The Tutor/Mentor Institute, LLC

The Tutor/Mentor Institute, LLC
If you agree with the logic, become a partner or sponsor or,
adopt these ideas into your own leadership and actions.
TIPPING POINTS
What are some of the actions
that could dramatically
change the availability and
impact of programs helping
youth born in an inner-city
neighborhood be in a job and
starting a career by age 25?
Tutor/Mentor Institute, LLC
Tutor/Mentor Connection
http://www.tutormentorexchange.net
http://www.tutormentorconnection.org
Property of Tutor/Mentor Institute, LLC, Tutor/Mentor Connection, Merchandise Mart PO Box 3303, Chicago, Il. 60654 Email for permission to use: tutormentor2@earthlink.net
Pg. 1
About the Author: Daniel F. Bassill
Tutor/Mentor Institute, LLC, Tutor/Mentor Connection
Dan & Leo
Circa 1974
•
Illinois Wesleyan 1964-68, History Major
•
Army Intelligence, 1968-71
•
Joined Montgomery Ward as advertising
writer in 1973. 17 year advertising career
(1973-1990)
•
Became a tutor same year, matched to a 4th
grade boy named Leo
•
I became leader of the tutoring program in
1975. By 1990 we had 300 pairs of kids and
volunteers meeting weekly at the Wards HQ
in Chicago.
•
Left company in 1990; converted original
program to non profit, Cabrini Green
Tutoring Program, Inc.)
•
President, Founder of Cabrini Connections
in 1992; Tutor/Mentor Connection, in 1993
•
Created Tutor/Mentor Institute, July 2011
Leo Today
Pg. 2
Why Do we Do What we Do? These headlines are from 1992.
Best precaution: Just don't
forget.
If the story of the murder of 7-year
old Dantrell Davis......sounded
vaguely familiar, it might have been
because it had strong parallels to
the story .....of the murder of 9-year
old Laketa Crosby in 1985.
Chicago Tribune, Tuesday,
October 20, 1992
Column written by Eric Zorn
..................................................
"The children are so needing of
attention. They are emotionally
deprived. Anytime you can give
them quality one-on-one time is
really fortunate."
Quote from Janis Todd, Principal of
Byrd Community Academy, located
in Cabrini-Green
Chicago Tribune, Thursday,
October 8, 1992
Property of Tutor/Mentor Institute, LLC, Tutor/Mentor Connection, : tutormentor2@earthlink.net
Pg 3
Why Do we Do What we Do? Headline from 1994 Chicago Tribune
"With help, kids in America's
war zones can thrive"
"The cost of failure is a new
generation of children, too many
of whom will fail in school, join
gangs, deal drugs, .....and start
still another generation of
children in urban war zones."
Chicago Tribune, Monday,
May 18, 1992
Editorial written by Joan Beck
....................................................
...
"L.A. Riots' Wake-up Call Fell
Mostly on Deaf Ears."
"We are not very good as a
country in dealing with long-term
problems, except when they
present themselves as a crisis."
-Stuart Eizenstat, domestic
policy adviser to President
Jimmy Carter
Pg 4
In 2011 young people in Chicago
still don’t have the support
system they ALL need to thrive in
adult roles and responsibilities.
Why should business care
enough to invest corporate
non-philanthropy resources?
This is a cost to business
However there are other reasons to
be strategically involved:
1) Skill and network building of current
employees
2) Development of future employees
to fill predicted shortages
3) Access to current and future
customers
Pg 5
The problems of the 1970s, 1990s and 2015 are the same. There is no Master
Plan and no consistent, long-term, leadership.
Pg 6
Tutor/Mentor Programs are places youth can
get help from non-family adults
Youth
Programs
Volunteers
In a structured program a youth can
connect with volunteers, learning
opportunities, technology, intern
opportunities, friends and more.
Without a place to connect with volunteers,
these connections seldom take place.
Copyright 2011, Tutor/Mentor Institute, LLC Tutor/Mentor Connection, Merchandise Mart, PO Box 3303, Chicago, Il 60654. Email tutormentor2@earthlink.net for permission to duplicate.
Pg 7
Cabrini Connections 1993-2011
Tutor/Mentor Programs are a Collective Effort
Involving Many People over Many Years
What might we accomplish working toward shared
goals that we cannot do when working alone?
Pg 8
What can volunteers
do to help youth
through school and
into jobs?
Not just tutoring, mentoring,
arts or technology, but adults
helping kids get more of the
support they need to grow up.
Pg. 9
T/MC Goal:
Help inner-city youth
reach Careers.
To SUCCEED
We must recruit business
leaders who will use their
resources in PULLING
Youth to Careers
School-Time Programs
Pre-K
K - 5th
5th - 6th
3-5 PM Non-School Programs
To SUCCEED
We must help tutor/mentor
program leaders, volunteers,
schools and parents be more
effective in PUSHING
Youth to Careers
6th - 8th
High
School
Career
Track
After 5 PM and Weekend Programs
Each industry has reason to
invest in this strategy:
For instance, the HealthCare
industry faces severe shortages of
healthcare professionals and a high
cost of emergency room services in
inner-city neighborhoods
Pg 10
Great programs needed in
Every High Poverty neighborhood!
Chicago
area
The shaded
areas of this
map of
Chicago are
the areas of
most
concentrated
poverty.
All programs need same
resource every day!
* volunteers
* public visibility
* operating dollars
* technology
* training/learning
* leadership
Property of Tutor/Mentor Connection, 800 W. Huron, Chicago, Il. 60642 Email for permission to use: tutormentor2@earthlink.net
Pg 11
INFRASTRUCTURE NEEDED: A mentoring-to-career strategy of the Tutor/Mentor Connection
Without infrastructure and support for mentors and mentoring
programs, the mentoring movement will never reach its potential. Ways
mentoring falls short of its potential:
- missing infrastructure
- missing knowledge regarding effective
practices
- missing follow-up
- emphasis on marketing and recruitment instead
of program support
- poor or no coordination
- matches made and then abandoned by program
- conducted in isolation
- few programs with resources to serve mentors
as well as mentees
- missing operational expenses
Copywrite 2011, Tutor/Mentor Institute, LLC, Tutor/Mentor Connection, Merchandise Mart PO Box 3303, Chicago, Il. 60654 tutormentor2@earthlink.net
Pg 12
Not every program is equality good at
getting needed resources.
Program
Resource
While all tutor/mentor programs need
volunteers, dollars, etc., not every program is
equally effective at getting these resources on
a regular basis.
Yet, if the youth served by a program are to
succeed, a tutor/mentor program must be
able to grow and survive.
Pg 13
Understand the Role of a
Tutor/Mentor Connection (T/MC)
The T/MC was formed in 1993 to help volunteer-based tutor/mentor programs
Grow in high poverty areas of Chicago. Since 2011 T/MC has been operated
As part of the Tutor/Mentor Institute, LLC. This is an Intermediary role, providing
Resources that leaders in business, government, philanthropy and other sectors
Can use to help high quality programs be located where more are needed.
With master directory we can help volunteers, parents AND donors find
contact information and web sites for programs throughout the region.
This is a web
page created in
2004 to help
people find
tutor/mentor
programs in
different zip
codes of the
Chicago region.
Click one box in
each category,
and choose zip
code then click
“FIND A
PROGRAM”
http://www.tutormentorprogramlocator.net/Prgloc.aspx
Pg 15
When a search is
conducted, any
programs in this
search show up on
a Google map.
Info for each
program is shown
below the map,
based on what
T/MC has received
from each
organization.
Use the “find nearby”
feature to located
other resources in
map area.
Pg 16
Interactive Tutor/Mentor Program Zip Code Search Map
enables users to see program availability in entire region.
In 2008 this maplocator was
created.
Green stars on
map are locations
of youth
organizations.
Instead of using the
chart to search for
programs, you can
use the Zip Code
Map. If you click on
the map for any zip
code, it will take
you to the same
Google map and
list of programs.
Flash Intro to Program Locator: http://www.tutormentorprogramlocator.net/Intro.aspx
Pg 17
What does it take to fill a city with great tutor,
mentor and learning programs?
These are challenges. If we find solutions, these are
tipping points.
•
There are not enough of these programs in Chicago particularly in
neighborhoods with high levels of poverty. Until communities begin to use GIS
and visual information tools, they will never develop strategies that distribute
good programs to all of the places where they are needed.
•
There is no consistent funding stream available to support the multiyear operations of constantly improving tutor/mentor programs.
Without continuous, flexible operating dollars, programs cannot attract and
retain key staff, which is the most important part of a long-term tutor/mentor
program’s success
•
No common vision focusing on long-term birth-to-work support
system. The nation spends billions on education, youth development, violence
prevention, workforce development, etc., but most of the money funds
programs with short term goals, not process aimed at leading a youth to a
job/career. Until every stakeholder defines his/her work in context of what it
does to help a youth move to a job/career, we’ll have many soldiers, but they
will not all be fighting the same war
Pg 18
Leaders needed in non profits, business,
colleges, politics, media and faith groups
•
No source of leadership development. While the Tutor/Mentor Institute
provides a mentoring-to-career vision, and hosts more than a thousand web
links that anyone can use to learn more ways to help a youth connect with a
volunteer, or a learning experience, or a job, there is no university teaching
people to learn from this information on a consistent basis. Thus, we can hire
good people to lead our programs, but they don’t have a built-in map that
guides them in what they do.
•
Lack of leadership/advertising. Faith communities have spent more than
2000 years encouraging members to read scripture, reflect on it in groups,
then put it to work in their lives. Advertisers spend millions to draw customers
to their stores. Until there are leaders in business, politics, media, religion,
who advocate for mentoring to career strategies every day, we’ll never have
enough people looking at the information we offer, or growing in their own
leadership roles.
•
Collaboration and eLearning Portals need to support vision of leaders.
Some people are beginning to use the Internet to draw millions of people to
specific locations. Some of these locations are trying to covert these visitors
into armies of on-going support for specific causes. Until such portals are
available to the Tutor/Mentor Movement, we’ll be unable to reach the tipping
points that could change the impact of all tutor/mentor programs in the world.
Pg 19
FOUR-PART STRATEGY: A mentoring-to-career strategy of the Tutor/Mentor Institute, LLC
Problem-Solving Strategy
- four on-going strategies
Browse each section quickly to
know what’s on the site.
Resource
Generation
Collaboration,
shared learning
Public
Awareness
Research
http://www.tutormentorconnection.org
This is the home page of the main T/MC web site.
Pg 20
VOLUNTEERS
YOUTH
STAFF
TALENT
IDEAS
$$$
TUTORS,
MENTORS
TECH.
IF WE INFLUENCE FLOW OF
DOLLARS, TALENT AND
RESOURCES WE CAN IMPROVE
DISTRIBUTION AND QUALITY OF
ALL PROGRAMS.
DONORS
CUSTOMERS
POLICY
MAKERS
YOUTH
MEDIA
Pg 21
WHAT CAN YOU DO?
Build Learning, R&D, Teams in
EVERY industry, faith group,
college, high school. Connect
them to each other via Internet
collaboration portals.
Groups can meet in places like
http://tutormentorconnection.ning.com
Pg 22
Connect with others
Teams from different companies
in one city can connect and
share ideas with teams in other
cities, and with teams from
different companies and interest
groups.
Use the business tools of
collaboration to solve social
problems and business people
will learn to use these tools to
innovate new solutions to
business problems.
Pg 23
Network Building- Increasing Involvement of More People
This can
be
YOU
Use advertising and public relations strategies to draw
resources to tutor/mentor programs in every zip code.
Pg 24
Quarterly Event Strategies that repeat each year build greater flow of
resources to programs. And greater visibility for leaders of this strategy!
3-months
from now
6-months
from now
9-months
from now
12-months
from now
Immediate
Impact
Growth of
volunteers & $$
and corporate
leaders involved
A collective effort might result in more leaders in the Chicago
region taking roles that raise the level of volunteers, operating
dollars and other needed resources for all tutor/mentor programs.
Pg 25
Discussion
• How can your organization take a role in
this effort?
• What places on the Internet can you, your
employees, or your members connect with
Tutor/Mentor Institute, LLC and
Tutor/Mentor Connection?
Pg 26
T/MI Added Value – TIME Savings
By collecting, sorting, sharing information related anyone can
use to build strategies and support actions that help kids from
poor neighborhoods expand their network of adult support and
learning opportunities, we offer a “TIME SAVINGS” to millions
of potential users who would have to spend a considerable
amount of their own time searching for this information, or,
understanding how to apply it.
In this article “time” is a commodity that has value.
Corporations that influence how people use their “time” will
reap 21st century profits.
"A Brief History of the Corporation."
http://www.ribbonfarm.com/2011/06/08/a-brief-history-of-thecorporation-1600-to-2100/
Pg 27
T/MI Added Value –
Lower costs of acquiring dollars
By maintaining a map-directory containing more
than 175 tutor/mentor programs in Chicago and
creating events and advertising that draws donors
and volunteers to tutor/mentor programs included in
the Directory, we lower the costs of acquiring
needed resources for each organization offering
tutoring/mentoring in the region.
See http://www.tutormentorprogramlocator.net
Pg 28
T/MIC Added Value –
Increase talent retention
and human capital in NPO sector.
By helping programs attract volunteers and donors
at lower costs, we improve the consistency of
funding, lower the emotional stress of fund-raising,
and encourage more people to stay in jobs
longer…..thus increasing the level of knowledge and
experience within each organization and across the
entire sector
Pg 29
Value to Business –
Increase opportunities for employees to
expand skills and build informal
networks
By helping companies from many sectors develop
employee engagement strategies within tutor/mentor
programs we provide informal learning opportunities
for volunteers who take on leadership and project
management roles in NPOs.
By encouraging volunteers from multiple sectors to
participate in individual programs, we expand the
informal network for every volunteer involved….as
well as for every youth involved.
Pg 30
Access to customers and future
employees in a single city
By helping companies connect with
tutor/mentor programs throughout a city like
Chicago we help companies share their
values, products and services and work
opportunities with thousands of people who
are potential customers and future
employees.
Pg 31
Access to customers and future
employees in multiple cities
By building a platform that is used in many cities, we
connect volunteers and youth from multiple
programs in a single city with multiple programs,
learning and networking opportunities across the
world.
We expand the range of ideas that volunteers, youth
and supporters can bring to individual tutor/mentor
programs, and that they can bring to their own
work/life experiences.
Pg 32
Social Return on Investment
As a result of the work we do
more youth in high poverty
areas will be able to participate
in mentor-rich non-school
programs.
Investors will enjoy the rewards
of seeing their money do good;
while also earning a reasonable
rate of return from their
investment.
Pg 33
THIS IS A PROCESS: A mentoring-to-career strategy of the Tutor/Mentor Connection
More youth stay in school,
are safe in non-school hours,
graduate, and move to
careers
Continuous Process
Improvement
Recruit & Train, Begin
operations
Set Schedule and action plan
THE RESULT
According to Mark Cohen, a professor at Vanderbilt
University’s Owen Graduate School of Management,
“High risk youths who are kept out of trouble through
intervention programs could save society as much as $2
million a youth per lifetime”.
This type of organization is not
achieved in one or two years.
Determine Recruitment
strategies
Find host/sponsor
Define Mission
It will never be achieved without the
work done at the base of this
pyramid each year.
Building a Team
Research
Pg 34
If it is to be, it is up to you and me: A mentoring-to-career strategy of the Tutor/Mentor Connection
Tutor/Mentor Institute, LLC
Tutor/Mentor Connection
Merchandise Mart PO Box 3303, Chicago, Il. 60654
www.tutormentorexchange.net
www.tutormentorconnection.org
While our purpose is focused on social good and all income is uses to
support our programs our tax structure is not a 501-c-3 non profit.

The Tutor/Mentor Institute, LLC

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