As a leader, how do you balance the need to self-motivate vs. follow through?
When approaching a difficult task—getting to the gym, writing an important presentation, attending to an issue in your workplace — you may chide yourself for lacking motivation to get it done. However, it's often not a question of motivation, but follow through. You may want to do the task—you know it's important—but your brain talks you out of it. You tell yourself you can do it tomorrow or you have more urgent things to do. Don't let your mind sabotage your aspirations. Make a specific decision about what you want to do - by a fixed time - and then don't question it. Tell yourself: I will work out tomorrow at 6 AM or I will finish the presentation by Tuesday at 1 PM. If your mind starts to argue with you, ignore it.
Adapted from "Your Problem Isn't Motivation" by Peter Bregman.
Showing posts with label motivation. Show all posts
Showing posts with label motivation. Show all posts
Friday, 30 March 2012
Thursday, 29 March 2012
Are you Mentoring? If not, why not?
As a leader, are you mentoring the next generation of leaders?
It's rewarding to become a mentor and it's a role that every leader should take on. But you can't take every young, aspiring leader under your wing. Ask yourself these three questions to choose the right protégé:
- How motivated is the mentee? Assess the reasons for the junior person's drive to become a leader. Your mentee has to be motivated if you're going to have a successful relationship. Do your values align?
- How far is there to go? Where is the mentee in terms of experience versus where she wants to be? You should take someone on with developmental gaps that you can help fill.
- Do I have the relevant experience and time? You never want to shortchange a mentoring relationship. Be sure you can effectively support the mentee in terms of knowledge and effort. Remember, you're 'serving' them....so be ready to provide the time, energy, and skills needed to help.
Adapted from "Get the Mentoring Equation Right" by Whitney Johnson.
Tuesday, 14 February 2012
Enough Complaining! Number 2
As a leader, how do you keep your own complaining in check?
As a leader, it is easy to slip into a habit of complaining publicly among your staff members. You're the leader so your positional authority often makes staff members feel that they must listen to you. However, are you aware of just what you're saying? Do you tend to complain to them? If so, what might they be taking away from hearing your complaints?
Your complaints can be damaging to morale within the workplace. The negativity you bring into conversations can chip away at the interest and enthusiasm your staff members feel for their work or the school/organization itself. Staff members look to leaders to be optimistic and motivating. Your complaining can be producing the opposite effect.
Next time you find yourself even thinking about complaining out loud among staff members, consider what impact this might have on your colleagues. If it doesn't help them in their daily work, it's probably best to keep it to yourself. If you really need to air your comments, find a confidante - outside the workplace - who understands your need and can support you.
As a leader, it is easy to slip into a habit of complaining publicly among your staff members. You're the leader so your positional authority often makes staff members feel that they must listen to you. However, are you aware of just what you're saying? Do you tend to complain to them? If so, what might they be taking away from hearing your complaints?
Your complaints can be damaging to morale within the workplace. The negativity you bring into conversations can chip away at the interest and enthusiasm your staff members feel for their work or the school/organization itself. Staff members look to leaders to be optimistic and motivating. Your complaining can be producing the opposite effect.
Next time you find yourself even thinking about complaining out loud among staff members, consider what impact this might have on your colleagues. If it doesn't help them in their daily work, it's probably best to keep it to yourself. If you really need to air your comments, find a confidante - outside the workplace - who understands your need and can support you.
Wednesday, 8 February 2012
Never Miss a Chance to Pay a Compliment
As a leader, do you use every opportunity to compliment your staff?
Never miss a chance to pay a compliment. As a leader, your word has significance for the members of your staff. Paying compliments for work well done means a great deal to all of us - regardless of our roles. However, as a leader, your staff likely look to you for feedback. Performance appraisals can provide feedback - but they really serve a different purpose. Complimenting your staff when they do good work can be motivating and inspiring. Compliments also indicate that you view their work with a positive presupposition. You're not looking for fault. If you believe the work that your staff does is important, let them know by acknowledging it with the occasional compliment. In the end, everyone wins - especially those your school/organization serves.
Just one caution....don't go overboard. There's nothing more meaningless to staff members than excessive compliments. They know when you're being honest and when it's just for show. Keep it real - and keep your integrity intact.
Never miss a chance to pay a compliment. As a leader, your word has significance for the members of your staff. Paying compliments for work well done means a great deal to all of us - regardless of our roles. However, as a leader, your staff likely look to you for feedback. Performance appraisals can provide feedback - but they really serve a different purpose. Complimenting your staff when they do good work can be motivating and inspiring. Compliments also indicate that you view their work with a positive presupposition. You're not looking for fault. If you believe the work that your staff does is important, let them know by acknowledging it with the occasional compliment. In the end, everyone wins - especially those your school/organization serves.
Just one caution....don't go overboard. There's nothing more meaningless to staff members than excessive compliments. They know when you're being honest and when it's just for show. Keep it real - and keep your integrity intact.
Wednesday, 7 December 2011
Take the Work Seriously, not Yourself
As a leader, are you taking the work seriously...or yourself?
If you are serving as a leader, you probably got to where you are because you sought out a leadership position. Fortunately, many leaders are highly committed to the work they do. They are motivated by the work, it aligns with their values, and they believe that the work is important. Unfortunately, we occasionally find leaders who take themselves a bit too seriously. These are the folks who like the title, the nice office, or sadly, the positional power. These are the folks we follow not because they motivate or inspire us but because we must. They are our bosses, not our leaders.
What kind of leader are you? If a random sampling of your staff members were asked, would they identify you as someone who is highly committed to the important work of your school/organization? Would they describe you as someone whose actions are driven by commitment to the work? Or would they see you as someone more interested in themselves and their career?
As you think about your own leadership. Pause every once in a while and ask yourself if your words and actions - at any moment of any day - are motivated by a strong belief in the importance of the work you are doing or are motivated by some personal benefit that you may gain. You will know the answers to these questions and you'll need to respond accordingly. However, keep in mind the old saying: Don't worry whether they are listening to you or not. Worry that they are watching. If you have difficulty answering the question above, don't worry. Those you lead can always answer it accurately.
If you are serving as a leader, you probably got to where you are because you sought out a leadership position. Fortunately, many leaders are highly committed to the work they do. They are motivated by the work, it aligns with their values, and they believe that the work is important. Unfortunately, we occasionally find leaders who take themselves a bit too seriously. These are the folks who like the title, the nice office, or sadly, the positional power. These are the folks we follow not because they motivate or inspire us but because we must. They are our bosses, not our leaders.
What kind of leader are you? If a random sampling of your staff members were asked, would they identify you as someone who is highly committed to the important work of your school/organization? Would they describe you as someone whose actions are driven by commitment to the work? Or would they see you as someone more interested in themselves and their career?
As you think about your own leadership. Pause every once in a while and ask yourself if your words and actions - at any moment of any day - are motivated by a strong belief in the importance of the work you are doing or are motivated by some personal benefit that you may gain. You will know the answers to these questions and you'll need to respond accordingly. However, keep in mind the old saying: Don't worry whether they are listening to you or not. Worry that they are watching. If you have difficulty answering the question above, don't worry. Those you lead can always answer it accurately.
Thursday, 1 December 2011
The Big Picture
As a leader, how much of 'the big picture' do you share with your staff?
As a leader, it's essential to have 'the big picture' of where your school/organization fits within the larger purposes of the system in which it is situated. More importantly, as a leader, it's essential for you to have 'the big picture' of where your work and the work of your staff fits. The question that arises for us as leaders is, How do we support staff in building their understanding of where their work fits within a larger, purposeful context?
None of us likes to work in a situation where we don’t see how our work connects to things that we believe to be of value or to be important. As leaders, we need to provide opportunities for our staff to engage in conversations where connections are made to what is important outside the walls of the workplace. If our work feels out of context or disconnected, it becomes meaningless. Where is our motivation if we don’t see that our work adds value to any thing or any one? As a leader, do the people you lead have the big picture of where their work fits both within the larger organization and within a greater purpose? If not, this is an important opportunity for you as the leader to provide opportunities for staff to reconnect with why they chose to work in your school/organization. Reconnecting to purpose can breathe new life into each of us. The big picture can help each of locate ourselves within our work and within an important purpose.
As a leader, it's essential to have 'the big picture' of where your school/organization fits within the larger purposes of the system in which it is situated. More importantly, as a leader, it's essential for you to have 'the big picture' of where your work and the work of your staff fits. The question that arises for us as leaders is, How do we support staff in building their understanding of where their work fits within a larger, purposeful context?
None of us likes to work in a situation where we don’t see how our work connects to things that we believe to be of value or to be important. As leaders, we need to provide opportunities for our staff to engage in conversations where connections are made to what is important outside the walls of the workplace. If our work feels out of context or disconnected, it becomes meaningless. Where is our motivation if we don’t see that our work adds value to any thing or any one? As a leader, do the people you lead have the big picture of where their work fits both within the larger organization and within a greater purpose? If not, this is an important opportunity for you as the leader to provide opportunities for staff to reconnect with why they chose to work in your school/organization. Reconnecting to purpose can breathe new life into each of us. The big picture can help each of locate ourselves within our work and within an important purpose.
Friday, 25 November 2011
Stop Complaining
As a leader, do you have a tendency to complain?
As leaders, we face daily challenges. These challenges can be difficult for us because they draw on our skills, our knowledge, our beliefs, our values about the work we do, and in some cases, our patience. We can handle challenges that demand skills, knowledge, beliefs, and values. We can learn the skills and knowledge we need. Beliefs and values may be tested but if we hold them dear, they won't weaken. Patience, though, can be tough. At times, our patience is tried by the range of challenges we face. When patience is tried, we can slip into complaining. When patience is often tried, we can slip into complaining often. In fact, complaining can become a habit.
Is complaining just blowing off steam? That might be a convenient excuse to use to justify our complaining. However, we need to consider those whom we serve (students, parents, communities) and those who follow us (our staff). What is the impact of our complaining on them?
As leaders, we hope to inspire both those whom we serve and those we lead but if we slip into the habit of complaining, the impact on staff can be far-reaching. When leaders complain, staff can become demoralized, unmotivated, cynical, even fearful. Worse, staff may not want to bring forward important issues for fear of the impact on you as leader. The potential for a downward spiral in the culture of the workplace is evident.
Next time you feel like voicing your complaints, consider who's listening. What impact might your complaints have on them?
As leaders, we face daily challenges. These challenges can be difficult for us because they draw on our skills, our knowledge, our beliefs, our values about the work we do, and in some cases, our patience. We can handle challenges that demand skills, knowledge, beliefs, and values. We can learn the skills and knowledge we need. Beliefs and values may be tested but if we hold them dear, they won't weaken. Patience, though, can be tough. At times, our patience is tried by the range of challenges we face. When patience is tried, we can slip into complaining. When patience is often tried, we can slip into complaining often. In fact, complaining can become a habit.
Is complaining just blowing off steam? That might be a convenient excuse to use to justify our complaining. However, we need to consider those whom we serve (students, parents, communities) and those who follow us (our staff). What is the impact of our complaining on them?
As leaders, we hope to inspire both those whom we serve and those we lead but if we slip into the habit of complaining, the impact on staff can be far-reaching. When leaders complain, staff can become demoralized, unmotivated, cynical, even fearful. Worse, staff may not want to bring forward important issues for fear of the impact on you as leader. The potential for a downward spiral in the culture of the workplace is evident.
Next time you feel like voicing your complaints, consider who's listening. What impact might your complaints have on them?
Tuesday, 1 November 2011
Performance Appraisals
As a leader, how do you handle performance appraisals?
One of the important tasks any supervising leader must assume is engaging in performance appraisals with members of your staff. Performance appraisals can be seen as an annoying task that needs to be completed to get it out of the way until the next appraisal cycle comes round......or......it can be an opportunity to celebrate the good work of your staff, to support their professional growth, and to build capacity for ever-better results. The difference is huge - a mundane task or a celebratory process focused on growth. What makes the difference? It's the leader - and how the leader engages in performance appraisal processes.
If you'd like to lead a work culture that doesn't fear but embraces performance appraisals, it's up to you as the leader, to change your processes. A few things to consider when doing performance appraisals:
Performance appraisals can be a time-consuming, routine task or it can be a growth-oriented celebration of each staff members' work. It's up to you as the leader, to create the culture by your actions.
One of the important tasks any supervising leader must assume is engaging in performance appraisals with members of your staff. Performance appraisals can be seen as an annoying task that needs to be completed to get it out of the way until the next appraisal cycle comes round......or......it can be an opportunity to celebrate the good work of your staff, to support their professional growth, and to build capacity for ever-better results. The difference is huge - a mundane task or a celebratory process focused on growth. What makes the difference? It's the leader - and how the leader engages in performance appraisal processes.
If you'd like to lead a work culture that doesn't fear but embraces performance appraisals, it's up to you as the leader, to change your processes. A few things to consider when doing performance appraisals:
- Who does the talking? Is it you, the leader/appraiser, or do your staff members have more of the 'air time'? This is a chance for your staff to present themselves and their work to you.
- Do staff members have a chance:
- to articulate their work,
- to explain why they work in the way that they do,
- to talk about what they believe their greatest strengths and accomplishments are,
- to describe from their own perspective where they believe they need to grow?
- Do you use coaching questions in the conversations? True coaching questions mediate thinking and are non-threatening. They open up honest conversation.
- Do your staff members have an opportunity to provide evidence of their work that demonstrates their strengths and accomplishments?
- Who decides what the next steps - or growth goals- are? As the leader/appraiser do you tell your staff member or do they have the opportunity first to explain to you what their growth needs to be. You might be very surprised that they likely know even better than you what they need to learn next in order to grow professionally.
- Once the performance appraisal process finishes, is that it? Done? Or do you take the opportunity to check in with your staff to see how they're doing with the growth goals that were set? Friendly, on-going monitoring - if done well - can be encouraging and motivating without seeming like you're checking up on them.
Performance appraisals can be a time-consuming, routine task or it can be a growth-oriented celebration of each staff members' work. It's up to you as the leader, to create the culture by your actions.
Thursday, 20 October 2011
Why do you want to be a leader?
You're in a leadership position. But why?
The vast majority of individuals in leadership positions are there by choice. In many cases, if not most, you have applied for a leadership role and been promoted. But why did you apply for your role? What was it that made you interested in leading? If you are passionate about the work, you likely find the work rewarding and you gain satisfaction from the successes of your team. However, if you're not passionate about the work, you may find that much of what you need to do feels burdensome or excessively challenging. If you are thinking about a leadership role, you need to ask yourself why you want it and then to look inside yourself to find if you have a passion about the work. If the passion isn't there, you're setting yourself up for disappointment. You'll be taking charge of work that you fundamentally don't care about. Is that how you want to spend your days, weeks, months, years?
Think carefully about why you want to lead and what work you'll be leading. If you have a deep caring about the work, the challenges you'll find as a leader, will be more bearable and the successes that much sweeter.
The vast majority of individuals in leadership positions are there by choice. In many cases, if not most, you have applied for a leadership role and been promoted. But why did you apply for your role? What was it that made you interested in leading? If you are passionate about the work, you likely find the work rewarding and you gain satisfaction from the successes of your team. However, if you're not passionate about the work, you may find that much of what you need to do feels burdensome or excessively challenging. If you are thinking about a leadership role, you need to ask yourself why you want it and then to look inside yourself to find if you have a passion about the work. If the passion isn't there, you're setting yourself up for disappointment. You'll be taking charge of work that you fundamentally don't care about. Is that how you want to spend your days, weeks, months, years?
Think carefully about why you want to lead and what work you'll be leading. If you have a deep caring about the work, the challenges you'll find as a leader, will be more bearable and the successes that much sweeter.
Monday, 23 May 2011
When Motivation Reduces Effectiveness
As a leader, do your motivating actions actually result in reduced effectiveness?
In environments where intrinsic rewards are most salient, many people work only to the point that triggers the reward - and no further. So if students get a prize for reading three books, many won't pick up a fourth, let alone embark on a lifetime of reading - just as executives who hit their quarterly numbers often won't boost earnings a penny more, let alone contemplate the long-term health of their company. Likewise, several studies show that paying people to exercise, stop smoking, or take their medicines produces terrific results at first - but the healthy behavior disappears once the incentives are removed. However, when contingent rewards aren't involved, or when incentives are used with the proper deftness, performance improves and understanding deepens. Greatness and nearsightedness are incompatible. Meaningful achievement depends on lifting one's sights and pushing toward the horizon.
From: Drive by Daniel H. Pink
Published by: Riverhead Books
In environments where intrinsic rewards are most salient, many people work only to the point that triggers the reward - and no further. So if students get a prize for reading three books, many won't pick up a fourth, let alone embark on a lifetime of reading - just as executives who hit their quarterly numbers often won't boost earnings a penny more, let alone contemplate the long-term health of their company. Likewise, several studies show that paying people to exercise, stop smoking, or take their medicines produces terrific results at first - but the healthy behavior disappears once the incentives are removed. However, when contingent rewards aren't involved, or when incentives are used with the proper deftness, performance improves and understanding deepens. Greatness and nearsightedness are incompatible. Meaningful achievement depends on lifting one's sights and pushing toward the horizon.
From: Drive by Daniel H. Pink
Published by: Riverhead Books
Thursday, 12 May 2011
Motivating Staff
As a leader, how do you motivate staff? Does the motivation come through some form of reward such as recognition or praise - or something more tangible?
The Russian economist Anton Suvorov has constructed an elaborate econometric model to demonstrate this effect, configured around what's called "principal-agent theory". Think of the principal as the motivator - the employer, the teacher, the parent. Think of the agent as the motivatee - the employee, the student, the child. A principal essentially tries to get the agent to do what the principal wants, while the agent balances his own interests with whatever the principal is offering. Using a blizzard of complicated equations that test a variety of scenarios between principal and agent, Suvorov has reached conclusions that make intuitive sense to any parent who's tried to get her kids to empty the garbage.
By offering a reward, a principal signals to the agent that the task is undesirable. (If the task were desirable, the agent wouldn't need a prod.) But that initial signal, and the reward that goes with it, forces the principal onto a path that's difficult to leave. Offer too small a reward and the agent won't comply. But offer a reward that's enticing enough to get the agent to act the first time, and the principal "is doomed to give it again in the second." There's no going back. Pay your son to take out the trash - and you've pretty much guaranteed the kid will never do it again for free. What's more, once the initial money buzz tapers off, you'll likely have to increase the payment to continue compliance.
As Suvorov explains, "Rewards are addictive in that once offered, a contingent reward makes an agent expect it whenever a similar task is faced, which in turn compels the principal to use rewards over and over again."
From: Drive by Daniel H. Pink
Published by: Riverhead Books
The Russian economist Anton Suvorov has constructed an elaborate econometric model to demonstrate this effect, configured around what's called "principal-agent theory". Think of the principal as the motivator - the employer, the teacher, the parent. Think of the agent as the motivatee - the employee, the student, the child. A principal essentially tries to get the agent to do what the principal wants, while the agent balances his own interests with whatever the principal is offering. Using a blizzard of complicated equations that test a variety of scenarios between principal and agent, Suvorov has reached conclusions that make intuitive sense to any parent who's tried to get her kids to empty the garbage.
By offering a reward, a principal signals to the agent that the task is undesirable. (If the task were desirable, the agent wouldn't need a prod.) But that initial signal, and the reward that goes with it, forces the principal onto a path that's difficult to leave. Offer too small a reward and the agent won't comply. But offer a reward that's enticing enough to get the agent to act the first time, and the principal "is doomed to give it again in the second." There's no going back. Pay your son to take out the trash - and you've pretty much guaranteed the kid will never do it again for free. What's more, once the initial money buzz tapers off, you'll likely have to increase the payment to continue compliance.
As Suvorov explains, "Rewards are addictive in that once offered, a contingent reward makes an agent expect it whenever a similar task is faced, which in turn compels the principal to use rewards over and over again."
From: Drive by Daniel H. Pink
Published by: Riverhead Books
Tuesday, 26 April 2011
Setting Goals
As a leader, do you set goals for and/or with your staff? Do you find that setting goals accomplishes what is needed and wanted?
Goals work. ... The academic literature shows that by helping us tune out distractions, goals can get us to try harder, work longer, and achieve more. ... Like all extrinisic motivators, goals narrow our focus. ... But...a narrowed focus exacts a cost. For complex or conceptual tasks, offering a reward can blinker the wide-ranging thinking necessary to come up with an innovative solution. ... Substantial evidence demonstrates that in addition to motivating constructive effort, goal setting can induce unethical behavior. ... The problem with making an extrinisic reward the only destination that matters is that some people will choose the quickest route there, even if it means taking the low road. ... Contrast that approach with behavior sparked by intrinsic motivation. When the reward is the activity itself...it's impossible to act unethically because the person who's disadvantaged isn't a competitor but yourself.
From: Drive by Daniel H. Pink
Published by: Riverhead Books
Goals work. ... The academic literature shows that by helping us tune out distractions, goals can get us to try harder, work longer, and achieve more. ... Like all extrinisic motivators, goals narrow our focus. ... But...a narrowed focus exacts a cost. For complex or conceptual tasks, offering a reward can blinker the wide-ranging thinking necessary to come up with an innovative solution. ... Substantial evidence demonstrates that in addition to motivating constructive effort, goal setting can induce unethical behavior. ... The problem with making an extrinisic reward the only destination that matters is that some people will choose the quickest route there, even if it means taking the low road. ... Contrast that approach with behavior sparked by intrinsic motivation. When the reward is the activity itself...it's impossible to act unethically because the person who's disadvantaged isn't a competitor but yourself.
From: Drive by Daniel H. Pink
Published by: Riverhead Books
Wednesday, 20 April 2011
Motivation 3.0
As a leader, is your staff working at the level of Motivation 2.0? If so, how might they achieve flow?
Two main drives powered behaviour. The first was the biological drive. (i.e. Motivation 1.0)
[The] second drive came from without - the rewards and punishments the environment provided for behaving in certain ways. (i.e. Motivation 2.0)
Motivation 3.0
[The] newly discovered drive - 'intrinsic motivation'.........the state of optimal challenge called 'flow'. What drives participants is "a set of predominantly intrinsic motives" - in particular - "the fun...of mastering the challenge of a given...problem"...
...we need to move beyond the idea of Homo Oeconomicus (Economic Man, that fictional wealth-maximizing android). But his extension goes in a slightly different direction - to what he [Bruno Frey] calls Homo Oeconomicus Maturus (or Mature Economic Man). This figure, he says, "is more 'mature' in the sense that he is endowed with a more refined motivational structure."
From: Drive by Daniel H. Pink
Published by: Riverhead Books
Two main drives powered behaviour. The first was the biological drive. (i.e. Motivation 1.0)
[The] second drive came from without - the rewards and punishments the environment provided for behaving in certain ways. (i.e. Motivation 2.0)
Motivation 3.0
[The] newly discovered drive - 'intrinsic motivation'.........the state of optimal challenge called 'flow'. What drives participants is "a set of predominantly intrinsic motives" - in particular - "the fun...of mastering the challenge of a given...problem"...
...we need to move beyond the idea of Homo Oeconomicus (Economic Man, that fictional wealth-maximizing android). But his extension goes in a slightly different direction - to what he [Bruno Frey] calls Homo Oeconomicus Maturus (or Mature Economic Man). This figure, he says, "is more 'mature' in the sense that he is endowed with a more refined motivational structure."
From: Drive by Daniel H. Pink
Published by: Riverhead Books
Tuesday, 19 April 2011
Motivation 1.0 and 2.0
As a leader, do you motivate your staff by rewarding the good and punishing the bad?
Motivation 1.0 - trying to survive. From roaming the savannah to gather food to scrambling for the bushes when a saber-toothed tiger approached, that drive guided most of our behaviour.
Motivation 2.0 - to seek reward and avoid punishment. Harnessing this second drive has been essential to economic progress around the world, especially during the last two centuries. The Motivation 2.0 operating system has endured for a very long time. Indeed, it is so deeply embedded in our lives that most of us scarcely recognize that it exists. For as long as any of us can remember, we've configured our organizations and constructed our lives around its bedrock assumptions. The way to improve performance, increase productivity, and encourage excellence is to reward the good and punish the bad.
From: Drive by Daniel H. Pink
Published by: Riverhead Books
Check tomorrow for..........Motivation 3.0
Motivation 1.0 - trying to survive. From roaming the savannah to gather food to scrambling for the bushes when a saber-toothed tiger approached, that drive guided most of our behaviour.
Motivation 2.0 - to seek reward and avoid punishment. Harnessing this second drive has been essential to economic progress around the world, especially during the last two centuries. The Motivation 2.0 operating system has endured for a very long time. Indeed, it is so deeply embedded in our lives that most of us scarcely recognize that it exists. For as long as any of us can remember, we've configured our organizations and constructed our lives around its bedrock assumptions. The way to improve performance, increase productivity, and encourage excellence is to reward the good and punish the bad.
From: Drive by Daniel H. Pink
Published by: Riverhead Books
Check tomorrow for..........Motivation 3.0
Subscribe to:
Posts (Atom)