0. Mentoring: It’s not you.
It’s me and you.

1. Agenda
We are going to have some fun!
What have I come to understand my role is as a mentor.
How I emulate mentoring in my own department in IT
How we mentor nurse leaders at Inova.
Networking – Learn how other hospitals mentor their nurses.
Share opportunities within AONE for mentoring and nursing leadership growth,

2. Who am I Critical Nurse Nursing leadership
CNE - Inova Mount Vernon Hospital
CNE – Epic implementation
First CNIO for the System
Entered the working work in the early 80’s
Lot’s of women in our profession , but really a time of turning for nurses leading hospitals.
As I progressed in my own career I had several mentors who were huge influences on my own career .
Helped me to develop and progress
Rod Huebers _ really challenged me CM and them IMVH

3. What does Mentoring really mean ?
Mentor (n.)
1) a wise, trusted counselor or teacher
2) an influential, senior sponsor or supporter
We often use the word “mentor” without really thinking about what it means, so I went back to the dictionary
Everyone has their own definition of the word and their own idea of what a mentor relationship means to them; the point I want to make is that mentoring consists of many different pieces – help in day-to-day career questions, life choices, and workplace endorsement/nurturing are some of the most common
Sometimes these aren’t workplace relationships. For example, I had a huge mentor in my mother . She was experienced in the corporate world and finance , and I could talk to herabout various issues I was facing, from how to manage up or how to handle a tense situation, to who to cc- or bcc- on an . She was a huge supporter.
I also had mentors in the workplace, people a little further along in their careers than I was who treated me differently and in doing so passed advice on to me. One of those was a boss from my early years at Inova . We had been talking about how to complete a project and he had suggested a specific way to do it, to which I responded “Yes, but…” SHe looked at me and said, ‘Patricia , sometimes just say yes, don’t say yes, but…” That feedback helped me understand the male corporate world.S He was teaching me to be attuned to the dynamics. In other words: there’s a time when you give your advice to the president, and there’s a time when you say, “I’ll get it done.” Rules apply. Knowing how and when to communicate is part of that. I really felt She was rooting for me with her advice. That helped my self-confidence.
Another mentor I remember was a senior executive, not that much older than I was, who was very bright and quite high in the organization. He took a liking to me, I could tell; she would twinkle and light up when I saw him and say, “Stop in and tell me what you’re working on!” The fact that I felt that he thought the world of me, and let me know it, boosted my confidence and I know it affected how I behaved. It also affected how other people thought of me, and it elevated me above where I might have been otherwise. I knew he was looking out for me. To this day I can’t guess how many opportunities may have crossed my path because he said, “You know, I think Patricia would be good for that…”
When I became a mentor, I tried to take all the lessons I had learned over my career and apply them. I wanted to teach people “the code” – the day to day way of the business world. All the things you may intuitively know or learn, I attempted to make explicit. My mentoring philosophy is a direct offshoot of a general belief I have that everyone’s issues – whether it’s meeting a romantic partner who is good for them or being successful in their careers – usually stems from lack of self-confidence. Therefore, my approach to is fundamentally about helping people build their confidence in themselves.

4. The act of mentoring is a series of ongoing and little successes
The act of mentoring is a series of ongoing and little successes. You will be able to make a real impact through consistent and ongoing relationship building.

6. What does mentoring mean to me?
“Being able to help people find their strengths”
“Understand how their strengths can drive not only their success, but organizational success”
Tools – Strength finders

7. It’s Me and You !

8. From my greatest mentor…

9. Guiding Principles Ask them questions Stretch their abilities
Get them to take ownership of a project
Encourage new creative thinking
Become politically savvy
Be empowering!!!
Stretch their abilities
When they are completely comfortable handling their workload, delegate additional work in incremental amounts, encouraging them to take on higher level as well as broader responsibilities.
Get them to take ownership of a project
Brainstorm with them possible projects that could be useful to the company but that are not being done; identify a challenge they might be interested in taking on.  This becomes something that is completely their own, built by them from scratch.
Encourage new creative thinking
Hold department brainstorming sessions, encouraging everyone to throw out their craziest thoughts; try to manage the conversation to foster group cooperation and mutual respect, building one idea on top of another, emphasizing that there is always opportunity to improve what’s currently being done.
Become politically savvy
Educate on how to “manage up,” how to identify with upper management and address management level concerns. How to communicate within a corporation, i.e. when to cc and when to bcc. Give them the experience of writing a project proposal as well as an Executive presentation.
I also tried very hard to be empowering. Empowering means both supporting and advising them, and also pushing them to stretch and do things without your help. You don’t empower someone when you give them so much advice that they feel they can’t do something without you. Sometimes this means giving them constructive feedback on their performance. If, for example, I supervise someone whose job it is to proofread copy and they continue to miss a lot of errors despite my best guidance, I might say, “Is there anything else I can do or do differently to

10. From Problems to Strengths
— Gandhi
Be the change you want to see in the world.
From problems to strengths
Strength based approaches such as Appreciative Inquiry are having some amazing results in organisations. So I wanted to find out more. I enrolled in a six week online course with the founder of Appreciative Inquiry, David Cooperrider from Case Western Reserve University, USA. I’d like to share with you what I have learnt and how this has influenced my practice.
ARTICLE | Maret Staron, Manager TAFE NSW ICVET
Appreciative Inquiry: seeing our organisations as living systems
life based learning is the contemporary framework for capability development in vocational education and training (VET).
strength based orientation to capability development is most effective for change, and that
I first became familiar with Appreciative Inquiry (AI) during some research I was undertaking with my colleagues Marie Jasinski and Robby Weatherley. We were researching into “Designing Professional Development for the Knowledge Era” and two of our key findings were:
Now you might ask what does that have to do with Appreciative Inquiry(AI)? Well, AI was one of the ‘new’ strength based approaches to capability development that we were examining – that is, new to professional development in the Australian VET sector, not necessarily new to other sectors. We tested out appreciative questions during our research and the themes that we uncovered directly informed out findings. Marie Jasinski undertook a case study in South Australia using a modified AI process. The purpose was to collaboratively develop an implementation strategy for a key result area of the TAFESA Adelaide North Strategic Plan. Details of the case study are in the research companion document (page 19).
Since then, I have tested out a range of strength based approaches, applying the philosophy to workshops and meetings. I wanted to learn more about the experience of others so I jumped at the opportunity to enrol in the annual Appreciative Inquiry workshop with David Cooperrider. Over 90 people participated online from across the world. Each week David provided a live presentation for 1 ½ hours and we had numerous audio and presentations video, exercises to do and written comments to make online. A very rich online learning environment and one that has helped me better understand AI, its application and what it aims to achieve.
What is Appreciative Inquiry?
Broadly speaking, David Cooperrider sees Appreciative Inquiry (AI) as a systematic discovery of what gives life to a living system (ie. in our case an organisation) when it is most alive, effective and constructively capable. AI is the art and practice of asking questions, of asking the ‘unconditional positive question’.
The underlying principle of AI is that organisations grow in the direction in which they inquire. David Cooperrider’s premise is that “inquiry is intervention”. Enquire into the negative, the gap and that is what you will achieve. In AI, the premise is that every organisation has a positive change core, so that if we can find it, understand it and grow it, we will be supporting growth and change in a positive, humanistic way. We grow what we inquire into.
The more positive the question, the longer lasting, more powerful and energised the change process.David Cooperrider, 2007 (Appreciative Inquiry course)
Supporting whole of organisation change
AI does not ignore the problems in organisations. It simply shifts the mind set from which we tackle these issues. AI is a shift from problems to solutions.
Appreciative Inquiry can be particularly effective at supporting whole of organisation change. It provides a process that can work with large scale change in relatively short time frames. Traditionally, we are familiar with change processes that are designed and driven by a small group, with a communication strategy that takes a long time to filter though particularly large organisations. AI can fast track these processes and through the interview methodology, involve hundreds or even thousands of people within a matter of a couple of months.
I found David Cooperrider’s views of organisations inspirational. He does not see organisations as problems to be solved, but as living systems alive with infinite possibilities, as centres of relatedness with multiple webs of relationships. David talks about the ‘spirit of inquiry’. I really liked this as he shifted my focus from problem solving to being a ‘student of life’. To remembering the wonder and awe that we can have about life, relationships and the surprises that can take place, the change that can happen unexpectedly. It’s easy to become cynical at work and for me, AI helped me re-focus on the positive, the possible and the mystery that surrounds us, our organisations and our everyday life.
Topic selection is critical. It’s the foundation of the whole AI process. We need to select a positive affirmative topic(s) and it should be “ bold enough to stretch the organisation to focus on something it really wants to see happen and that has the potential to energise
Topic selection - the heart of Appreciative Inquiry
From the Appreciative Inquiry Summit. James Ludeman, Diana Whitney, Bernard J. Mohr, & Thomas J. Griffin.2003

11. Present View of the individual on the team –Discovery phase
What does each individual contribute to the team today ?
“the best of what is,”
“what works”
Discover phase, “the best of what is,” uncovering passions, strengths, values and where things have been at their best.  It is where the study of “what works” begins. 
The core task in the discovery phase is to appreciate the best of "what is" by focusing on peak moments of community excellence—when people experienced the community in its most alive and effective state. Participants then seek to understand the unique conditions that made the high points possible, such as leadership, relationships, technologies, values, capacity building or external relationships. They deliberately choose not to analyze deficits, but rather systematically seek to isolate and learn from even the smallest victories. In the discovery phase, people share stories of exceptional accomplishments, discuss the core life-giving conditions of their community and deliberate upon the aspects of their history that they most value and want to enhance in the future.
Make sure we listen to each other !
“It's as simple as this. When people don't unload their opinions and feel like they've been listened to, they won't really get on board.” ― Patrick Lencioni, The Five Dysfunctions of a Team: A Leadership Fable
If two men on the same job agree all the time, then one is useless. If they disagree all the time, both are useless.” ― Darryl F. Zanuck
What does a high performance team look like?
“What does a high performance team look like?”
This question came to me from blog reader who is also a well-respected project manager at a highly regarded Fortune 100 company.
He goes on to write,:
“Ask any team around here if they are high performance and they will respond with a strong, clear “yes.” But how do they know?
This may sound strange, but I’m thinking that institutionalized bad behaviors can become a blind spot in your mirror.”
Not strange at all.
Individuals and teams all have blind spots. The challenge in organizations is that everyone shares the same blind spots – and so everyone reinforces the collective blindness.
Blindness, in terms of high performance, means that we narrow the definition of success to such a degree that it causes more harm than good.
Definitions can cause damage. When the definition of high performance is overly narrow, a team may be able to complete projects or hit the numbers – but in the process cause great personal and organizational damage.
The way many organizations define high performance reminds me of the old line – “The operation was successful, but the patient died.” Not a very useful way of measuring success.
So, what’s the alternative? Here’s a new definition of high performance:
When the results you achieve and the way you achieve them enrich the lives of those involved.
This definition says that high performance includes both what you achieve and how you achieve it. And that it all needs to enrich the lives of those involved!!
How can high performance enrich lives? In as many ways as possible. High performing teams can enrich lives technically, financially, culturally, aesthetically, intellectually, spiritually etc.
To ensure that this enrichment occurs we need an expanded set of measures for high performance that include:
The technical/financial results: in terms of time, quality, cost, profit, system improvements etc
The cultural/relationship results: in terms of team development, morale, customer satisfaction, “buzz” within and outside the organization, mission congruence etc.
The individual results: in terms of personal/professional/technical/spiritual development, sense of purpose, meaning, etc.
What happens when the ways we define and measure high performance narrows? Here’s an example from an executive at another Fortune 100 organization:
“ I work in succession planning at the highest levels of our organization. We have a senior executive who – for the past twenty years – has been promoted and rewarded for meeting targets. He gets the job done and has been acknowledged for it. He also breaks a lot of glass in the process. The collateral damage he causes has been extreme.
At this point, in his career, no one wants him as part of their organization. They don’t want him in leadership roles. And he can’t understand why. How could he go from being high performing to being a pariah? He’s probably going to be asked to retire – and still won’t be told the real reason why.”
To me this is a tragic story – personally and organizationally – of what happens when the definition of high performance is narrowed to focus only on purely tactical/technical dimensions. Lives are damaged. Morale is eroded. And the capacity for teams to learn what high performance can really mean is short changed.
A new definition of high performance is needed now more than ever. Tremendous pressure being put on teams to perform as a consequence of the worldwide financial down turn. There is desperation in many organizations about the numbers. And the tendency to narrow the definition of success is strong. Yet, this is exactly what we don’t need. If this economic crisis offers a gift – it is to redefine, to expand our definition of high performance to include dimensions that have been previously overlooked.
Questions for Reflection & Action
What does high performance mean to you?
How is it defined in your organization?
What’s missing in those definitions that’s worth including?
How can you expand your definition to include more elements that will “enrich the lives of all involved?”
Note: this post was in response to a question. I LOVE questions. Send me your questions on leadership, work, teams, change, purpose, spirituality and work etc etc.
You can put them in the comments box below.
Related Posts:
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Categories Mastery · purpose · teamwork · Uncategorized

12. The Future of our each individual that contributes to the team –The Dream Phase
What does a individual success look like for you on the Team ? What might be…
In the dream phase, people challenge the status quo by envisioning more valued and vital futures. This phase is both practical, in that it is grounded in the community's history, and generative, in that it seeks to expand the community's potential. Appreciative inquiry is different from other planning methods because its images of the future emerge from grounded examples of the positive past. They are compelling possibilities precisely because they are based on extraordinary moments from a community's history. Participants use positive stories in the same way an artist uses paints to create a portrait of the community's potential. They think great thoughts and create great possibilities for their community, then turn those thoughts into provocative propositions for themselves.
What does a good team dynamic look like?
Drawing from the work of Patrick Lencioni, and other thought leaders in the area
of leadership team effectiveness, we have found that effective teams:
• Openly talk about the things that most need to be discussed
• Engage in passionate and productive debate of ideas
• Work through issues and conflict
• Value and leverage the strengths of each member
• Are committed to the decisions made by the team
• Hold themselves and each other accountable

13. Getting from Good to Great! Design to Destiny!
“Greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of conscious choice, and discipline.” ― Jim Collins, Good to Great: Why Some Companies Make the Leap...and Others Don't
What are WE willing to commit to in
order get to our desired vision?
Determine what needs to happen in order for you to achieve your dream/vision and guide us to the Destiny.
Individual commitment to a group effort -- that is what makes a team work, a company work, a society work, a civilization work.”
―  Vince Lombardi
The group should come up with all of these suggestions !
We are all smart
Challenge us to tell you what exactly we will commit to . The HOW
In the design phase participants create a strategy to carry out their provocative propositions. They do so by building a social architecture for their community that might, for example, re-define approaches to leadership, governance, participation or capacity building. As they compose strategies to achieve their provocative propositions, local people incorporate the qualities of community life that they want to protect, and the relationships that they want to achieve.
The final phase involves the delivery of new images of the future and is sustained by nurturing a collective sense of destiny. It is a time of continuous learning, adjustment and improvisation in the service of shared community ideals. The momentum and potential for innovation is high by this stage of the process. Because they share positive images of the future, everyone in a community re-aligns their work and co-creates the future.
Appreciative inquiry is a continual cycle. The destiny phase leads naturally to new discoveries of community strengths, beginning the process anew.

14. Inova Health System
Nurse Leader Residency Program

15. Overview of Nurse Leader Residency Program
Purpose
Create a development tract for aspiring nurse leaders within the Inova Health System
Facilitate an effective transition to a nurse leadership position
Provide greater understanding of the scope of responsibilities nurse leaders
Increase confidence to lead others
Why behind the program
Nurse Leader
Richard A. Billingsley, DNP, MHA, RN

16. Business Case Expenses for 2014-2015 related to vacancies Category
Turnover rate of nursing leaders over the last two years % %
Current time to fill nurse leadership positions: 6 months-3 years
Expenses for related to vacancies
Category
2014
2015
Salary
$3,801,494.00
$1,701,238.00
Interim Bonus
$69,994.74
$85,827.68
Moving and Relocation
$82,692.14
$73,307.13
Total
$3,954,180.88
$1,860,372.81

17. Program Overview Program Length: Experiential Learning 9 month program
RN will work 24 hours/week in their current role and 12 hours/week in the Nurse Residency Program.
Experiential Learning
8 hours/week shadowing with assigned mentor
4 hours/week working on e-learning modules, class presentations and final project
8 hours/month spent in classroom setting with other candidates

18. Mentorship Information
Each candidate will be assigned a current Inova Nursing Leader as their mentor
Candidate and mentor will attend an 8 hour Mentorship Class in January
Mentor will receive monthly objectives to work on with the candidate based on the e-learning topics for that month
Expectations for mentors
Attend training in January
Allow candidate to shadow you for 8 hours/week
Provide coaching and feedback to candidate
Review monthly objectives with candidate as part of a structured conversation

19. Mentors and Candidates
Fulbrook, Debbie
Meglasson, Kara
Gibbons, Mary
Brown, Lani
Harrison, Gina
Nerdahl, Taylor
Hawksworth, Lisa
Faunda, Miriam
Jamarik, Marissa
Sueskind, Jill
Ocasio, Marina
Wotherspoon, Zachary
Ritter, Penn
Haney, Stacey
Smolsky, Alison
Mehan, Daniel
Walter, Rosemary
Hagen, Tarahn
Virts, Ashley
Simms, Adrienne

20. Objectives
Prepare candidates for the role and responsibilities of a Clinical Director/Nurse Manager
Differentiate between the role of leader versus manager
Analyze and contrast different leadership styles
Complete monthly learning assignments from the Essentials of Nurse Manager Orientation content from the AONE
Develop and present a leadership topic at the 3rd or 4th system wide Quarterly Nursing Forum in 2016
Design and develop an Evidence-based program for Inova’s 2017 Nurse Leader Residency Program
Participate in monthly education sessions to include group presentations on the assigned learning content for the month

21. Additonal Education for Role Assimilation
Attend at least 1 ILI with mentor
Attend the 2 day Crucial Conversation Class
Attend Quarterly Nurse Leadership Program with mentor
Essentials of Nurse Manager Orientation (ENMO) eLearning content from the American Organization of Nurse Executives

22. January February Program Requirements
Mentorship class for candidate and mentor
Obtain access to ENMO, Advisory Board and Press Ganey websites
ENMO Modules: Introduction topics 1-7, Lead Your Team Lessons 1 and 2
February
ENMO Modules: Lead Your Organization Lessons 1 and 2

23. March April Program Requirements
ENMO Modules: Human Resources Management: Lesson 1, 2 and 5
Attend Lean Training with Simulation
Orientation to A3 and True North Boards
Plan to attend an A3
Plan to shadow a Lean Consultant
Presentation by Inova expert from Human Resources, Recruitment and Risk
April
ENMO Modules: Quality Management in Healthcare Organizations Lessons 1, 2 and 3
Presentation by Inova expert from Quality and Patient Experience Team
Shadow PE Leader and attend simulation training, observe staff and leader rounding
Safety Always Training in HealthStream
Access HCAPS Data

24. May June Program Requirements
ENMO Modules: Foundational Thinking Skills Lessons 1, 2 &3
Presentation by Case Management and Transitional Care Overview.
Spend a day in one of the Transitional Clinics
June
ENMO Modules: Financial Management Lessons 1 and 2
Budget Forecast Presentation by Finance to include Inova’s methodology, tools, resources, forms and access. Access includes Accounts Payable, Workflow, budget, staffing metrics and variance report

25. July August Program Requirements
ENMO Modules: Strategic Management in Healthcare Organizations Lessons 1, 2 and 3
HealthStream Department Manager Training, review Department Leader pathway and checklist, Inova Staffing Solutions
August
ENMO Modules: Creating a Leader Within Yourself Lessons 1, 2, 3
Consider an Interim Nurse Leader Position

26. October September Program Requirements
Transition to nursing leadership position
KRONOS Training, InovaPass Training, Access to Brass Ring, SARF process, inbasket for verbal orders, Epic reports, dashboard reporting in Safety Always, business cards, Inova brand central for signature, position control report, Management Portal, eProfile,
Create plan to maintain contact with Nurse Residency Cohort
2 groups present at Quarterly Nursing Leadership Forum
September
ENMO Modules Creating a Leader Within Yourself Lessons 4, 5 and 6

27. November December Program Requirements
2 groups present at Quarterly Nursing Leadership Forum
Richard Billingsley, DNP, MHA, RN is Director, Nursing Education and Professional Development at Inova Health, an integrated health system serving the northern Virginia metropolitan area. A nurse with over 25 years of leadership experience, he received his Doctorate of Nursing Practice degree from the University of San Francisco and his Masters of Healthcare Administration from Seton Hall University. His interests include improving the patient experience, nursing leadership development, and succession planning.

28. Nurse Leader Residency Program
Cohort 1
September 20, 2016

30. One Final Word

31. NLR Final Project Presentation

32. Introductions Kara Brody, BSN, RN, CEN, CCRN, TCRN
Clinical Director, Trauma Acute Care Surgery Unit, IFMC
Jill Sueskind, BSN, RN
Clinical Director, Adult Observation Unit, IFMC
Zachary Wotherspoon, BSN, RN, CEN, CPEN
Clinical Director, Springfield Healthplex, IAH

33. Reason for Participating in NLR
New to leadership position:
Improve leadership skills
Learn more about the job role and expectations in a formal environment
Network with a mentor to discuss current and future problems/issues
Lack of formal orientation process for new clinical directors
Kara

34. What You Liked Best in the Program
Building relationships with nurse leader peers; sharing different experiences
Being paired up with a mentor
At a different OU
Same level and different levels:
Clinical director: Clinical director
Clinical director: Senior director
Jill

35. The Impact of Developing Relationships With the Mentors
Resource person to reach out to no matter what the issue is or how mundane it seems.
Hearing mentors experiences with similar issues.
Networking.
Zach

36. 1:1 discussion with mentors.
Favorite Experience
Learning how mentor conducts herself to advocate for her team and be a positive role model for her staff. No one specific experience but the culmination of observations have been valuable.
1:1 discussion with mentors.
Zach and Jill

37. Lessons Learned
Its okay to ask questions, not knowing all the answers is an expected part of leadership. It’s the manner in which you accept that fact and find resources that determines success.
Holding staff accountable is imperative for success – this is emphasized because I came into management from a staff position on the same unit.
Similar problems occur on all units and operating units.
Utilization of best practices.
Kara

38. Suggestions for Improvement with the Next Cohort Program
Place students with mentors from different OU’s
Place students with mentors of an equal tier or only one tier up
More practical information learned from an experienced peer which is what new leaders need
Reduce time required to spend with mentors. It is our suggestion that 8 hours every two weeks would be sufficient.
Ability to work on specific issues and utilize group discussion for idea sharing and problem solving.
Separate cohorts for emerging leaders and new leaders
Jill

39. Personal Next Steps Toward Leadership at Inova
Continue to foster cross-facility team work and advancement to One Inova
Eventually transition to higher level position
Identify and assist in promotion of emerging Inova leaders

40. How Program has Impacted Your Professional Career
Provided more confidence in current role
Made us more effective
Assisted in networking with a broader base of individuals allowing for more resource utilization

41. Networking Tabletop Exercise

42. Networking Tabletop Exercise
What mentoring is going on informally in your work environment today ?
What mentoring is formally being done to develop nurse leaders in your organizations ?
What are the best practices from what you have shared that you would like to do in the future ?

43. http://leaders.aone.org/home http://leaders.aone.org/home
Connect with nurse leaders
The Leader2Leader Member Community connects AONE members from across the country for nursing leadership skill development through mentoring and personal relationships. Mentorship gives experienced nurse leaders an opportunity to help develop the next generation. It gives mentees guidance and resources for leadership as they are growing in their career.
Community Highlights
Matching of mentors and mentees based on AONE core competencies for nurse managers and executives
Discussion forums and announcements.
Participants will have the opportunity to develop business contacts, access industry information and gain valuable insights from experienced and successful nurse leaders.
Frequently Ask Questions
Why was the Leader2Leader Member Community created? Through surveys and task forces, AONE members said an online mentorship program would be beneficial to their professional development. Long-time leaders are looking for a way to share their experiences. New and emerging leaders are looking for professional guidance. In response, AONE developed the Leader2Leader Member Community.
I'm not an AONE member. Can I still join Leader2Leader? Leader2Leader is only open to AONE members. You can become an AONE member to join Leader2Leader.
What can I do as a mentor/mentee? In this program, members can create a profile, browse other mentors and mentees, and create meaningful mentoring relationships. Mentors and mentees have access to a host of articles and forums to ensure a positive and beneficial mentoring experience.
How are mentors and mentees matched? Mentors and mentees are matched using questions and interests as identified when you complete your mentor/mentee profile.
How do I communicate with my mentor/mentee? The mentorship program communicates menotrs and mentees through online message boards and private messaging system through out leader2leader website.

46. Thank you!