Ecstasy Consultants: Workshop: BIZCOM - Business Communication

Ecstasy Consultants: Workshop: BIZCOM - Business Communication: Business Communication & Interpersonal Skills 1 Day Workshop to improve employee’s effectiveness “We hire employees on the basis...

Warren buffet's quotes

ON EARNINGS: Never depend on single income, invest to create a 2nd source
ON SPENDING: If you buy things you don't need, soon you'll have to sell things you need
ON SAVINGS: Don't save what is left after spending, but spend what is left after savings
ON TAKING RISKS: Never test the depth of a river with both your feet
ON EXPECTATIONS; Honesty Is a Very Expensive Gift
Don't expect it from Cheap people.
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Neeraj Bhardwaj

+91 9725479188

Employee engagement a top business priority

Learning and development can help foster higher levels of employee engagement and improved business performance, but it's essential that the executive suite knows this.

 

Most learning and development professionals are likely already aware that a significant number of their employees are underperforming because of poor engagement. Heightened workloads, decreased confidence in corporate direction and growing mistrust of leadership have raised employee negativity while threatening productivity. Desiring better opportunities, many top performers have updated their resumes and begun looking for new jobs. In fact, in recent research studies undertaken by consultancy Right Management, more than half of employees reported they were approached to discuss a job opportunity with another employer in the past six months. Consider the findings of the Right Management research team:

 

a) Seventy-nine percent report workloads have increased due to layoffs.

b) About 2 out of 3 employees failed to take their allotted vacation last year.

c) As many as 4 in 5 workers say they want to leave their job this year.

d) Nineteen percent of employees rarely trust their manager to make good decisions.

e) Seventy-five percent usually work more than 40 hours per week.

f) Less than half usually take a lunch break.

 

The response to all of this? Employers need to make employee engagement a top business priority.

 

Opportunities for learning and development can help foster higher levels of employee engagement and improved business performance, but it's essential that an organization's executive suite realize this and allocate resources accordingly. Here are five tips to help make engagement a core business priority:

 

1. Keep it simple.

Don't overly complicate engagement with HR and training jargon. Be specific, relevant and pragmatic - not conceptual. Don't talk process, but rather focus on business results. Use a business-based dialogue to tie the people-related results to the financials. For instance, know the top companies or competitors the firm benchmarks its performance against. What is their cost of unwanted turnover, and how does it compare to yours? What makes the difference between your company and theirs? How does learning and development stem the tide and influence higher levels of engagement?

 

2. Make your case.

Demonstrate the importance of engagement with business-related, practical examples. Understand the hot-button issues for each member of the executive team. For instance, talk about a high-performing business unit and how it accelerated the time to market for a new product. Then, outline how it did this by linking the leadership behaviors that enabled improved people processes, such as demonstrating employees are valued and given a meaningful role in creating solutions. Higher engagement levels most likely contributed to the success achieved. In this way, you are linking engagement to meaningful data. Have a collection on hand of useful statistics and facts that relate engagement to business efficiency and improved organizational performance.

 

3. Build alliances.

Build a stronger business relationship with the CFO and put effort into measuring the impact of training on engagement and performance at your firm. Get comfortable with the language of business and understand the financials that are most meaningful to your organization. This most likely includes: What are your organization's top profit drivers? What are the expectations of shareholders? And how will a talent initiative impact the bottom line and show tangible returns? For instance, why does the company need to have a retention strategy? Is it a competitive necessity? Are there profit implications? What are the cost factors?

 

4. Hold leaders accountable.

Leaders at all levels need to be held accountable for engagement, and this includes the C-suite. Tie key leadership behaviors that foster higher engagement to performance expectations. This way, leader behavior and the measurement of leaders' alignment with engagement becomes a mechanism for accountability. Key leadership behaviors that have the most influence on employee engagement include demonstrating employees are valued and inspiring confidence in their ability to drive organizational success and effectively implement the organization's strategy.

 

5. Gain CEO ownership.

Help your CEO to "own" engagement and be an active participant. For instance, take the pulse on engagement every 12 to 18 months. Review the factors that are foundational to engagement and help the CEO drive these throughout the organization with action, communication and initiatives.

 

Without high levels of employee engagement driven by learning and development, organization performance, productivity and profitability are jeopardized. CLOs are in a prime position to elevate engagement to other C-level executives and make it a top business priority. Who can afford not to pay attention?

 

 

[About the Author: Michael Haid is senior vice president of global solutions at Right Management.]

Regards!

Neeraj Bhardwaj          +919725479188         +919924711714

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Escaping Micromanagement

Escaping Micromanagement Becoming More Independent Imagine that you work in a classic autocratic organization, and your boss follows every little rule. She oversees each detail of every project and task - and she seems to believe that you and the rest of the team are incapable of performing without her help at every step. This, in turn, has created an oppressive and discouraging work environment. Productivity and morale are low, and many people have left to go to organizations that are less controlling and more empowering. You like the work that you do, and you want to stay with the company. So how can you improve your situation? How can you get your boss - and perhaps your organization - to trust you more? Working in a micromanaged environment isn't easy. In this article, we'll highlight the disadvantages of micromanagement, and we'll explore what you can do if your boss micromanages you. Note: Remember, some organizations require a micromanagement style - particularly if mistakes can cost a lot of money, or threaten someone's life. If you believe that this is true for your company, you can still use some of the strategies in this article, but be aware that your boss or organization may be unwilling to "let go." Disadvantages of Micromanagement There are several disadvantages to a micromanagement style of leadership: It can hurt creativity - When your boss constantly checks up on you and tells you what to do, you have no power to think for yourself. This limits the solutions that you might find on your own. It can cause you stress - Often, micromanagers make you feel as if nothing you do is good enough. This type of working relationship can make even small tasks seem overwhelming. It can waste time - When your boss constantly holds meetings and gives instructions, she limits the time you could be working on productive tasks. It can hold you back professionally - Because you're dependent on your manager for every task, you don't take responsibility for yourself and for your work. This limits your growth and development, which may impact your career. So, what can you do about it? Critique Yourself First, it's important to find out why your boss is micromanaging you. If he behaves this way only with you, then perhaps you're the cause. Look honestly at your own work and habits. Have you ever given your boss a reason to mistrust you? Does disorganization or poor time management cause you to miss important deadlines? Do you find it hard to concentrate, or communicate poorly? Or do you fail to follow up on important leads or emails that your boss sends you? These are tough questions. It's hard to look at yourself and your work objectively. Ask your colleagues for help. They may give you a clearer picture of your work habits than you'll see on.

Corporate Training Principles

 

Corporate Training Principles

 

 

Needs Assessment

The first step in Corporate training design is to identify the problems which need to be addressed. This may be done for the entire organization, for a particular location or for a particular job. Alternatively, the analysis of training needs may have a specific focus, for example, compliance with Corporate legislation or the performance of the joint Corporate committee. However, not all problems can be solved by training; in some cases, other action is needed to supplement it. A simple example of this is the case where the problem identified is a low level of compliance with the rule obliging workers to wear personal protective equipment. While part of the problem may be due to the fact that employees do not understand why the equipment is needed or how to use it correctly, it is equally possible that some or all of the problem may be caused by the fact that there is consistent failure to replace broken or missing skill.

Problem identification

The sorts of problems that lend themselves to solution by means of training include the following:

Those that are identified after accidents have already happened. In this case, problems may be identified through review of accident statistics, accident investigation reports or, more broadly, through the failure to meet organizational goals for Corporate.

Problems that can be anticipated. Dangers can be identified before actual harm is done—for example, hazards can be foreseen when new machinery, substances or processes are introduced into the workplace, where there exist processes that have never been thoroughly analysed or where existing practice conflicts with known safe procedures .

The existence of external requirements. New legal requirements which either impose specific Corporate training duties or other requirements suggesting the need for training are examples of external requirements. The development of new industry codes of practice or national or international standards affecting Corporate are other examples.

Problem analysis

The next step is to analyse the problems so that necessary training may be identified. Problem analysis involves collecting information about the problem so that its causes can be determined. It also requires determining an appropriate standard which should be met.

Determining solutions

Once the problem has been analysed, the next step is to determine suitable solutions. If training is the solution or part of the solution, the particular training needs must be identified. What combination of skills and knowledge is required and by whom?

A critical part of the investigation of training needs is the assessment of the people involved. The purpose of this is threefold: first, people are likely to be more committed to training (and thus more likely to learn) if they have played a part in identifying the needs themselves; second, it is often necessary to assess the current level of required skill and knowledge among the target group of employees (for example, one might investigate whether joint Corporate committee members actually know what it is they are supposed to be doing); third, basic educational levels and literacy and language skills must be known so that appropriate instructional methods are applied. Surveys can be used to assess a number of these variables. If they are used, however, care should be taken to ensure individual confidentiality.

Setting priorities and goals

Once training needs have been clearly identified, the next step is to set priorities and objectives. Consideration must be given to the relative urgency of various training needs, taking into account factors such as the relative severity of consequences should accidents occur, the frequency with which problems are likely to occur, the number of people affected and legal compliance.

Training objectives must be specific because, if they are not, evaluating whether the training has been successful will prove difficult. Specifically defined objectives also help determine appropriate training content and delivery method. Training objectives or goals establish the results that training should achieve. Examples of specific training objectives might include (a) to ensure that every manager and supervisor knows and understands legal Corporate duties and rights applying to themselves and to all workers, (b) to ensure that all welders know and understand the hazards of welding and the required control procedures or (c) to provide fork-lift truck operators with the skill to operate their vehicles safely according to required procedures.

Needs Assessment Methods

Methods for analysing training needs depend on the scope of the assessment and on available resources. All or some of the following methods may be used:

·         Documentation review. For example, written statements of safe working practices, legal requirements, company policies and procedures, accident statistics and workplace inspection reports can be examined to determine their bearing on training needs.

·         Specific analysis. Accident statistics, joint committee minutes, accident investigation reports and job and task hazard analyses may be examined for their specific relevance to the problem in question.

·         Interviews and observation. Interviews with representative samples of supervisors, workers and others may be used to assess attitudes and perceived problem areas; observations can be made of representative jobs to assess compliance with safe working practices.

·         Surveys. A survey can be used for relatively large groups to gain information about current skills and knowledge levels and about perceived training needs and problem areas as well.

Choosing Appropriate Instructional Methods

Instructional methods include a number of techniques such as lectures, problem-solving exercises, small group discussion and role-playing.The methods chosen must be appropriate to what is being learned (whether knowledge, skills or concepts) and the training objectives. If, for example, the training objective is to impart knowledge about basic safety rules in the workplace, then a short lecture may be appropriate. However, there are different levels of learning in adults. The lowest level of learning is listening to information; the next level is acquiring knowledge; then, developing understanding; and finally, at the highest level, the ability to apply what is learned to different situations. In most training situations, participants will need to learn at more than one level and so a variety of instructional techniques will be required. Instructional methods must also be based upon sound principles of how adults learn best.

Principles of Adult Learning

The way in which adults learn differs from the way children learn in several important respects. Adults approach the task of learning in possession of life experiences and a developed concept of self. The process of learning is an individual experience which takes place within the learner and depends on the learner's willingness to learn, the ability to relate his or her own experiences to what is being learned and the perceived value of what is being learned to the learner. In many cases, adults make a free choice to learn and so, unlike school children, they are voluntary participants. However, when Corporate training is provided in the workplace, workers and managers may be required to attend training sessions, with little room for individual choice. Where this is so, particular attention needs to be paid to involving learners both in the process of identifying training needs and in the design of the programme itself. Addressing the perceived training needs of workers may be as important as the identification of needs in other areas. Above all, adult training involves change. As with any change, acceptance is dependent on the learners' belief that they have some control over the change and that the change is not perceived as threatening.

Research has identified a number of factors which facilitate learning in adults:

·         Motivation. Since learning is an individual experience, adults must want to learn and must perceive the relevance of what they learn to their personal interest.

·         Seeing and hearing. Adults tend to learn best when they can see as well as hear what is being taught. This means that lectures should include accompanying visual material such as overhead transparencies or slides.

·         Practice. The opportunity to practise what is being taught facilitates learning. When a skill is being taught (for example, the correct fitting of self-contained breathing apparatus) learners should be allowed to exercise it for themselves. Where the objective is applied knowledge, problem-solving exercises can be used. "Experiential" exercises whereby learners actually experience the application of abstract concepts such as teamwork are valuable instructional tools.

·         Relationship to practical experience. Learning is facilitated when the training material can easily be related to the practical experience of the learners. This suggests that examples used should, as far as possible, relate to the industry processes familiar to the learners.

·         Participation in the learning process. Adults should know from the start what the learning objectives are and be given the opportunity to test the lesson content against these objectives.

·         Feedback. Adults need feedback on their own results (how well they are doing) and positive reinforcement.

·         Trying out ideas. The opportunity to try out and develop ideas is part of the individual process of internalizing new information and its application. This can be achieved through small peer group discussions.

·         Physical environment. The training facility and equipment should be sympathetic to the learners, allowing them, for example, to see visual material and to work effectively in small groups.

Training Implementation

Careful consideration should be given to the selection of trainers, the scheduling of training and pilot testing. In selecting trainers, two equally important abilities must be sought: knowledge of the subject and teaching ability. Not everyone who has the required Corporate knowledge will necessarily have teaching ability. On the whole, it is easier for people to acquire knowledge than it is to acquire teaching ability. In most workplaces, including the shop floor, there will be a number of people who have a natural teaching ability, and they will have the advantage of knowing the workplace and being able to understand practical examples. In small group learning, a "group learning facilitator" may be used in place of a trainer. In this case, the facilitator is learning along with the group but has responsibilities for the process of learning.

The scheduling of training involves several important considerations. For example, it should be arranged at a time convenient for the learners and when interruptions can be minimized. Training can also be packaged in self-contained modules so that it can be spread out over time—perhaps a three hour module once a week could be scheduled. Not only does this approach sometimes cause less interference with production, it also allows time between sessions for learners to try to apply what has been learned.

Every training programme should be pilot tested before initial use. This allows the programme to be tested against training objectives. Pilot testing should involve not only the trainers but a representative sample of the prospective learners as well.

Training Evaluation

The purpose of evaluating training is quite simply to establish whether the training objectives have been met and, if so, whether this has resulted in solving the problem addressed by those objectives. Preparation for training evaluation should begin at the training design stage. In other words, the problem to be addressed by training must be clear, the training objectives must be specific and the status quo prior to training must be known. For example, if the problem to be addressed is poor observance of safe working practices in material handling operations, and training has been designed to address part of this problem by providing information and skills to, say, fork-lift operators, then a successful outcome in this case would be high observance of correct safe working practices.

Evaluation of training can be done at various levels. At the first level, the aim is simply to assess student reactions to the training programme. Did they like the programme, the instructor and the course material, were they bored, did they feel that they had learned something? This approach may be useful in assessing whether or not the programme was perceived to be of value by the students. Such evaluations are most usefully conducted through an attitude survey and should not generally be administered by the course instructor. Participants are unlikely to provide candid answers at this point even if the questionnaires are anonymous. As an aid to this type of evaluation, students can be allowed to test themselves on the training content.

The next level of evaluation is the assessment of whether or not the learning objectives have been met. Learning objectives are related to the content of the training and they define what the student should be able to do or know when training is completed. Learning objectives are usually developed for each part of the course content and are shared with students so that they know what they should expect to learn. Evaluation at this level is designed to assess whether or not students have learned what is defined in the learning objectives. This can be done by testing participants at the end of the course. Knowledge, concepts and abstract skills can be assessed in written tests whereas practical skills can be assessed by direct observation of students demonstrating the skill. Where this level of evaluation is used, it is absolutely necessary to have prior knowledge of the knowledge or skill baseline of the students before training begins.

The third level of evaluation is the assessment of whether or not the knowledge and skills learned in the training are actually being applied on the job. Such assessment can be made through direct observation at specified intervals of time following training. Evaluation of application on the day following training may produce a result quite different from that based on an evaluation some three months later. It is important to note, however, that if the evaluation shows a lack of application after three months, it may not be the training itself which is defective; it may be due to a lack of reinforcement in the workplace itself.

Finally, the highest level of evaluation is the determination of whether or not the problem addressed by the training has been resolved. If the problem identified was a high rate of musculoskeletal injuries in the shipping and receiving area, is there evidence of the desired drop in the injury rate? Here again, timing is important. In this case, it may take time for the training to become effective. The rate may not drop for a number of months because such injuries are often cumulative; and so the rate for some time may reflect conditions prior to training. Furthermore, the training may result in greater awareness of the problem leading to increased reporting soon after training.

Ideally, all four levels of training evaluation should be built into the training design and implementation. However, if only one level is used, its limitations should be clearly understood by all concerned.

Where training is designed and provided by an external agency, the organization can and should nevertheless evaluate its potential usefulness by applying criteria based on the principles outlined in this article.

Training Reinforcement

No matter how successful training is in meeting objectives, its effect will decline with time if reinforcement is not provided in the workplace on a regular and consistent basis. Such reinforcement should be the routine responsibility of supervisors, managers and joint CorporateTraining Department. It can be provided through regular monitoring of performance on the job, recognition of proper performance and routine reminders through the use of short meetings, notices and posters.

Article by:

Dr.Pratik P. Surana
Ph.D.(Trainings)

Does Employee Education Build Loyalty?

Does Employee Education Build Loyalty?

by Alan A. Malinchak
 
As educators, we believe in the sanctity of learning and know in our hearts that education is a basic tenet for both personal and professional growth. That said, learning programs must be rooted in sound business decisions and financially viable returns on investment. Many times we argue that providing educational opportunities strengthens employee loyalty, which decreases turnover. Are we right?
 
Without metrics to justify this position, reflective thought is just that: reflective. Building metrics in collaboration with business needs and requirements, as well as objectively evaluating these metrics in an annual education and training report, will help learning executives determine if their organizations' current training opportunities are positively influencing employee retention - and thereby encouraging top-line growth.
 
Aligning Learning to Business Objectives
 
Before learning executives can link educational opportunities to employee loyalty and retention, they first must align learning directly with business objectives. To that end, leaders from each division must collaborate to create key performance metrics.
 
To ensure this collaboration, companies should consider a service-level agreement (SLA) between those responsible for delivering education and those in charge of business operations and revenue generation. This SLA should be reviewed by all parties on an annual basis as part of the company's strategic planning process.
 
Without this collaboration, proving the value of education and learning opportunities can be difficult. In some cases, it can result in a negative effect. For example, a well-known farm equipment company had a general attrition rate of about 2 percent. However, for employees who engaged in tuition assistance and reimbursement programs (TA/RP), the turnover rate was 18 percent - nine times higher than the average. Further, TA/RP cost the company $3 million annually, meaning the company was essentially spending millions each year to educate workers who were going to leave and create value for its competitors. The solution was for learning leaders to work closely with business executives to retool available training offerings.
 
Although the responsibility for developing and aligning education to business needs rests jointly with learning and business leaders, it is the CLO who ultimately must measure, evaluate and tweak these programs. For example, if reports suggest that accounting departments will lose about 30 percent of their senior employees to retirement in the next five years, tailoring training opportunities to support employees completing a current or advanced degree would be seen as value added to both the employees and the organizations. Learning leaders should work to identify employees with interests in particular fields of study and engage them through corporate university courses, tuition assistance programs and informal learning opportunities.
 
Further, CLOs should allow and encourage employees to use their newly acquired talents. The pragmatic application of these skills will not only increase organizational performance, but it also will strengthen employee loyalty. After all, just as college graduates are loyal to their alma maters, employees may feel a similar attachment to the institution that provided for and championed their growth and development.
 
Measuring Right, Measuring Smart
 
Next, to tie corporate education to business objectives such as loyalty, engagement and growth, learning leaders first must identify and use the following metrics.
 
1. The cost and associated savings of tuition assistance/reimbursement programs (TA/RPs).
To do this, the following must be measured:
 
a) The total percentage of the learning budget devoted to TA/RPs.
b) The total annual dollar cost of TA/RPs.
c) The total number and percentage of employees using TA/RPs.
d) The number of credit hours each employee has attained during the year.
e) The number of university partnerships the company has developed. Also determine the percentage discount given by each university partner as well as the discount given to spouses and dependents. Based on the total annual dollar expenditure for TA/RPs, calculate the dollar savings of these discounts.
f) The current status of each employee in a TA/RP, which can aid in determining the likelihood of retention. For example, consider that Employee A has achieved 66 of the 120 credits needed to graduate. Assuming nine credits can be acquired in a year, you might deduce that Employee A is six years from graduation.
 
2. Retention and turnover rates, cross-referenced with TA/RP data.
First, note the following:
 
a) The number and percentage of employees who voluntarily resigned during a calendar year.
b) The number and percentage of employees who remained with the company during the calendar year.
 
Next, examine the causes behind voluntary departures. Determine the number and percentage of both the voluntary resignations as well as the retained employees who were actively engaged in internal learning curricula, TA/RP or vendor certification courses.
 
3. The number of employees who enrolled in vendor curricula to obtain a professional certification or license.
The following data must be collected for each professional certification or license:
 
a) The total cost for each employee to get certified or licensed, which includes the cost of the course itself; the cost of travel, accommodations and incidentals; the cost of sitting for the exam; and the calculated loss of productivity hours.
 
b) The numbers and percentages of employees who passed and failed their respective examinations.
 
Next, determine whether your organization won new business or retained current clients based on an increased number of employees with each particular certification or license.
 
4. The cost of maintaining employees' professional certifications or licenses, including corporate university curricula as well as lost productivity hours.
 
Armed with the information above, learning professionals will be able to analyze the impact of education and training opportunities on employee retention and relate these numbers to broad financials.
 
 
[About the Author: Alan A. Malinchak is vice president and chief learning officer for ManTech International Corp., a provider of government technology solutions.]
 

 

Top Six Reasons To Forgive

Top Six Reasons To Forgive

 

No one can change the past, but you do have the power to upgrade how you feel about it, and that makes all the difference. You can take your power back from all those painful memories, and make peace with your past. Forgiveness heals the guilt and the hurt, and does this quietly, privately, and thoroughly. Forgiveness does not mean that you let anyone off the hook, it means that your present happiness is more important than your past suffering. Forgiveness does not mean that you condone the hurtful things done to you, it means that you reclaim your right to run your own life.

Right now those hurtful things are running your life, and how is that working for you? The people who hurt you may have ruined your yesterdays, but only you are in charge of your tomorrows. And if you feel guilt over people that you have hurt, forgiving yourself will heal you and allow you to move forward with a happier attitude and a healthier body.

So here are the top six reasons to forgive.

1 You will feel better and laugh more.

Resolving all that negative spin from your past allows you to enjoy yourself and have the daily fun you really want.  Your buttons will stop being pushed because they will be gone. You see, guilt and hatred resolve nothing, they just sustain the negativity that continues to stop you from reaching your personal and professional goals. Forgiveness, on the other hand, undoes the stickiness that binds you to all those unhappy yesterdays, and this returns your personal energy to your present life, and you get more done. Forgiveness is excellent for improved prosperity and success in every area of your life.

2 You will be healthier.

Carrying negativity appears to cause many physical ills. The body and the mind are the same thing. Just as ice and steam are still basically water, your body and your mind are simply different manifestations of your spirit. Relieve your mental stress and your body will be happier too. Nothing relieves mental stress like forgiveness. Forgiveness heals.

3 People will like you better.

You will be a more enjoyable person to be around, and will attract more positive people to your life.

Humans are imperfect, and we all make mistakes. One trait of positive people is that they take life less personally, and readily forgive mistakes as they happen. On the other hand, perfectionists are often miserable people, having standards way too high to be reached. Would you settle for mere excellence? Then do so, and your relations with others will improve immediately. Happy people are all about smiles. Sure, there are fights worth fighting, but if you live is one long series of fights with other people, the exhaustion must be terrible for you. Forgive and life improves. It really is that simple.

4 You will stop the constant suffering.

Forgive others exactly because what happened was not your fault. Ask yourself: What was done to me? How long ago did all that happen? Are those hurtful people still in my life? Why should I keep suffering for what someone else did? Since it was not my fault, why am I still paying for it? Of course you have suffered way too long and way too much already. And those hurtful people have probably been gone from your life for years. So let the suffering stop right now. Forgive them.

And it may be that complete, one hundred percent may not be possible for you at first, and that is fine. Not to worry, because you can start with a small percentage of forgiveness and work up. How about forgiving them ten percent? Twenty? Eighty? Even five percent forgiveness is an excellent step in the right direction. The more you forgive, the better you will feel.

5 You have punished yourself long enough.

Self forgiveness stops the overwhelming feelings of guilt that obstruct your happiness. Ask yourself: What was my crime? How long ago did that happen? Am I still doing stuff like that? If I had been imprisoned for it, would I be out by now? You have likely already punished yourself way too much, and it is time to grant yourself a full pardon. Forgive does not mean forget, it means accepting responsibility, and moving on with your life in positive ways, having learned your lessons. You can stop spinning over how you used to be and get on with creating the good life you have always deserved. So forgive yourself. Today. Right now. Since you cannot undo what you did, you must do the next best thing, and that is to face what happened, and then let the blame go.

6 No one needs to know.

Forgiveness happens privately. You do not need to call anyone up or write any letters. Forgiveness is an internal healing, and it is all about you. Other people will have to forgive themselves for what they did. Your concern is you. You evolve all the time anyway, so why not evolve for the better?

And here is how do forgiveness. As you remember past events and the people involved, feel forgiveness flow from your heart out to them and back to yourself. Visualize what happened and who was there, forgiving everything and everyone involved. If you are not particularly visual, that is not a problem at all, since you can just sense and feel what happened, and process from there. Sensing and feeling work just as well as visualizing.

If anger arises when you think of some people, then in the privacy of your own thoughts, confront them. Tell them how you feel about what happened, and spend all of that anger you feel toward them. Tell them all the things you would never say to their face, but need to express. And then forgive them.

You may need to feel forgiven by your higher power. Please know that God forgives you the first time you ask, so only ask once. If you have to ask twice, then it is you who is not forgiving you. Forgive yourself fully knowing that God never needs to be asked twice.

Author: Michelle Beaudry......

Contributed by: i_asianwoman @ yahoo.com

 Regards!

NEERAJ BHARDWAJ