Importance of Partnerships?

2. Importance of Partnerships? • Current and Future Partners • Most important current partners: • Individual businesses = 1 • Business coalitions = 5 • Most important partners in the future: • Business coalitions = 1 • Individual businesses = 2 Source: Community/School Partnerships: A National Survey, DeHavilland Associates, 2007

3. Value of Partnerships Importance of Partnerships? Source: Community/School Partnerships: A National Survey, DeHavilland Associates, 2007

4. Today’s Agenda I. The Development Sequence II. Understanding Partner Motivations III. Approaching Partners on Their Terms IV. The Asset Inventory V. Research VI. Theory of Change VII. Program Design VIII. Evaluation and Measurement IX. Beyond the Launch

5. I. The Development Sequence • The Traditional Model: ID Need > Build Program > Find Partners How does this model limit your success?

6. I. The Development Sequence • Problem 1: Tunnel Vision • If you focus on a limited set of priorities, those who could help in other areas are shut out

7. I. The Development Sequence • Problem 2: Not a Partnership • If you set the goals and program structure, it’s not a partnership – it’s another sponsorship • How are coalitions involved in K12 partnerships? Source: Coalition Leaders Speak Out on Education, DeHavilland Associates, 2007

8. I. The Development Sequence • Partnership Selection Criteria • Willingness to collaborate: 84.7% • Interest in measurable outcomes: 67.6% • Commitment to the project: 64.0% • Needs of the student body: 48.6% • Existing relationship with coalition: 33.3% • Accessibility to location: 21.6% Source: Coalition Leaders Speak Out on Education, DeHavilland Associates, 2007

9. I. The Development Sequence • The New Model: Find Partners > ID Need > Build Program Note: Needs are joint needs, not just those of the school or district

10. II. Understanding Partner Motivations • Why you? • Businesses receive several requests for support – why should they work with you?

11. II. Understanding Partner Motivations • Return on Investment (ROI) • Business is a game of limited resources – investments must generate an optimal return • Not just for business decisions any more; “strategic philanthropy”

12. II. Understanding Partner Motivations 1983: Campaign to restore the Statue of Liberty

13. II. Understanding Partner Motivations • Benefits to American Express • 45% increase in new card applications • 28% increase in transactions • Brand image • Trade relations • Employee morale

14. II. Understanding Partner Motivations • ROI: Customers • Brand loyalty • Premium pricing • Positive word of mouth • Influencing the Influencers • Media • Experts

15. II. Understanding Partner Motivations • ROI: Human Resources • Increased morale • Reduced turnover • Easier recruitment • Skill/leadership development

16. II. Understanding Partner Motivations • ROI: Operations • Government relations • Vendor relations • Investor relations

17. II. Understanding Partner Motivations • ROI: Market Environment • Build infrastructure • Market exploration • Build the labor pool

18. II. Understanding Partner Motivations • Resources • “Making the Business Case” – www.bcccc.net • www.CauseMarketingForum.com • www.Biz4Ed.org

19. III. Approaching Partners on Their Terms • You understand general motivations – time to learn about specifics • A time to ask, not to sell

20. III. Approaching Partners on Their Terms • What to Look For • Business characteristics • Business needs • Business interests in education

21. III. Approaching Partners on Their Terms • Business Characteristics • Industry • Structure (national, branch, local) • What do they do? • With which department are you speaking? • Community relations • Foundation • Marketing/PR • HR • Executive suite

22. III. Approaching Partners on Their Terms • Business Needs • What are their business goals? • What personnel issues do they face? • What are their stakeholder issues? • Customers • Investors • Vendors • Legislators, regulators, unions • Influencers: academics and media • How do they measure progress and success?

23. III. Approaching Partners on Their Terms • Business interests in education • Past efforts • Past statements/guiding principles • Employees’ children in the system? • Are parents stakeholders? • Are students future employees?

24. IV. The Asset Inventory • Pivot from what they need to what they can contribute • You each have assets to contribute – need to understand what’s available in order to structure program

25. IV. The Asset Inventory • Asset review • What assets have they already identified? • What does the company produce or provide? • What strengths do they have? • What sort of workforce do they employ? • What relationships do they have? • What other departments may be interested? • What communication channels?

26. V. Research • Effective education programs are built on a foundation of research • Critical element for business partners

27. V. Research • Where to start? • National Center for Education Statistics: nces.ed.gov • Education Resources Information Center: eric.ed.gov • What Works Clearinghouse: www.whatworks.ed.gov • Best Evidence Encyclopedia: www.bestevidence.org/

28. VI. Theory of Change • The Causal Model: Current > Intervention > New • What the market looks like now; what you want it to look like; and what happens in between to make that change possible

29. VI. Theory of Change • Why not first? • Didn’t know available resources • Desired outcomes are partner decisions “Most people use research the way a drunk uses a lamppost: for support, rather than for illumination” - David Ogilvy

30. VII. Program Design • Causal Model is the skeleton; program design is the flesh • Primary areas to address • Stakeholder chart • Operations model • Assignment of responsibilities • Resource model • Outreach plan • Sustainability

31. Stakeholder Chart VII. Program Design

32. VIII. Evaluation and Measurement • Why? • Partners need it • Benchmarking and continuous improvement • Three Primary Areas • Educational outcomes • Operational efficiency • Partner outcomes

33. VIII. Evaluation and Measurement • Educational Outcomes • Base practices and outcome expectations in research • Outcomes could include: • Performance in local/state/national competitions • Graduation rate, attendance, etc. • Movement into certain areas of the workforce or into higher education • Taking a more challenging/focused set of courses • Test scores • Countless others

34. VIII. Evaluation and Measurement • Operational Efficiency • Acquisition • Retention • Awareness/Branding • Financial metrics • Cost to serve one participant • Administrative expenses • Cash flow • Reserves

35. VIII. Evaluation and Measurement • Partner Outcomes • Depends on program structure, number of partners, and anticipated partner contribution • Best determined collaboratively, and up front • Could involve: • Community goodwill • Human resources benefits • Workforce benefits

36. IV. Beyond the Launch • Ongoing Management • Measurement and evaluation • Build infrastructure • Continue partnership development • Secure resources/manage cash flow

37. IV. Beyond the Launch • Periodic Reviews • Is your target audience still the right one? • Are they still at Point A? • Do they still need to get to Point B? • Is your intervention the correct one? • Growth: • New markets? • Broader target audience? • Additional outcomes? • More channels?

38. For More Information: Brett Pawlowski, President DeHavilland Associates 704.940.3201 brett@dehavillandassociates.com www.DeHavillandAssociates.com www.Biz4Ed.org www.KPRNewsletter.com