent’s commitment to a program rubs off on their child and the more likely the child will reach his or her individual goal. Take note: Genuine enthusiasm and eye contact are important to the scripted sales pitch. The first 30 seconds—and in some cases less—will determine whether you capture your listener’s attention.
A Few Can Really Fly
A super salesperson is a doer, according to Miller. Not only do they serve as the team lead and champion for the cause, they get right in there with the team to make sales calls, to count orders, to deliver products, to solve problems. They walk the walk, which in turn spurns others on to emulate them. Miller says the best practice that a super salesperson can offer is sincerity. “If a volunteer knows they are genuinely wanted and needed, they are more likely to sign on with you. If a potential customer knows their support means everything to the success of your program, and you present your product in a positive light, they are more likely to buy from you.” Miller sums up: “Fundraising works better with a lot of people doing a little — not a few people doing a lot.” And, Fundraising Success (with a capital “S”) happens when a few super salespeople fly along the fundraising chain to make everything and everyone feel worthwhile.
| Eight Ways To Shore Up New Volunteers | Spring 2005 |
You might need eight days in a week to get that next fundraiser off the ground. And you definitely need eight to eighty warm bodies for your fundraiser to set sail (get sales)! Research suggests there is a strong correlation between the number of volunteers a fundraising organization taps and the amount of money they can expect to raise. Where and how do you get good volunteers committed to your fundraising goal?
1. Seek ’em out: At the bus stop, at the school drop off or pickup, at the neighborhood BBQ or monthly Bunco game. Opportunities are right in your backyard. Have the sign up sheet with you at all times and follow up quickly with those who say “yes.” For a given fundraiser, you can display a large poster signup sheet in the school hallway, listing areas of need, e.g. concession, classroom, counting orders, product delivery. Visuals can support by showing a picture: “Help sell x and the school gets y.” Better yet, “help sell x and your child gets y.”
2. Line ’em up: During the first two weeks of school, line up a healthy reserve of volunteers who rotate during the year. Individuals should not be tapped for more than one or two fundraisers a year. Encourage eager newcomers, such as parents of kindergartners or high school newcomers, and parents new to the community. Keep the pipeline full: At the end of each drive, begin the search for next year’s crop of volunteers. Ask this year’s volunteers to write a job description for their replacement. Then ask who they recommend for the job.
3. Sell ’em with information: Busy parents, working parents don’t always have the school calendar on the brain, nor do they necessarily know what your parent group is about. Make folders describing your mission, the people on the team and their contact information, and include a snapshot of the year’s calendar of activities and have them ready for open house and parent-teacher conferences. Ask for one commitment, either to a regularly scheduled fundraiser or to a special event or project. Use constant reminders: a month-at-a-glance calendar parents can tape to the refrigerator, telephone trees, email groups, electronic bulletin boards.
4. Think short-term: Give volunteers a specific task in a manageable timeframe and let them take ownership. Recruiting warm bodies for quick results is effective when the volunteer position can be done by almost anyone, either because no special skills are required or the necessary skills can be taught in a limited amount of time. Short-term simple jobs can be handed to those who would help at family book reading night, a field trip, or a special weekend event.
5. Match Skills: If it’s more than a warm body you need, consider matching the skills and interests of your volunteers to your list of tasks. Get to know them by asking questions: What would they like to do? How much time can they commit? What do they do for a living or for fun that applies? For example, the freelance copywriter in your neighborhood may be the next person to take on your newsletter or write and pitch a press release to the local media. Similarly, the tennis league member who never has time for meetings and committees might be the person to chaperone a sporting event.
6. Target each grade: Parents who may not warm up to a schoolwide fundraiser may find it easier to get involved to raise funds for their child’s specific grade level. Parents will see a direct benefit to their child because their efforts are sharply targeted.
7. Put more people on the clock: Whether someone has an hour, a half-day, a weekend or a whole school year to give — accept it. Graciously. Then ask the new volunteer to tell five friends about the parent group and its goals. And so it goes.
8. Praise ’em like you should: Create an environment that celebrates the spirit of volunteering all the time. End-of-year appreciation is nice but you might need to recognize your star players weekly, monthly or on some recurring basis. Ideas: A prime parking spot with a big sign that says “Reserved for Volunteer of the Week”; a monthly raffle for “best seat in the house” for school events like graduation or local events such as a hot play or concert in town; a feature story complete with pictures of volunteers in your parent-group newsletter, the local newspaper, and don’t forget Fundraising Edge and the Fundraising Makes It Happen program (see sidebar).
Wrap-Up
You know you have a winning fundraiser when volunteers replay their experience thinking of the playground they helped build instead of the catalogs, order forms and monies they organized. This warm-hearted memory just might motivate them to sign up and volunteer again.
| Super Sales Secrets | Spring 2005 |
- Emphasize setting a personal challenge goal Have volunteers make a commitment to be their group or subgroup’s best salesperson. Structure their sales efforts to emphasize achievement, not failure.
- Sellers state their solo goal out loud By publicly stating what you’ll accomplish to your peer group, you’ve reinforced the commitment.
- Make a prospect list Volunteers should make a list of prospective customers before they start. Review it and make sure they have at least ten targets.
- Define your best customers Stick to the people you know— friends, relatives, neighbors, etc. Don’t forget coworkers and out-of-town contacts for your major fundraisers.
- Rehearse the sales pitch Have everyone practice your group’s sales pitch at home, making sure the goal is stated. Fine tune your two-sentence value proposition and make sure that every seller uses it.
- Be armed and dangerous Be prepared. Volunteeers should carry their order form and sales materials wherever they go. You never know when a good prospect will emerge!
- Use the power of “because” Use the word “because” when stating the group’s goal and your first request for help. It’s an extremely potent trigger word.
- Ask for the order Always include a direct request for an order in your sales script after the because statement. “Can you help us meet our goal?”
- Personalize by picking favorites Tell each volunteer to find one or two items that they like and then promote those enthusiastically.“These green ones are great.”
- Ask for more business After the initial order is placed, offer supplemental items for more revenue or ask for referrals, etc. Ask these questions:
“Can I show you another program we’re offering because it’s a great deal too?”
“Can you think of anyone else I should contact?”
- Make it easy to buy Do everything you can to make buying your offering easier. Offer to fill out the form yourself. Remind the prospect that a certain item makes a good gift and that it’s all for a good cause.
Kimberly Reynolds left a career in high-tech sales to apply her business expertise to the world of fundraising for non-profit groups. Author of Fundraising Success, Reynolds has helped hundreds of school, church and youth groups maximize their fundraising success. This article excerpt was edited and reprinted with permission, all rights reserved.
| Fundraising Gone Wild! | Fall 2004 |
“Some schools fundraise to [hire more teachers and] reduce class size,” says Jan Harp Domene, Secretary/Treasurer of the National PTA. Others raise money for notebook paper and pencils. Not that these are unworthy goals, Domene is only relating how fundraising objectives have changed from simpler times when music, art and drama classes made the fundraising A-list. Domene says it’s unfortunate when school fundraising dollars are unable to pay for programs that stir kids’ passions. Instead, more and more fundraising dollars are being used to pay for school necessities such as classroom supplies and equipment.
Recent research indicates that 71% of parents are concerned and overwhelmed with having to do more fundraising. Not only are schools running multiple programs each year, parents are also tapped by the local little league, football teams, Girl Scouts, and so forth. Parents and kids are simply burned out on the subject. Naturally, concerned parents who question why they need to do more also will want to know what they are doing it for.
“With so many working families today, there is only so much time and money to go around,” says John Kukta, President of an Ohio-based fundraising company. Kukta says fundraising participation is down, on average, because of too many programs. Some schools hold three and four fundraisers in the fall alone, and the same wonder why only 30% of families participate in a single drive. “You can only go to the well so many times,” Kukta says.
A common misperception is that more fundraising will make more money. And some organizations make the mistake of running a smaller program that returns very little profit, prior to kicking off a larger campaign. This type of back-to-back fundraising can shortchange both programs. It can backfire with an unprofitable result on the small program and, further, taint participation for the “big” fundraiser that can “show you the money.”
Kukta advises organizations to concentrate on the fundraiser that makes the most money for the school.
He says that one well-planned and executed fundraiser can more than triple the results of a few status quo programs. Domene agrees that “less is more” when it comes to fundraising. “Parents would be happy to know that schools are sensitive to their time and money concerns,” she says. Schools and organizations should begin by focusing fundraising on fewer, but higher impact projects. Parents will double their efforts if they know they’re going to be tapped only once or twice a year, Domene reasons.
To return participation to effective levels, fundraising experts recommend that organizations considering schoolwide programs forego adding too many fundraisers to the calendar. PTAs, PTOs, parents and faculty need to talk to each other and work together to deliver a common fundraising program that accomplishes a worthwhile goal.
| What's in It for Me? | Spring 2004 |
It’s a scientific fact that people most often act in their own self-interest first and then consider the needs of others. That is why society places a high value on such selfless acts as the heroism of the firefighter or the courage of a soldier.
So, how can groups that raise funds appeal to the self-interest of a potential supporter?
- By defining precisely how their contribution will help
- By increasing the perceived value of what they give
- By increasing the perceived value of what they receive
Group volunteers need to communicate to each prospect the exact nature of the community benefit. For example, a PTA fundraiser needs to communicate what the net proceeds will be spent on — teacher supplies, playground equipment, etc. Your results will be dramatically higher than just saying that you are doing a fundraiser without specifying what the funds will be used for. A potential supporter should immediately be informed of the amount of school supplies their funds will provide. If it’s new playground equipment, mention the cost of a specific item and link it to their contribution. For example, by stating that a $10 contribution purchases a new basketball or a $30 contribution will buy a swing, the supporter gets a visual image of the result of their fundraising support. That image has the effect of associating a donation with a pleasurable feeling, making it much more likely that the prospect will support your cause.
Besides increasing the perceived value of what they give, you also want to increase the perceived value of what supporters receive. You do that in different ways for different fundraisers — donor recognition items for contributions, more attractive packaging on items being sold for a profit, or making your charity auction a black-tie event.
Each of these approaches increases the perceived value without significantly increasing the cost. That means that each of your supporters will assign more value to what you are offering. That translates into increased funding for your organization.
So, what’s it all mean? Just this. In planning your next fundraiser, be sure everyone knows how to respond to potential supporters whey they ask, “what’s in it for me?”
Kimberly Reynolds left a career in high-tech sales to apply her business expertise to the world of fundraising for non-profit groups. Author of Fundraising Success, Reynolds has helped hundreds of school; church and youth groups maximize their fundraising success. This article excerpt was reprinted with permission, all rights reserved. For more articles by Kimberly Reynolds visit www.fundraiserhelp.com.
| The 7 Habits of Highly Effective Fundraisers | Fall 2003 |
We asked a number of fund-raising professionals and experienced volunteers what they thought were the most important traits an individual/group should possess to be successful at fund-raising. Here’s their list, which we found coincides nicely with Stephen Covey’ well known theories detailed in his best-selling book, The 7 Habits of Highly Effective People.
- Be proactive. Motivated fundraisers are successful fundraisers. Truly motivated volunteers never wait to be asked. They’re often the first to identify the fact that the playground needs repair or the media center needs more books. Likewise, they’re usually the first to take action to meet those needs.
- Begin with the end in mind. Successful fund-raising projects and the people who drive them are supremely goal-oriented. They are, from beginning to end, focused on the reason why the group is fund-raising and take every opportunity to remind volunteers of why they are fund-raising.
- Put first things first. Strong organizational skills, including the ability to set priorities without losing track of the details, is one of the most common traits found in successful fund-raising chairpersons. Good math skills and comfort in handling money also are important.
- Think win-win. Successful fund-raising programs have at their core a trusting relationship between the volunteer at the helm of the fund-raising drive and the company/company representative with whom they are working. It’s what Covey describes as the “you help me, I help you” concept. If the fund-raising sponsor and the professional they’ve hired both believe in this concept, the non-profit group will benefit.
- Seek first to understand, then to be understood. When problems arise (and they always do), it’s great if the person at the helm is unflappable with good people skills. Effective fundraising chairs are good listeners, therefore, excellent communicators and problem solvers.
- Synergize. The whole is greater than the sum of its parts; therefore, successful fund-raising coordinators are good at team-building and understand the importance of a diverse committee. Work to make sure that each member’s strengths offset the weaknesses of others, with a good mix of new and experienced volunteers.
- Sharpen the saw. Exhausted volunteers are commonplace. To stay fresh, keep a good balance between the professional, family and volunteer parts of your life. Heading up a fund-raising drive can be time consuming. Prepare for it. And always have a backup — someone in training ready to take over when your job is done.
| Ideas to Boost Teacher Support | Fall 2000 |
We asked a number of parent groups, principals and product fundraising professionals how they motivate teachers to participate in school fundraising activities. Here's a sampling:
"We have one school that splits all the profits among classes. Whatever amount is raised by a given classroom is kept and spent by that classroom. Often the students are involved in deciding how the money is spent. That way teachers AND students are motivated to participate."
"At our school, each classroom receives 25% of what they earn to reduce the number of times teachers have to dip into their own pockets to pay for special classroom projects."
School Teacher, New Orleans, LA
"Teachers rarely get the recognition they deserve. As a token of our appreciation, our company allows teachers whose classrooms reach a certain level of participation to select an item from the brochure."
"Our PTA includes the principal and a handful of teachers in helping us identify the school's needs for the coming year. Sometimes it leads to interesting discussions but, without their buy-in, we won't succeed."
"Teachers appreciate anything we can do to eliminate classroom interruptions. Instead of asking teachers to collect order forms or keep tallies, we provide a colorful box near the front of the school for students and parents to drop orders. Instead of one kick-off assembly, which logistically can eat a lot of time, we offer to send volunteers to each classroom for a shorter 5-minute overviews of the fundraiser."
"When we're preparing to kick-off a fundraiser in a new school, we ask the school principal for 10-15 minutes with the teachers in the faculty lounge to show samples, serve snacks and stress the important role they have in our success."
Fundraising Professional, Dayton, OH
| Mission: Possible - Cliff Notes for the Newly Inducted Fundraising Chair | Spring 2000 |
"Congratulations Ms. Cantsayno, you've been appointed fundraising chairperson. Your mission, should you decide to accept (and you will because we know that's the kind of person you are) is to oversee our school's fundraising activities. Good luck."
Do not panic. Fundraising is not for wimps. You'll never hear Tom Cruise whine, "But…but…I've never done this before." Now is the time for action. The following attack plan was developed with the fundraising rookie in mind in consultation with several experienced fundraisers. One word of caution: every fundraising program is different so the logistics can vary greatly. However, once you've selected a particular program and a professional company, your fundraising representative can help you map out the details.
Six Months Before
Step 1 - Set a Goal
No fundraising activity should be without purpose and that purpose should be one that everyone can support. Why do you need the money? How much money do you need? When setting the fundraising goal, be specific. Involve all interested parties in setting the goal and then make that the focus of your campaign from start to finish. If the goal is meaningful to school administrators, faculty, parents and children, your chances for success are greater.
Step 2 - Recruit a Committee
New fundraising chairs often try to do too much themselves rather than delegate. Recruit a team of three or four parent volunteers to help organize the activity and recruit any other needed volunteers. For example, assign one person to take care of publicity; two to handle money collection and record keeping; and another to manage delivery logistics.
Step 3 - Select a Company
Get this right and the rest should be a cakewalk (pardon the expression). Pare down your list to two or three companies and make appointments with each. Allow enough time (at least 45 minutes) for a proper presentation. Step 3 is not the place to skimp on time and effort.
Competing companies will need to know your group's financial goal; the number of potential participants and their ages; and any historical information you can provide (e.g. past fundraisers, participation levels, successes and failures).
You will need to learn from each of the companies you interview:
- How long has the company been in business?
- How many years of experience does the company representative have in fundraising?
- Are the program's product/s of high quality that the organization will be proud to stand behind?
- What services are available to save you and your volunteers time and energy?
- How will the program work? Are products paid for in advance or upon delivery?
- Does the company understand and comply with your state sales tax laws?
- How is safety addressed? Does the company discourage unsupervised door-to-door sales? Will adult supervision be stressed? How will these points be communicated to parents? Children?
- What promotional assistance will the company provide? (kick-off assemblies; parent letters; posters; samples for display; etc.)
- Is there an incentive or prize program? If so, who pays for it?
- How are products shipped and when? Who pays the freight?
- What is the policy regarding damaged or unsold product? What about back orders?
- Will there be a written agreement?
- Can the company provide references? (Be sure to call and check these references.)
Again, it's important to remember that there are many types of fundraising programs. Not all of the above criteria may apply to your organization or the company with whom you choose to work.
Once you've selected the firm, set the dates and place them on a school or community activities calendar to avoid overlap within your own school or neighboring schools. Clear activities and crucial dates with appropriate officials (school principal, coaches, and custodians) to avoid conflicts with other events. Now relax for a few months.
One Month Before
Step 4 - Final Planning
Contact your fundraising representative and meet with your fundraising committee to review logistics. Make a list of materials that you'll be responsible for and those that the company will supply. Determine how many adult volunteers you'll need to execute the fundraiser at every step.
Develop a master schedule of important dates for everyone to use as his or her blueprint. Include such details as: advance promotion (press releases, newsletter articles, billboards); arrival dates for company materials; kick-off activities with students/teachers/parents; deadlines for orders/money to be turned in; reminder notices/P.A. announcements; delivery of products and prizes; announcement of results to all participants; volunteer appreciation; and a wrap-up meeting to review the entire event.
Let teachers know about the fundraiser so that they may incorporate it into their lesson plans.
One to Two Weeks Before
Step 5 - Advance Promotion
Send a flier home to parents announcing your fundraising goal and when they can expect to receive their fundraising packets/products. Put up posters around the school and post dates on the school billboard, web site and on the homework hotline. If an open house or parents meeting is scheduled, arrange a display with product samples from your fundraising project.
One to Two Days Before
Step 6 - Countdown
Touch base with fundraising company, school administrators and custodians to reconfirm logistics. Gather and sort the supplies you'll need from the company. Check in with your committee and team leaders. Call volunteers to remind them of their responsibilities and when
they're needed. Post reminders to teachers, explaining procedures, reminding them of the goal.
D-Day
Step 7 - All Systems Go
This is when you start to congratulate yourself on all the careful planning. Kick-off activities, if scheduled, go off without a hitch. Appropriate materials finally go home to each family. If your particular event will last over a one- or two-week period, make your final preparations to motivate volunteers. Remind volunteers of important deadlines; the group's ultimate goal and what progress has been made.
Some families may jump right on the fundraising project, returning their order forms/money immediately. So it's a good idea to review your process for order and money collection to ensure these
early returns are accounted for. Likewise, now is the time to review your plans for product delivery first to your school and then to the end-user. Touch base with the fundraising company representative for an approximate date of delivery. Reconfirm availability of space with school officials. If parental pick-up is planned, begin scheduling times once a firm delivery date has been determined.
Step 8 - Product Delivery
Again, fundraising programs will vary widely. Sometimes products will go home with students. Sometimes parents will pick up the orders. There are some instances that the product may go directly to the end-user. Have enough volunteers on hand to handle products at the appropriate time, making sure there is someone to trouble-shoot missing orders. Forward appropriate paperwork (invoice, purchase orders) to your organization's treasurer or bookkeeper to ensure prompt payment. Then, congratulate yourself again on yet another well-executed plan.
One Month After
Step 9 - Evaluation
Did your group meet or exceed financial expectations? Are plans underway toward implementing the originally stated goal? (Is the new playground equipment on the way? Are the field trip plans complete?) Communicate the final fundraising results by P.A., billboards, newsletters, parent letters, etc., thanking participants for their support. Meet with your committee to review the entire activity and any notes taken along the way to identify improvements for next year. Provide an overall report to the school principal in a brief meeting. And provide your fundraising company representative with your feedback.
Now you can proudly pass on your file and vast knowledge to the next, more fortunate fundraising chair, because … congratulations, Ms. Cantsayno, your successful fundraising efforts just landed you the position of incoming President!
| Seven Steps to a Smooth Volunteer Transition | Spring 1999 |
Every year non-profit organizations struggle with turnover among volunteers. No position is more volatile than that of fundraising chairperson. We asked several seasoned fundraising professionals what they do to make the transition seamless:
| “The key to smooth transition is a strong volunteer reserve. The way to build reserves is to look like you know what you’re doing. People want to join a well-oiled machine so they can get their name on the plaque, too.”
“Our fundraising chairperson makes a two-year commitment, spending the first year learning as co-chair to gain the experience they’ll need the following year to lead the drive.” “Keep good notes to pass on to the next fundraising chair. Include procedures for tracking money, organizing volunteers. No information is too trivial. Think in terms of what you wish you knew when you took the job.” |
“Create a fundraising calendar that can be easily updated each year. Include as many details as possible — when to begin interviewing fundraisers, soliciting volunteers, promoting the event and so on.”
“We always ask our groups to give us a “report card” on how our company did and how the fundraising program went. What did we do well? And what can we do better? This record helps the next fundraising committee AND our company identify priorities.” “I like to have a planning session before school starts. Most school-wide fundraisers begin the first or second week of September, if not sooner, and that’s too late for planning.” |
“It’s important that new leaders feel they can call for advice. Once you’ve given up the fundraising reigns, be accessible without appearing dictatorial.”
| Lessons in Fundraising: Sales techniques for teenagers | Fall 1998 |
Today, just as it has been for decades, thousands of American teenagers are fundraising to pay for their extra-curricular activities. But, getting teenagers enthusiastic about fundraising, or any school-related activity, can present a challenge. Here are some fundraising reminders to help motivate teenagers:
Pitch in for the team.
Fundraising should be a voluntary activity for students and promoted as such. Once they understand the personal and group rewards from active participation, most students are willing to step up to the plate. Focus on family, friends, and familiar neighbors. It’s safer and usually yields higher sales. In fact, most fundraising sales today are made to family, friends and parents’ friends and co-workers. Discourage solo selling without adult supervision. Even older teens should practice safe-selling techniques by working in groups.
Perfect an introduction.
Never start with the question "Would you like to buy..?" because the standard answer is ‘NO.’ Students should introduce themselves, their group and their group goal with major emphasis on the GOAL. What’s the money going to provide? Student volunteers who communicate the organization’s purpose make better ambassadors.
Think like a salesperson.
Be positive. It’s not unusual for some kids to say "You might not want these." If they present the product in a positive light throughout the presentation, chances are better they’ll make the sale.
Look "professional."
A nice appearance and identifying apparel adds credibility and helps make the sale. If possible, wear a group uniform or a tee shirt with school logo.
Say "thank you" for the support.
Remember to say "thank you for helping us meet our goal," and restate the goal.
Sources: B&O Band and Orchestra Product News July/August 1998 "Selling 101" The Official Football Fundraiser’s Guide, J. Alden Briggs, Jr., published by Boosters Clubs of America
| Ideas to Boost Parent Support | Fall 1998 |
we asked several principals, parents, parent leaders and fundraising professionals to share their ideas for boosting parental support. Here’s what they said:
"At every opportunity, communicate the specific goal of your group’s fundraising project. Parents respond better if they know exactly how fundraising efforts will help their children."
"Stress the importance of adult supervision and parental involvement when students are asked to participate. Parents should never feel they must shoulder complete responsibility for school fundraisers, nor should they allow their children to participate without clear guidelines and direct supervision."
"Let parents know that you are sensitive to their time and pocketbooks by limiting fundraising to a few, high impact projects. They’ll double their efforts to help if they know they’re only going to be called upon once or twice a year."
"Provide parents with a complete fundraising schedule at the beginning of the year to avoid surprises. Include launch dates, deadlines for turning in orders/money and, when appropriate, an estimated delivery time for products.""Use web sites, newsletters, outdoor boards, local cable bulletin boards and homework hotlines to communicate important information to parents and updates on the fundraising campaign."
"For working parents, organize before and after school ‘drop-in’ programs. Or identify assignments that can be done from home or over a lunch break."
"Offer family and/or parent incentives for participating, such as dinner at a local restaurant or a raffle ticket for a weekend getaway to a nearby popular destination."
"Take advantage of special school events to display products, garner extra sales or provide pertinent information on the current campaign."
"Find a way to say "thank you" to all participants. Report the final results. Recognize extra efforts.
| Guest Editorial "Fundraising and Volunteerism" by Jackie Burch | Spring 1998 |
Rosemary had just been elected as a Student Council representative at her school. She was so proud because she knew that the Student Council was a very active group that believes in giving back to the community. One of the first projects in which she participated was selling candy. She understood that all of the profits would be given to a local organization that helps needy families. Rosemary worked hard and was a top salesperson. She was chosen to present the check to the local charity. While at the charity, she met other volunteers and decided that she wanted to do more for the needy and homeless in her community. Rosemary became a dedicated volunteer, donating more than 350 hours of her time before high school graduation. Rosemary is one of many students nationwide who had her first volunteer opportunity through fundraising.
Community service and volunteerism are natural extensions of good citizenship. Students can show the community that they are taking an active interest in its well-being. Our Student Council does at least one fundraising project a year with all of the profits donated to a charity. When the students become more informed about the needs in their community they are more willing to volunteer and help. Volunteerism among youth benefits both the youth and the community. It places the youth on the front lines addressing some of the most pressing issues of today such as homelessness, illiteracy, and the environment. Youth volunteers bring energy, commitment, and ideas to impact and enhance the services of community organizations. Schools are also discovering that youth can learn and grow a great deal while serving others. “Service learning” has become an important tool for communities as well as educators. Not only are the needs of the community being met by energetic new volunteers, students are learning about themselves and others around them.
Helping others encourages youth to make positive choices in life. Youth who stay busy with volunteer activities are less likely to be involved in at-risk activities. Volunteers are busy making a difference. Fundraising plays a vital role because it gives many youth their very first opportunity to become involved in serving their community.
Jackie Burch
Student Council/NHS Adviser
National Association of Student Activity Advisors, Region 8 Board Member
Fort Meade High School
Fort Meade, FL
| Everybody Wins! (How to encourage participation) | Spring 1998 |
We promise ourselves a new pair of jeans (or a double scoop of Rocky Road) when we lose those last 10 pounds. We ease our children through agonizing trips to doctors and dentists with the promise of a milkshake or a visit to the park afterward. We gladly deposit our paychecks after two grueling weeks on the job. Yes, incentives are a daily part of our lives. We use them to motivate ourselves and others to take action; to reach goals; to carry our own weight or, in some cases, lose it.
So it is no surprise that incentives are a regular feature in school and extra curricular fundraising activities. Motivating families to take an active role in fundraising is challenging. A simple straight-forward letter explaining the fundraiser’s goal and its benefit to children will prompt most parents to act on a fundraising plea. But convincing a child just to take fundraising information home — not to mention selling items to their family and friends — often requires a more immediate, tangible reward.
“Our school uses incentives every day — for learning, discipline and, yes, fundraising,” according to Julie Good, PTSA president for a middle school in Silver Spring, MD. “I understand the need for prize programs,” Good says. “But, because I think students should want to help their school we work very closely with the fundraising company to make sure that the goal is not lost on the kids.”
Fundraising incentive programs, especially those directed at children, are sometimes the subject of debate among fundraising organizations. Some worry that certain types of incentives may reflect badly on the school or group sponsoring the fundraiser. Others fear that prize programs featuring expensive items (e.g. bicycles, televisions, boom boxes) may over-excite some children and create undue pressure to compete or tempt some children to ignore rules regarding door-to-door selling.
However, experienced fundraisers note that incentive programs increase participation with dramatic results on the bottom line — multiplying returns to the school as much as two-fold. Most incentive programs are designed to encourage involvement of students who otherwise would not participate in fundraising programs.
Incentives Work
“I don’t know why a group wouldn’t use incentives when it can make such a difference,” reports Mary Schumacher, past PTA president and former fundraising chair for two schools in Des Moines, WA. In the three years that Mary was responsible for fundraising, she made sure that incentives were included in the fundraising program. Last year, her schools earned almost $15,000 with just one fundraising project which helped underwrite field trips, assemblies, student enrichment programs and a very successful reading program. “By the way,” Schumacher adds “even the reading program included incentives. Let’s face it, incentives work.”
Many fundraising sponsors and companies agree with Schumacher, suggesting also that a well-designed incentive program can decrease uncollectibles and increase the odds that forms will be turned in on time.
Proponents argue that incentive programs do not need to incite individual greed to make a fundraising project successful. Done well, an incentive program rewards effort, builds teamwork and promotes ownership of the fundraising project.
“There’s a lot of good that comes from children accepting some personal responsibility to pay for extra privileges, supporting their school and learning the basics of citizenship, self-confidence and how to handle money,” according to Mark Jones, owner and president of a California company specializing in fundraising programs for sports leagues and school groups. “If it takes an incentive to get the ball rolling — okay. Just do it right.”
There are a number of incentive programs used today to recognize individual fundraising achievement; small group (teams, classroom, fam- ily) accomplishments; and school-wide participation.
Individual Incentive Programs
Rewarding individual achievement can be as simple as a sticker to every student who takes the fundraising information home or returns the forms to school on time. But, a more popular practice is to reward students who sell one or more items with a small “participation” gift — such as rulers, pens, pencils, reflective bicycle tags and puzzle/maze books. Sometimes the sponsoring group will develop their own reward system to recognize individual fundraising participation.
“No one knows better than a PTA or PTO what their kids will like,” according to Skip Hammond whose fundraising company is based in Bernardston, MA. Many of his groups choose to do their own incentive programs, awarding such things as popcorn, movie, or ski passes to children for participating in a fundraising project.
“Accumulative” or “tiered” programs reward individual sales achievement at different levels. For example, if an individual sells 5 items (or reaches $30 in sales) he or she receives a gift from category A. If they sell 10 items (or reach $60 in sales) he or she receives the category A gift as well as a gift from category B and so on. A “select-a-prize” program may be structured the same way, with the individual allowed to choose from several different prizes.
“Our incentive programs use a point system which allows kids to compete only with themselves to earn educational software,” reports Mark Jones. “Children can choose one of several different interactive CD-Roms on a range of topics — geography, plant life, famous authors. They’re fun and support academics.” According to Jones, the educational nature of these incentives bring good reviews from parents, teachers and administrators.
Some groups tie incentives to other popular school fundraising project. For example, every student who participates in the school-wide fundraising drive builds an “account” equivalent to 10% of their individual sales. The “money” in this account can be used against purchases at the school’s book fair or game tickets at the school carnival.
More and more, fundraising companies are abandoning prizes to reward “top selling” students in favor of more equitable raffle systems where all participants at a given level can enter a drawing for a more expensive — or a more creative — reward, such as “Principal for a Day Exchange” where winning students switch places with the principal for one day.
Team and Schoolwide Incentives
To promote teamwork, many groups have found innovative ways to reward classroom and family achievement in fundraising.
“We’ve been working with a number of schools to get away from child-centered prize programs to classroom incentives,” reports fundraising company owner, Tommy Evans, based in Greensboro, GA. “Most of our kids already have the electronic prizes found in a typical incentive program. It’s the classrooms that have shortages and we want to involve teachers.” Evans’ company offers a “tiered” incentive program where a class that reaches a minimum combined sales goal ($500 for example) will help the teacher select from a list of items such as playground equipment, computer software and other fun classroom tools. If the classroom reaches certain sales levels, they select classroom prizes from level A and level B and so on. “In six or seven years, this one particular school has not done a single individual award prize program. Yet every year they meet or beat their fundraising goal,” Evans notes.
Popcorn, pizza and ice cream parties are popular ways to reward students for reaching their goals. At a recent workshop, several fundraising companies shared ideas for rewarding team success, such as:
- School visits from local celebrities
- N.U.T. (No Uniforms Today) privileges for private school students.
- After school field trip to a nearby Putt-Putt course.
- School presentations by a traveling magic show or petting zoo.
As parents shoulder more and more of the fundraising responsibility, many sponsors reward exceptional efforts by families with dinners out, weekend getaways, shopping sprees or savings cards to nearby retailers.
Incentives have always been an important part of fundraising — encouraging participation; rewarding volunteers for their effort; adding fun and excitement to programs. It is important that school administrators and parent groups work closely with a professional fundraising company to determine what incentives — if any — are appropriate for their school-age children.
| Successful Fundraisers Involve Parents And Kids | Spring 1998 |
In order for children to benefit the most from fundraising activities, families should work together. Here are some ideas to get that partnership off to a good start:
- Clearly state goals to parents and what is needed from each family to meet those goals.
- In a letter to parents state the positive benefits that they and their children can derive by working together to support the school. Stress the importance of supervising their children’s fundraising activity.
- Encourage children to focus their efforts on family and friends with phone calls and letters.
- Ask parents to share information about the fundraising activity with co-workers and family, but give them ideas for keeping their kids connected to that activity, such as:
- Encourage children to write a note introducing the project and include information on who is doing the fundraising and why. Display the note prominently with the order form or products.
- Invite kids to the office during lunchbreak to collect money or deliver products.
- Suggest handwritten thank-you notes from children to all supporters.
| Top Characteristics of the Perfect Fundraising Chairperson | Fall 1997 |
We asked several principals, teachers, parents and fundraising professionals to profile the perfect fundraising chairperson. Here's what they said:
"I look for someone with good people skills who is patient and able deal to with other volunteers in a calm fashion."
"They need to have enough time to devote to the task. Sometimes volunteers are unable to see a project through because it took more time than they had to give."
"Find a dedicated person who will treat their fundraising job like a business."
"They should have good math skills and feel comfortable handling money."
"You need someone with strong organizational skills with good follow-through and an eye for details."
"A good fundraising chair has a back-up ready to take the reigns in an emergency, and someone in training for next year."
"It's great if you can find a person who is unflappable — someone who won't panic."
"Experience is the best qualifier. Instead of rotating the fundraising chair, it's smart to keep good people in the loop for continuity."
| Finding, Getting and Keeping Motivated Volunteers: A 10-Step Program |
Fall 1997 |
Volunteers. They're out there. And it's your job to recruit them and keep them happy and committed. In these times of dual-income and single-parent households, finding enthusiastic parent volunteers can be frustrating. But don't be discouraged. The following 10-step program may help in your search for living, breathing, inspired volunteers.
1. Assign a volunteer sergeant. It takes one to know one. Identify the one person you count on most. This is your point person for building the volunteer force.
2. Evaluate needs and plan an attack. Once you have a list of assignments, write a job description for each. Include: job responsibilities, volunteer qualifications, available job training and benefits (e.g. childcare, free transportation and parking)
3. Identify the targets. Parents of kindergartners attending their first PTA meeting are new to the school; eager to help; and most likely to be around for a few years. You may want to offer extra incentives. One idea: start a volunteer "bank account" where hours accumulate toward tangible rewards such as free game tickets to the school carnival.
Make a special plea to Dads who often want to be involved but may need extra urging. Grandparents, senior citizens, persons with disabilities and friends in the business and civic community are all volunteer material.
4. Issue a personalized call to arms. Don't just rely on sign-up sheets and newsletter announcements to bring in volunteers. Call parents one-by-one. The art of volunteer recruiting is in personal selling.
When making written appeals, list specific areas where you need people: concessions, classroom, media, office, fundraising, etc., and include estimates of how much time each task requires.
5. Screen and train volunteers. Even hand-picked soldiers need to be briefed on their assignment. Ask what they personally want to get from their volunteer experience. Orient them to the school and provide an opportunity for them to ask you questions.
6. Let volunteers do their job. Recognize that they may not be experts. Be patient and encourage them to work as a team.
7. Check in with them. All volunteers need coaching, particularly those who are in it for the long haul. Revisit goals and job descriptions. Find out if the job has changed and if talents are being fully tapped.
8. Handle problems quickly and diplomatically. Postponing action only reinforces inappropriate behavior which can lead to bigger, infectious morale problems among all volunteers.
9. Celebrate victories. Say thanks. Report results. Recognize extra efforts. Whether it's a big party or a small tea, it matters only that your volunteers feel appreciated.
10. Start early. Begin this year on finding and training next year's crop of volunteers. Ask this year's volunteers to write a job description for their replacement. Then ask them who they recommend for the job.
References: "Sowing the Seeds of Development: Recruiting Volunteers," presented by Al Lesch and Sue Smith in a workshop at the 1997 National Catholic Educational Association Annual Convention. "Revitalizing Long-Time Volunteers" by Susan Ellis, The Non-Profit Times June 1997. "Volunteers -- Getting Them and Keeping Them Motivated," excerpt from The Official Soccer Fundraiser's Guide by the Fund$Raiser Cyberzine July 1997 (http://www.fundsraiser.com). "The Volunteer Experience: Management the Keystone" by Anita L. Bradshaw, NCEA Momentum, October/November 1996. National Standards for Parent/Family Involvement Programs, © National PTA.
| I Went to a Garden Party A Case Study on How to Say "Thank You" |
Fall 1997 |
It's a small school — only 320 students — in the modest community of Grass Valley, California, a few miles East of Sacramento. Yet, last year Pleasant Ridge Elementary successfully recruited 147 volunteers, including 21 grandparents, to participate in a fundraising campaign to build an outdoor learning lab. That's a student-to-volunteer ratio of 2:1.
Volunteer participation at this level doesn't just happen. In fact, it's so unusual that it may be one reason why the Southern California school was named a Blue Ribbon School by the U.S. Department of Education. According to Principal Fran Madison-Cohee, ownership is the key.
"I have one golden rule: before the school takes on a project, everyone must buy into it," says Madison-Cohee. She explains how she works with teachers, parents and the student council to involve the entire school community:
"Last year we realized that many of our students had never seen raw produce. The teachers and parents thought a garden would make a good science lab and provide a fun way to introduce them to new vegetables, and at the same time provide hands-on learning about the life cycle
and the importance of recycling."
With blessings from teachers and parents, Madison-Cohee took the idea to the student council which endorsed the project.
Fundraising programs are always adult supervised at Pleasant Ridge. However, Madison-Cohee selects projects that are easily managed by kids because she wants students to be involved in fundraising.
"They earn the money to spend the money; otherwise it's hollow," claims Madison-Cohee. For the garden project, students and parents participated in product fundraising, with students also participating in a schoolwide penny drive.
Teachers at Pleasant Ridge Elementary support fundraising efforts by incorporating age appropriate math exercises such as charting, graphing, estimating and the obvious addition and subtraction. Last year, businesses and the community at-large provided special assistance by donating building supplies for the outdoor learning lab.
With everybody's participation, Pleasant Ridge Elementary met and exceeded their annual fundraising goals. The money not only made possible a vegetable garden but also a much needed portable sound system.
Then they celebrated with an extra special volunteer luncheon at the end of the year. Students and teachers decided to invite all 147 volunteers to see the "fruits of their labor." Students and teachers' aides took responsibility for decorating an area near the garden. Teachers prepared a pot luck luncheon after which everyone enjoyed a musical tour of the garden.
Every volunteer at Pleasant Ridge Elementary receives a personalized thank you note and a small gift recognizing their contribution. Each year Madison-Cohee honors the extra efforts of a few special volunteers with her "Hero of the Heart" award and a gift certificate to a local restaurant. The school's volunteer coordinator, Kathy Giles, and school beautification coordinator, Karen Campbell, were named 1996 "Heroes of the Heart" for successfully orchestrating Pleasant Ridge Elementary's most volunteer-intensive and perhaps most rewarding fundraising project to date.
"The kids used to make fun of us for eating raw vegetables. Now they love their new 'vending machine' so much so that you can't find a green bean," laughs the principal.
