• Important to have a skilled coach involved in this process to avoid divisiveness and finger pointing; climate of trust is necessary to build competencies • Accurately focuses on develo
Trang 1• Multi-rater’s tool used for leadership coaching of
an individual or an entire management team
• Rapidly gaining favor to define development
needsof an entire organization; helps to identify
already present skills and behaviors as well
• Important to have a skilled coach involved in this
process to avoid divisiveness and finger pointing;
climate of trust is necessary to build competencies
• Accurately focuses on developmental needs of
indi-viduals with confidential and anonymous feedback
• Assesses perceptions of other stakeholders in the
organization, i.e., peers, direct reports and
supervi-sors, as well as one’s own strengths and weaknesses
• Is non-judgmental and can be Web based
• Measures competencies and behaviors
demand-ed by the organization; can include more than
100 specific leadership behaviors
• Results are collated into one report from all
respondents to determine appropriate actions
and strategies
• Assessments and prices differ from
publish-er to publishpublish-er; coaches usually have prefpublish-er-
prefer-ences for using the one that they are most
familiar with
• Can be used for entire management teams
and multi-departments to increase
leader-ship skills
• Can be re-administered over time to measure
and track ongoing observable behavior, and
pro-vide ongoing feedback
WHY HAVE A COACHING/
MENTORING PROGRAM?
There are as many models and design structures
to coaching and mentoring programs as corpo-rations researched The most successful results have the following in common:
• Use of a comprehensive approach to
leader-ship development
• Use of coaching and mentoring as one component
• Driven by strong CEO business initiatives
• Begin with clearly defined goals, objectives, and measurements
• The most effective coaches are external con-sultants rather than current staff, but mentors
are internal or external
• Build strength within organizations
HOW ARE THE PROGRAMS STRUCTURED?
• Mentoring is a recognized workplace practice
that establishes personal contact and interac-tion between management and staff
• Mentoring programs became more formal when well documented research proved that a personal
interest in someone is an appropriate interven-tion to combat a faceless technological and
glob-al business world
• The terms, “mentoring and coaching,” are often used without discrimination, but they do differ
in style and in substance (see Coaching vs.
Mentoring).
• Whether one enters a coaching or mentoring
relationship, it is important there be a commit-mentfrom both persons
• Providers and recipients must be able to commu-nicate with one another and agree upon setting
goals and learning new behaviors The goal must involve the advancement of the mentee
• Disciplining employees has no part in either
mentoring or coaching programs because these sessions or meetings are separate from perform-ance reviews
• Completing a coaching or mentoring program may be part of the performance expectations developed during review sessions
• Participants who serve in either role must be willing to consider “out of the box” ideas to pro-mote outcomes of leadership skills and superior work habits
• Two Main Categories
- Highly structured, short-term:
º Established for introductory planning or for a short period to meet a need within the
organization (such as employee orientation)
º To prepare someone to take over for a
vacated or newly created position
- Highly structured, long-term:
º Established for secession training
º Preparation for leadership roles as a career path and part of a career ladder program
BASICS OF COACHING/
MENTORING PROGRAMS
360 DEGREE ASSESSMENTS
MENTORING AND COACHING
AS AN ORGANIZATIONAL AND CORPORATE SOLUTION
The mentor/coach:
• Has a long lasting effect on another person
• Gives others knowledge, insight or perspective
• Encourages exploration of ideas
• Listens to complaints and offers assistance in
identifying and solving problems
• Provides appropriate training and counseling
• Encourages appropriate risk taking
• Provides opportunities for new contextual beliefs
• Has a high degree of knowledge and experience
in their field
• Is able to exert influence on behalf of participant
• Does not attempt to make participants adopt uncom-fortable roles or challenge their value systems
Selecting mentors/coaches:
• Appoint an internal committee or external con-sultantto determine objective selection criteria
• Committee can direct the program as it selects and pairs mentors/coaches with participants
• Selection aide – some questions to help select the right coaches/mentors:
- What are the personal strengths of the
coach/mentor?
- How well does the mentor/coach communicate?
- How does the mentor/coach approach issues
and make decisions?
- How does the mentor/coach react under stress
or when challenged?
- What interaction style, belief systems, and assumptions will each person bring to an
interaction?
FINDING THE RIGHT PEOPLE FOR THE JOB
Solves many contemporary work force issues:
• Helps businesses retain the best employees
• Eases communication breakdowns due to
merg-ers and acquisitions
• Develops leaders who can deal effectively with
the information age
• Recent hirees can develop profiles of success by
learning from others with more experience and
knowledge
• Provides a method to coach executives
What mentors/coaches can do
• Give participants (protégées or mentees)
knowl-edge, skills and insights offered by someone
with greater experience
• Introduce career-related activities to enhance skills
• Relate personal experiences that teach a lesson
• Give access to other leaders in the field
• Share knowledge of emerging trends
• Introduce new behaviors that relate to specific
needs within the organization
Who’s doing it?
• 97% of corporations use coaching and
mentor-ing, at least informally
• 66% have formal executive mentoring programs
• 38% have formal executive coaching programs
Mentoring is successful when it meets one or more
of the following key needs:
• Provides a support system for new staff,
intro-duces them to company culture, and provides role models; often improves staff retention rates
• Eliminates need to go outside the company for new hires; allows easy identification of skills and abilities, as well as those with leadership potential
• Gives management the tools to identify appro-priate candidates for fast tracking
• Supports diversity in the workforce; minorities and
under-represented groups benefit professionally and personally
• Develops and motivates those employees who
are isolated from the company culture due to technology needs, working off site or at home
• Provides incentives to individuals to accelerate
learning and goal attainment
• Reduces stress and burnout; provides a chal-lenge or an appropriate time out
• Supports continuous learning in changing busi-ness climates and environments
BarCharts, Inc. WORLD’S #1QUICK REFERENCE GUIDE
When hiring a coach or working with a mentor:
• Coaches and mentors are not created equal and
many persons have jumped on the bandwagon to provide coaching or become involved in mentor-ing programs to promote themselves in the com-pany’s eyes
• Be a wise consumer or staff member Make cer-tain the person you hire or who has been assigned
to you is willing to address your expectations, can explain how they diagnose problems and be cre-ative in offering solutions
• Coaches should also exhibit good listening skills, have an understanding of your business and your industry, not waste time in scheduled sessions, and
be accessible to you when you need them
• If, anytime during the coaching process, any of these things cease to exist, then it may be time to question the relationship or terminate the coaching program with that person and seek out someone more compatible
• Keep in mind, coaching and mentoring programs are to help individuals learn and succeed in the business world
CAVEATS
COACHING VS MENTORING
Both methods focus on helping others reach
goals, share problems, seek solutions, and
engen-der self or professional improvement.
• Coaching is a formal, personalized
approach for individuals to assess specific
or problem areas of their careers, their lives
and/or their needs It is a paid position if an
external consultant is used and includes
specific actions and goals
• Mentoring is an unpaid, informal relationship,
often by a role model It may be a one-time
meeting or intermittent, depending on needs
Trang 2• The mentor/mentee relationship must be based
on meeting specific goals, rather than on the
development of a friendship or sporadic counsel-ing relationship
• If is often effective to hire external consultants
to set up these goals, as the success of the entire program is dependent on them
• What should the goals be?
- Goals should meet the SMART goals criteria;
Specific, Measurable, Attainable, Realistic and Time sequenced
- Goals should fit into company plans
- Must be written to gain support from others within department or organization and be aligned to organization’s goals or strategic plans
• Developing Contracts
- Must take into consideration others involved
in goal or project
- Include actions that must be taken to reach this goal
- Include strategies for overcoming obstacles that would impede progress
- Involve options and alternatives to be consid-ered as plan progresses
- Include a statement of commitment
SETTING GOALS
FORMAL TRAINING NEEDED
When setting up programs and selecting partici-pants, the focus should be on meeting the needs
of the organizational structure as well as those of the participants.
• Informal mentoring and coaching roles can take the place of, or coexist with, formal programs
- Informal supporters are peers or
manage-ment who often have no formal role but pro-vide emotional and psychological support that ultimately keeps employees motivated
- Role models have skills and expertise or hold a position that employees may be aiming for; there can be multiple role models for any one person
- When an individual agrees to serve as a coach or a mentor in a formal or informal role they must:
• Be able to communicate effectively with others
• Be willing to spend the time and effort to assist
another individual to succeed
• Be willing to consider “out of the box” ideas to ensure leadership skills and superior work habits are result
ADDITIONAL CONSIDERATIONS
Companies need formal training programs for
mentors/coaches to ensure consistent
relation-ships and understanding of roles and
competen-cies required Evaluations take place during and
at conclusion of formal programs.
• Develop resources for formal mentoring programs
- Search the internet for resources on mentoring
topics
- Library of written materials should be readily
available
- A trained research librarian should be able to
help you find what you need
• Recruit mentors/coaches
- Schedule information session for qualified
persons
- Announce program: goals, objectives, time
commitment and expectations
- Discuss benefits to mentors/coaches; what
will they get out of participating and the value
of the program to organization
• Communication skills and counseling training
for the mentor involves evaluating needs
assessment and developing related activities
- Role-playing will help determine how
com-munication skills work in different situations
and help develop listening skills, as well as
teaching how to ask appropriate questions
- Setting goals that help people grow should be
the main focus
- Skill building: Practice sessions and activities
encourage and motivate participants
- Must work at establishing trust and building
rapport
- Conflict resolution techniques crucial- where
there is growth there will always be at least a
little conflict
- There must be a method to determine issues
of confidentiality (see QuickStudy® Guide,
Managerial Skills)
- There must be a set evaluation/
“account-ability strategy”
- Sample questions for beginning mentoring
discussions
º Keeping in mind the goal of the discussion,
ask, “What activity are you presently
work-ing on?” (May be about a new project; about
employees normal work routine, i.e.,
cus-tomer service)
º What do you hope to accomplish on a short
or long term basis?
º Are you completing a project goal (a
fin-ished design) or a performance goal
(com-munication skills)?
º How can I or others assist you?
• Participant orientation session topics
- Explain program goals and objectives as
defined by company needs
- Discussion of the roles and expectations of
all participants
- Importance of scheduling and meeting with
participants
• Training curriculum should include the
teaching of coaching skills
- Styles of coaching differ as do learning styles;
use assessments to identify communication
and learning style
- Some assessments (e.g Myers Briggs/Firo B,
Consulting Psychologist Press) will identify
communication styles, needs, developmental
issues and suggest action plans; these
assess-ments serve to take the issues into an objective
mode
Individual Development Plan
Employee Name:
Present Position: _Date Assigned Present Position: Development Goals Needed Skills Recommended Plan of Action Est.Completion Date 1.
2.
3.
4.
5.
6.
Employee Comments:
Mentor Comments:
Consultant Comments:
COACH/MENTOR AND PROGRAM EVALUATION CRITERIA
• On regular, predetermined intervals, review
coach/mentor effectiveness and participant
growth through surveys and random interviews
Routinely gather data from participants
• Schedule evaluations for improvement of
organi-zational communication, retention rates, work/life balance satisfaction, and career guid-ance of all participants There are many effective human resources tools available to complete this part of the process
Sample Development Plan to Track Progress
• Putting it in writing makes it easier for everyone
to agree on the plan and to evaluate progress of participants in a coaching or mentoring program
• There are many forms for doing this, however, it
should be kept simple and easy for participants at
all levels to understand if they are to buy into these programs as a way to develop themselves
• Programs should never be seen as mandatory,
but, rather as an opportunity to be involved in a
professional development program
Coaching for performance improvement is often necessary and differs from other coaching Coaching in this instance is based upon reviews and or reports of poor behavior or inappropriate skill levels that can lead to termination In this model, coaching is tied to performance reviews and carries consequences beyond
an individual’s desire to change The imme-diate supervisor often provides the coaching, but
it can be carried out by an independent coach.
COACHING FOR PERFORMANCE IMPROVEMENT
Identify unsatisfactory performance
Is it essential to employee
to change in some way?
It may be a one time reac-tion or a value judgment not essential to performance
Does employee know what is supposed to be done and when?
Let employee know; determine if a coach or a mentoring program would benefit the person and if they are willing to become involved
Does employee know per-formance is unsatisfactory?
Let employee know; provide feedback
Does employee know how to do it?
Provide training and set goals; provide practice
Does negative consequence follow performance?
Consult with mentor or coach for appropriate con-sequences; redirect employee’s behavior
Does positive consequence follow performance?
Provide rewards
Could employee do it if he
or she wanted to?
Repeat consequences for non-performance and have coach or mentor reinforce final consequences Transfer or termination
Are there obstacles beyond the employee’s control?
It may be a one time reac-tion or a value judgement not essential to performance
yes
no
no
no
yes
no
yes
no
no
yes
yes
yes
yes
yes
no
yes
yes
SETTING UP
PROGRAMS
Trang 3Executive coaching is a benefit to senior level
management While mentoring and coaching can
be used at any level of the organization, Executive
Coaching is becoming more of an integral
necessity for executives in leadership roles.
• Coaching often relieves the “loneliness at the
top,” when CEO’s and their counterparts deal
with the complex issues resulting from their
decisions and actions
• Egos, ethics, and perceptions that ultimately
influence the stakeholders and shareholders of a
company require the introspection that
execu-tive coaching can bring
• Executive coaches in corporate life can
address needs in leadership development,
speech delivery, business etiquette, people
skills, management or even appearance It
may be necessary to have coaches who
spe-cialize in these different elements
EXECUTIVE OR PERSONAL
COACHING
Coaching improves performance and enhances efficiency of staff members.
• Creates less need for constant supervision
• Focuses on and brings out employee potential
• Increases job satisfaction
• Provides mutual support
• Lessens stress
• Allows for empowerment
• Provides methods for problem solving
• Teaches balancing of life skills
• Creates authority and credibility in a professional image
• Develops consistency
• Deals with self-esteem issues and personal and professional confidence
• Deals with difficult people successfully
• Identifies problems that interfere with profes-sional success
• Provides career development
• Creates ongoing feedback
• Allows for incentives for goal setting
• Develops conflict resolution skills
• Focuses on teamwork and positive reinforcement
IMPROVES EFFICIENCY
• To observe their performance and give feedback
- Impartial feedback is less threatening from an external coach
• Time and attention of the coach is devoted
sole-ly to learning and gaining new knowledge about the mentee and the impact of the behavioral changes on others
• Coaches must have appropriate business back-ground, be experienced in coaching skills and be
able to administer appropriate assessment tools
• Coach certification guarantees a specific level
of competence
WHY SENIOR EXECUTIVES HIRE EXTERNAL COACHES
All management becomes more effective when executive coaching programs are in place.
• Executives allow for delegation of routine
tasks to managers and supervisors
• Problem solving and planning for the future
takes place at all levels so there is ready buy-in
• Managers and supervisors are encouraged to
become proactive instead of reactive
• Teaches conflict resolution by involving open
discussion and free exchange of ideas at all levels
• Learning to value every employee increases
productivity and as a result a return on the investment in human capital
• Provides feedback for ongoing projects for risk
management and reduction of costly errors
• Provides ongoing new ideas to increase effi-ciency
IMPROVES EFFECTIVENESS
Coaching partnerships involve sharing the leader’s vision of the organization with employees.
Research supports increase of employee loyalty
to company.
• How to deal with the stress of the changing environments within the workplace
• How leaders become helpers, not supervising
critics
• To avoid confrontation and focus on teamwork and positive reinforcement
• To overcome internal barriers and discover
new opportunities
• More effective communication
• Management of sensitive issues relating to
busi-ness relationships
• To create credibility in presentations
• To strengthen stress management and coping
skills
• To manage time productively
• To develop a personal and effective leadership style
• To create guidelines for moving up the ladder
• To develop and maintain a consistent profes-sional image
• To create authority and credibility in a
profes-sional image
• To develop skills for delegating with authority
• How to deal with issues of self esteem,
person-al and professionperson-al confidence
WHAT THE EXECUTIVE COACH CAN TEACH
Senior managers and executives in organiza-tions who want to be consistently upward bound rely on professional coaching to be certain they are effective leaders They understand the bene-fits of having a coach in the same way a sports hero continues to be coached even when he or she has risen to the top of their field.
• Old-line thinking and executive management can be a block to dealing with pressures of man-aging organizations New competencies are needed to be successful The global economy and changing economic systems require new
Leadership Competencies (Scholtes)
• These include:
- Learning to think in terms of leadership of systems; understanding the variety of work, planning and problem solving
- Understanding how people learn, develop and improve
- Providing leadership in real learning and sys-tems improvement
- Understanding human behavior and cultural differences
- Understanding interdependence and interac-tion between systems, variainterac-tion, learning and human behavior; knowing the effects on one another
- Providing vision, meaning, direction and focus to the organization
CONCEPTS OF COACHING FOR LEADERSHIP COMPETENCIES
MENTEE BENEFITS
How mentees can benefit most by coaching from
manager.
• Help the coach or mentor by asking for
clarifi-cation, and giving feedback if there is a question
or disagreement about anything being suggested
• Accept responsibility for yourself Either
the mentor or the coach can initiate
coach-ing sessions If they feel a need to meet
with the coach outside regularly scheduled
sessions, they should ask
• Respond positively to the coach’s feedback,
advice and factual information, and seek to
receive understanding and support
• Be realistic and avoid being defensive They should
not expect goals to be given a higher priority than
those of the company; they should be in alignment
• Seek steady progress Focus on shorter range
milestones instead of forcing themselves to take
gigantic leaps towards agreed upon goals
EXECUTIVE
COACHING
Coaching takes on many formats and can be
used as a continuous supportive program or
when specific performance problems require
immediate attention.
POSITIVE COACHING VS
PROBLEM SOLVING COACHING
TRAINING VS COACHING
Coaching skills are also used to train; however, it is important to know the differences, when to train and when to coach This model differentiates the two, relative to desired outcomes.
Encourages/molds behaviors Sculpts/guides behaviors
Narrows range of freedom Broadens range of freedom
Positive Coaching
Purpose:
Review strengths or
opportunities
Goals:
Improve motivation,
growth in organization
Time Focus:
Future
Role of Coach:
To assess and
support person’s
needs and manage the
problem solving
process; results in
effort put forth relative
to organizational needs
and the encouragement
of risk taking for
greater contributions
Problem Solving Coaching
A meeting to develop a per-formance improvement plan for growth and enrichment
Behavior change, corrections, and adjustments
The present - what is hap-pening right now
Improving current situation
Trang 4Cultural understanding requires special knowledge
of a coach.The Three C’s (from the Center for
Creative Leadership, Greensborough, NC) are three basic rules used to access better cross cultural communications
• Capture: Focus intently on the conversation.
Capture what is said and refer back to your own knowledge of other cultures to discover meaning before speaking
• Clarify: Look for non-verbal cues and/or ask
questions
• Confirm: Paraphrase and clarify your
respons-es as well as speaker’s points Write down mrespons-es- mes-sage to share for understanding or schedule a follow-up meeting
See also QuickStudy ® guide “Managerial Skills.”
• Impact of styles across cultures is as different as their languages, even when using the same lan-guage to communicate
• Essential for good managers to understand cross cultural communications to eliminate confusion, blunders, lost confidence and opportunities to succeed as a coach or mentor
• Learn to expect and identify cultural differences
• Draw cues from non-verbal communication
• Be careful of humor
• Examine your own cultural conditioning
• Review cultural experiences from the past
• Identify any prejudices and biases that you may have
• Identify your own cultural discomfort zones
• Modify your style and expectations to match
cultural differences
COACHING ACROSS CULTURAL DIMENSIONS
CULTURAL CASE STUDY
CULTURAL COMMUNICATION
IN COACHING
CROSS-CULTURAL TIPS
NOTE: This QuickStudy® chart is an outline
of basic principles of Coaching and
Mentoring Due to its condensed nature, we
recommend you use it as a guide, but not as a replacement for expert, in-depth advice
CULTURAL COMMUNICATION
Li will not look Gayle in the eye during their coach-ing sessions He does not adhere to deadlines Gayle feels that he is unorganized, evasive and disrespectful
of her as a manager
Li’s cultural background dictates that he not look a
“superior” directly in the eye and that deadlines are not
a firm commitment unless agreed to
In actuality, there is a cultural difference that needs
to be addressed openly and in a trusting manner
Differences are not bad, inferior or wrong
Gayle had some biases and stereotypes to overcome
The entire coaching process will deteriorate and be unprofitable without getting training for both the man-ager and the employee in cultural expectations and how to cross cultural barriers
Tips to avoid insensitivity to cultural differences when coaching and mentoring.
Examples of behavior to watch for and to imme-diately change It not only destroys the trust that must be present in a mentoring or coaching relationship; but may be grounds for dis-missal or even litigation.
• Off-color humor: Jokes and attempts at
humor that may be construed as sexual in nature
or make fun of a certain race, ethnicity, religion, sexual orientation or disability
• Ridiculing or insulting remarks: Any
innuen-dos or poking fun that personally attacks
anoth-er panoth-erson or panoth-ersons Even subtle comments can and do anger or hurt those on the receiving end
• Profanity and vulgarity: The use of profane,
vulgar or lewd language Since it is highly unprofessional under any circumstances, such language should be strictly controlled when in the workplace
• Stereotypical remarks: Broad generalizations
of a subtle but degrading nature about groups of people Comments that start out as, "Those kind
of people are all like this," or "I'm not preju-diced, but… " are usually stereotypical remarks that cross the line of respect
• Subtle-to-overt sabotage: Withholding
informa-tion, not giving help that people need to do their jobs, or deliberately presenting information in such a way that the person cannot understand it
• Threats or slurs: Intimidation about someone's
job situation or threats aimed at someone's phys-ical safety, derogatory name-calling; commonly aimed at race, ethnicity, gender, religion, and sexual orientation
• Mimicking: Ridicule that usually involves
imitating another person's accent
• Exclusion: Leaving someone out from the
work group that will isolate the person and consequently influence productivity
Author: Toby Berger, IAOP, Human
Resources/ Organizational Development Consultant
US $4.95 CAN $7.50
October 2007
Tell the staff
person what he
is supposed to do
Make your
explanations clear
Go at an
appropriate pace
Ask questions
Be clear in your
use of terms
Allow for
questions at any
time
Show how it is
to be done
Demonstrate each task step
by step Show what you
tell Explain the work as you go
along Point out spots
where mistakes
occur Allow for questions at any
time
Illustrate the work using media
Video Sketches Charts Films, interactive soft-ware, models Allow for questions at any time
Customer Hotline # 1.800.230.9522
• Goal is to give staff opportunity for practice and
experience in performing skills that demonstrate
competency
• Final mode of coaching is counseling to enable
associates to consciously make changes in behavior
THE COACH AS TEACHER/FACILITATOR:
Effective coaches model the behaviors they want
staff members to live by The role of a coach is to
develop highly performing people and often
becomes that of an instructor The process
includes the know-how to facilitate learning for
growth opportunities.
• Steps to the Instruction Process
- Understand adult learning
- Knowledge of instructional design and skills
for meaningful teaching
- Knowledge and skills to facilitate learning in
different ways and to use various techniques
• Consider using the following Four Step Process
by Mink, Owen, and Mink in Developing High
Performance People, The Art of Coaching:
- Telling: Explain to the participant exactly
what the task is, how it fits into the big picture
of the team or the company, how it is done and
how well it must be done to reach a
satisfac-tory level of competency
- Showing: Demonstrate how to perform the
skills, and explain the relevance of each task as
you proceed
- Doing: Allow participant to actually perform
tasks after you have demonstrated them As
they are doing so, ask questions that will
demonstrate their understanding Learning by
doing is often favored by many
- Correcting: Positive feedback is an appropriate
way to enhance learning Coaches should
pro-vide feedback that allows errors to be
immedi-ately corrected before they become habit Also
gives positive reinforcement while learning and
skill building are taking place Builds
self-esteem and confidence
• To Become A Successful Coach One Must:
- Know how to develop a learning plan that
includes essential steps
- Know how to set up mutually agreed upon
learning goals for buy-in
- Define gaps between ambitions and current
situation
- Determine gaps between current situation and
life needs
- Include feelings and recognized desires or wants
- Cognitive component of a competency:
Involves acquisition of specific set of facts or
knowledge
- Affective component of a competency:
Involves a value component
- Behavioral component of competency:
Involves acquiring a set of behavioral skills
COACHING SMALL GROUPS
COACHING AND CULTURAL CAVEATS
Aggressive attitudes don’t work; tact and diplomacy are a must Set time related goals that are realistic to the cultural preceptions Make certain the coach fully understands that the purpose is performance improvement
EFFECTIVE COMPETENCY
BUILDING
When coaching individuals from a different culture, never
be aggressive Time differs with each culture
Coaching may be seen as
a reprimand by certain cultures
ISBN-13: 978-142320434-3 ISBN-10: 142320434-4
All rights reserved No part of this publication may be reproduced or transmitted in any form, or by any
tem, without written permission from the publisher ©2003 BarCharts, Inc.
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