ACSI: Skills That Support Sustainable Success Forum/Skills That Sup… · ACSI: Skills That Support...

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ACSI: Skills That Support Sustainable Success

Paul Edwards | Gordon College

November 11, 2016

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Welcome and Introduction

The schedule today:

• 9:00-10:30 Background to Development

• 10:30-noon Asking

• 1-1:45 Handling Objections

• 1:45-3:00 Asking Powerful Questions

Please introduce yourselves…

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Skills That Support Sustainable Success

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With the person next to you…

Describe a time when you were young and you gave money to someone or some cause.

Describe a time when you were young and you asked for money from someone, for some cause or activity.

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Skills That Support Sustainable Success

Key skills:Research methodsGetting a visitAsking for a giftNegotiating to yesGetting unstuck

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Handling ObjectionsAsking questionsEffective staffingEffective territory

management

Background to Development

God is a philanthropist (Titus 3:4):

He is a lead donor – Job 38f; Gen 1:3f

He is a sustaining donor – Heb 1:3; Col 1:15-20

He is an ultimate donor – 1 Cor 2:9

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How has God sustained you this week?11/7/2016

Background to development

“Asking” is built into the way the universe runs:

Jesus asks the Father for everything – John 16:23; 1 John 5:15

The Father answers Jesus requests – Matt 18:19

The Holy Spirit answers and acts – John 14:16

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What have you asked God for recently?11/7/2016

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Jesus intercedes for us today:

We are to ask because of His command – James 1:5

We are to ask believing – James 1:6

We are to ask about anything – John 14:13

We are to ask in His name – John 15:16

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How do you know you are asking God “in faith?”11/7/2016


God answers our requests:• Some answers are built into the world – Matt 17:27

• Some answers are a long time coming – Dan 10:12-14

• Some answers are “no” or “wait” – Heb 11:13

• Some answers are miraculous – MANY examples• And His resources are limitless – Psalm 50:10; Haggai 2:8

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What is your recent evidence that God hears and answers prayer?

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Practices informed by scripture

Example Practices Policies

Joseph An endowment is a hedge against the prospect of an economic downturn

An approved sales list gives Board guidance on what you can sell

Moses Giving is an act of worship. Be aware of the heart of the worshipper

Principles eschew guilt and appeal to heart-felt gratitude.

David Matching gifts and major gifts are legitimate tactics in faith-based support raising

Specify the project, the match, and be transparent about the use of the funds.

Joash Excellent quality record keeping is essential to good stewardship

Ensure that funds are expended according to their designated purpose.

Nehemiah Leadership embraces the responsibility for providing adequate resources.

Secular and non-secular sources of support ought to be considered for support.

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Practices informed by scripture

Example Practices Policies

Eliezer Staff need to guard against temptations to personal gain

Establish standards of conduct for staff in development roles

Jesus Believers must guard against the love of money and its seductiveness, not against it’s usefulness

Encourage anonymous giving and Jesus’ standards of joyful giving.

Paul Reporting, collecting, reminding, and admonishing are legitimate activities of stewardship

Establish standards for written donor communications

Peter God cares about the donor’s motives Encourage giving that is free of inducements or gimmicks

James Be careful to limit recognition to that which builds the Body of Christ, not the donor’s ego

Establish standards for recognition that don’t fluctuate as gifts get larger.

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Six-step Process


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Six major donor asks…

Turn to pages 2-6

With the person next to you, read each example of a “major gift ask” and answer the questions.

Be prepared to give a brief report to the group.

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Turn to page 7 in the participant materials. Compare and contrast the features of annual /sustaining gifts versus large gifts.

Sustaining Gifts Versus Major Gifts

Sustaining Gifts

1. $1 ‐ $9,999

2. Annual, from income

3. Your timing

4. Ask by phone, mail or email

5. Anticipate “yes”

6. Little cultivation

7. Immediate yes or no

8. No negotiation

9. Generic recognition

10. Unrestricted as to use

Major Gifts

1. $100,000+ over 3 years

2. Occasional, from assets

3. Prospect’s timing

4. Ask is in person

5. Anticipate “no”

6. Longer cultivation

7. Stop and think

8. Negotiation

9. Tailored recognition

10. Restricted as to use

REVIEW: The Six Step Process

1. Identify and Qualify

2. Plan

3. Cultivate

4. Ask

5. Negotiate and Close

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The Six Step Process

Step 1: Qualify the probable donor:

• Capacity – Income, Assets, Giving

• Interests ‐‐ Time, money, and patterns

• Relationships ‐‐ Influencers, Gatekeepers, Guides

• Passion ‐‐ The need in the probable donor that might be fulfilled by a gift

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Four areas to qualify a prospectCapacity Interests Relationships Passion

Assets

Income

Giving

Time spent

Money spent

Patterns

Giver

Gatekeeper

Influencers

Know

Feel

Experience

Ask Amount

Funding Asset

Gift Timing

Funding Project or Area

Asker

Guide

Why a gift is given

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Case Study – Rich Guy

Turn to page 8. Identify those facts about Rich Guy that relate to capacity, interests, relationships, and motivation

» Place a C, I, R, or P next to each item.

» Hint: Capacity can be quantified

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Step 2: Plan

• Ask yourself “What information is missing?”

• Then ask, “How will I get it?”

• Start Moves Management

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Turn to page 10. Read the questions in each box. Circle the one or two you may want to answer or discover as you plan to cultivate Rich Guy.


Step 3: CultivateInvolve the probable donor according to the question in my planBuild a relationship bridge between the probable donor and your organization

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Step 4: Ask

• Invite the probable donor to consider an investment

• Asking is done in‐person and face‐to‐face

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Step 5: Negotiate and Close• We lead the conversation from “no” to “yes” by eliminating the objection that prevents the gift

• Without a plan, you waste time and risk losing the gift

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Negotiation Commitment levels

Express views •Clarify interests of your probable donor on each issue

Generate and refine options

•Develop options that achieve interests

Collaborate around one option

•Describe an agreement framework

Secure a tentative agreement

•Make a draft or tentative offer

Sign an agreement •Bring all details to closure

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Step 6: Thank and Plan

• Develop the personalized plan for expressing gratitude for the gift.

• This is the first step in getting the next gift.

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Turn to pages 10-11 in the participant materials and read the Genesis account of task assigned by Abraham to Eliezer.

• How is this story like a gift solicitation?

• In what ways is it different?

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Asking


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Turn to page 12‐16. Read each scripture “ask” and answer the questions at the end of each passage.

Plan

Cultivate

ASKNegotiate& Close

Thank & Plan

Identify& Qualify

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Background to Asking

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▪ Meet face-to-face

▪ Invite the probable donor to consider “an investment”

▪ State a specific amount, area of funding, asset, and timing of the gift

▪ An initial “no” is reasonable

▪ Success = either a gift OR a date for a next visit

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Background to Asking

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Background to Asking▪ The actual discussion lasts 7-10 minutes

▪ The probable donor speaks more than the asker

▪ The asker listens and asks probing questions

▪ A script had been prepared and rehearsed

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• “Gordon College doesn’t have needs; the donor has needs. Gordon has opportunities.

• “Major donors give to vision, through people. Donors define vision as either a “changed present” or a “preferred future.”

• “Three ‘no’s’ and you’re halfway to yes.”

• “The donor solicits him or herself when we stop selling and start listening.

• “Rehearse till our adrenalin turns to excitement.

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Turn to page 21 in your materials and complete the first part of the Ask meeting worksheet. Brief the rest of your table on your major gift solicitation.

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In your participant materials…

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• Summarize or topline their experiences so far with Gordon.

• Briefly describe the giving opportunity.

• Use one of “5 Scenarios” to specify an amount.

• Actively listen and manage adrenaline.

• Respond to questions and objections.

• Use the 4 Key Questions if you get “no.”

• Summarize and suggest next steps.34

The Ask Script: A basic Outline

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Sample Ask Script: How much to Ask For? Example 70 years; $5 M wealth; $300,000 annual income; $10k annual donor for 8 years; payable over 18 months

Past donor Never givenIncome x age x .01 $ 210,000

Income x .25 $ 75,000Wealth x .04 $ 200,000

Wealth x .02 $ 100,000<5 years – annual ave. gift x 10

>5 years – annual ave. gift x 25 $ 250,000

Ask target: $ 220,00035ACSI11/7/2016

• “For all that Gordon College means to you …”

• “I would like you to consider a gift of …”

• “We were thinking you would like to give …”

• “It would mean a great deal to the college and to me if you would consider …”

• We would be honored if you would prayerfully consider an investment in…

• Others?

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Some favorite phrases…

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Framework to describe a gift opportunity and to specify an amount.

1. The Big Picture

2. Building Blocks

3. Initial Commitment

4. Option List of Three

5. Priority List of Four

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Five Ask Scenarios

• Prospect: A person who lives their life seeing the world from an altitude of 5,000 feet. A real-estate developer, M&A managing director, executive producer.

• Describe the giving opportunity from the top down, from the whole to the component parts.

• Details that are “visible from the mountaintop”

• Feature: Start by describing the full project. Then break it down into the 3-5 largest components to be funded by several donors.

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Ask Scenarios: Big Picture

• Prospect: A person who is figuring out their own philanthropic intuition. A young/inexperienced prospect, second generation of old wealth.

• Describes the opportunity from the bottom up, from the components to the whole.

• “Delighting to describe the granular details.”

• Feature: Start small and build it yourself over time.

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Ask Scenarios: Building Blocks

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Ask Scenarios: Initial Commitment

• Prospect: An experienced donor with no time. He/she gives to everyone and mostly the same amount. Social dues-payer.

• A gift with no designation is given for purposes of participation.

• “Pending account fundraising.”

• Feature: Once the gift is received, designation is broached. The gift may grow as the donor spends time selecting an area for designation or upgrades to support something of interest.

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Ask Scenarios: Three Options

• Prospect: A prospect with a fixed amount in mind Inheritance. A prospect who is a first-time major donor.

• Three different funding areas—program, endowment, operating—are presented at about the same dollar level.

• Tests funding area, though if no area satisfies you know the problem is with the dollar level.

• Feature: The diversity of the three funding areas helps the prospect settle on one area before seriously addressing the gift amount.

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Ask Scenarios: Four Priorities

• Prospect: an individual who may be conscious of recognition, and/or gives modestly to many organizations.

• Four gift opportunities in the same funding area are arranged by descending gift amount.

• Tests gift dollar-level amount, though if no dollar level satisfies you know the problem is with the funding area.

• Feature: The diversity of the four dollar levels helps the donor settle on a gift range before seriously looking at a funding area.

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Turn to page 17‐20. Read each scripture‐related “ask.” Answer the questions at the end of each passage.

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Turn to page 22 in your materials and complete the second page of the Ask meeting worksheet. Brief the rest of your table on your major gift solicitation.

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In your participant materials…

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Prepare for Negotiation with 4 Key Questions

As the ask meeting concludes, use the 4 Key Questions to qualify “no” and initiate negotiation.

1. “What I heard you say about Gordon was…”

2. About the funding opportunity…

3. About the ask amount…

4. About the timing of a gift…

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Reasons You Didn’t Get the Gift» Inadequate preparation as seen by poor meeting organization,

poor answers, and unclear agenda, etc.

» Anxiety or unease during the meeting, usually due to no rehearsal

» Failed to probe, failed to listen, meaning we were selling.

» The gift size or technical features about the gift dominated the conversation and drained away the emotional heart.

» Too many features were shared.

» The giving opportunity lacked relevancy, emotional appeal, and/or urgency.

» Failed to ask.

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Powerful Questions


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Powerful Questions

Purpose of this session:• Discuss the value of prepared and practiced questions.

• Understand the structure of more powerful questions.

• Applying linguistic structure and other techniques, improve upon fundraising-related questions.

• Practice using more powerful questions in a solicitation meeting.

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Powerful Questions

Frontline fundraisers use questions to:

• Understand the values and priorities of donors.

• Explore possible areas of interest in the University.

• Uncover and unpack attitudes and opinions about the University.

• Other …?

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Personal Favorite Questions

• Who else are you supporting?

• Which organization is at the top of your list of philanthropies? How did they get there?

• Setting aside the dollar amount, what attracts you to this project?

• Is there an amount you already have in mind?

Turn to page 24 and circle the questions you frequently use in fundraising-related situations.

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What lends Power to a Question

• A better linguistic structure.

• A broader scope.

• A wider context or fuller meaning.

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A more powerful linguistic structure

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Ascending Linguistic HierarchyA question can be converted into a more powerful question by moving up the linguistic pyramid:

•Are you feeling okay?•Where does it hurt?•How are you feeling in general?•Why do you suppose you aren't feeling well?

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Refer to the Participant GuideLess Powerful Question … More Powerful Version …

Do you have any philanthropic interests?

[Hint: begin your question with where, which, when or who]

Where else have you given? [Hint: begin with how or what]

What factors do you consider when making a giving decision?

[Hint: begin with why]

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Broaden the Scope

Questions that encompass more people, more volume, more time, or discover more “intimate details” have greater scope. An example:

• Do you want to pass this test?

• Do you want to go to college?

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Refer to the Participant GuideLess Powerful Question … More Powerful Version Because We

Change the Question’s Scope …

Would you like to give to a particularproject?

[Hint: Do you want to play a part in the cure for cancer?]

What do you know about our present work?

[Hint: Did you see the article in our paper about the population we serve?]

Do you make the giving decisions in your household?

[Hint: Who do you involve in your key philanthropic decisions?]

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Developing Wider Context

Questions that challenge or alter assumptions can shift and widen the context and change mindsets. Questions may have an unexpected starting point. Compare the two questions:

• Will this gift compete with Endicott College?

• How will this gift collaborate with Endicott College?

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A Question’s Context or Meaning

Questions can explore or open up subsequent questions. Questions that shift context can begin with:

• What if we did something different?

• Is there another way to [see, do, frame, consider, look at, approach] this?

• Suppose we could [overcome, alter, fix, tweak] this, what might be the benefit?

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Refer to the Participant GuideLess Powerful Question … More Powerful Version by Altering the

Context …

What would help you make a gift this year? [Hint: Is there anything keeping you from making a gift this year?]

Have I answered all your questions? [Hint: Is there a question I should have asked you?]

What other organizations are you supporting?

[Hint: Who have you stopped supporting? May I ask why?]

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Putting It All Together

In groups of two or three, improve each question’s:

• Linguistic structure, or

• Scope, or

• Context or meaning

What do you like about Gordon?

Do you hear from Gordon?

Where are you interested in giving?

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Powerful Questions

Concerning values: Seek to understand a donor’s priorities and principles.

• Who or what had the greatest influence on you growing up? How does that show itself today?

• What is the most meaningful gift you’ve ever made?

• Who has made an impression in your thinking about your legacy?

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Powerful Questions

Concerning life goals: Seek to understand a donor’s motivations.

• Do you feel the best years of your life are ahead of you? Why?

• What has been the most satisfying achievement of your life?

• What were the crossroads in your career?

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Powerful QuestionsConcerning family: Seek to understand the dynamics of family, living and deceased, near and extended.

• What decisions made by your parents continue to affect you the most today?

• What would your children/grandchildren say are your values?

• What principles have you tried to pass on to your children/ grandchildren?

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At Your Tables: Create Powerful Questions

• Think again about the questions you typically use with a prospect to gain understanding about their interests in Gordon College.

• Write down two questions as you presently use with them.

• Edit each question so that you have improved either the linguistic structure, the scope, or the context of the question.

• Share this with one other person.

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Handling Objections


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• Distinguish between types of objections

• Develop and use answers to typical objections

• Analyze donor/prospect meeting management techniques

• Participate in a role-play to practice handling objections

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Think of a work-related meeting when you were asked a challenging question.

• What words did you use to respond?

• How did you manage your emotions?

• What did you do to process and learn from that experience?

At your tables

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Clarified the content of the objection

Managed your vocal pace and volume

Used sound logic and solid reasoning

Brought supportive energy to the discussion

Handled the objection using an appropriate process

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» A process helps you when you don’t know what to say.

» A process supports your ability to calmly stay focused as you think.

» A process can be personalized and practiced.

There are four frequently used processes for handling misunderstandings, indifference, skepticism, and emotional objections.

Handling Objections

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Misunderstanding: a discrepancy between their perception of the facts and your perception.

• “My gift is just a drop in the bucket compared with Gordon College’s total budget.”

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Handling Misunderstanding: clarify to be sure you understand and gently correct with the facts.

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Indifference: unperceived need. A person doesn’t know why they need to care…

• “I’m just not interested in Gordon these days.”

• “We don’t need to meet; just send me the materials.”

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Handling Indifference: ask closed-ended questions or possibility questions to raise awareness.

• Closed-ended questions require a “yes/no” or specific choice answer.

• Possibility questions begin with “What if…” or “Suppose…”

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Skepticism: doubt about the truth or facts as they are presented.

• “I question whether my gift will actually go to the department I designate.”

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Handling Skepticism: offer an “expert witness.”

• “Let me show you what some leaders say about the university.”

• “Here’s a report you might want to read…”

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Emotional Objections: issues or experiences with an emotional truth that cannot be overcome with facts alone.

• “I’m very upset about an experience I had when I was a student at Gordon College.”

• “My granddaughter got turned down for admission.”

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Handling Emotional Objections: “Walk toward the barking dog”

• Ask permission to ask questions

• Restate their objection as a question

• Narrow by further questions

• Set their objection in the wider context or broader perspective

• Ask “does this outweigh all other considerations?

• Summarize graciously

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• Face people directly.

• Maintain positive eye contact.

• Use open gestures.

• Use your head.

• Activate your smile (breathe through your eyes).

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Special Cases: objections you get that just need the right answer.

• “Do you have a file on me?”

• “My giving is a private matter and I don’t care to discuss it.”

• “I’ll get back to you.”

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Special Cases (continued):

• I don’t want to ask one of my friends to make a gift because they will turn around and ask me to make a gift to their favorite cause.

• Until the stock market turns around, I can’t do anything

• My heart is for the people in another part of the world.

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Turn to pages 26-27 in the participant materials. With others at your table, develop an answer to the assigned objection(s).

Prepare to use your answer when called upon in the “table role-play.”

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Clarify: confirming that “what I heard is what you said.”

• Question: “Let me be sure I understood what you said. Did you say…?”

• Repetition: “What I heard you say was…”

• Paraphrase: “So in other words you said…”

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Acknowledge: express understanding without conceding agreement.

• Supporting: “Thank you for sharing that. I have felt that way myself.”

• Reflecting : “I understand how you might feel.” “I know others feel as you do.”

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Summarize: drawing main points to a conclusion.

• At a conversational impasse.

• During a conversational journey heading nowhere.

• When the allotted meeting time is brief.

• When the conversation is strewn with negative and positive points.

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• Monitor and modulate your tone, pitch, and rate of speech.

• Incorporate their words or phrases.

• Test for rapport through breathing, posture, and mirroring.

• Listen for their “representational system.”

Handling Objections

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What I’ve learned about donors and vision…

Donors will never out-give their vision

Donors give to vision through people

To a donor, vision is either a changed present or a preferred future

To a donor, the people are he stewards of the vision

“No” is on the way to “Yes”

Faith is essential – “believing is seeing”

For a few, fundraising can be prophetic

Familiarity with Biblical passages about development is a help.

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Questions and Comments…

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