How to Influence Change: Use of Visualizations

How to INFLUENCE

ChangeIn 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.

Property of Tutor/Mentor Institute, LLC, http://www.tutormentorexchange.net [email protected] Merchandise Mart PO Box 3303, Chicago, Il 60654

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.htmlPg 2Property of Tutor/Mentor Institute, LLC, http://www.tutormentorexchange.net [email protected] Merchandise Mart PO Box 3303, Chicago, Il 60654

This is from 1993!

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

Pg 3Property of Tutor/Mentor Institute, LLC, http://www.tutormentorexchange.net [email protected] Merchandise Mart PO Box 3303, Chicago, Il 60654

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

http://tinyurl.com/TMI-TippingPointshttp://tinyurl.com/TMI-MentorKidsToCareer

http://tinyurl.com/TMBlog-RoleOfIntermediaries

Let’s Talk About What this Graphic is

Communicating.Each part of the graphic is numbered and will be

explained on the

following pages.

Property of Tutor/Mentor Institute, LLC, http://www.tutormentorexchange.net [email protected] Merchandise Mart PO Box 3303, Chicago, Il 60654

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.

Pg 4

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)

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 ).

The Value of Intentional Influence - SSIR series

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.


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.


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.


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 @tutormentorteamhas 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:


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


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/looking-beneath-surface-of-tutormentor.html .


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.comand at http://tutormentor.blogspot.com

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


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/TMILibrary-ResourceLinks

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.


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 Brosin 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


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 athttp://www.tutormentorconference.org/conceptmaps.asp


Workforce development strategy http://tinyurl.com/TMI-WorkforceDevelopment



Strategic investment by business http://tinyurl.com/TMI-WhyShouldBusinessInvest


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

What If this Map, and Commitment, Were Shown on Thousands of Business Websites?

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


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


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.htmland 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


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?


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.


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/215-interns-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.

Property of Tutor/Mentor Institute, LLC, http://www.tutormentorexchange.net [email protected] Merchandise Mart PO Box 3303, Chicago, Il 60654 Pg 23

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


About the Author Daniel F. Bassill, D.H.L., Founder Tutor/Mentor Institute, LLC, July 2011

• 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;

• 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-1965-90View timeline 1992-present. http://tinyurl.com/TMC1993-2015Awards & Recognition. http://www.tutormentorexchange.net/awards-and-recognition

Dan & LeoCirca 1974

Leo Today

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


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


• http://www.tutormentorexchange.net

* http://www.tutormentorconnection.org

• http://tutormentor.blogspot.com

• http://mappingforjustice.blogspot.com

• http://debategraph.org/mentoring_kids_to_careers

Email: [email protected]

Facebook: https://www.facebook.com/TutorMentorInstitute

Twitter: @tutormentorteam

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:


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How to Influence Change: Use of Visualizations

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