Systems Thinking - Case Studies

 A few days ago I found this post on LinkedIn by Simon MacCormac. It shared a paper he wrote about Systems Thinking.  That's a topic I've written about often in the past. 

I started a conversation that ultimately asked, "Who is aggregating links to case studies showing the application of systems thinking in solving complex problems?"

Today Simon shared two links. The first is SCiO (Systems and Complexity Organization) which is building a library of case studies showing successful application of systems methodologies.  click here

Open the site and scroll through the collection.  If you're looking to solve a complex (or simple) problem you can find some ideas among these case studies.

The second is the Systems Thinking Case Study Bank, hosted by the UK Government. click here

I found the map shown above by scrolling through the list of articles on this page.  It was part of an interview with Caitlin Jones about a project aimed at reforming agricultural policy design.  There are many like this on the site.

I shared the graphic below and this article with Simon on LinkedIn. 

This shows my own application of systems thinking to visualize the many problems that need to be solved to make volunteer-based tutor/mentor programs available to K-12 youth in every high poverty neighborhood, then to help those programs build long-term connections between youth, volunteers and the program, that lead kids safely through school into adult lives.

Over the 30 years I've been leading the Tutor/Mentor Connection I've come to realize that this is only one of many challenges that need to be addressed. I show many of these on the right side of the graphic. Each one should have many people applying systems thinking practices to find solutions and make them available in every place where that problem persists.

That's a wicked problem. A huge challenge.  How to start? Collect information showing how others are already trying to solve the problem. Learn from that. Then begin innovating your own solutions.

As you do that share your ideas with me and others on LinkedIn and other social media platforms. We can learn from you as you learn from us.

If you appreciate what I'm sharing please help fund the work I'm doing. click here

What's Needed in an on-line Tutor/Mentor Program Locator?

This week I posted a new article on Substack.com that shows how I've been using GIG maps since 1993. I hope you'll read it. click here

I pointed to articles on the MappingforJustice blog, such as this one, that show examples of how I've used maps, and how others are doing similar work. 

And, I encouraged universities, and others, to borrow from my history  and build their own platform to support youth-serving programs in their community, and to help them reach more K-12 kids in every high poverty area.  

So what is involved.  Take a look at this concept map.

From left to right I show

a) boundary layers - city, zip code, community area, state and federal legislative districts, etc.

b) indicators layers - poverty, violence, poorly performing schools, etc.

c) programs - while I focus on tutor/mentor programs, this could also show arts/science, or other types of services which need to be located close to consumers, meaning many are needed throughout the city.  The programs layer can be sorted by age group served, type of program, time of day

sample map

d) this shows the goal of the program locator, and the Tutor/Mentor Connection/ Institute, LLC.  We want to help leaders use this to build support for existing programs and help new ones form where needed.  At the right is an example of a map view that can be created using the program locator, then adding additional annotation using Power Point

e) assets layers - in this section you can find sub sections for banks,  hospitals, universities, faith groups, drug stores, and insurance companies, with offices/branches in different locations throughout the city. 

sample map

Using this information a map of a small section of the city can be created that shows indicators of need, existing programs and assets who share the geography, and thus should be expected to support programs that help kids in that area.

Ideally an updated version of the Program Locator would find ways to pull data on assets from resource files on the Internet, making this a continually updated feature.

Two features were never built into the program locator.

a) I wanted to be able to connect data from indicators into a form that program leaders (or donors) could use to determine the need for tutor/mentor programs in specific neighborhoods.  Imagine clicking on a community area and getting a form showing number of kids; level of poverty, locations of existing programs, age group, type of program, etc. A program would just fill in their program information on the form and get a printed document to send to a donor.  View this PDF to see how a map might show the number of kids in a community area. 

b) I wanted to create another layer that could be used to raise money for programs shown on the map, and to track donations to do an analysis showing the different levels of funding going to different neighborhoods.  I describe what I have in mind on this page of my planning wiki.

In another concept map I've been sharing links to platforms that collect and map data, shown all the places in the country where people need extra help.

Most of these show where help is needed, but don't host a directory of organizations who are trying to solve those problems.  And, if a service needs to be close in order for people to participate, many such organizations would be needed in big cities like Chicago.

And they all compete with each other for scarce funding.

If you live in one of the cities where there are pockets of concentrated poverty and your newspaper headlines are showing "bad news" happening,  why not reach out to technologists in your community or at your local university.  Show them how I've been using maps and the Program Locator that was built in 2008. 

Encourage them to build a similar resource for your community.

If you'd like my help, just reach out on LinkedIn.

That's just one place where you can find me. Visit this page to see my social media links.

And, if you want to help me pay the bills, visit this page. 

Tutor/Mentor Learning Network - What is it?

I shared the two visual essays shown below in a new article on Substack.com.  I hope you'll take time to view it and dig into the essays.

The first shows how I've been collecting and sharing information for the past 30+ years, via the Tutor/Mentor Connection (1993-present) and the Tutor/Mentor Institute, LLC (2011-present).  This slide shows how I link to other organizations that represent specific areas of expertise.

My goal is not to have links to "everything" on my website, but to point to other websites who aggregated information about specific topics, or specific groups of organizations.

Open the PDF at this link. 

The second essay shows more of what the Tutor/Mentor Connection has been building since 1993.  I call it a "capacity-building" network.

Note the "mentoring to careers" graphic in the first image and the map of Chicago in the second. Both have photos of kids and volunteers who were part of the programs I led.  These signal an intention to help similar programs grow in every high poverty neighborhood of Chicago and other places.

While many intermediaries collect and share information, I’ve found few who host a list of programs that do similar work, then constantly try to draw attention, volunteers and donors to EACH of these places. That’s what makes the Tutor/Mentor Connection unique, and difficult to understand.

Click here to view the visual essay.

While I've piloted this work since 1993, via a small non-profit (until 2011), I've constantly reached out to convince colleges and universities to adopt the strategy, as a teaching tool, and for their own self-interests.   The second visual essay shows roles students could take.  Many articles on this blog do the same.

This is becoming a much more urgent concern.  I'm 79 and in the early stages of a lung disease that will ultimately end my life.  This blog and the sites it points to are just one entry point into what started for me in 1973 when I became a volunteer in the Tutoring Program hosted by employees at the Montgomery Ward Headquarters in Chicago.  

I studied history in College then spent three years in U.S. Army Intelligence. Both taught me to look for best-available information to support my efforts to constantly improve my work in retail advertising at Wards and my volunteer-role as a tutor, then leader, of the program at Wards.

Through the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) I've been sharing this library with others in Chicago and throughout the world!

These visual essays show much of what I've been doing.  

If you have been blessed with great wealth, and you care about helping solve complex, long-term problems, please consider making a gift to a university, focused on building a Tutor/Mentor Connection-type program, including taking ownership of my archives, websites, blogs and all the work I've been doing.

I'd love to connect on ZOOM with anyone who is interested in helping make this happen.

These photos show me in 1973 with Leo Hall and in 2014 as he celebrated his 50th birthday. We're still connected in 2026.  It's one of many reasons I keep trying to help mentor-rich programs grow in more places.

Thanks for reading.  Connect with me on LinkedIn, Facebook, Instagram, Twitter, BlueSky and/or Mastodon.  See links here.

Finally, I don't charge people to use these ideas and resources, but there is a cost to me to keep doing this work.  Visit this page if you'd like to help me pay the bills.

Role for alumni of tutor/mentor programs

A few days ago I saw this post on Facebook.  It's from Kaeaiya Holmes, who, in the 1990s, was a student in the tutor/mentor programs that I led in Chicago.  She's now Regional Director of Nursing at Centurion Health.

She was responding to the LOGIC MODEL graphic that I had shared.

She started by saying, "This post resonates with me because I wasn't just connected to the Tutor/Mentor movement, I was impacted by it."

Click on the image and enlarge it so you can read the rest.

She's taking a role that I've encouraged many alumni to take. She talks about the value of mentor-rich programs and says "What I appreciate about this model is that it recognizes that  mentoring isn't just about one relationship.   In communities where poverty affects thousands of children, we need strong organizations, safe spaces, and mentor-rich programs that create opportunities for young people to learn, grow and thrive.  These programs become anchors, providing stability, hope and a sense of belonging."

Every time I post a blog article or on social media I'm hoping that one or more former students will take time to read it, then share it, using their own stories and talents, to encourage others to get involved and help mentor-rich programs grow in more places.

Be like Kaeaiya!

Focus on conditions that affect student performance - new UCLA Center report

Today I read a new article from the UCLA Center for Mental Health in Schools, titled "Disregarding Inequities Fuels Victim Blaming".  It focuses on how "far too little attention is focused on the role that societal and school inequalities play in shaping both student difficulties and school performance outcomes."  I encourage you to open this PDF and read the article. 

6-26-2026 update - the UCLA Center shared another report about the "Cycle of disinvestment in public schools".  Click here to read it.

This is not new information to me. I've been collecting articles like this for over 30 years and sharing them in my library and via posts like this.  

Below is a concept map showing sections of the library that have related information.  I added the new UCLA article to the "Education" research section.

This is something I started doing nearly 50 years ago.  It started as I was interacting with others, talking about ways to build and sustain volunteer-based tutor/mentor programs.  Most conversations would include an introduction of new ideas from the people I was talking to.  In most situations, the ideas might generate interest, but when the two people leave the conversation, the ideas does not necessarily go with them.  

I started writing down ideas on scratch paper, even paper napkins, then putting them in a "ideas folder" in my office.  From time-to-time I went through that folder, reminding myself of these ideas, which often led me to include them in program upgrades.

When I formed the Tutor/Mentor Connection in 1993 I dramatically expanded the range of ideas I was collecting, and made them available to other tutor/mentor program leaders in Chicago.  When I started using the Internet in the late 1990s I moved the library to a website and I've been adding to it for the past 26-plus years!

Thus, if you look in the set of education research articles (at this link) you'll find many articles that point to this problem. It's not new.  

And, if you open the other sections shown on the concept map, you'll find even more information that supports the ideas in the Summer 2026 UCLA Center's article.

I created this graphic in the 1990s to show how anyone can take a role that draws people to this information and begins building understanding and a commitment to long-term, widely distributed solutions.  The big circle represents the library and smaller circles represent groups of people gathering regularly to read, discuss, reflect and innovate.

The map of Chicago at the far right highlights high poverty areas were these conditions exist. A full range of youth and family support systems is needed in EACH of these areas.

In 2011an intern from South Korea, via IIT in Chicago, looked at my graphic, then created her own version.  I show it below.

This is actually shown in two graphics. Visit this 2011 article and see both.   Note that the title of the article is "Volunteer your talent with Tutor/Mentor Institute".   It's an invitation I've shared over-and-over.  

That's because until people in every community are drawing their networks to this information, the problems won't go away.  Too few people are involved.  

Yet, as I wrote last week, students could be doing what interns did for me in past years.  They can look at the information I'm sharing, then create and share their own interpretations.  

They don't need to do this via the Tutor/Mentor Institute, LLC.  In fact, it really needs to be part of an on-going learning and leadership program embedded into every middle school, high school and college in the country.  There could be hundreds of blogs that aggregate and share student work. 

Thanks for reading. I hope you'll connect with me on LinkedIn and other social media. Share your own ideas and visualizations.  Don't look back in 30 years at the Summer 2026 UCLA article and say, "Why has nothing changed?"

I still depend on a few donors to help me pay the expenses associated with my work. Visit this page if you'd like to help.

Response to post on LinkedIn - re making sense of youth unemployment in Tunisia

 As I scrolled through LinkedIn today I saw this map, posted in this article by Mark Oldenbeuving.

I wrote a comment on LinkedIn, but by the time I finished I was 300 characters over the limit.  So I'm posting it below.

------

Thanks for sharing your work. As I look at your map I say "there are a lot of people and organizations represented" and from your article I think you have a database of them.

Then I ask, "are you holding conferences, meetings and networking/learning events" that invite people from your database to attend? Have you done this once or twice a year for several years? I assume "yes" to the first, and "no" to the second, since your work is so new.

I started building a database of the youth-service/education ecosystem in Chicago in 1994 and begin inviting people to gather for conferences every six months. Last fall and this spring teams of students from Indiana University's Information Visualization MOOC created dashboards, and Kumu maps, using my participation records, that show "who was attending" and "who was missing". I wish I had had that info 20 years ago! You can view their reports at https://tutormentorexchange.net/mapping-participation

Below is a view from one of the Kumu maps. This shows the two 1999 conferences that I held in Chicago. Each green node is a participant.  The nodes in the middle are people who attended both events.

The underlying thinking is that kids need 12 years of support just to go from 1st grade to high school, and more to get into jobs. Maps can show underserved areas where comprehensive, on-going programs are needed for many years. Drawing attention and resources to these places can be a role taken by intermediaries, as well as youth themselves.

I posted an article earlier today showing a role youth could be taking to collect and share this information. 

As Mark indicated, there are many related issues that all make this more difficult. Building the database and starting an invitation process is a beginning.

The 2025 team created a tool that others could use to collect and map participation from their events. It's open source so you and others might try using it. 

Reaching out through social media to connect with others who are thinking about the same problems is one way I've expanded my own knowledge and grown the library of ideas that I share freely with others.

I hope you'll connect with me. 

Changing how social benefit organizations get funded

Last week I shared links to a couple of researchers at different universities in this article. I hope you'll read it then follow their posts on LinkedIn.

Here's another post by Daniel Max Crowley, which you can find here on LinkedIn.

As I thought about this I said to myself, "It does not go far enough."  That motivated me to look up an article I posted in 2007.  It's titled "Many to one. Not one to Many."

I'm reposting it below because the ideas are as important today as they were 20 years ago. Furthermore, the tools to identify where people need help, and what organizations already work in those areas, and who also need help, are dramatically better than in the past.  The articles I point to on LinkedIn illustrate this.

---- begin 2007 ----

The image of the lonesome warrior is one that reminds me of the men and women who are fighting overseas to make this a better world. As we count our blessings, let's pray for the young people in our armed forces.

However, this image is also one that I think of when I think of the people leading social benefit organizations around the world, mostly in isolation, mostly with too few resources to do everything they are trying to do.



Those who lead small non profits, or are struggling to get social benefit ideas launched, may relate to this One-To-Many graphic. We're constantly reaching out in many different directions, trying to find the help we need. We're like fish in a bowl, competing with thousands of others for a limited amount of dollars and volunteers. Unless you've got a powerful marketing machine, or are well connected in donor circles, you succeed some of the time, but not most of the time, and you spend tremendous amounts of emotional capital and energy all of the time.



Through the Tutor/Mentor Connection, I'm trying to change this. I'm trying to recruit leaders in many places who lead strategic thinking process in their organization that aligns social benefit with corporate and organizational strategy. Such leaders will use their own advertising, visibility and resources to support the growth of volunteer-based tutor/mentor programs that lead kids to careers, because it's a core business strategy.

See this concept map at http://tinyurl.com/TMI-Many-to-1

I've been saying this for a long time, but last week I found an article on the Harvard Business Review that reinforces this concept. The article is titled Strategy & Society: The Link Between Competitive Advantage and Corporate Social Responsibility. Written by Michael E. Porter and Mark R. Kramer.

Education and workforce development are of strategic importance for most industries. Thus, if leaders of business, health care, law, journalism, sports and entertainment, etc. are strategic, they can use tools like the Program Locator and Chicago Program Links to choose what part of a city they want to support, and what programs they want to help grow from good to great.

This isn't a strategy to support just one tutor/mentor program, or one brand name like the Boys and Girls Clubs, it's a strategy to help every high poverty neighborhood have comprehensive programs that are one end of the pipeline to jobs and careers for businesses that are strategically engaging their corporate resources to help grow their future workforce.

Over the next seven days millions of people will make charitable decisions, either for good will, or for tax deductions. Choose a program like Cabrini Connections, which I led from 1992 to 2011, or one of the others listed in the Links Library, and this will show the impact of Many to One.

--- end 2007 -----

In April 2024 I posted an article with a PDF essay showing my 30 years of "reaching out to universities".  If you skim through the PDF you'll see some great work done by interns from many different universities.  Now imagine the impact if these had been on-going programs where the work done by interns in one year was carried forward by others the next year, and the year after that.

This was just one of many articles that I've posted on this blog the invite universities to create their own on-campus tutor/mentor connections.  I'd love to help.

Thanks for reading. Please connect with me on LinkedIn, Facebook, Instagram, BlueSky, Twitter and/or Mastodon.  

And, if you'd like to help me pay the bills to keep this information available to you, please visit this page and send a few dollars.