| Abstract Over a decade there have been numerous works done in the area of knowledge management and number of knowledge management tools flooded into the market by different vendors. Knowledge management is significantly proven to be the most important key factor for survival of organizations and to retain the competitiveness in the industry of information technology. It is driven by a systematic procedure that in turn, leads to use certain tools and adaption of technological changes for effective management of intellectual assets within an organization. Here it comes to decide which tool and technology to choose that adheres suitably of an organization s needs. This paper focuses on knowledge management activities and explains how an organization can evaluate itself for acclimatizing a knowledge management tool. It provides a knowledge management platform which includes comprehensive classification of various knowledge management tools which are classified based on their functionality by using qualitative and quantitative research methodologies. Keywords: Knowledge Management, Knowledge Warehouse, Knowledge Management Platform, Categorization of KM Tools, Organizational Assessment for KM Tools Acquisition. 1. Introduction Knowledge management has floated into the wide horizons of information technology and the industry of wide spectrum; while knowledge warehousing deals with knowledge among diverse knowledge sources. It provides knowledge precision and is becoming a point of focus. Knowledge management tools are used for effective knowledge management and provide a mechanism to accomplish knowledge management activities with ease. Since knowledge management is a catch-all term which encapsulates various mechanism for knowledge management should be cultivated for effective knowledge management as explained in section 4. 2. Knowledge Management Knowledge management is a systematic process forming a cycle of activities Efraim, T., Jay E.A. (2001), which progress step by step resulting in organizational benefits and competitive stability. Figure 1, given below illustrates the steps involved in knowledge management processes to achieve relative maturity of an organization as knowledge management activities continue to grow. Knowledge flow becomes smooth when these synergetic activities are frequent within the organization and it increases the maturity level of the organization. Knowledge sharing increases the knowledge visibility Prusak, L. (1999) i.e. to know what knowledge resides inside the organization and how efficaciously it can be used. According to Jackson C, the knowledge processes are multidimensional and provide value Jackson, C. (1999). 3. Organizational Self Assessment One of the key factors of successful organizations is the measurement and assessment of the resources they have and require. The realization of self assessment against acquisition of tools and technology can pave a smooth path towards organizational growth and beneficiary. Since, knowledge is intangible in nature Bornemann, M. and Sammer, M. (2003), which imposes certain implications to the context. In this paper confined assessment criteria is proposed for organizations to evaluate themselves to opt for a knowledge management tool. Table 1, is an illustration which draws a conclusion as explained later in this section. 3.1. Knowledge Vision An organization is to be assessed for a vivid snap of knowledge, that intakes knowledge and related activities, and knowledge sources either in isolation or collaboration. In other words, knowledge vision is a virtual snapshot of knowledge assets demonstrating the strength of an organization and knowledge management related tasks. 3.2. Follow-up Activities Follow up activities are the process and systematic policies which are executed in terms of knowledge management initiatives. This can be an aid to improve the organizational learning and culture. 3.3. Knowledge Management Initiatives Knowledge culture is the most important factor which has the power to drive an organization to successful routes. A knowledge sharing culture induces rich flow of expertise within an organization which in turn fosters best practices. Though, each organization has its own culture which influences the way to work Zuhair, I. (2003), but it can be overcome by different management strategies, either appraisal or incentive etc. If an organization goes well by all of the knowledge management activities it can mould its culture into a knowledge sharing culture that is the key to leverage competitive stability and maturity. Therefore, the intellectual assets residing in silos will not bring any gain or profit until shared with others because of the implications of corporate culture Sumner, M. (1999). The only way to get more out of intellectual expertise is by means of sharing and collaboration. Thus, a healthy knowledge sharing culture brings high value and increase returns to an organization. 3.4. Appropriate Criteria for Selection KM Tool The subtle nature of knowledge and the contextual requirements of an organization make it very difficult to select a tool that is appropriate to satisfy their requirements effectively. Therefore, an adequate selection criterion is to be prepared for an optimum tool selection. During 1999 Summer M, has proposed a selection methodology that is quite significant in the selection process which escorts it to the right way Sumner, M. (1999). Knowledge management tools are comprehensive tools and often make use of artificial intelligence and intelligent agents. The hardware and software complexities are the major factors which may increase the cost of development and deployment of the tools. Further, the adoption of new tools and technology may also affect one or other organization entities. Strong risk analysis is required to be done prior to acquisition and deploying of KM tools. In both approaches sufficient budgeting, proper project management and risk factors are needed to be dealt with care. 4. KM Tools Categorization Knowledge management tools provide a mechanism to accomplish and track tasks with ease, but selection of the tool is not an easy job. The reason is that the organizations do not know exactly which of the various tools are appropriate for them without any self assessment or methodology for selecting knowledge management tools Patel, N. and Hlupic, V. (2002). 4.1. Knowledge Management Platform A systematic environment in terms of knowledge management tools and technology should be incorporated as a primary benchmark. Such an environment should act like an umbrella for various KM activities. The proposed model shown in Figure 3 depicts a knowledge management platform that coordinates all KM activities synergistically. This model incorporates comprehensive classification of knowledge management tools such as knowledge generation tools, knowledge organization tools and knowledge dissemination tools. Following is the brief explanation of these tools. 4.1.1. Knowledge Generation Tools Knowledge generation tools include all such tools which can be used for knowledge creation, discovery, capturing, codification and purification. The purpose of such related tools is same to the context. Therefore, they can be integrated into one platform which 4.1.2. Knowledge Organization Tools Knowledge organization tools look like a collection of tools used for knowledge representation, visualization etc. For example knowledge maps, groupware such as document management system to better organize knowledge assets. Similarly workflows demonstrate different process execution streams in a systematic way. Other tools can include knowledge storage tools such as knowledge repositories and knowledge bases. While knowledge search tools can effectively pin down various knowledge sources into indices for quick manipulation and retrieval as per query. Furthermore, query management is also an important feature which is to be considered in search tools. It is quite essential to well organize knowledge in order to build knowledge resources in a way that is ready to use and share with others. Hence, knowledge organization tools induce a glowing precision of knowledge. 4.1.3. Knowledge Dissemination Tools Knowledge dissemination tools are the most important category of KM tools. Though an organization might have abundant knowledge residing in repositories and other sources, however, it does not perform well until shared and transferred to other. An organization fosters rapidly if its knowledge assets are in action within the organization and appropriate utilization is being done. Knowledge dissemination in an organization s life is like the flow of blood in a human body. Thus, knowledge must be transferred and shared with others in the organization. 5. Conclusion This paper focuses on knowledge management activities and organizational beneficiary in terms of competitive stability and maturity of intellectual assets by means of proper knowledge dissemination. This could be less toiled by use of proper knowledge management tools and innovative technologies. Furthermore, a confined assessment criterion for an organization s self evaluation is proposed by using qualitative research methods. The assessment criterion is probabilistic in nature and helps to assess the acquisition of knowledge tools. In the last, a knowledge management platform is proposed by using qualitative and quantitative research methods. The KM platform is in fact a packaged environment which incorporates several KM tools which are systematically integrated. This integrated platform links different tools to provide a 6. Future Work Here an assessment criteria is proposed which can be enhanced to accommodate more factors depending upon varying requirements and circumstances. The assessment criteria can be validated by analyzing data which may be collected from different organizations. Further, the KM platform can also be explored in depth to develop an algorithm or an AI agent for management of KM tools and KM platform. Love to Take HR Challenges Upen Chaturvedi |
Saturday, July 17, 2010
Organizational Self Assessment for KM Tools
Sunday, April 18, 2010
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)
Friday, April 2, 2010
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.]
Friday, March 12, 2010
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
Friday, March 5, 2010
What gives a man or woman the right to lead..?
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As you prepare yourself to become a better leader, use the following guidelines to help you grow:
2.Become a good follower first.
3.Build positive relationships.
5.Rely on discipline, not emotion.
6.Make adding value your goal.
When you look at the leaders whose names are revered long after they have finished leading, you find that they were men and women who helped people to live better lives and reach their potential. That is the highest calling of leadership - and its highest value.
7.Give your power away.
One of the ironies of leadership is that you become a better leader by sharing whatever power you have, not by saving it all for yourself. You're meant to be a river, not a reservoir. If you use your power to empower others, your leadership will extend far beyond your grasp.
Leadership isn't learned or earned in a moment.
with lots of love & regards