“Hey, Let’s Take the Stairs”

A Step-by-Step Plan to Achieve Fundraising Success

Libby Singer and Nick Peyton

Executive Summary
For the University of Washington Advancement team to
raise $1 billion dollars annually, without significantly
increasing staffing and resources, the UW must innovate,
do more with less, and understand the reasons for past
success.

We believe that raising sights and clearly articulating vision

and impact to our donors from our faculty, programs, units,
and centers will increase philanthropic support.

Taking the Stairs to Success

High performing fundraisers at the University of Washington are working with academic units who
have a clear vision for the future and for those units without a clear vision, they are helping create
vision, re-vision, raise sights, or translate ideas into clear and understandable priorities.

The First Flight of Stairs: The Novice

The Novice works with unit partners to build authentic trust by showing up (to events, seminars,
lectures, meetings), by informing themselves on their unit’s research, and getting to know them as
people first.

The Second Flight of Stairs: The Practitioner

The Practitioner is a great fundraiser who is hearing unique funding opportunities (and acting on
them), finding faculty champions, and is testing and shopping unit ideas around to see if they are
fundable.

The Final Flight of Stairs: The Partner

The Partner is a fundraiser who is able to work with their unit to close ultimate and transformational
gifts. They use their tenure with their unit to maintain donor and faculty relationships. They also
vision with their units to bring ideas to fundable projects. They are the ultimate collaborator with
their units and with university colleagues.

We believe that identifying these flights of stairs, wherever you are in your fundraising career, and
doing the hard work and intentionality to climb to the next stair, that you can be a more effective
and successful fundraiser.

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Aspirations and Opportunity
The unofficial aspiration at the University of Washington is to raise $1 billion in cash each year in
philanthropic gifts and to become the number one fundraising university in the country. It is also
understood that for the UW to accomplish this feat, we must do so without significantly increasing
staff or resources.

Recent studies on philanthropy suggest some possible opportunities. According to the 2016 U.S.
Trust Study of High Net Worth Philanthropy, the number one challenge to philanthropic giving for
high net worth donors was: identifying where and what to donate to. In the Camber Collective 2015
Money For Good report, they found that donors have high levels of loyalty, very rarely research or
compare nonprofits, and prefer to give to well-known organizations.

So, we have these loyal donors who want to give back. How can we connect the dots better to show
donors the limitless opportunities to give back at the UW? How can we raise more money?

We believe that raising sights and clearly articulating vision and impact to our donors from
our faculty, programs, units and centers will increase philanthropic support. And through our
research we’ve uncovered some tools, tactics, and case studies that will help fundraisers do this
work better.

In 2015, Jessica Balsam (PMRA) and Halbe Doughtery-Wood (Engineering), presented their ALC
project titled “Making Your Own Secret Sauce: Ingredients for major gift officers to create their own
recipe for success.” This presentation and paper defines high performing fundraisers at the UW and
examines what traits and activities high performing fundraisers are broadly doing.

For our research project, we used the same definition on high performing fundraisers as described
by Balsam and Doughtery-Wood. High Performing Fundraisers have been in their position for 5
or more years and they raise at least a million dollars each year.

When conducting the research for our project, we wanted to know why these high performing
fundraisers are high performing. We know that fundraising success must be more than just asking
more often and at higher amounts. What were these high performers doing? And how can we
systemize this for others?

Everyone recognizes the importance of fundraiser and donor relationships. We must visit with
donors, build authentic relationships, steward, cultivate, and then make the ask. But there is a lack
of academic research on the relationship between fundraiser and their unit (staff, faculty, advisors,
and administrators) relationships. Through our research, we found that high performing
fundraisers were also doing something that has not been broadly researched or deeply explored.
High performing fundraisers are building authentic relationships with chairs, faculty, unit staff and
partners. These relationships are critical to the success of high performers. Furthermore, these
fundraisers were working with units who had a clear vision for the future. For those units without a
clear vision, high performing fundraisers are helping to create vision, re-vision, focus, or translate
ideas into clear and understandable priorities. High performing fundraisers are able to take esoteric
ideas and disparate concepts and connect the dots for donors.

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Through this project, we have examined the high performing fundraisers who have shattered their
fundraising goals, the consultants that parachute into units, and the donors and faculty that make it
all possible.

Our work is not intended to be groundbreaking but to rather serve as a reminder that your
fundraising skills can be improved by being committed to doing the hard work. By opting to take the
“proverbial fundraising stairs” instead of easy short cuts that do not benefit you and your
fundraising goals. Daily dedication, intentionality, and hard work pay off.

Methodology
We interviewed more than 40 people, both within UW and externally. A collection of Vice Presidents,
Chief Advancement Officers, Major Gift Officers, Constituent Relationship Officers (In unit
fundraisers who perform many different roles), Corporate and Foundation Officers, Consultants,
Faculty, Unit Partners, and Donors. We also spoke to leadership in Marketing and Communications.

Additionally, we conducted a literature review that included primary sources from the Chronicle of
Philanthropy, the Chronicle of Higher Education, CASE, and books on communication. Finally, we
had countless informal conversations with colleagues that shaped the scope and outcome of our
project and to whom we are deeply thankful for their advice and counsel. See the Appendix for a
complete list.

Data Analysis
We asked our Prospect Management, Research and Analytics (PMRA) team to identify some high
performing fundraisers. We then pulled their performance metrics (total dollars raised over time)
and normalized the data, adjusting for job changes (promotion or unit change). See the graphs
below.

Chart One: Nine High Performing Fundraisers at the UW

$18,000,000
$16,000,000
$14,000,000
$12,000,000
$10,000,000
$8,000,000
$6,000,000
$4,000,000
$2,000,000
$0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

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From this data we determined that the typical high performing fundraiser looks like the graph
below.

Chart Two: “Typical” High Performing Fundraiser at the UW

Fig. 2

Fig. 1

Through our research we developed a method that will help fundraisers, no matter their experience
level, achieve fundraising success. For new fundraisers we hope that these steps will help make you
a great fundraiser faster (have you reach that first plateau (Fig. 1) in the graph more quickly). And
for seasoned fundraisers, provide a framework to work with faculty and unit partners to better
articulate vision and raise sights to eventually close ultimate and transformative gifts (reach that
second spike (Fig. 2) in the graph). To work smarter and faster is the only way we can reach our
aspirational goals.

Taking the Stairs

So how do you move along this line to achieve fundraising success? Well, we built you a staircase to
get you there (See Fig. 3 on Page 5). And to help you on this journey, we are going to provide you
fuel (in the Appendix), to help you actualize these steps and take theory and put it into practice.

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 Shared
Vision
Figure 3: Stairs to Success
Engagement
Over
Shop Time
Ideas
Find Around
Faculty
Hear Champions
Funding
Build Opportunities
Trust
Inform
yourself
Show up

Fuel Fuel Fuel

> Compiled Questions: “Get > Faculty Champion > Vision Models
to Know Your Faculty” Worksheet
> Case for Support

THE NOVICE THE PRACTITIONER THE PARTNER

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The Novice
Let’s start with the first set of stairs, the Novice. When we
interviewed a Chief Advancement Officer of a major unit, we asked
her what a new MGO should do in their first 30 days: meet faculty The Novice Checklist
and their units or meet with donors in their portfolio. Without
□ Attend classes, lectures,
hesitation she said faculty.
seminars
□ Attend events and
In the beginning, it is critical to build authentic relationships with
receptions
unit partners. We must think of cultivating our unit partners like we
□ Go to unit staff meetings
would with donors. With intentionality. So, what does this mean?
□ Invite faculty to your
Advancement staff
It means showing up. A lot. Being physically where the faculty are.
meetings
□ Subscribe to department
You must visit faculty and unit partners on their turf. It means
newsletters
attending their lectures, seminars, and staff meetings. It means
□ Set Google alerts for their
attending their events and simply being considered part of the team.
work and their field
□ Read recent publications
Second, you must inform yourself about your units. You will never
□ Be efficient with time - both
be considered “the expert,” but you must have a broad sense of
yours and theirs
their work and their research. Have an authentic curiosity about
□ Follow through on tasks
their work and research. Subscribe to your unit’s newsletters and
□ Develop clear meeting
find student stories that embody the impact of the work. Some of
agendas
the best units at the UW are inviting their faculty to present at every
□ Get to know faculty - see
staff meeting.
Fuel Resource (Appendix)
□ Engage with faculty outside
Next, you must develop trust. This is an authentic trust. This
of the office
means being efficient with your time and following through. It
□ Travel to meetings together
means calling meetings with a clear agenda and goal and delivering
□ Draft cases for support and
on your word. It means getting to know your unit and having fun
strategic plans with an
outside of their offices. Trust is the currency you will use with your
Advancement lens - see
units and you must continue to make deposits.
Fuel Resource (Appendix)
Do the hard work for them. Recognize the barriers that you have
little control over. Build trust by showing how Advancement work is
done.

The Novice - Case Study: Teresa Moore

When interviewing fundraising writing consultant, Teresa Moore, we discussed the importance of
prepared questions. Teresa helped units across UW create their campaign cases for support.

On the surface, Teresa asks clients her list of prepared questions to get to the content she needs to
produce the agreed upon outcomes. But when talking more with Teresa and communications
experts in our interviews, understood the other effects of these questions.
1. The questions were formulated to help build rapport.
2. When comfortable, the interviewee tends to open up so that Teresa can get to the passion
behind the work, a critical piece for the case for support.

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The Practitioner
When a fundraiser has developed trust and has a deeper
understanding of their unit, many fundraisers become a strong
advocate, “a practitioner,” for their unit. The Practitioner
Checklist
These fundraisers have an ear for funding opportunities. They stay
informed. They are listening for societal impact through critical data □ Deepen knowledge of their
and successes. They can recognize fundable items in budget area of research
meetings. All of this makes them even better matchmakers between □ Understand societal impact
donor intent and unit need because they are working on fundraising □ Listen for critical data
projects that are impact-driven. points
□ Attend budget meetings to
They are able to find their faculty champions. They have learned hear fundable
who in the unit can make the change, then work with that person opportunities
influence change when needed. They are good at expectation □ Set expectations with
setting with faculty. And they have the interpersonal skills to help faculty (time, workload,
faculty shine. The presence of these fundraisers calms the faculty realistic fundraising goals,
members. They make the faculty look good through queues in resources)
meetings and meeting briefings. We heard a lot in our interviews □ Develop your list of your
about the importance of travel time with faculty that led to deeper best faculty partners - see
relationships - car rides, walks to donor meetings, and airplane trips Fuel Resource (Appendix)
to name a few. Show your fundraising
expertise - allow faculty to
These fundraisers are shopping faculty ideas around and testing talk about what they know
them with donors. They involving smart philanthropists - showing and do the hard
them draft cases for support and asking questions about the how fundraising parts for them
the information comes across, perceived community impact, and if □ Prepare meeting briefings
they (or their networks) would support the project. □ Engage philanthropists in
the project development
The practitioner understands that though the idea or concept is phase to understand
likely faculty-driven - and we as fundraisers have little control over feasibility
the project - we can control the information we highlight, who our
best faculty partners are, and how we package projects to connect
the faculty vision to a donor audience.

NOTE: These practitioners are great fundraisers. Many fundraisers will spend their careers in this
space - they would be meeting all of their metrics, securing large gifts, and benefitting their units.
But our work hopes to help inspire the jump to transformative gifts that we have seen through
becoming a true faculty partner.

The Practitioner - Case Study: Ben & Nancy Remak

Ben and Nancy Remak are donors to the UW and they have multi-unit affinity from athletics to the
Evans School to History to Public Health. They are double dawg laureates and they are obsessed
with the UW.

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One afternoon Ben was watching volleyball practice. After the practice was wrapping up, he was
talking with the gym manager. The manager was telling Ben about a new court technology, a high
tech wood floor that was proving to be better for athletes and preventing future injuries. The floor
was not a budgeted project, so the team wasn’t thinking about investing in it. When Ben asked the
gym manager the cost, it was a price point that he could support.

This example doesn’t involve a fundraiser but it demonstrates the concept we want to share. The
gym manager knew enough about the program and this new floor to be able to articulate to Ben
why it was an important investment and the impact it would have. Ben was able to be involved in
the process and the outcome was a large gift and a new court. This is a great example of how a
donor helped us raise sights. And it shows how we can be the broker for donors engaging in this
process.

The Partner
Our interviews led us to some trends that showed us there can be
something more, a true partnership, a deeply trusting relationship
between faculty and fundraisers. Keeping in mind all of the traits
and tactics that we’ve already mentioned, high performing
fundraisers who hit that second spike in the graph are doing
The Partner Checklist
something more.
□ Have longevity in unit
(typically 5+ years)
This section is the hardest for fundraisers to self-identify and
□ Become a trusted internal
explain, but it is where we have seen some of the most
partner
transformative gifts happen.
□ Showcase your fundraising
success - especially with
Importantly, these fundraisers have put in the engagement over
other faculty
time. They have been in their units for a while. With different
□ Maintain deep institutional
bosses, colleagues, and chairs. These fundraisers are the ones
knowledge - both of your
maintaining a stable consistency for the rest of the faculty, donors,
unit and UW Advancement
and unit partners. Importantly, they have been an active and
□ Conduct vision sessions
engaged member of the team. Remember, high performing
with faculty - see Fuel
fundraisers have typically been with their unit five or more years
Resource (Appendix)
and have spent that time building trust, relationships, and deeply
□ Add to or develop an
understanding their units, their needs, strengths, and weaknesses.
overall culture of
philanthropy in your unit
What can you do besides staying in your unit and building trust to
□ Find the answer to “why
get to this point?
does this work matter?”
□ Build a work plan to move
You deepen your value because you are able to share vision with
vision forward
the faculty. As we mentioned before, high performing fundraisers
are working with units who have a clear vision for the future. We
found that even well supported units, who have an established
culture of philanthropy, often need help to re-vision, create vision, and raise sights.

On this step you are making unit ideas come to life as fundable projects and you have strategy to
support you. This is the stage where all aspects of your unit comes together. This is where all of

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your good relationships with campus partners pays off. Often you are going to be working with
multiple stakeholders, many different units, central colleagues, and Marketing and Communications.

Many of the fundraisers who have been able to do this well have a very specific beat that they can
devote this kind of intense time and energy to. As we mentioned in the beginning, there is no plan to
double our staff, so we have to work smarter. And in the high performing fundraisers we examined
they all have done this. They have led their unit partners through vision exercises. They have clear
answers to “why does this matter.” And they have a plan to move forward.

The Partner - Case Study: Mahnaz Sherzoi, Engineering

Mahnaz Sherzoi has been a fundraiser with Engineering for over 10 years. And she is a great
example of taking the stairs to success. She is tuned in understands the importance of the work of
her unit - like entrepreneurship - and with developments like CoMotion coming out Engineering, she
saw an opportunity.

From the beginning, Mahnaz developed meaningful trust with her faculty. Now, because of her
tenure and hard work, she holds the power with faculty, donors and chairs.

When she recognized an opportunity around the lack of funding for entrepreneurship, she stepped
up as a bridge builder and helped direct the faculty vision to think bigger about the real impact to
society. She highlighted examples of student and alumni community impact and market impact.
Because she had a seat at the table, faculty listened.

Since she also had trusted relationships with her donors, Mahnaz was able to match the need to a
donor prospect that eventually led to the creation of a $2M proposal and an ultimate gift.

Conclusion
It’s no secret that some of us have aspirations to be the top performing fundraising university. To
raise a billion dollars in cash each year. In order to do this, we can’t simply rely on doing what has
made us successful in the past.

We need to examine what the best in UW Advancement and across the sector are doing and
replicate that efficiently effectively. We must innovate and understand why we were successful in
the first place. This project, our project is a step in that direction. See you at the top of the stairs.

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Appendix

About the Authors

Nick Peyton is the current Associate Director of Advancement, Social Sciences (Major Gift Officer) in
the College of Arts and Sciences at the University of Washington. Prior to his work at the University
of Washington, Nick was a major gift officer at the Pacific Science Center and did annual and major
giving at the Pacific Northwest Research Institute. Outside the office, Nick spends time with his wife
Alex and his cat Miles. And he looks forward to seeing the Seattle Sounders win another
championship.

Libby Singer is the Assistant Director of Advancement for the School of Public Health at the
University of Washington. Prior to the UW, Libby worked in individual giving and events at
Childhaven, a local Seattle nonprofit healing the youngest survivors of abuse and neglect. Outside of
work, you can find Libby spending time with her friends in a variety of gal-themed activities (gal-
entines, gals-giving, walking gal-(green)-lake...you get the picture), volunteering with the Association
of Fundraising Professionals - Advancement NW Chapter, or playing volleyball on her often-defeated
team, the Volley Llamas.

Interviewee List:
Jennifer Aydelott, Director of Advancement, Jessica Frederick, Assistant Director of
Social Sciences, Advancement, Social Sciences
University of Washington University of Washington

Jessica Balsam, Director of Prospect Edgar Gonzalez, Assistant Dean for

Management Advancement and External Relations, College
University of Washington of Built Environments
University of Washington
Dondi Cupp, Associate Vice President
University of Michigan Mary Gresch, Chief Marketing &
Communications
Halbe Dougherty-Wood, Director of University of Washington
Advancement, Computer Science &
Engineering David Harrison, Director of Advancement,
University of Washington Miller Center for Social Entrepreneurship
Santa Clara University
Melissa Englund, Director, Advancement
Marketing and Communications Strategy Risa Harrison, Associate Director, The
University of Washington Stanford Fund
Stanford University
Steve Faust
Community Volunteer Alex Haslam, Associate Director of
Advancement, Natural Sciences
Micki Flowers University of Washington
Community Volunteer

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Lauren Honaker, Director, Corporate and Tracy Ostrem, Associate Dean for
Foundation Relations, College of the Advancement, Arts and Sciences
Environment University of Washington
University of Washington
Damian Peterson, Advancement Assistant,
Hanson Hosein, Director of Communication Social Sciences
Leadership University of Washington
University of Washington
Dan Peterson, Senior Associate Vice President
Susan Howlett, Consultant Advancement
Susan Howlett Consulting University of Washington

Megan Ingram, Assistant Dean for Jenny Poast, Associate Director of

Advancement, School of Public Health Advancement, Natural Sciences
University of Washington University of Washington

David Iyall, Senior Director, Corporate and Molly Purrington, Director for Advancement,
Foundation Relations, College of Engineering Arts and Humanities
University of Washington University of Washington

Mark Lanum, Director of Donors Relations Krista Rammelsberg, Tyee Club Associate
University of Washington Philanthropy Officer
University of Washington
Eric Lawson, Assistant Dean for Advancement,
College of Education Ben Remak
University of Washington Community Volunteer

Lara Littlefield, Chief Strategy Officer for Nancy Remak

Innovation, Global Innovation Exchange Community Volunteer
Co-Motion, University of Washington
Molly Schachter, Head of Partnerships,
Megan Lynn, Associate Director of Communication Leadership
Advancement, Social Sciences University of Washington
University of Washington
Joseph Sherman, Major Gifts Officer, Michael
Teresa Moore, Consultant G. Foster School of Business
Moore Ink University of Washington

James Moschella, Advancement Coordinator, Mahnaz Sherzoi, Director of Advancement,

School of Public Health College of Engineering
University of Washington University of Washington

Abbey Norris, Interim Senior Director for Amy Stone, Consultant

Philanthropy, UW Medicine Advancement The Alford Group
University of Washington

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Lisa Thomas, Assistant Vice President, University of Washington
Campaign
University of Washington Elizabeth Wesche, Senior Strategist - Social
Impact Team
Liz Van Hoy, Associate Director for Intentional Futures
Advancement, School of Public Health

Fuel for Your Journey Up the Stairs

See Attached Document.

Special Thanks
To Our ALC Advisors
 Edgar Gonzalez, your humor, candor, and directness helped shape this project beyond our
original ideas. Thank you!
 Halbe Doughtery-Wood, you are fierce, strong, and one hell of a leader. Good luck beyond
the UW. Thank you!
 Mark Lanum, we are so grateful that we had you as an advisor before you headed off on that
final Kessel run. Simply a class act. Thank you!

To Our Bosses
 Jennifer Aydelott, you are a mentor and a friend. I am so glad that you hired me four years
ago. My life is forever changed. Thank you!
 Megan Ingram, you are a #bosslady and teach me something new every day. I’m grateful for
your friendship and support throughout this journey. Thank you!

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 Fuel for Your Journey Up
the Stairs

You are going to climb the staircase many times at UW. A good fundraiser will
move between the Novice, Practitioner and Partner then find themselves back
at the Novice as they embark on a new project.

Identifying these steps - wherever you are in your fundraising career - and
putting in the hard work and intentionality to climb to the next stair is critical to
raising more money. Take a look through the toolkit to identify the different
pieces of fuel that might be useful to you.

The Novice 2
Compiled Questions: “Get to Know Your Faculty & Their Vision 2

Case for Support 4

Alaska Salmon Program Case Statement 5

The Practitioner 7
Finding Your Faculty / Unit Champion 7

The Partner 9
UW Medicine Vision Exercise 10

LEAN Canvas 28

Massive Transformative Purpose 33

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 Compiled Questions: “Get to
Know Your Faculty & Their Vision

Use These Questions to Inform Yourself and Build Rapport

1. What are some of the greatest societal challenges this program/unit/center
is responding to? What pressing or emerging problems are they solving?

2. How is the College/School/Unit/Program/Center preparing students to meet

those challenges and solve those problems?

3. If you’re successful at preparing students to meet challenges and solve

problems, what will the result be - how will you “create a world of good”?

4. Can you provide me with some proof points or data about your successes
(ex: rankings, awards, other accolades)?

5. What differentiates the education your students receive from similar

programs at other universities?

6. Do you have recent stories you can share about students, alumni, donors,
research, and community service projects?

a. What is your favorite student/alumni story? How were they

impacted?

7. Tell me about your experience with our donors. Who are they and what do
you know about them? (Are they mostly alumni? Community leaders?
Foundations? Etc.)

a. Are there currently any individuals or organizations who have

expressed an interest in your work and might be willing to
accept a visit with me/us?

8. Tell me about your experience and familiarity with the Advancement

process.

a. Explain the benefits of individual gifts - no grant to write,

minimal reporting beyond stewardship letter, faster from
proposal to close.

b. I want to help you get to where you want to go with your

research/program more quickly if funding is the issue.

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 Compiled Questions: “Get to
Know Your Faculty & Their Vision

9. Why is increased funding from donors urgent? Why must a donor invest
now?

10. Let’s imagine five years from now. The campaign has been successful.

a. How is the School/College/Unit/Program/Center different and

better?

b. In what ways are your graduates better prepared for careers

and for life?

c. How are our community, nation and world different thanks to

the impact that donors have made on the educational program,
on research, on students?

11. Personal Philanthropy - Where does your unit/program/center fit in? How
can I make sure I am doing a good job with you and your spouse/significant
other in this regard?

12. What else is important for me to know?

13. What is your favorite soccer club / movie / Star Wars character? Why?

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 Case for Support

Case for Support Outline

I. Intro / History

 Brief history/concept of [program/center/unit/project].

II. Demonstrated Need/Problem

 What is the problem? Why is it urgent?

III. Position for Success

 What is our vision?

 Why is [unit/program/center] uniquely positioned?

 Why are we qualified to be part of the solution?

IV. Potential Impact & Future Goals

 What does the [unit/program/center] mean for the department,

donors, or alumni?

 Why does this work matter to society?

 How will we achieve our vision?

 Who will be impacted [students/faculty/patients]?

a. Note: even if working on capital project or research,

important to consider the “who”. Who will benefit from this
building or discovery, what will that look like?

V. Support the Need with the Facts and Stories (Head and the Heart)

 What steps have been taken so far? Show the progress or

financial commitment.

 What resources are needed to make this happen

[money/staff/time]?

 Why are the key faculty players?

 Is there an example of an individual who had/will benefit [ex:

student success story]?

VI. How to Get Involved

 Call to Action

 Add Contact Information

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 ALASKA SALMON
SUSTAINING THE ALASKA SALMON PROGRAM PROGRAM LEADERSHIP

The University of Washington Alaska Salmon Program in Bristol Bay, Alaska,

is the world’s longest-operating research program monitoring wild salmon
and their ecosystems. For more than 70 years, we have monitored and
conducted research on North Pacific salmon, working closely with fishing
communities and local economies to help ensure the long-term health and
productivity of what is arguably the world’s most sustainable fishery.

We aim to establish a $20 million endowment to fully sustain the Alaska

Salmon Program into the future. The endowment will support the
following:
o Innovative science to improve fishery management Ray Hilborn
o Recruitment and support of industry-leading scientists
o Support for undergraduate and graduate students
o Preservation of research station infrastructure

WHAT MAKES US UNIQUE?

Unmatched Scientific Capacity
Our people, our physical presence throughout the Bristol Bay watershed
and our history as a trusted and independent partner in Alaska make the
Alaska Salmon Program uniquely capable of producing science that will
improve the forecasting and management of fisheries in the future.

History of Innovative Science Daniel Schindler

Throughout our history, we have developed many of the seminal
techniques that are now central to the management and overall
sustainability of the Bristol Bay sockeye salmon fishery, such as counting
towers, ageing methodology and genetic stock identification. Combined
with our long-term data sets, we continue to bring new science to the
management of the fishery.

Ability to Train Fisheries Scientists and Managers

Ten or more students contribute to our program annually. 59% of former
students have pursued careers in fishery science or management. Our
graduates leave the Alaska Salmon Program with first-hand experience
collaborating with industry and management partners and hold scientific
Tom Quinn
expertise necessary for sustaining fisheries. Today, more than 80 former
students are serving in critical roles in fisheries science and management
organizations, with a concentration around North Pacific fisheries.
1 IN 2 GRADUATES
RETAINED IN FIELD
More than 80 former grads are
working in fishery science or
management positions:
Milo Adkinson, PhD 1994
Professor of Fisheries and
Ocean Sciences, UoA Fairbanks
Matt Baker, PhD 2009
Science Director, North Pacific
Research Board
Greg Buck, MS 2003
Biologist, Alaska Department of
Fish and Game
OUR FUTURE IMPACT
Innovative Science to Improve Forecasting and Management
We will bring new innovations through rigourous, independent science, to
the management of the fishery. Right now, our researchers are working to
integrate cutting edge machine learning techniques to improve forecasting.
We have a track record of developing applied innovations and are
committed to continuing this.
Ability to Detect and Respond to Changing Conditions
Understanding how ecosystems work over time helps support healthy
fisheries, communities and economies. Our data sets span 45-100 years
and offer invaluable insight into the responses of salmon to a changing
climate. Without the continuation of our long term monitoring program,
industry’s ability to respond knowledgeably to future events that impact the
fishery will be diminished.

Curry Cunningham, PhD 2015 Commitment to Training Future Leaders

Stock Assessment Modeler, Students who work and learn at our facilities in Alaska get hooked on
NOAA fisheries science and management. One out of two students who go
Jennifer Griffiths, PhD 2012 through our program pursue careers in a related field. Through the
Lead, Habitat Strategic Initiative, continuation of our research program and student courses, the Alaska
WA Dept. of Fish and Wildlife Salmon Program will contribute top leaders to the field.
Jonathan Moore, PhD 2007
Associate Professor of Biological
Sciences, Simon Fraser Univ.
George Pess, PhD 2009
Watershed Program Manager,
NOAA

Gregory Ruggerone, PhD 1989

President, Natural Resource
Consultants

Matt Smith, MS 2010

Conservation Geneticist, US Fish
and Wildlife Service
Mark Wittiveen, MS 1998
Area Management Biologist,
Alaska Department of Fish and
Game
For more information visit
depts.washington.edu/aksalmon/
or contact Daniel Webb
*Former Alaska Salmon Program students working in fishery management or science positions
(dcwebb@uw.edu)
throughout North America.
 Finding Your
Faculty/Unit Champion

Your Guide to Identifying and Cultivating the Best Faculty/Unit Partners

Successful high performing fundraisers have identified their go to faculty and
unit partners. This partnership with built upon mutual trust and leads to
fundraising success.

1. Identify Your Natural Partners (aim for five “go to” faculty/unit
champions)

a. Chair as a partner and a “filter” for your fundraising priorities

b. Mid-career faculty member

c. Rising star junior faculty member

d. Emeritus Faculty Member or Past Chair with lots of connections

e. Faculty doing compelling/community-tied research who can talk

passionately

f. Your internal person: CRO, administrator, advisor who is

embedded in the department

g. Communications and Marketing team members

h. CFR & Industry Relations

2. Convince the Non-Believers

a. Showcase Advancement successes at department meetings

b. Share the Advancement process and how easy it is to engage

c. Take reluctant faculty/unit partners with you on your “easy”

visits/meetings

3. Keep a List (and update it)

a. Utilize your champions as needed for events, speaking

opportunities, donor meetings, etc.

b. Continue to identify your champions and make adjustments as

needed

THE PRACTITIONER “HEY, LET’S TAKE THE STAIRS” PAGE |7

 Finding Your
Faculty/Unit Champion

4. Make It Personal

a. Cultivate faculty and unit partners as you would donors

i. Go on lunches and coffees

ii. Send holiday cards

iii. Visit their offices

iv. Build and maintain rapport

5. Help Make Your Champions Shine

a. Prepare your Champions Before Fundraising Meetings

i. Establish grounding questions beforehand

1. “You might hear me ask a simple question in the

meeting, I am hoping to get the information
across to the donor so that they will understand
it.”

2. “Tell me more about “x” and what did this do for

our [students/programs]”

ii. Ensure your faculty that you will lead the aspects of the
meeting that makes them feel uncomfortable (like the
ask)

b. During Meetings

i. Translate academic speak: “Did I hear you say…”

ii. Keep things on track

c. Be transparent about your role, what you do, how the

Advancement process works

d. Make sure the faculty feels represented in the relationship with

the donor - follow up, keep them looped in

THE PRACTITIONER “HEY, LET’S TAKE THE STAIRS” PAGE |8

 The Partner:
Documents and Resources

Below is a Collection of Visioning Exercises

UW Medicine Vision Exercise (Developed by Abbey Norris):

These slides and narrative walk through the entire visioning process with key
stakeholders and faculty leadership

LEAN Canvas:

Customized and used by our colleagues in CoMotion. This template is ideal for
a full vision session to walk faculty and leaders through the deliverables of the
program/unit/center.

The Motivating Power of a Massive Transformative Purpose (Written by

Alison Berman):

This article explores the idea of how humans have tackled our biggest
problems, largest tasks and uncovered big solutions and mind-blowing
breakthroughs.

THE PARTNER “HEY, LET’S TAKE THE STAIRS” PAGE |9

UW MEDICINE EYE INSTITUTE
VISIONING SESSION
August 24, 2017 | 2:30 to 4:30pm
UW Medicine South Lake Union, E-401

SLIDE 1: Introduction

- Thank you for making time for this Visioning Session today.
- The object of today’s meeting is to think about the future of the Eye Institute
over the next 5 to 10 years and discuss how philanthropy can support that
vision. Our goal is to come up with as many ideas as possible – nothing too
small, too big, or too crazy for consideration.
- The majority of this session will be a brainstorm and discussion, and we’ll
conclude with discussing next steps.

SLIDE 2: “People don’t buy what you do, they buy why you do it.”

- I hope that you had an opportunity to watch the TED talk by Simon Sinek. If
you didn’t, that’s okay. I’ll summarize:
o Simon talks about why companies, like Apple, are considered
innovative. Or leaders, like Martin Luther King or the Wright brothers,
are historical heroes.
o His theory is because they start with “Why”. He says that “All the great
and inspiring leaders in the world think, act and communicate in the
same way. And, it’s the complete opposite of everyone else.”
o He uses the “golden circle” to describe this.

1
SLIDE 3: The Why, How and What

- The inspired organizations think from the inside out.

 Why: Few organizations know why. What’s your cause? What’s
your belief? Why do you get out of bed in the morning? Why
should anyone care?
 How: How they do it.
 What: What the org does.
- Take Apple for example:
o Instead of saying: “We make great computers. They’re beautifully
designed. Want to buy one?” They say: “Everything we do, we believe in
challenging the status quo. The way we do this is by designing great
computers. Want to buy one?”
- Today, we’re here to talk about our “Why?” and the future of the Eye Institute.

SLIDE 4: Why do a Visioning Session?

- It provides focus, purpose and direction;

- It offers a possibility for fundamental change;
- It gives people a sense of control and gives a group something to move
toward;
- And, it generates creative thinking and passion.

- Visioning is fundamentally different from problem solving. Both are

important, but with problem solving you can get bogged down with
technical details and political problems. And, though useful, problem
solving rarely results in really fundamental change. A problem is something
negative to move away from, whereas a vision is something positive to move
towards.

SLIDE 5: Mission & Vision

- We are NOT here today to discuss or change the current mission and
vision of the Eye Institute. But, it’s worth pointing out that this is our
underlying reason of WHY we exist? We are here to talk about the future.

2
SLIDE 6: Meeting goals

- Our Objective today is to develop a vision statement (or list of ideas) to

help guide our work and philanthropic priorities for the next 5 to 10
years.
- Are there any other goals that you have?

SLIDE 7: Individual brainstorm (15 min)

- I’m giving you each a piece of paper to answer the question:

What would you like the Eye Institute to look like in 5 to 10 years?

Be Specific:
- How does our patient care look?
- How is vision research different?
- How is our education/training program different?
- What does our operations (administration/finance/budget) look like?
- What does our advancement team look like?
- What do we want to be known for?

Group discussion (20 minutes)

- Share one or more positive, declarative one-sentence statement about

how the Eye Institute will look different in the future. Make the statement
in the present tense. [i.e. We are seeing 80,000 patients a year in our Eye
Institute. We are located in stand-alone building outside of Harborview.]

Align on Common Themes

- What are some of the major differences between now and the future
we’ve created?
- Are there any common themes in the future we discussed?
- Any areas of consensus or disagreement?

3
SLIDE 8: Discuss a vision statement or list of ideas (15 minutes)

- An effective vision statement is:

o Imaginable: conveys a picture of what the future will look like
o Desirable: appeals to different constituencies and stakeholders
o Feasible: comprises realistic, attainable goals
o Focused: is clear enough to provide guidance in decision making
o Flexible: is general enough to allow individual initiative and
alternate responses in light of changing conditions
o Communicable: is easy to understand and communicate; can be
explained in two minutes.
- The vision statement should be strong and powerful, and represent the
ideal future. It should be a statement that has the force to mobilize and
energize many individuals and organizations. The statement should be
easy to read, easy to understand and easy to memorize. It should also be
compelling, motivational and inspirational.
- Our vision for the future is… X.

SLIDE 9: What is need to accomplish this vision?

- There are many factors that influence our ability to achieve this vision,
including:
i. Political atmosphere
ii. Support from UWM leadership
iii. Federal research funding
iv. Other?
- Some of this we have can impact, some may be outside of our control.
- What I’d like to spend the remainder of our time talking about is what
philanthropy can help us to achieve.
- I want to show you first, how we are doing. There are two numbers that I
look at to reflect how we are doing. The first is our “Annual Dollars in the
door” and the second is our “Progress towards Campaign Goal”.

4
SLIDE 10: Annual Donors & Dollars

- We are continuing to make great strides in our fundraising efforts on an

annual basis. Last fiscal year, we surpassed the $3M mark – thanks to
several large gifts.

SLIDE 11: Campaign Summary

- To date, we’ve raised $26.4M towards our $50M goal. We anticipate

several large gift commitments this year, that will put us well past $40M.

SLIDE 12 & 13: Campaign Accomplishments

- The campaign has truly “accelerated” our ability to achieve our mission by
establishing new endowed funds for faculty support, providing outright
funds for vision research, and creating new mechanisms to support our
trainees.

SLIDE 14: What are the giving opportunities looking forward?

- I’m passing around the list of giving opportunities from our FY18 Annual
Plan. Take a look and let me know what you think is mission from this list,
based on our discussion about the Eye Institute’s future.
- Collect ideas: These will help to guide and inform our work moving
forward.
- As you know, our work is “donor-centric”. Meaning that our aim is to align
with a donor’s passion and priority. However, knowing our priorities
allows us to be prepared the next time a donor says, “Russ, what do you
need?” or “How can we help you?”

SLIDE 15: An old proverb

- Thank you again for your time today. I’ll take the notes that Cianna
compiled and put together an outline of a vision statement. Then, we can
determine if there are next steps.
- With that, I want to conclude with an old proverb (because that’s what you
do) that says: “A vision without a plan is just a dream. A plan without a
vision is just drudgery. But a vision with a plan can change the world.”

5
UW MEDICINE
EYE INSTITUTE:
VISIONING MEETING
August 24, 2017 | 2:30 to 4:30 p.m.
“People don’t buy what
you do, they buy why
you do it.” – Simon Sinek

2
START WITH WHY
The Golden Circle

WHY?

Think from
the inside HOW?

out
WHAT?

TED TALK:: “How Great Leaders Inspire Action”

3
WHY DO A VISIONING SESSION?

> Focus, purpose and direction

> Possibility for fundamental change
> Gives a sense of control
> Something to move toward
> Generates creative thinking and passion

4
MISSION
We seek to eliminate suffering from eye disease, in our
community and world-wide.

VISION
We do so by practicing the state-of-the-art in
ophthalmology, extending the state through scientific
research, and by sharing our knowledge with our
students, our colleagues, and our community.

5
MEETING GOALS
1. Think (and dream) about what the next 5-10 years looks like
for the UW Medicine Eye Institute.
2. Develop a vision statement or list of ideas to help guide our
work.
3. Discuss opportunities for philanthropy to support our future.
4. Determine any next steps.

6
What would you like the
Eye Institute to look like in
5 to 10 years?
> How does our patient care look?
> How is vision research different?
> How is our education/training program different?
> What does our operations
(administration/finance/budget) look like?
> What does our advancement team look like?
> What do we want to be known for?

7
What does a vision statement
look like?
>
>
Imaginable
Desirable
Our vision for the
> Feasible future is…
> Focused
> Flexible
> Communicable

8
What is needed to accomplish
this vision?
> Political atmosphere
> Support from UWM Leadership
> Federal research funding
> Other?

Philanthropy

9
 ANNUAL DOLLARS & DONORS*
FISCAL YEAR DOLLARS DONORS
2017 $3,004,858 283
2016 $1,610,867 254
2015 $1,860,836 203
2014 $1,173,757 211
2013 $1,008,452 170
2012 $662,945 184
2011 $1,206,924 160
2010 $1,526,835 113
2009 $121,442 63

* Includes gift and private grants; does not include committed bequests and pledges.

10
CAMPAIGN SUMMARY, FY11-17
Campaign Goal: $50M
Progress Towards Goal: 53%

$13.2M + $8.2M + $4.9M = $26.4M

Planned Gift Private

Gifts Gifts Counted
Commitments Grants
& Pledges

Updated 8.14.17

11
What are the giving opportunities
looking forward?

12
“A vision without a plan is just a dream.
A plan without a vision is just
drudgery. But a vision with a plan can
change the world.”

13
Lean canvas overview
PROBLEM SOLUTION UNIQUE VALUE UNFAIR CUSTOMER
PROPOSITION ADVANTAGE SEGMENTS

KEY CHANNELS
METRICS

COST STRUCTURE REVENUE STREAMS

Lean canvas overview
PROBLEM SOLUTION UNIQUE VALUE UNFAIR CUSTOMER
PROPOSITION ADVANTAGE SEGMENTS

Top 3 What is
Top 3 features Single, clear, unique about Target
challenges or compelling your community
opportunities message that solution? or audience
states why
KEY you are CHANNELS
METRICS different and
worth paying
Key activity attention to Path to your
you measure community
or audience

COST STRUCTURE REVENUE STREAMS

Development Costs What is your funding model?

Materials Who might want to fund your solutions?
Hosting
People, etc.
Example: Taco Bell
Crunch Wraps
Example: Taco Bell Crunch Wraps

The California The Country A.M.

A.M. Crunch Wrap Crunch Wrap
 Lean Canvas

Problem
Problem Solution
Solution Unique Value
Unique Value Unfair
Unfair Advantage Customer
Customer
 3-5 foods in one Proposition Segments
Traditional egg package Proposition Advantage
 First mover Segments
Urban, morning
based breakfasts,  Eaten one branding
We bring all your commuters.
difficult to eat handed  Infrastructure
while driving. breakfast favorites  18-42 year old
 No utensils, no allows for new
together into one configurations men
messy hands
delicious and no  $25K-$60K
 Multiple items mess meal. Channels
Key Metrics
Key Metrics Channels median income
to deal with
 Risk of  Eat a take out
 TV Marketing Existing Taco Bell breakfast at
spillage
 Social Referrals Stores. least twice per
 Greasy hands
week
 Not overly health
or diet conscious
Cost Structure
Cost Structure Revenue Streams
Revenue Streams
 Additional in-store equipment  $2.99 per unit sold gross revenue
 Additional in-store food ingredients  55% gross margins (78% with soft drink)
 Marketing/Promotion

PRODUCT MARKET
The Motivating Power of a Massive Transformative Purpose
By Alison E. Berman
November 8, 2016
https://singularityhub.com/2016/11/08/the-motivating-power-of-a-massive-transformative-
purpose/#sm.0001pi6pjybxdyx10gc1vdx85lrwb

Eradicating diseases, mastering flight, near-instant global communication, going to the moon—humans
have developed a taste for making the impossible possible.

Though we still face a daunting list of global challenges, we’ve learned that science and technology can
uncover big solutions. But mind-blowing breakthroughs don’t just happen. They take teams of bright
and dedicated people chipping away at the problem day and night. They take a huge amount of
motivation, toil, and at least a few failures.

To solve our biggest problems, we need people to undertake big tasks. But what drives someone to take
on such a difficult, uncertain process and stick with it?

There’s a secret to motivating individuals and teams to do great things: It’s purpose.

Social movements, rapidly growing organizations, and remarkable breakthroughs in science and
technology have something in common—they’re often byproducts of a deeply unifying purpose. There’s
a name for this breed of motivation.

It’s called massive transformative purpose or MTP.

Setting out to solve big problems brings purpose and meaning to work—it gives us a compelling reason
to get out of bed in the morning and face another day.

Peter Diamandis likes to say, “Find something you would die for, and live for it.”

The more we organize around massive transformative purpose, the harder we’ll work, the more
dedicated we’ll be, the faster we can solve big problems—and maybe most importantly, the more
fulfilled we’ll feel about the work we do.

This article will explore ideas we’ve learned from some of our favorite big thinkers on what makes an
MTP and how to find and implement yours.

Understanding Massive Transformative Purpose (MTP)

In 2014, Salim Ismail published Exponential Organizations, co-authored by Mike Malone and Yuri van
Geest. In the book, the team analyzed the 100 fastest growing organizations and synthesized their key
traits. They discovered every single company on the list had a massive transformative purpose.

In the simplest sense, an MTP is a “highly aspirational tagline” for an individual or group, like a company,
organization, community, or social movement.

It’s a huge and audacious purpose statement.

THE MOTIVATING POWER OF A MASSIVE TRANSFORMATIVE PURPOSE

BY ALISON E. BERMAN P A G E | 33
Elon Musk and SpaceX are a good example for understanding MTPs. Musk didn’t found SpaceX to have a
luxurious retirement on Mars or just for the sake of building the most profitable aerospace company.
He’s driven by the belief humans must become a multi-planetary species. Making this a reality is his
purpose.

SpaceX’s MTP to revolutionize space technology and enable people to live on another planet creates a
shared aspirational purpose within the organization.

Notice that SpaceX’s MTP is:

 Huge and aspirational
 Clearly focused

THE MOTIVATING POWER OF A MASSIVE TRANSFORMATIVE PURPOSE

BY ALISON E. BERMAN P A G E | 34
  Unique to the company
 Aimed at radical transformation
 Forward-looking

MTPs are not representative of what’s possible today; they’re aspirational and focused on creating a
different future. This aspirational element is what ignites passion in individuals and groups; it’s what
engages people’s hearts and minds to work together to realize their goal.

SpaceX’s MTP does this so well that they’ve also activated a cultural shift outside of the company’s
walls, which is a secondary effect of having a strong MTP.

Other examples Ismail, Malone, and van Geest note in their book include the massive lines that form
when Apple releases a new iPhone or the huge waitlist each year to get a seat at TED’s annual
conference.

MTPs can inspire whole communities and evangelists to form around them.

Four examples of strong massive transformative purposes

As you read through these examples try to identify how each one fulfills each letter of MTP.
1. TED: “Ideas worth spreading.”
2. Google: “Organize the world’s information.”
3. X Prize Foundation: “Bring about radical breakthroughs for the benefit of humanity.”
4. Tesla: “Accelerate the transition to sustainable transportation.”

Hopefully, this helps explain what an MTP is. But there are other kinds of motivating messages out
there. What distinguishes an MTP from all the rest?

An MTP is not:
 Just a company’s mission statement.
 Technology specific or narrowly focused.
 Representative of what is possible today.
 Motivated only by profits.
 Just a big goal or even a “big hairy audacious goal.” (It must also be driven by a purpose to
create transformative impact.)

THE MOTIVATING POWER OF A MASSIVE TRANSFORMATIVE PURPOSE

BY ALISON E. BERMAN P A G E | 35
A successful MTP can often be reframed into a question. That question can then be used to evaluate
organizational decisions and whether they’re aligned with the MTP. For example, if the organization TED
is deciding whether to move forward with a talk they can ask, “Is this an idea worth spreading?”

The competitive advantages of an MTP

Having an MTP can trigger incredible outcomes, which is why high-growth organizations all tend to have
them.

The aspirational quality of an MTP pushes teams to prioritize big thinking, rapid growth strategies, and
organizational agility—and these behaviors all have substantial payoffs in the long term.

As an MTP harnesses passion within an organization, it also galvanizes a community to form outside the
company that shares the purpose. This sparks an incredible secondary impact by helping organizations
attract and retain top qualified talent who want to find mission-driven work and remain motivated by
the cause.

Additionally, when people are aligned on purpose, it creates a positive feedback loop by channeling
intrinsic motivation towards that shared purpose.

Finally, like a north star, an MTP keeps all efforts focused and aligned, which helps organizations grow
cohesively. As the organization evolves and scales, the MTP becomes a stabilizer for employees as they
transition into new territory.

How to begin creating an MTP

Peter Diamandis boils down two main areas of focus to identify your purpose:

1. Identify the who: Ask yourself who you want to impact. What community do you want to create
a lasting positive impact for? Is it high school students? The elderly? People suffering a chronic
disease? These are just a few examples of potential groups to focus your purpose towards.
2. Identify the what: What problem do you want to take on and solve? Here’s an exercise created
by Diamandis to identify the “what” of your purpose:
Step one: Write down the top three items you are most excited about or get you most
riled up (that you want to solve).
Step two: For each of the three problems listed above, ask the following six questions
and score each from 1-10.
(1 = small difference; 10 = big difference)

ASSESSMENT QUESTIONS
1. If at the end of your life you had made a significant dent in this area, how proud
would you feel?
2. Given the resources you have today, what level of impact could you make in the next
three years if you solved this problem?
3. Given the resources you expect to have in 10 years, what level of impact could you
make in a 3-year period?
4. How well do I understand the problem?
THE MOTIVATING POWER OF A MASSIVE TRANSFORMATIVE PURPOSE
BY ALISON E. BERMAN P A G E | 36
 5. How emotionally charged (excited or riled up) am I about this?
6. Will this problem get solved with or without you involved?

TOTAL = Add up your scores and identify the idea with the highest score. This is your
winner for now. Does this one intuitively feel right to you?

Have an MTP? Here’s what to do next

Realizing an MTP requires a different type of thinking. It requires a mindset and work environment that
leans into complex problems and dares to think big—really big.

SpaceX isn’t where they are today because they focused on making 10% improvements to existing
aerospace technology. And Google’s self-driving car isn’t the byproduct of a goal to make a 10%
improvement to driving.

10% thinking leads to incremental progress, which doesn’t lead to making the impossible possible—like
sending people to the moon.

Through history, however, we’ve learned that radically big thinking can lead to these types of
breakthroughs.

You have the recipe for creating a massive transformative purpose to push you and your organization to
the next level of performance and impact.

Now, it’s time to get to work.

THE MOTIVATING POWER OF A MASSIVE TRANSFORMATIVE PURPOSE

BY ALISON E. BERMAN P A G E | 37