450 WK 5

Electric11

Step12Winning_Grants_Step_by_Step_The_Complete_Workbook_..._----_Pages_101_to_125.pdf

Home >Human Resource Management homework help >450 WK 5

Step 8—Developing the Program Budget 83

WORKSHEET 8.1:

Revenue and Expense Budget

Cash

Required

In-Kind

Contributions

Total

Budget

REVENUE Foundations Government Corporations Individual contributions Donated printing and supplies Volunteer services Other (specify):

Total revenue

EXPENSES Salaries (prorated if less than full-time)

_______________ _______________ _______________ _______________ _______________

Payroll taxes and benefi ts (percentage of salaries)

Bookkeeping contractor Other (specify):

Total personnel Offi ce rent (percentage for program) Supplies Printing Utilities Telephone Copy services Postage Travel Membership dues Other (specify):

Total nonpersonnel Total expenses

On the Web

O'Neal-McElrath, Tori, and Mim Carlson. Winning Grants Step by Step : The Complete Workbook for Planning, Developing and Writing Successful Proposals, John Wiley & Sons, Incorporated, 2013. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=1469450. Created from ashford-ebooks on 2021-10-28 02:28:13.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Winning Grants Step by Step84

Budget Review Questions

1. Is the budget consistent with the proposal’s program plan (methods)?

2. Is there a budget narrative that explains items that may not be imme- diately clear?

3. Does the budget include in-kind revenues and expenses?

4. Does the budget address the question of how overhead costs will be recovered?

5. Is the budget realistic? In other words, can the organization accom- plish the intended objectives with the proposed budget?

6. Has the organization kept the budget worksheet, so that it has a record of how costs were determined for the expense items?

Now it’s time to focus on the organization background statement, which is Step Nine.

References

National Institute of Health, http://grants.nih.gov/grants/glossary.htm Burke Smith, N., and Tremore, J. 2008. Everything Grant Writing Book (2nd ed.).

Avon, MA: Adams Media. Greater Washington Society of CPAs, http://www.nonprofi taccountingbasics

.org/reporting-operations/budgeting-terms-concepts

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

http://grants.nih.gov/grants/glossary.htm

http://www.nonprofitaccountingbasics.org/reporting-operations/budgeting-terms-concepts

Step 9 Writing the Organization Background Component

IN ADDITION TO THE PLANNING SECTIONS of the proposal, grantseekers need to develop an organization background component. This step provides an overview of the purpose of an organization background statement and of what it should contain to best establish a nonprofi t’s credibility. Using examples and a worksheet, grantseekers will learn how to present their organization’s strengths to funders.

Purpose of the Organization Background Statement

What are the mission, values, and other distinguishing characteristics of the organization? And what is it about this particular organization that enables it to successfully execute on what it promises to deliver? The organization background component answers these two questions and more. This is the section of the proposal that highlights all the positive qualities of the orga- nization, which means this section can get rather lengthy if restraint is not employed. Try to limit this component to no more than three pages. A good organization background statement describes the nonprofi t well enough to assure prospective funders that this nonprofi t can successfully undertake the proposed program.

Funders may refer to this section as the “Introduction” or the “Applicant Description,” but the same basic information is expected regardless of its name. This section of the proposal should allow the reviewer to get a strong impression that the organization

• Meets an unmet need or fi lls an essential role in the community

• Is fi scally secure

• Is well managed

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Winning Grants Step by Step86

• Provides important community services

• Understands the community it serves

• Refl ects that community in its board and staff

• Has the respect of the community

Content of the Organization Background Component

Organizations should include the following:

• A description of the organization and its mission and vision, and how it came to be—its history.

• The demographics of the community served by the organization, followed by the ways in which both the board members and the staff refl ect those demographics. This information is growing steadily in importance to funders, as they want to ensure that the nonprofi t is in the best position to truly understand and connect with the community it seeks to serve.

• A description of the organization’s position and role in the com- munity. Who are the organization’s collaborating partners in the community?

• A discussion of the ways the organization is unique in comparison to others providing similar services.

• Descriptions of innovative programs or special services the organization has provided. Has it received any awards or special recognition?

• A very brief history of funding by other sources.

The primary goal in crafting this section of the proposal is to establish cred- ibility with potential funders. Organizations need to use sound judgment as to what is appropriate given the specifi c proposal—and the funder. The guiding question should be, “What is the key information that this funder needs about the organization and its qualifi cations to solidify the case for sup- port?” Similarly, when requesting funding for a highly technical project that makes use of new ways to engage clients via the Internet, information about the organization’s past experience in web-based communications, as well as the qualifi cations of specifi c staff members who would be responsible for the project, would be critical to reinforcing the nonprofi t’s capacity to under- take the proposed project successfully. If proposing a collaborative project, thought should be given to using examples of other collaborative projects in which the organization participated as well as the successful outcomes derived from those collaborations.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 9—Writing the Organization Background Component 87

Testimonials and statistics relating to the work of the nonprofi t may be incorporated, although they should be kept at a minimum. The organization background component should be primarily an informative and interesting narrative describing the qualifi cations of the organization. Understand that the funder would probably prefer a summary of the highlights in the non- profi t’s history that relate to the project needing funding. In this instance, don’t be afraid to use bullet points to highlight items in what would other- wise become very dense narrative.

Don’t eat up valuable proposal space with information on the organiza- tion’s structure or specifi c details about board members and staff unless such detail is requested. Supporting documents, such as an organization chart and résumés of key staff, can provide this information and add credibility to the proposal, and it should be provided in the proposal’s appendixes (see Step Eleven). However, some funders specify what appendixes they will, and will not, accept—so incorporating this information into the background statement might be warranted. Should this be the case, keep it brief. Sum- marize how many staff and board members the organization has and also the number of active volunteers engaged with it.

If the organization is too new to have any accomplishments, try focusing on the qualifi cations of the staff and board to provide some sense of credibility for the start-up endeavor. As a start-up, it will be critical to clearly state the unmet needs or unique problem the organization is being created to meet.

Tips for Writing the Organization Background Component

Background Statement

Start with when and why the organization was founded. Its mission state- ment should be front and center in the fi rst or second paragraph. From there, move away from the philosophy of the organization and begin explaining what it does.

This is one of the few sections of a proposal that can be created as a standard component and used repeatedly. Grantseekers will be required to make small edits to tailor the background statement for specifi c funders on occasion or to highlight items of special interest to a particular funder. Otherwise, this section is fairly standard for most proposals.

Read the following Sample Organization Background Component. Then, using Worksheet 9.1, gather the information for this section of your organization’s proposal. Next, write the narrative, using the Sample Orga- nization Background Component as a guide. Finally, review the work using the Organization Background Review Questions. Organizations should be able to answer “yes” to each question.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Winning Grants Step by Step88

Sample Organization Background Component Swim 4 Life was established as a 501(c)3 organization in 2008 by 2000 Olympic swimming hopeful Jane Swimmer, who emerged as one of the brightest female swim stars in the United States at the 2000 Games. The mission of Swim 4 Life is to empower youth in underserved communities, through high- quality programs, to utilize the discipline of swimming to improve physical fi tness, nurture self-esteem, and acquire the confi dence to advance their lives.

Jane was an eleven-time U.S. National Champion and two-time USA Swimmer of the Year. In 2005, she started for-profi t swim schools at various community centers in two other counties in Any State. Inspired by the results achieved at her for-profi t schools, Ms. Swimmer began to explore the idea of bringing a high-quality program to youth in underserved communities that would off er the same standard of excellence found in the best private club programs, such as her own. However, she continued to focus on the for-profi t schools until January 2007, when she conducted a pilot water safety program at the West Hanover Swim School with fi fty middle and high school students who were bussed in from ABC Youth (ABCY), a nonprofi t organization that provides enrichment programs in the Gathentown School District. The results clearly demonstrated that the program could be replicated eff ectively in a nonprofi t setting.

Because the school lacked the capacity to accommodate growth of Swim 4 Life programs, and considering the cost of recruiting and transporting youth across the city to the selected site, it was determined that the optimal pools to use for program sites would be those located in the communities where the target population lived. The fi rst site chosen was Arthur Schomburg Middle School in South Spring, where a pool that had been out of service for fi fteen years was about to re-open. In 2008, a second site was added at the Rockmore Education Complex, a high school near downtown Abbington. The Adapted Learn-to-Swim program began at the high school in summer 2008 to meet the needs of students with disabilities.

As of 2006, the Gathentown Unifi ed School District must comply with a statewide mandate to include aquatics programs in all high school physical education curricula for 9th and 10th grade students. However, because of poor staff training and long-term cutbacks in funding for physical education, the district was ill-prepared to teach students to swim despite its large investment in building nine new high schools with competition-size pools.

Too often, youth in the communities our program targets lack the opportunities, guidance, and/ or family support equal to that of their surrounding counties to provide them the foundation to help guide them in the right direction. By providing these kids with valuable access to swimming via the Swim 4 Life program, we endeavor to empower these kids to learn the values of self-discipline, decision making, hard work, and dedication that have a real chance of forever changing their lives. The aim is to inspire children to explore their potential through swimming and give all children the same opportunity to enjoy the sport.

The organization uses swimming to reach out to children who are at risk of failure in school, gang affi liation, unhealthy lifestyles, including childhood obesity, and other physically, mentally, and emotionally unhealthy outcomes. More than 450 youth have participated in its short history, and 85 percent of those in the non-adapted classes have passed a water safety survival test. Programs are delivered by two full-time and seven part-time employees, with a seven-member board of directors providing oversight and governance.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 9—Writing the Organization Background Component 89

WORKSHEET 9.1:

Organization Background Exercise

[Organization Name] Accomplishments Personnel

Location

Legal status

Date of founding

Mission

Target population

Programs

Partnerships

How unique

Special recognition

Summary of need statement

Financial

Board and staff

On the Web

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Winning Grants Step by Step90

Organization Background Review Questions

1. Does the organization background section give the nonprofi t cred- ibility by stating its history, specifi c qualifi cations, purpose, programs, target population, total number of people served, and major accom- plishments?

2. Does the background suggest sources of community support for the proposed program?

3. Does this section highlight any awards received? This can include winning government funding through a competitive process.

Now it’s time to pull the entire proposal together with the proposal summary, which is Step Ten.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 10 Writing the Proposal Summary

THE PROPOSAL IS NOW NEARLY COMPLETE. The proposal summary does what its title suggests—it summarizes the entire proposal. In this step grantseekers learn the basics of constructing a solid and compelling sum- mary. Using a worksheet and following examples, grantseekers also write a summary for their own proposals.

Purpose and Content of the Summary

A proposal summary (also referred to as an executive summary) is a clear, one- or two-page abstract of the full proposal. Its purpose is to encapsulate the strongest key elements of the grantseeker’s proposal, which will then lead the funder to engage in reading the full proposal.

All proposals of more than fi ve pages in length should contain a sum- mary, and in most cases funders require a summary as a part of the proposal. Positioned as the opening element of the proposal, it is typically the section written last to ensure that all critical proposal elements are incorporated. A proposal summary should contain the following elements:

• Identifi cation of the applicant (the organization)

• The specifi c purpose of the grant

• The applicant’s qualifi cations to carry out this purpose (the program)

• The anticipated end result

• The total program or project budget and how much the applicant is requesting from the grantmaker to be used toward that amount

Grantseekers should endeavor to include each of the elements outlined in the previous section in short paragraphs.

A crisp and well-articulated summary assists the funder in understand- ing the need for the program, its goals, and objectives. A good proposal summary paints a picture of the full proposal and successfully entices the

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Winning Grants Step by Step92

funder to read more. Grantseekers should always keep in mind that funders receive dozens—and in many cases hundreds—of grant proposals to review during any given funding cycle.

There are many different approaches to employ when writing the pro- posal summary. Some will start with the compelling problem the program is designed to address, whereas others will start by introducing the organi- zation, highlighting its reputation and standing, and presenting its overall qualifi cations. When in doubt, consider following the same order used in the proposal.

If writing the proposal summary is a struggle, know that even the most seasoned grantwriters sometimes struggle with this section because it demands brevity. It requires the writer to capture the most essential elements of each component of the proposal, in a condensed style—yet in a way that will capture the reader’s attention and distinguish this proposal from the rest.

Tips for Writing the Summary

• Decide what the key points are in each section of the proposal’s com- ponents. Include only those key points in the summary.

• Stress the key points important to the funder. Make sure the summary highlights the potential funder’s priorities.

Study the following Sample Summary for the Swim 4 Life. Then com- plete Worksheet 10.1 to pull together the material for the summary. Finally, review the work by asking the Summary Review Questions. Grantseekers should be able to answer yes to each question.

Sample Summary Swim 4 Life was established as a 501(c) nonprofi t organization in 2008 by 2000 Olympic swimming hopeful Jane Swimmer, who emerged as one of the brightest female swim stars in the United States at the 2000 Games. The mission of the Swim 4 Life program is to empower youth in the underserved communities throughout King County, through high-quality programs, to utilize the discipline of swimming to improve physical fi tness, nurture self-esteem, and acquire the confi dence to advance their lives. This mission is fulfi lled through programs currently operated at Arthur Schomburg Middle School in South Spring and the Rockmore Education Complex high school near downtown Abbington. More than 450 youth have participated since operations began in 2007.

The overall goal of the program is to empower children in disadvantaged neighborhoods through swimming with the confi dence and baseline skills to save their lives, improve their academic performance, and increase the potential for an improved quality of life. One of the program’s primary objectives to achieve the goal is to teach a minimum of 150 children to swim every year so that they

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 10—Writing the Proposal Summar y 93

have the opportunity to enjoy the sport and be “water-safe,” thus gaining a much needed confi dence boost. More than 450 youth have participated in the program’s short history, and 85 percent of those children passed a water safety survival test. Programs are delivered by two full-time and seven part-time employees, with a seven-member board of directors providing oversight and governance.

The Rockmore Education Complex is located in the city of Abbington, the most densely populated city in the state, with 8,552 people occupying every square mile, compared with a state average of 2,093 people per square mile. It has the highest crime rate in the state, and the poverty rate is 46 percent, nearly twice that of all other cities in the state, with the exception of South Spring, which has a 31 percent crime rate. Fifty-one percent of children under the age of eighteen live in poverty, compared with 31 percent in the rest of the city. Young people in this community clearly live under stressful conditions and could benefi t greatly from structured and supervised physical activity, as well as safe opportunities for fun and positive engagement.

The Swim 4 Life program currently operates programs at one middle school (Schomberg); in Fall 2008 it began regular programs at one high school (RLC), while a third program started at both sites in the Fall of 2009. The goal of the program is to expand to one additional school in 2012: Cooperville Middle School, which is also located in Abbington. Our program at one school even provides swim instruction specifi cally for students with disabilities. Through our partnership with the Gathenton School District, we are off ered the opportunity to replicate the programs throughout the cities of Rockmore and South Spring in King County, contributing to improved health and fi tness of thousands of youth who have been excluded from learning the sport of swimming because of limited access to safe pools.

The entire Swim 4 Life Program budget is $468,800, of which $150,000 remains to be raised. Your gift of $25,000 will go a long way toward helping us meet our objective of program expansion, thus serving 25 percent more kids. Thank you for your consideration of our request.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Winning Grants Step by Step94

WORKSHEET 10.1:

Summary Questionnaire

1. What is the identity of the organization, and what is its mission?

2. What is the proposed program or project (title, purpose, target population)?

3. Why is the proposed program or project important?

4. What will be accomplished by this program or project during the time period of the grant?

5. Why should the organization do the program or project (credibility statement)?

6. How much will the program or project cost during the grant time period? How much is being requested from this funder?

On the Web

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 10—Writing the Proposal Summar y 95

Summary Review Questions

1. Does the summary clearly identify the applicant(s)?

2. Does it describe the specifi c need to be addressed and the specifi c objectives to be achieved?

3. Does it mention the total program or project cost and the amount of funding requested?

4. Is it brief (no more than two pages maximum)?

5. Does it thank the funder for considering the applicant’s request for funding?

It is now time to assemble the entire proposal package, which is Step Eleven.

Helpful Hint Be consistent. Now is not the time to intro- duce new information. Everything in this section should already be part of the full proposal.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 11 Putting the Package Together

IN THIS STEP GRANTSEEKERS LEARN the importance of presenting their proposal with a clear but brief cover letter, in addition to the attachments that funders may require for inclusion. This step takes on a particular signifi cance in light of the seismic shift in the funding world from paper grant submissions to online submissions via email and online portals for grant submissions.

Purpose and Content of the Cover Letter

First, it should be clarifi ed that in this time of grantseeking, a cover letter is more likely to take the form of an email because, as is being referenced in several places throughout this workbook, many proposals are likely to be submitted electronically. Organizations need to craft a brief, yet informative cover letter that will serve as the fi rst piece of information the funder reads. This letter should accomplish the following:

• Briefl y introduce the organization making the request.

• Highlight the support of the board of directors for the project.

• Specifi cally mention the fi nancial request—how much and for what.

Make it the goal to keep the cover letter to a two or three paragraph maximum length. Keep the details in the proposal and don’t take up time with an unnecessarily lengthy cover letter. Start the letter with a very brief introduction of the organization and inform the funder of the amount and purpose of the request. Use the next paragraph to very briefl y highlight the proposal and any salient points. The closing paragraph should thank the funder for consideration of the request and should also clearly indicate who to contact within the organization should the funder have questions. This should be the same person the funder will contact with responses. Typically, the person who signs the cover letter—which should be the organization’s execu- tive director, board president, or both—is not the contact person who follows

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Winning Grants Step by Step98

up on the request. Therefore, it is vital to clearly indicate the contact person by name and title, as well as provide that individual’s direct email address and phone extension. Grantseekers should take care to minimize confusion by making it as simple as possible for funders to reach the right person in the organization.

This fi nal paragraph should also be used to invite a meeting, phone call, or site visit.

Use the following Sample Cover Letter as an example.

Sample Cover Letter Wendy Wonder President XYZ Foundation 0000 Nocounty Avenue, Suite 2330 Anytown, Any State 02009

Dear Ms. Wonder: On behalf of the board of directors and staff , I am honored to submit the following proposal requesting consideration of a grant for $25,000 to Swim 4 Life to assist us in expanding from two to three program sites in the Gathenton School District in King County, Any State. This program is an innovative swimming instruction program established by Jane Swimmer, a former U.S. Olympic swimming hopeful and hometown hero.

Established in 2008, the mission of the Swim 4 Life program is to empower youth in the underserved communities throughout King County, through high-quality programs, to utilize the discipline of swimming to improve physical fi tness, nurture self-esteem, and acquire the confi dence to advance their lives. More than 450 youth have participated since operations began.

Because of your commitment to encouraging young people to reach their fullest potential, we sincerely hope that the XYZ Foundation will join us as our partner in this important program. Should you have any questions, please feel free to call me at (111) 111–1111. We deeply appreciate your consideration of our request and look forward to hearing from you in September if not before.

Sincerely, Shawn Jones, Executive Director

Purpose and Content of the Appendixes

Appendixes, or attachments, are a necessary and important addition to any grant proposal. These are documents that are not components of the proposal per se, yet they provide valuable information that the funder will need when considering a request. Most funders, regardless of size, and certainly nearly all public funders (local, state, and federal government grants), supply a list

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 11—Putting the Pack age Together 99

of required appendixes. When no list is provided, consider including the following documents:

• The organization’s IRS 501(c)(3) tax-exempt status determination letter or fi scal agent’s letter, if there is a sponsor, to establish nonprofi t status

• The organization’s most recent audited fi nancial statement

• A list of the organization’s board members, their work and school affi liations, and any other applicable information

• The organization’s overall budget for the current fi scal year

• The organization’s latest annual report (if it prepares an annual report)

• A list of all other funders who have received or are receiving propos- als for the program, the amounts of these requests, and the current status of each request

In addition to these items, a funder might request profi les of the key staff members assigned to implement or oversee the proposed project or a list of current funders or both. Some funders may also require an attach- ment section for a letter proposal. Many of the items in the previous list are generally included with these shorter proposals. Letters of intent, however, will probably require a much reduced appendixes section that includes only the IRS determination letter and possibly a list of members of the board of directors and the organization’s budget.

Packaging the Proposal

A simple, clutter-free, and neatly packaged proposal creates the perception of a well-organized, successful organization. This holds true for an email proposal submission. When submitting via email, grantseekers should always convert the proposal and attachments to PDF format. PDF stands for portable document format, and it not only makes documents present more professionally, but it also prevents the documents from being edited in any way and it locks formatting in place. As a general rule, organizations should never submit documents electronically that are not in PDF format.

Review all appendixes to ensure that

• They are nicely copied on fresh paper or that each computer fi le is in PDF format.

• The pages are numbered and appropriately identifi ed.

• The proposal is nicely formatted, with no typos (don’t rely on spell- check but run it anyway).

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Winning Grants Step by Step100

• The name of the foundation, staff person, and address information are correct (and don’t hand address the envelope or label). In the case of an electronic document, verify that the appropriate formatting remains in place.

• The cover letter is printed on organization’s letterhead. For an elec- tronic proposal submission, a cover letter will probably not be an option. If an organization is submitting a proposal via email, the email copy should be succinct.

• If the submission is via email, make sure all documents are properly labeled and that the appropriate recipient is known and the email address is correct.

Grantseekers should consider creating a table of contents and numbered appendixes for the proposal. This should be done for both an electronic and paper proposal submission.

Specifi c to Paper Proposal Submissions

If the funder is requesting a paper submission, carefully read the funder ’s guidelines to confi rm the number of proposal copies that should be sub- mitted. Funders might request an original and several copies of a full proposal, so make sure to follow their instructions. If more than one copy of the proposal is requested, clearly mark which proposal is the original. Organizations should also be prepared for requests to submit proposals on a thumb drive.

In an effort to cut down on use of paper products in general, proposals (other than letter proposals with only a few appendixes) should be neatly arranged and held together with a large binder clip, rather than a folder. Start with the full proposal, the budget, and then the appendixes in the order listed in the guidelines. Leave the cover letter outside the binder clip for the original proposal only. Each copy of the proposal can be fully binder-clipped, with the cover letter copy inside the clip. Grantseekers can paperclip each section of the proposal if desired (narrative proposal, budget, appendixes), as that might make accessing the proposal overall easier for the funder.

Placing a proposal in a three-ring notebook, having it spiral-bound, or spending unnecessary money to have it color copied does not add value. Presentation is important, but only from a neatness and orderliness standpoint.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 11—Putting the Pack age Together 101

Specifi c to Electronic Submissions

Electronic submissions can sometimes have technological challenges. For that reason, take care to submit electronic proposals sooner rather than closer to the deadline date. Always keep in mind that technology is known to pick the most inopportune moments to fail. If the funder has a portal, be sure to double-check whether it is one that will allow applicants to save submis- sions in progress, or whether the full submission must be completed in one sitting. This distinction is critical, as one allows grantseekers to edit as they go, save their work, and come back to complete the submission. The other does not allow this functionality and will require a dedicated amount of time and attention to detail.

Use the checklist in Worksheet 11.1 to make sure the proposal is complete and ready to mail.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Winning Grants Step by Step102

WORKSHEET 11.1:

Final Proposal Checklist

Place a checkmark next to each step after it is completed.

____ Determine which program or project ideas have the best chance of being funded.

____ Form a planning team that includes clients aff ected by the program or project, community leaders, key staff and volunteers, and other organizations with similar or complementary projects.

____ Design a program or project plan.

____ Conduct thorough research to determine funding sources most likely to be interested in the program or project. Note funder deadlines.

____ Visit the website of each prospective funder to review its grant guidelines, annual report, grantee list, and so forth. If a funder has no website, email or call to request information helpful in preparing the proposal (annual report, grant guidelines, and so on).

____ Read all other grantmaker materials (Form 990, media coverage, and so on) to ensure that the proposal falls within the funder’s interest areas as demonstrated by previous grants made.

____ Prepare the proposal core components by stating the need or problem to be addressed, the objectives and the methods for meeting the need, the ways the project will be evaluated and funded in the future, and the budget.

____ Determine the features of the program or project that may set it apart from other projects and will appeal to the funder.

____ Make sure those features are highlighted for the funder.

____ Prepare the fi nal proposal components: the introduction, summary, and cover letter.

____ Ensure the proposal is clear and well written by having at least one person review it and provide feedback.

____ Include all appendixes requested by the funder.

____ Review grant guidelines and confi rm the number of proposal copies to be submitted and any specifi c formatting requests in order to meet the requirements.

____ Give copies of the proposal to members of the planning team and other individuals or groups who should be aware of the program or project.

____ Email or call the funder within two weeks after mailing the proposal.

On the Web

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 11—Putting the Pack age Together 103

Sending the Proposal

For a proposal to be successful it must refl ect the work of a fully devel- oped and articulated program plan, which is 70 percent of the up-front work and is sometimes easily overlooked. Only then is the proposal written (the other 30 percent), clearly and concisely, for a targeted funder who has been thoroughly researched and vetted and with whom a relationship has been established.

Please pay particular attention to the Resources for Grantseekers in Resource C in this workbook and on the Winning Grants Step by Step, Fourth Edition website to fi nd out more about how to research funders and learn about various preferences and values. When the organization’s proposal is packaged and mailed to prospective funders, go through Step Twelve (the next step in this workbook) to review some suggested strategies for main- taining contact with those funders and moving the proposal through their grantmaking process.

Reality Check It is essential to follow the funder’s guidelines for packaging a proposal, just as with all other parts of the application process. Nearly all funders—foundations, corporations, and government—will stipulate that they do not want staples in proposals. In many cases funders are tasked with making multiple copies for others to review; staples make their jobs much harder. Whatever requirements funders have specifi ed in their grant guidelines is exactly what should be submitted. Do not given the funder any reasons to disqualify the proposal.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

105

Step 12 Sustaining Relationships with Funders

NOW IS THE PERFECT TIME to take inventory: a compelling program plan addressing a pressing community problem was created. From there, a solid grant proposal using the steps as outlined in this workbook was crafted. Then said proposal was submitted as directed in the funder’s grant guidelines. Mission accomplished? Well, not quite yet.

Following Up on the Proposal

In many cases, funders will provide a timeline for their grantmaking process. Imbedded within this timeline will be language outlining that the funder requires a certain number of weeks or months to review all proposals. There may even be a request that organizations not call during that specifi c period—a request that should be honored. In addition, more funders are incorporating site visits into the grantmaking process, and they want to save all discussion and questions for that time. For funders with online grant proposal submis- sion processes—either via email or via a specialized portal—grantseekers are likely to receive an e-notifi cation of some sort that will confi rm receipt. However, if submitting by mail, it is recommended that organizations take the time to make a follow-up call to confi rm receipt.

Managing a Site Visit

A site visit is exactly what its name implies: the funder comes to the organi- zation’s site (or the site of the proposed program) to visit with leaders, staff, board members, and those the organization serves. Not every organization requesting funding gets a site visit, as it is primarily a part of the vetting process for proposals that are in the advanced stage of consideration. Grant- seekers should also understand that a site visit is by no means an assurance

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

106 Winning Grants Step by Step

of program funding. What it does mean is that there is enough of a match between the grantmaker, the organization, and the proposed program that the funder believes it warrants further investigation.

When a site visit is requested, the key staff assigned to the program are essential to the process because they (ideally) were the people who cre- ated the program plan, and they are the ones (again, ideally) who will be responsible for the hands-on implementation of the project. They should be present during the visit, as should the executive director and the person who can answer fi nancial or budgetary questions. If the program targets a specifi c group of people, representation in the form of one or more individu- als from the population to be served or engaged is always welcome, as they can provide the most useful testimony for the program, its signifi cance, and its power for change.

If a nonprofi t is selected for a site visit, use the following to-do list to prepare:

• Confi rm the participation of all key persons involved with the program.

• Send the full proposal to everyone participating, and request that they (re)familiarize themselves with it.

• If the funder has provided questions in advance of the site visit, share those as well.

• Meet with everyone in advance of the actual site visit to ensure that everyone is on the same page in terms of knowledge about the program and its goals, objectives, and methods and that everyone understands who will be answering which questions and moderating the visit.

• Make sure beverages are available for the visit, but keep it basic: no need for catering or any other special event details.

If the funder requests a tour of some sort, decide what the important elements are for the funder ’s representatives to see and plan the tour in advance—again informing everyone who will be a part of it what is hap- pening and when. Make sure everything is in order and try to schedule the tour for a time when they can see the programs in action; check with staff to make sure it won’t be disruptive to have visitors or violate clients’ confi dentiality or privacy in any way.

Keeping the Funder Informed

Keeping prospective funders up to date on which of these other grantmak- ers is funding the program or has declined a request at this time is always

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .

Step 12—Sustaining Relationships with Funders 107

recommended. As new grant requests are submitted, it is in the best interest of the organization to notify all foundations that are currently considering funding for the program. Refer back to each individual funder’s guidelines to be sure of each funder’s requests regarding being open to phone calls and email communication during the review process.

Responding to the Funder’s Decision

It is inevitable: funding decisions will be made. When decisions are received, organization staff will be either sighing for relief or sighing for temporary defeat. In either case, grantseekers need to move forward with their rela- tionship building.

When the Proposal Is Funded

There is nothing like getting that call, letter, or email announcing that the grant is being awarded. It is a wonderful feeling of accomplishment, regardless of the size of the grant. An email to the funder is certainly in order as soon as word is received regarding the request being approved. As busy as funders are, they all want to hear about how the programs—and organizations—they’ve funded are progressing. In most foundations with paid staff, the grantmaking process requires staff to advocate for the pro- grams they recommend for funding. Make no mistake: staff at funding institutions advocate on behalf of the organizations being recommended for grants, so consider them partners and keep them apprised on a quarterly basis (minimum) with a brief note, an email, a call, a personalized newslet- ter, or whatever form of communication is most effective and appropriate.

Following an email to the funder, which should happen within the same day as notifi cation, a formal letter of thanks should also be sent to the funder and signed by the executive director.

As a general rule, most funders anticipate some sort of public recogni- tion of its grants. Standard forms of recognition include a feature in the grantee’s newsletter and inclusion on a donor list on the recipient’s website or in the annual report. Consider the level of recognition in proportion to the amount of funds received; that should guide the selection process for the appropriate recognition level. A large grant may warrant special recogni- tion at an organization’s annual event or ceremony of some sort, or a media announcement. Ultimately, if anything beyond a newsletter mention and inclusion in a donor list is being considered, it should be discussed with the funder in advance of making any decisions. Organizations should not make any assumptions about funder recognition, particularly if the grant award letter does not provide specifi c guidance on the subject.

C o p yr

ig h t ©

2 0 1 3 . Jo

h n W

ile y

& S

o n s,

I n co

rp o ra

te d . A

ll ri g h ts

r e se

rv e d .