Mentor Role in Larger Strategy
of Community Involvement
Volunteer involvement in a well-organized
tutor/mentor program can...
I’ve often been asked “What type of tutoring or mentoring do
you do?” and have had difficulty communicating the idea that
...
This graphic can be found
in this PDF essay
http://tinyurl.com/TMINetw
ork-Shared-Purpose . It is
intended to illustrate t...
This graphic is from a “Defining
Terms” essay (
http://tinyurl.com/TMI-DefiningTerms ) that illustrates the role of
differ...
I’ve created a variety of
graphics, like this concept
map, http://tinyurl.com/TMCK-Career-Mentoring , to
illustrate the di...
I point to a variety of
articles about “social
capital”
(http://tinyurl.com/TMIResearch-SocialCapital )
which show how you...
A program with a mix of volunteers from different business backgrounds can
offer a wide range of extra learning and mentor...
Programs that have a diverse base of volunteers are
“mentor rich”. I used to use the term Total Quality
Mentoring (TQM) to...
Share these concepts with people in your workplace and social networks.

This article focuses on “tipping points” or actio...
Multi year volunteer involvement
leads to growing leadership.
http://tutormentorexchange.net/chicagolandvolunteer-recruitm...
Thus, while using spring and fall Tutor/Mentor
conferences, technical assistance and training to
help each program in the ...
This last graphic is a “reality
check”. While I spend many
hours every day reaching out to
build a network of people and
r...
If what I do is copied and
adopted by others, we'd have
much more daily attention
focused on helping people
engage with th...
The Chicago Tribune is now
(October 2013) seeking ideas for
a New Plan of Chicago. I
encourage anyone who has been
reading...
Visit the websites below and learn more:
Let’s find ways to connect and talk about this.

At the following Tutor/Mentor In...
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Mentor Role in Larger Strategy

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How many think of the involvement of volunteers in youth tutor/mentor programs as a way to expand the number of people beyond poverty, and in the business world, who support the growth of non-school tutor/mentor programs in many locations in every big city? This essay was first posted on a blog article in Oct. 2013.

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Mentor Role in Larger Strategy

  1. 1. Mentor Role in Larger Strategy of Community Involvement Volunteer involvement in a well-organized tutor/mentor program can transform what the mentor does to help the youth and the community. This is a Tutor/Mentor Institute, LLC concept paper. More ideas like this found at http://www.tutormentorexchange.net and http://tutormentor.blogspot.com Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net
  2. 2. I’ve often been asked “What type of tutoring or mentoring do you do?” and have had difficulty communicating the idea that volunteer tutors/mentors represent “extra adults” helping kids living in high poverty neighborhoods of big cities who have too few people in their lives who model diverse jobs and career opportunities, and who are working to help these kids move through school and into adult lives and careers. This is me, in 1973 when I first became a mentor. Leo was in 4th grade. Over the past 20 years I’ve created a variety of visualizations to illustrate my ideas. Some of my pdf articles, like this one, originated as blog posts at http://tutormentor.blogspot.com (10-21-13). Since I want to refer to this often in future years, I am repackaging it in this format. I hope you’ll read the rest of this article and follow the links to additional information and ideas. If you agree, please form a group and begin to share this information regularly. Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 2
  3. 3. This graphic can be found in this PDF essay http://tinyurl.com/TMINetw ork-Shared-Purpose . It is intended to illustrate the influences in the lives of youth living in high poverty areas that are not as common to youth in more affluent areas. It also emphasizes the supports that are less frequently available. Kids aren’t “widgets” or “robots” where a certain dose of tutoring or mentoring can overcome the personal and environmental challenges facing them. All kids need extra forms of support. Kids in poverty have extra challenges, and less community support. Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 3
  4. 4. This graphic is from a “Defining Terms” essay ( http://tinyurl.com/TMI-DefiningTerms ) that illustrates the role of different types of tutoring/mentoring roles, in different types of programs. Throughout the country the terms “tutoring” and “mentoring” are used in a variety of different ways, with different meaning, based on the experience and perspective of the person using the terms. Until we group into sub-categories, focusing on kids in urban poverty, kids in rural poverty, immigrant kids who often don’t speak English, and kids who have social/emotional needs, but may live in communities with tremendous resources, we won’t build a shared understanding of problems facing each sub group of kids, which means we won’t build and sustain long-term strategies to help youth overcome those challenges. Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 4
  5. 5. I’ve created a variety of graphics, like this concept map, http://tinyurl.com/TMCK-Career-Mentoring , to illustrate the different needs of youth as they move from one grade to another, over the 12 years most kids to move from first grade to high school graduation. At different times kids need mentors to help build aspirations, and overcome problems facing them. They often need tutors to help with concepts, study skills and locating needed information. In areas of high poverty, volunteer tutors and mentors are extra adults who help young people and communities access these resources. I’ve written numerous articles on the http://tutormentor.blogspot.com blog showing impact of poverty on inner city youth. I integrate maps into many, to illustrate the need for comprehensive programs in many different neighborhoods. This section of links in my web library (http://tinyurl.com/TMIResearchLinks) contains links to many other web sites that focus on concentrated, segregated poverty as a root cause of many social and economic ills. On the Mapping For Justice blog ( http://mappingforjustice.blogspot.com) I provide numerous maps that further illustrate this point. Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 5
  6. 6. I point to a variety of articles about “social capital” (http://tinyurl.com/TMIResearch-SocialCapital ) which show how youth in segregated, high poverty neighborhoods benefit from volunteers and organized tutor/mentor programs that connect them to ideas, experiences and opportunities beyond what are modeled in the family or community. This is a form of “bridging social capital”. Thus, if non-school tutor/mentor programs are able to recruit volunteers from diverse workplace backgrounds youth would be exposed to a diverse range of career and education models, as well as many different racial, age and religious backgrounds. Graphics like this intend to communicate this concept, showing that volunteers from many industries can connect with youth in three different time frames, through organized, on-going tutoring and/or mentoring programs.. Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 6
  7. 7. A program with a mix of volunteers from different business backgrounds can offer a wide range of extra learning and mentoring activities beyond one-on-one tutoring or mentoring. Site based programs with space in the neighborhood close enough for youth to participate weekly are more likely to offer such extra learning opportunities on an on-going basis than community based mentoring. Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 7
  8. 8. Programs that have a diverse base of volunteers are “mentor rich”. I used to use the term Total Quality Mentoring (TQM) to show a constant process of innovation and improvement made possible by the participation of such a diverse base of volunteers. However, not every program has the leadership, marketing, or connections to business, that are needed to draw volunteers from diverse backgrounds. This set of articles in the web library show challenges facing non profit organizations. http://tinyurl.com/TMILibraryChallengesFacingNPO Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 8
  9. 9. Share these concepts with people in your workplace and social networks. This article focuses on “tipping points” or actions and strategies that might help stronger, mentorrich youth programs be available in more places. http://tinyurl.com/TMI-TippingPoint This 2010 Civic Enterprises report -- titled, “Untapped Potential: Filling the Promise of Big Brothers Big Sisters and the Bigs and Littles they Represent”, shows that many volunteers are concerned that they alone cannot do enough to help their mentees overcome the poverty where they live. Many are willing to do more. www.civicenterprises.net/MediaLibrary/Docs/untapped_potential.pdf The Tutor/Mentor Institute, LLC web library has more than 2000 links to information supporting the growth of mentor-rich programs in more places. Here are a set of links to articles showing benefit to companies resulting from support of volunteer involvement in mentor-rich programs http://www.jogtheweb.com/run/KPQV46qugRC8/Resources-business-can-use-to-supporttutormentor-programs Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 9
  10. 10. Multi year volunteer involvement leads to growing leadership. http://tutormentorexchange.net/chicagolandvolunteer-recruitment/177-volunteersleaders Volunteer involvement is a form of service learning. See 2011 animation. http://www.tutormentorexchange.net/images/flash/r ebuild_real.swf Both of these visualizations show how on-going volunteer involvement transforms some volunteers into leaders who give extra time and talent to help services be available to youth. These were created by interns, demonstrating how young people can be building skills, while communicating ideas. Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 10
  11. 11. Thus, while using spring and fall Tutor/Mentor conferences, technical assistance and training to help each program in the Chicago region improve their ability to recruit and retain volunteers, I have also been advocating for leaders in business, faith groups, hospitals, etc. to become more proactive in building support for mentor-rich programs in every neighborhood, borrowing from strategies they use to support multiple business locations. This “Recruiting Talent Volunteers” pdf illustrates that there are many roles beyond “one-on-one” tutor/mentor that business volunteers can take. http://tinyurl.com/TMI-RecruitingTalentVolunteers The “Virtual Corporate Office” pdf at http://tinyurl.com/TMI-VirtualCorpOffice illustrate roles companies and their employee-volunteers can take to support the growth of mentor-rich programs in locations throughout a metropolitan area. Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 11
  12. 12. This last graphic is a “reality check”. While I spend many hours every day reaching out to build a network of people and resources to support youth programs in inner city neighborhoods, I realize that the world has many complex problems, and most people are more focused on their own jobs, family, entertainment and health than they are on the well-being of people who they don’t see and relate to every day. Thus, I’m not trying to get the attention of everyone, or even most of “everyone”. I’m just trying to get the attention of a very small percent of “everyone” which really represents a large number of people in a world with more than 7 billion humans. Or, to put this another way, I’m trying to inspire people to devote a regular slice of the time, talent and dollars they devote to helping others, to helping well-organized, volunteer based tutor/mentor programs reach youth in high poverty neighborhoods of Chicago and other cities. One way to do this is to help business volunteers become involved in any tutor/mentor program in the Chicago region. I do this by providing this list of programs in many of my blog articles and my social media. http://tinyurl.com/TMI-ChiProgramLinks Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 12
  13. 13. If what I do is copied and adopted by others, we'd have much more daily attention focused on helping people engage with this information, and become involved in different programs and the lives of kids in many places. This ROLE OF LEADERS essay http://tinyurl.com/TMIRoleOfLeaders -illustrates strategies that could be adopted in many organizations. I also do this by sharing ideas that help programs attract and retain volunteers. Workshops at the Tutor/Mentor Conferences, http://www.tutormentorconference.org, always focus on volunteer recruitment strategies. However, another way to do this is to create a “Great Mentoring Reunion” with a goal of reaching people who have been involved in tutor/mentor programs over the past 40 years. There are thousands of inactive mentors and former mentees who already have some personal experience with mentoring and tutoring. Many have benefited from such involvement. Connecting people from the past, and the present, can lead to greater support of tutor/mentor strategies and mentor rich programs in the future. Increasing the number of programs and volunteers expands the army of people who are looking beyond ‘mentoring and tutoring’ to all of the actions needed to help youth move through school and into jobs and careers. Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 13
  14. 14. The Chicago Tribune is now (October 2013) seeking ideas for a New Plan of Chicago. I encourage anyone who has been reading the http://tutormentor.blogspot.com blog and articles like this one to submit your own ideas for how we engage people, and keep them engaged and learning from their service, for multiple years. Without engaging more people who don’t live in poverty, in personal involvement with any strategy that is developed, new strategies are not likely to reach youth in all the places where kids need help, or for all the years help is needed. If you share your strategy on a blog and send me the address, I’ll be happy to take a look at it. If you join the http://tutormentorconnection.ning.com site you can share your strategy in your own blog within that web site. Are you a writer, editor, video maker? Can you communicate the ideas in this PDF better than I have? Give it a try! Send me your version. Join the visualization project at http://tutormentorconnection.ning.com/group/cktmc Tutor/Mentor Connection, Tutor/Mentor Institute, Merchandise Mart P.O. Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net Pg 14
  15. 15. Visit the websites below and learn more: Let’s find ways to connect and talk about this. At the following Tutor/Mentor Institute and Tutor/Mentor Connection web sites you can see how we put these ideas to practice every day in our effort to support our goals. http://www.tutormentorexchange.net http://www.tutormentorconnection.org http://www.tutormentorconference.org http://tutormentor.blogspot.com http://www.scribd.com/daniel-f-bassill-7291 http://www.pinterest.com/tutormentor/pins/ https://www.facebook.com/TutorMentorInstitute Schedule a two hour presentation where you can learn to make your own maps and use this information in your resource building strategies. $250 per session if face-to-face. $150 if via Skype. Email tutormentor2@earthlink.net Tutor/Mentor Institute, LLC, Tutor/Mentor Connection Merchandise Mart PO Box 3303, Chicago, Il. 60654 Property of Tutor/Mentor Institute, LLC, Chicago, Il. Email for permission to use: tutormentor2@earthlink.net

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