Business/Education Partnerships 101: Essential Steps to Building Great Programs Brett Pawlowski President

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

Importance of Partnerships? Value of Partnerships AllDist.School Less than $25, %32.7%63.7% $25,000 to $50, %17.3%17.6% $50,000 to $200, %26.8%14.2% $200,000 to $500,0006.8%10.1%1.5% $500,000 to $1 Million3.3%3.0%2.0% $1 Million or More6.9%10.2%1.0% Source: Community/School Partnerships: A National Survey, DeHavilland Associates, 2007

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

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

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

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

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

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

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

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”

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

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

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

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

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

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

II. Understanding Partner Motivations Resources –“Making the Business Case” – – –

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

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

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

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?

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?

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

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?

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

V. Research Where to start? –National Center for Education Statistics: nces.ed.gov –Education Resources Information Center: eric.ed.gov –What Works Clearinghouse: –Best Evidence Encyclopedia:

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

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

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

VII. Program Design Stakeholder Chart StakeholderRoleNeed fromProvide Students ParticipantParticipation and completion Opportunity to improve academics; graduate School Host siteUse of facilities, some equipment Waivers; promise of improved performance Parents Parent of participating students Allow their children to participate Promise of better performance, future Co. employees VolunteerTime, commitmentRewarding feeling, positive outcomes Co. customers NonePositive impression of company Info on the company’s work with students

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

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

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

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

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

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?

For More Information: Brett Pawlowski, President DeHavilland Associates