How to

INFLUENCE
Change
In anti-violence, poverty
reduction, youth
development, influencing
actions of others is
essential to long term
success.
What does this graphic
mean to you? Read
more.

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This is from 1993!
Media Stories for past 25 years
constantly remind us of poverty,
inequality, and lack of opportunities
for people living in areas of
concentrated poverty. Research
shows that poverty has a negative
cost for everyone in a metropolitan
region, not just the poor.

Since 1993 a small Chicago organization has been
trying to influence actions of others throughout the
region, to support growth and constant improvement of
volunteer-based tutor/mentor programs. Learn more
about Dan Bassill and Tutor/Mentor Institute, LLC on
page 24.

See this story at
http://tutormentor.blogspot.com/2015/04/after-riots-do-planning.html

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When I realized that most people were not understanding what I was talking about I
started creating Illustrated PDF Essays to share ideas, strategies and vision.
Find these and many more at http://tutormentor.blogspot.com and http://www.tutormentorexchange.net/library

http://tinyurl.com/TMI-MentorKidsToCareer

http://tinyurl.com/TMI-Idea-Race

http://tinyurl.com/TMI-TippingPoints

http://tinyurl.com/TMBlog-RoleOfIntermediaries

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Let’s Talk About
What this
Graphic is
Communicating.
Each part of the graphic
is numbered and will be
explained on the
following pages.
Note: This presentation includes many hyperlinks
to blogs and web sites with additional information.
You may need to copy and paste the link into
your browser. Spend time visiting all of the
recommended links so you gain the full benefit of
this information.

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The Value of Intentional Influence - SSIR series
I've been reading, and
commenting, on a series of
articles on the Stanford Social
Innovation Review site, titled The
Value of Intentional Influence
(http://www.ssireview.org/
intentional_influence)
This graphic illustrates goal of T/MC,
connecting people who don’t live in poverty
with ideas that help them be more consistent
in helping people and organizations working in
poverty areas of Chicago and other cities.

I hope you'll spend some time reading the SSIR articles, then browse back
through blog articles I've written on the http://tutormentor.blogspot.com site, and
the http://mappingforjustice.blogspot.com site. Look at some of the printed
newsletters I was sending to 12,000 people in the 1990s
(http://www.tutormentorexchange.net/print-newsletters ).

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Here's a graphic that illustrates my goal
of influencing what resource providers
do, along with what tutor/mentor
program leaders do, so every high
poverty neighborhood of Chicago and
other cities is filled with great, or
constantly improving, non-school
programs helping kids move through
school and into jobs some day in the
future.
I feel this graphic is important to
understand because if we want
mentor-rich youth programs helping
kids in more places move through
school and into jobs we must
influence what resource providers do
at the same time as we're influencing
what youth programs do. This
requires a huge, on-going vision, and a
wide range of intermediary supports.
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First, the goal of this graphic, and the
Tutor/Mentor Institute, LLC is to help high
quality, long-term, site-based tutor/mentor
programs grow in high poverty
neighborhoods. One section of the
Tutor/Mentor web library includes dozens of
research articles that show the impact of
poverty, indicating the potential benefits of
mentor-rich programs. Research articles http://tinyurl.com/TMI-Library-Research
Second, if we want mentor-rich
programs in more high poverty
neighborhoods, then we must find
ways to increase the flow of
needed resources to all programs,
and keep this consistent for many
years. To do that we need to
influence what the donor and
resource provider do, not just what
programs do.
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Across the country, and in Chicago, people are gathering in conferences and
smaller meetings to talk about poverty, violence prevention, mentoring, etc. I
don’t have the funds to attend most of these, so I follow many via live feed
Internet broadcasts and social media chats.
For instance, I followed many of the January 2014 National Mentoring Summit
(http://www.mentoring.org/2014_national_mentoring_summit) events via a live
feed and posted comments on Twitter. There were about 800 people at the
Summit, and between one-, and two-hundred subscribed to the live feed. Far
fewer actually posted comments on Twitter during these sessions.
In one of the featured discussions, David Gregory, Host of NBC's Meet the
Press, was a speaker. @davidgregory has over 1.6 million Twitter Followers.
Justin Bieber @justinbieber has 49 million followers. @MENTORnational has
only 6628 followers as of Oct. 23, 2015. On same date @tutormentorteam
has almost 2313 followers.
These are “attention gaps” that we need to close if we want to influence
the growth of needed youth and family services in high poverty areas.
We cannot do that without more consistent, and strategic, support from
business, public leaders, media and other potential resource providers.
Let’s look at this chart closer:
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A tutor/mentor program supports a connection
between an adult volunteer with a youth living in an
area where indicators show extra adult support and
learning activities are needed.
NOTE: While many mentoring strategies are not
primarily focused on youth living in high poverty
areas, there is much research showing that for youth
living in high poverty the non-school hours offer many
risk if not filled with positive learning activities and
that there are too few resources in most
neighborhoods. The Tutor/Mentor Institute's primary
focus is helping mentor rich programs reach youth
living in high poverty areas of big cities like Chicago.
There are a wide variety of formal mentoring programs, and many youth are
involved in informal mentoring. The 2014 Report: The Mentoring Effect
(http://www.mentoring.org/mentoringeffect) , shows that too few youth are
engaged in formal mentoring.
The Tutor/Mentor Connection started building a list of Chicago non-school
tutor/mentor programs in 1993. See list at http://tinyurl.com/TMI-ChiProgramLinks
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Pg 9

This is one graphic from my web site illustrating a
need to support youth for many years. On
http://www.pinterest.com/tutormentor you can find
more graphics like this, which point to a long-term
result, which is when kids have made the journey
from first grade through high school, post high
school learning, and into jobs with family level
wages or better. Our aim is to help youth programs
build strategies that support this long-term goal.

This graphic is intended to illustrate the infrastructure
needed in every tutor/mentor program. Most people,
including youth and volunteers, don’t see the work it
takes to recruit and retain youth and volunteers, and
find the operating dollars and other resources needed
to build an ongoing program. See this graphic at
http://tutormentor.blogspot.com/2008/10/lookingbeneath-surface-of-tutormentor.html .
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Pg 10

I’ve piloted uses of maps since 1994 to illustrate the
need for tutor/mentor programs in every high poverty
neighborhood of Chicago. Without the maps donors
and media focus on a few high profile programs, or a
few high profile neighborhoods. You don't get a
distribution of resources to all of the neighborhoods,
or all of the programs, which need consistent support.
The oil well graphic indicates the need for programs
to help youth from birth to work. See more maps at
http://mappingforjustice.blogspot.com
and at http://tutormentor.blogspot.com

A collection of Map-Stories from 1990s can
be found at
https://www.scribd.com/doc/230623526/M
ap-Stories-1994-2000-Strategy-forMobilizing-Resources Available for $4.99

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Most efforts to support non profits, including tutor/mentor
programs, share ideas that help programs improve themselves,
and their operations.
This concept map shows a section of
the Tutor/Mentor Web library that
represents a college of resources
that tutor/mentor leaders could draw
from to be better at what they do.
http://tinyurl.com/TMILibraryResourceLinks
However, most smaller programs are so overwhelmed and under financed that
they can't draw from this information for on-going learning as much as they need
to. One section of the Tutor/Mentor library should be read by business leaders,
donors and policy makers. It shows challenges facing non profits.
The link is: http://tinyurl.com/TMILibrary-ChallengesFacingNPO
As the Iceberg graphic demonstrated, every program has common needs for a
wide range of talent. Few have the money to hire all the talent they need or
purchase the best technology and other tools needed to run a high quality
business.
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This is where we need to grow. Business leaders
have tremendous expertise in building chains of stores
operating in multiple locations. I wrote about Polk Bros
in Jan 2014 article (see link below), showing how
advertising and sales promotion were used to draw
customers to stores.
On http://www.pinterest.com/tutormentor I show many
graphics that illustrate the role of business and
professionals could take to draw needed resources to
volunteer-based tutoring and/or mentoring programs
all over the city.
I created a “Virtual Corporate office PDF” to illustrate
the way volunteer talent in many companies and
industries could be mobilized and focused on
supporting the growth of tutor/mentor programs
throughout big cities like Chicago.
http://tinyurl.com/TMI-VirtualCorpOffice
Jan 2014 article titled: Lessons from Polk Bros – Power of Advertising!;
http://tutormentor.blogspot.com/2014/01/lessons-from-polk-bros-power-of.html
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Pg 13

This is one of many graphics that
visualize the need for leaders
from many sectors to become
“influencers”.
On the next few slides are
concept maps that show reasons
and ways for business to engage
their employees and company
resources, as a workforce
development strategy, not a
philanthropy strategy.
Open the links and follow the
path shown on the concept maps.

See entire collection of concept maps at
http://www.tutormentorconference.org/conceptmaps.asp
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Workforce development strategy
http://tinyurl.com/TMI-WorkforceDevelopment
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Strategic investment by business
http://tinyurl.com/TMI-WhyShouldBusinessInvest
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What If this Map, and Commitment, Were Shown on Thousands of Business Websites?

Leadership Commitment Strategy Map
http://tinyurl.com/tmc-strategy-map

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Pg 16

If tutoring, mentoring and learning programs are
consistently supported, and are constantly
learning from each other, and engaging all of
their supporters in efforts to constantly improve
the organization’s impact, they should be able
to show on their web sites many indicators of
their value and impact.

This pdf illustrates some
of the things a “shopper”
should want to see
when looking at a
tutor/mentor program’s
web site.
Shoppers Guide - http://tinyurl.com/TMI-ShoppersGuide

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TMI Goal - Increase Funding Stream - http://tinyurl.com/TMIGoal-FundingStream
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Pg 19

Teams of volunteers from
business, universities, high
schools, etc. could help programs
collect and share this information
on web sites, and could provide
some of the advertising support
needed every day to encourage
more people to look at these web
sites and provide support to help
one, or many, programs grow.

Visit http://michaelcnt.blogspot.com/2014/02/simplifying-complex-ideas-role-of.html
and see how an intern from South Korea created a YouTube video to share the
“Influence graphic” steps. See video at https://youtu.be/s-vTuuGZc7s

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At key times each year, such as when school is starting, or during year end holidays, we need
to be telling stories with a common purpose. Can we influence more people to be volunteers?
Can we influence more people to be donors? Can be influence more people to be
intermediaries, story-tellers, network-builders? When everyone tells these stories can we link
them to common web sites with maps, databases, research and learning resources? Can we
influence high profile people to take this role?
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As a result of this support there should be many programs with a long-term
history and the ability to posts murals like this, showing youth and volunteers who
have been part of programs in the past, and who are still connected to those
programs today, while helping programs provide services to the next generation
of youth.

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Pg 22

Now, when you look at this
graphic, do you understand
what it is showing? Can you
share this with people in your
own network?
Take a look at
http://www.tutormentorexchange
.net/defining-a-terms/215interns-at-tmc and see how
interns have been creating
visualizations and new
interpretations of graphics like
this.
Start a project at your school, or
in your church or in your
tutor/mentor program, where
youth and volunteers create
their own interpretations,
focusing on your own
community and/or school
neighborhood if you're not in
Chicago.
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How do you understand your influence and how it grows?

I create essays like this with the goal that they are passed on to other people.
How do we track the growth of a network? This is a topic of several other PDF
essays and blog articles. Start your reading on this topic by browsing
information at http://www.tutormentorexchange.net/sna
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About the Author
Daniel F. Bassill, D.H.L., Founder Tutor/Mentor Institute, LLC, July 2011
I became a volunteer tutor/mentor in 1973 when joining the Montgomery Ward Corporate
Headquarters in Chicago as a retail advertising copywriter. I was matched with a 4th grade boy
named Leo. I became leader of the volunteer program in 1975 and continued in that role till 1990
while my advertising responsibilities grew at the same time. Leo and I are still connected. Read more
of my history at http://www.tutormentorexchange.net/dan-bassill
• Illinois Wesleyan 1964-68, History Major
• Army Intelligence, 1968-71
• 17 year advertising career (1973-1990)
• 4 yrs Loaned Exec United Way/Crusade of
Mercy, Chicago
• 36 years leading tutor/mentor programs
(1975-2011)
• President, Founder of Cabrini Connections
in 1992; Tutor/Mentor Connection, in 1993;

Dan & Leo
Circa 1974

Leo Today

• Created Tutor/Mentor Institute, LLC in
2011 to continue T/MC in Chicago

View timeline of my involvement 1973-1992. http://tinyurl.com/TMI-timeline-1965-90
View timeline 1992-present. http://tinyurl.com/TMC1993-2015
Awards & Recognition. http://www.tutormentorexchange.net/awards-and-recognition
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A Tutor/Mentor Connection type strategy
is needed in EVERY urban area.

Invite Dan Bassill to speak to your group or to be
part of your planning team.
Follow Dan Bassill on Twitter @tutormentorteam
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Learn more about how you can
help make best practice tutoring
and mentoring programs be
available to more inner city youth
in Chicago, or any other city. Visit
these web sites:

*


http://www.tutormentorexchange.net
http://www.tutormentorconnection.org
http://tutormentor.blogspot.com
http://mappingforjustice.blogspot.com
http://debategraph.org/mentoring_kids_to_careers

Email: tutormentor2@earthlink.net
Facebook: https://www.facebook.com/TutorMentorInstitute
Twitter: @tutormentorteam
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Pg 27

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