Checking the boxes

Major capital campaigns require sustained and focused activity throughout the entire project, but are considerably helped by a strong leadership team working to a clear and regularly audited plan, writes Alison Graham

Capital campaigns typically last 18 to 36 months and fall into three phases: early major gift work, a middle stage and the final open phase when all supporters are invited to contribute. The initial focus on winning major gifts has all the freshness of the new campaign plus the buzz of securing the vital lead donations from those closest to the institution through quiet, confidential activity.

The closing out stages require much visible activity and hard work as every supporter is openly approached to help raise the final (small) balance through many gifts: the sense of achievement builds as the campaign heads towards completion and achieving the target. By contrast, the middle section can lack energy and impetus once the excitement of securing the first tranche of the target is over, while the final goal still seems far away.

The middle ground
So how can the campaign be effective throughout all these phases, and especially during the middle period when the pace may flag and enthusiasm can drop? As with so much in fundraising, sound planning and managing expectations are vital. A realistic campaign timetable takes account of the school calendar, phasing peaks of activity appropriately and shows clearly how the three stages overlap and follow on. Closing out major gifts may run over and continue while attention turns to the next group of prospects, and governors and campaign committee members must appreciate the change of pace and that some large gifts take longer than anticipated to secure as other work starts.

Managing the flow of information can also be a challenge: too often schools rush to announce they are launching a big campaign before they raise any money, with the result that the school community feels it faces a huge hill to climb as the goal seems intimidatingly high.

Releasing information in sequence makes early donors feel privileged and mid-phase supporters also see that their gifts have an important place in the strategy. Then the big announcement of the campaign target can be made after a substantial amount is secured, which helps create excitement and enthusiasm that can be concentrated on the final effort, not dissipated over months or years.

Think carefully
Put careful thought into creating a really inspiring case for support: the school’s leaders must understand that this is a set of truly compelling arguments that will motivate supporters to make a gift, but it is not a fundraising brochure (though ultimately it will be the source for this).

Many schools will have a good number of potential supporters who lack the capacity to make major gifts yet who will be able to contribute useful sums that are above the “general” amount expected in the final stage. A practical solution to mid-campaign flagging is to focus on these prospects in the same way as major donors.

Define a mini-target for this phase, draw up a suitable gift table then start cultivating and approaching those who can make these donations. It will be worth visiting higher-end mid-range prospects personally in the same manner as for lead gifts but, depending on the numbers in your prospect pool, you may find small group meetings useful for approaches, with individual follow-up work in person or by telephone.

The continuing enthusiastic involvement of a charismatic head and inspiring governor or campaign chair is invaluable here, but as the prospect pool increases, they cannot do this work alone. Ask your early donors for help in contacting these prospects: their involvement at the start will foster confidence and a sense that everyone is engaged in a going concern.

Stuck in traffic
But what can you do if, as so often happens mid-term, your campaign is stuck? This is when external help can be useful as a fresh pair of eyes can spot the hindrances. A consultant can voice problems that those inside the school may not feel able to raise. A mid-campaign audit objectively reviews fundraising activity in its entirety to check all aspects are working coherently and effectively: it highlights your fundraising strengths and weaknesses, and the opportunities and threats that help or hinder success.

By assessing the work to date, the effectiveness of the volunteer leadership and the appeal of your case for support, the review identifies where any problems lie:
• was feedback on the case from the first donors fully taken into account? and
• has the project changed?

Often with buildings campaigns, the timescale slows or the concept alters, which can drag the strategy off course. The case will need revising in the light of any changes to ensure its attractiveness to supporters, and different or new elements may require more emphasis and detail so that the project and its financial needs are framed in the ways that make them engaging to donors.

Check the details
Before you can approach new donors or reawaken interest in existing supporters, revisit your case to ensure that it fully reflects not just the campaign’s project(s) but the school’s vision in an inspiring way. Early donors must be kept informed of the progress of both the campaign and the project. Are you putting sufficient effort into stewarding them? You cannot afford to let this slip because you are so focused on securing the next donor’s gift. During a long campaign, you may want to re-approach them for a second gift so the relationship must be progressed.

New outside factors may affect the fundraising climate with consequent changes to your plan. However, internal issues sometimes work against the speedy conclusion of a campaign. An external consultant can highlight these by speaking confidentially with the development team, senior staff, volunteers and donors to gain an accurate understanding of the school and its fundraising to date, and thus identify where the hindrances lie.

Drawing on their experience, consultants can propose effective solutions and recommend the best strategy for moving your campaign forward to a successful conclusion. For example, your volunteer leadership may need strengthening as those involved at the outset step down and make way for new members who perhaps have not had the briefing and training offered during the campaign preparations. A workshop on campaign leadership and training in asking for gifts can renew enthusiasm and develop confidence in your volunteers and senior staff. Perhaps new people have not yet been recruited to replace the early leaders: do you have the right tools in place, such as a clear definition of the role and expectations so that suitable candidates know exactly what they are being invited to do?

Good prospects
Your prospect list may need re-examining. Do you need to identify new sources of support: how you should go about this task? Database screening usually finds “hidden” prospects at the levels needed. You may need to re-analyse the gift sizes and gift ranges necessary to achieve if you are to reach the rest of your target. The review can help research and prioritise these, indicating suitable targets to set for different constituencies. To ensure maximum benefit from this new information, are the right resources in place and are they being used correctly?

With limited staff and financial restraints, schools cannot afford to lose any impact from their development activity, and an objective assessment of this can provide reassurance that best use is being made of people and systems, or will highlight where more resources are needed. The review concludes with a detailed plan to help you fix the problems and take advantage of your strengths so that your renewed campaign moves swiftly towards a successful conclusion.

Alison Graham is a senior consultant for Brakeley Ltd.

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