| Do your board members generously give of their | | | | without talking to anyone before doing so. They |
| time and talent but don't understand how important it | | | | have ten minutes to do this. |
| is that they also give money to your organization? | | | | - All participants must keep their own lists of how |
| One of the most frequent questions I am asked by | | | | much they give to each organization. |
| executive directors is "How can I get my board | | | | - When they have given away their full amount, |
| members to give financial donations to our | | | | participants sit in silence until everyone has given |
| organization on a regular basis?" | | | | away all their money. |
| As anyone who has submitted a grant proposal | | | | - When all the money has been donated, the |
| knows, one hundred percent giving by board | | | | facilitator adds up the donations in each category and |
| members is an expectation shared by funders of all | | | | lists this information on newsprint for the group to |
| types. Yet, many people are asked to join a board | | | | see. It is important to do the exercise in silence so |
| and never told that there is such an expectation. | | | | that people will have time to process their thoughts |
| Why? I believe the major reason is that so many | | | | and feelings about the exercise without being |
| people are uncomfortable talking about money, | | | | distracted. This may feel uncomfortable both because |
| whether they have a great deal or a limited amount. | | | | silence isn't always comfortable and because money |
| To address this issue with nonprofit boards, I have | | | | is the topic. |
| created an exercise I call "The Giving Game". This | | | | The second part of the exercise involves the |
| article contains all the information needed to use this | | | | facilitator asking questions which are best answered |
| exercise with any size board of directors. In my | | | | in small groups. Randomly divide people into groups of |
| experience, it is the small to mid-sized boards, | | | | three or four and have them answer the following |
| particularly community-based ones that have the | | | | questions: |
| hardest time asking board members for money. | | | | How did you feel when you were first asked to give |
| Anyone asked to serve on the boards of the Boston | | | | away the money? |
| Symphony Orchestra, the Red Cross, or Yale | | | | How did you choose which organizations to support? |
| University certainly knows there is the expectation of | | | | Were there nonprofits, other than this one, which |
| regular financial gifts. Unfortunately this is not often | | | | you wish were options? |
| the case with boards of smaller nonprofits. | | | | What can you learn from this exercise that will help |
| If you choose to use this exercise, you must first | | | | your nonprofit raise more money? |
| decide who will facilitate this meeting. Given the | | | | Allow the groups 15-20 minutes to answer these |
| sensitivity around money issues, I do not recommend | | | | questions. The facilitator should check in with each |
| that a board or staff member be the facilitator. Use | | | | group as time goes on to make sure that everyone |
| a consultant or a generous local volunteer facilitator | | | | has a chance to participate. |
| who have fundraising experience and are comfortable | | | | As the closing part of this exercise, the facilitator |
| talking about money. | | | | brings the whole group back together and asks |
| The next step involves collecting all the materials | | | | "What was the one thing that you did or heard |
| needed in advance of the session. | | | | today that most impressed you?" The answers |
| - First, get play money, preferably in denominations | | | | should be written on newsprint which can later be |
| of $100, $500, and $1,000. Get enough for each | | | | used by the board president as s/he works with the |
| person participating to receive a total of $2,000. | | | | development committee and staff to ask board |
| - Second, prepare tent cards (at least eight) with the | | | | members for their annual fund donations. |
| names of familiar nonprofits, such as the United Way, | | | | Using this exercise will not necessarily result in a |
| a local sports group, a community theatre, a | | | | significant increase in board member donations |
| homeless shelter, etc. Make sure to include generic | | | | immediately, but it can lead to better discussions |
| cards for religious institutions and schools/universities. | | | | about money and fundraising in general at board |
| The one group you cannot include is your own | | | | meetings. In my experience, these discussions |
| nonprofit. | | | | increase members' comfort level and, in the long run, |
| - Finally, have newsprint and magic markers available. | | | | both increase their personal donations and also their |
| At the beginning of the session, the facilitator will | | | | willingness to ask others for donations. |
| announce the rules of the game. | | | | ©Jane B. Ford, M.Ed. |
| - Each participant must give away the full $2,000 | | | | |