Book Reviews Storytelling for Grantseekers: The Guide to Creative Nonprofit Fundraising

Transcription

1 The CASE International Journal of Educational Advancement. Vol.4 No.1 Book Reviews Storytelling for Grantseekers: The Guide to Creative Nonprofit Fundraising By Cheryl A. Clarke, Jossey-Bass, San Francisco, CA, 2001; ISBN: ; 144 pages; $26.00 A sigh of relief will be the first reaction of many readers after completing Storytelling for Grantseekers: The Guide to Creative Nonprofit Fundraising by Cheryl A. Clarke. Clarke does an outstanding job of taking current and future grant seekers through the entire process of obtaining grants for their organizations. While many describe this process as laborious, tedious, and a downright pain in the neck, Clarke demonstrates in a conversational manner that researching, writing, and submitting grant proposals can be a creative learning experience. Using an imaginative approach, the author reveals the art of grant writing through a storytelling lens. She explains that every story written includes characters, a plot, and a setting. These elements are combined to create a story that eventually leads to conflict, climax, and conclusion. With this in mind, she shares that grant proposals include the very same elements that are used to structure a narrative format. Grant writers will be well on the way to a successful grant proposal using this technique. The storytelling method, according to Clarke, is a great practice that can be easily mastered because all people read, listen, and share stories throughout their lives. The book is divided into 10 chapters. Chapters 1 through 3 provide information on the initial steps that should be taken prior to beginning proposal writing. Chapters 4 through 8 deal specifically with the writing phase of the proposal and presenting an accurate and creative story of the nonprofit agency. Chapters 9 and 10 focus on the final preparations of the proposal before submitting it to grant makers. This book serves as an exceptional tool for any individual who has responsibilities related to grant writing. However, it is most useful for those who are writing their first proposals and lack knowledge about the process. The book speaks mainly to nonprofit agencies in community settings as opposed to those within higher education. However, the techniques suggested by Clarke can be easily transferred to higher education institutions. Chapter 1 details the preliminary areas that need to be considered before grant writing can commence. Clarke suggests that gaining a clear understanding of what an organization does, considering whether or not new programs and projects are fundable, and clarifying the purpose of raising funds should be the main THE CASE INTERNATIONAL JOURNAL OF EDUCATIONAL ADVANCEMENT. VOL.4 NO

2 questions that are explored prior to writing a grant. She likens this to preparation for telling a good story. A thorough investigation including strengths and weaknesses will be valuable in the long run for accurately and effectively representing the agency. In this chapter, Clarke describes five areas in which nonprofit agency financial needs lie. By identifying the agency s financial need, the grant writer will have a clearer focus for seeking out grants. In Chapters 2 and 3, Clarke switches the focus from researching the nonprofit agency to investigating potential donor sources. An important piece in the grantseeking puzzle deals with identifying and developing a list of grant makers. She stresses the fact that telling the story of the organization must be done with a proper audience. Thus, grant makers must be carefully researched and selected. In order to accomplish this task, the author recommends the four filters plus one approach. The five filters are: subject area, geographic preference, type of financial need, typical dollar range of grants awarded, and relationships. Each comprises the criteria that should be used to decide whether foundations, government agencies, or corporations are likely candidates to assist the nonprofit agency in receiving funds. In Chapter 3, Clarke goes into greater detail about the fifth filter relationships. She tells the reader that simply knowing someone does not secure a grant and that relationships are usually built following the submission of a grant proposal. She provides the reader with a sample letter of intent to potential funders and the intricacies involved with site visits to nonprofit agencies. Clarke makes these chapters an easy read by thoroughly explaining each criterion and the impact it has on identifying grant sources. Furthermore, she provides ideas for finding possible funding sources and handling communication regarding potential donors. Chapters 4 through 8 introduce Clarke s storytelling framework into the grant-writing process. In these chapters, the characters, plot, and resolution each necessary to the story of a nonprofit agency begin to unfold. Chapter 4 details the type of information that should be included in a proposal narrative. In this chapter she encourages grant writers to view their organizations as the hero of the story. Using the hero analogy allows the writer to establish the organization as credible and capable of doing good work. While the hero or nonprofit agency is the first character introduced, the individuals who are served by the organization, or clients, are equally considered as vital characters to the story of the agency. Client presence coupled with the location of the organization and where services are distributed make up the most important aspects of the early portion of the proposal. Chapter 5 explains the story arc, or unfolding of events, which build conflict or tension into the agency s story. At this point, Clarke discusses the key components necessary to create the proposal. Grant writers must explain the problem or unmet need within the community, using statistical and anecdotal information. The problem is considered the antagonist of the story and grant seekers must be able to articulately describe this in the proposal, the author explains. This portion of the proposal is designed to create an image of the agency as a hero who is capable of solving the 102 THE CASE INTERNATIONAL JOURNAL OF EDUCATIONAL ADVANCEMENT. VOL.4 NO

3 problem or unmet need with the assistance of the grant. In Chapter 6, Clarke details the method for writing a solid resolution to the proposal story and how positive outcomes would be achieved if the nonprofit agency received the necessary funding to complete the program or project. It answers the pressing questions that the prospective grant maker will have following the climax of the story. This chapter describes the goals and objectives of the agency and the methods that will be used to accomplish them. Chapter 7 represents the epilogue of the agency s story and the possibility of a sequel. In other words, Clarke discusses the evaluative efforts that will be used to assess the funded project and goals for seeking future funding opportunities by the organization. Chapter 8 focuses on the importance of submitting a budget along with the proposal. Clarke compares writing a budget with translating a story into a different language, in this case, the language of numbers. This chapter was particularly helpful, because she introduces and describes terminology relevant to the budget process for nonprofit agencies. She recognizes that budgets tend to be the most difficult portion of the grant-writing process and offers helpful illustrations and suggestions for creating a budget for the proposed project. Chapters 9 and 10 deal with the packaging of the story or proposal. Clarke explains that the proposal summary, although written last, will be the first item that grant makers review. Therefore it must be eye-catching and interesting enough to make them want to read further. She refers to the summary as the book jacket, because it will be responsible for building the captive audience and convincing them to read on. In addition to the summary, she suggests that grant writers label the sections of the proposal creatively to maintain the grant makers attention. Chapter 10 describes the final touches of the proposal. Clarke provides a variety of tips and advice for completing the proposal and sending it out. Overall, Clarke has done remarkably well with this book. As a new professional in higher education, with very little knowledge of grant writing, I found the how-to manual style of the book to be easy to read and comprehend. Clarke s conversational voice makes the book enjoyable and inviting to those unfamiliar with the detail that goes into grant writing. It also instills within the reader a sense of confidence to begin and complete a proposal successfully. The many samples and illustrations provide great examples of select proposal pieces which could be used if writing a grant proposal. While there were a number of terms introduced in the book, Clarke does a tremendous job with explaining them and their relevance to grant proposals. I would highly recommend this book to anyone who seeks knowledge in the area of grant writing but has little experience with this task. The book would be an added plus to any course on grant writing, fund raising, or development. Her analogy of storytelling as a grant-writing process convinced me that grant proposal preparation does not have to be a terrible experience, but can be fulfilling and rewarding. Moreover, the process increases knowledge and allows for great creativity. Lori Patton Indiana University, Bloomington THE CASE INTERNATIONAL JOURNAL OF EDUCATIONAL ADVANCEMENT. VOL.4 NO

4 Alumni Clubs and Chapters Edited by John A. Feudo and Paul J. Clifford, CASE, Washington, DC; 2002; ISBN: ; $48.95 nonmembers; $36.95 CASE members Alumni Clubs and Chapters provides a succinct, yet comprehensive, overview of alumni relations activities that occur on the regional level, and tips for colleges and universities to enhance their efforts. Editors John A. Feudo and Paul J. Clifford join 12 other alumni relations experts from a variety of institutions in providing practical how-to essays on 14 different aspects of overseeing an alumni club program. The topics covered by the book are very diverse, ranging from big-picture activities such as strategic planning, marketing, and fund raising, to specific projects such as volunteer recognition, program evaluation, and increasing a club s Internet presence. Although the subject areas are broad, at 86 pages the book is a quick read. The brief chapters also are well organized so that there is a logical flow of information from one topic to the next. Alumni Clubs and Chapters is targeted to professionals who are overseeing clubs in different cities both nationally and internationally. The majority of the chapters present information that would be most relevant for alumni clubs of larger institutions. Case studies and examples are provided from authors representing the University of Alabama, the University of Missouri, and the Ohio State University, among other state universities. Although the book is targeted at alumni relations professionals, it also would be helpful to alumni club presidents and leaders who would find creative ideas and beneficial case studies from which they could draw in working with alumni at the regional level. For example, in A Day at the Races, Amee Meyers describes Western Kentucky University s efforts to coordinate creative alumni club chapter activities nationwide in conjunction with the Kentucky Derby. Both Clifford and Feudo contribute chapters that highlight aspects of the alumni relations function at their institution, the University of Connecticut. Clifford, the director of outreach for the alumni association, provides an initial chapter, The Model Alumni Club Program. He outlines four program areas and related activities for alumni clubs, as well as the five ideal types of clubs in regard to size and activity. Feudo, the executive director of the alumni association, supplies the last chapter of the book, The Future of Alumni Clubs. He promotes establishing formal processes such as mission statements and bylaws, while encouraging decentralized decision making and program implementation. Much of the content of the book is quite common sense in nature; however, many of the recommendations are activities that can be neglected in the dayto-day operations of an alumni relations 104 THE CASE INTERNATIONAL JOURNAL OF EDUCATIONAL ADVANCEMENT. VOL.4 NO

5 office. One example is the chapter, Recognizing and Rewarding Volunteers, by Veronica Gibbs Ritchie. The author admits that advice such as writing thank you notes and making public acknowledgements to volunteers is second nature, but that it is a critical component of the institution s alumni relations function that is often overlooked. Although Alumni Clubs and Chapters presents rather basic subject matter, the chapters incorporate helpful visuals for easy reference, such as clear headlines, bulleted lists, and charts highlighting key points. One chapter that would be particularly useful is, Measuring the Success of Alumni Clubs, by Nelson Armstrong. His contribution provides sample worksheets for evaluating volunteers and programs, and he encourages readers to adapt the worksheets to fit their institutions. This is one of the tools that would make the book attractive to seasoned professionals as a quick refresher course. Because of the breadth of the topics it covers, the book would be especially useful to alumni relations professionals who are beginning their careers, or who are new to the field. Regardless of whether the reader has an established career or is a recent college graduate, Alumni Clubs and Chapters is a great resource and handy desk reference. Brianne S. Miers, Assistant Editor, CASE International Journal of Educational Advancement The George Washington University, Washington, DC The New Advancement Team: Strategies, Ideas, and Practices (CASE) By Terry Sykora, CASE, Washington, DC; ISBN ; 88 pages; nonmembers; CASE members Change is not always a welcome occurrence, particularly in the traditionbound culture of higher education. In the past decade, we have grown accustomed to using the term paradigm shift to describe the type of change that has a profound impact on how we conduct business. Terry Sykora s recommendations for restructuring the advancement organization in The New Advancement Team: Strategies, Ideas, and Practices is a classic example of a paradigm shift. Sykora outlines a new approach to organizing the advancement shop into three defined service areas. In addition, the book outlines ideas for training, evaluating, and THE CASE INTERNATIONAL JOURNAL OF EDUCATIONAL ADVANCEMENT. VOL.4 NO

6 rewarding staff within the framework of this new organization. His approach to managing the modern advancement shop is designed to maximize the effectiveness of each employee for the ultimate goal: securing financial support for an organization. Primarily a guide for managers, it could also be helpful for anyone interested in pursuing fund raising as a profession because it provides a comprehensive look at the many aspects of institutional advancement. The New Advancement Team is organized into two sections: one outlines the philosophical and theoretical foundations of management and advancement as a profession, and the other suggests practical applications for a new approach to organizing the advancement team. The author should be credited for first exploring the various theories of management, because this provides the necessary context in which to promote his recommended changes in the field of advancement. Sykora s overview of management theory and how it affects the performance of employees is substantive without being too technical. An abbreviated survey of various types of management styles highlights common shortcomings of these theories and how they tend to limit the effectiveness of employees. The author uses this to develop, in a convincing manner, his rationale for the need for a whole new approach to organizing our advancement shops. The theoretical section culminates in Sykora s new model of the advancement operation, which he refers to as the Radial Advancement Organization (RAO). He envisions an advancement structure where work is conducted in a team-oriented environment, where the old hierarchical management standard is abolished. The RAO would be organized into three areas, Field Services, Program Services, and Information Services. He conceptualizes this structure as a propeller, with each service area extending from a central point composed of the board of trustees, president, and senior management. He defines the Field Service staff as those who visit alumni and friends on behalf of the university. The Information Services staff are the researchers, analysts, gift processors, and others. And the Program Services staff covers all aspects of event management, direct mail, and creative pieces for the operation. In describing his RAO, the author clearly defines the roles of each service area as well as provides useful job descriptions. This section is quite informative and offers valuable suggestions for any development shop. Sykora emphasizes that the RAO structure will also help to instill in every employee his or her significance within the organization, a goal worthy of any manager. The author argues that this structure will also enable the front-line fund raisers, who are members of the Field Services area, to focus their full attention on meeting with prospects and soliciting gifts. Again, this is an objective important to all advancement shops. With his concept of the RAO articulated, Sykora moves to the practical implementation of this new approach. The author recognizes that there will be numerous challenges for organizations as they move from the more traditional management standards to the new model. As a result, he offers substantive suggestions on how to manage in this new environment. The RAO will require new standards for measuring productivity, for 106 THE CASE INTERNATIONAL JOURNAL OF EDUCATIONAL ADVANCEMENT. VOL.4 NO

7 offering continuous feedback to the employee, and for ensuring that they feel adequately compensated for their efforts. He emphasizes that compensation goes beyond financial remuneration, and that the intrinsic factors, such as job satisfaction and security, are of equal importance. For those of us concerned with frequent staff turnover in the advancement profession, Sykora s model offers a potential answer to our dilemma. The RAO model encourages the importance of creating an atmosphere of selfempowerment for the employee, bolstered with well-defined performance criteria or, as he calls it, career path calibrations, incentive models, and a focus on training programs for newcomers to the profession. In essence, the author recognizes that we must do a better job of creating a rewarding working environment for all advancement professionals. He does so with sound examples of programs and policies that make sense in the context of the new RAO paradigm. As with all new theories, implementing the RAO is not without challenges. As many veterans of fund raising know, our profession is different from others. Rules that apply to the corporate world do not always apply to nonprofit professions. Change can be difficult for any organization, particularly advancement shops that are under increasing pressures to raise significant sums from donors. He does caution that for some advancement programs, it will be important to ease into this new structure over time and that for some, the RAO may not be appropriate. The author could have strengthened the book by offering more suggestions on how to implement the RAO. He gave only three brief tips for making the transition and did not offer any examples of shops that have adopted the new RAO. Of course, until managers in advancement are willing to try new approaches to how we function on a day-to-day basis, it will be difficult to determine if Sykora s model will be effective. Perhaps that is the true benefit of this new model. It challenges managers in the advancement field to consider new ideas and theories that will lead to greater productivity and success, an objective for which we all strive. Sykora s book is worth examining for ideas that will help us reach our greatest potential as advancement professionals. Eugene Finn Associate Vice President of Advancement, The George Washington University, Washington, DC THE CASE INTERNATIONAL JOURNAL OF EDUCATIONAL ADVANCEMENT. VOL.4 NO