Based on our basic policy* (1), “Secure diverse personnel and support the growth of the people who continually take on challenges,” we are developing various measures from the perspective of both realizing our management and business strategies and supporting the ambitious endeavors and growth of our diverse personnel.
In addition to the existing tier-based training, we have also implemented a program for training global human resources that will eventually shoulder the role of management in the future, as well as on-the-job training purposed with facilitating the realization of organizations that achieve results through teamwork.
In FY2022, in addition to these initiatives, we began to consider reskilling measures. These include the production of visualizations of the gaps existing between the current situation and the capabilities and skills required from the perspective of growth for both companies and individuals, as well as the creation of mechanisms aimed at the acquisition of capabilities and skills.
We started our Global Business Leader (GBL) training in FY2006 in order to develop personnel who will take on the role of management in the future. In FY2013, this was reformed into the Global Mindset Program (GMP), with an extra emphasis being placed on global human resource education. We have also operated a Global Development Program (GDP) for overseas local employees since FY2010 with the aim of strengthening links within Furukawa Electric Group, with the curriculum being partly shared with the GMP. Furthermore, in FY2014, we launched the Global Challenge Program (GCP). This program involves the dispatch of younger employees to foreign countries for certain periods of time, allowing us to secure diverse talent and provide opportunities for growth.
In order to realize organizations that achieve results through teamwork, we believe it is essential to improve the nurturing capabilities of our workplaces, including in relation to employees who are not instructors. As such, we provide “training for the building of organizations which have people grow” to all workplaces that accept new employees.
We believe that generally speaking, there are many cases where, when it comes to OJT education, instructors and section managers work hard to provide guidance and follow up on operations in order to have new employees become more productive. Our own OJT support, however, does not entail the placement of instructors or mentors. Rather, we appoint people to the role of “arranger,” which we call an “OJT Leader.” The OJT Leader ensures that all team members get involved in discussions. The goal of this, is to establish an educational system as an organization. We also provide opportunities to undertake PDCA cycles for OJT over the course of a year in order to go about establishing an educational system as an organization, which we do by providing training four times a year to teach skills and share information on concerns and good practices among OJT leaders. Since 2021, there has been an increase in the number of cases such as those involving mid-career hiring. We have thus been providing the same OJT support as “training serving to strengthen competencies when it comes to leadership and training” through open recruitment at workplaces other than those that accept new employees.
As part of our creation of a corporate culture that allows manufacturing site employees and other employees to share information on targets and execute their tasks, we are aiming to improve upon the “MONOZUKURI Capabilities” we have as a whole unified group. Starting in FY2020, in response to the COVID-19 pandemic, we took the opportunity to implement a number of initiatives, such as changing some of the previous face-to-face joint training sessions to having training sessions held at each individual site and the introduction of e-learning. We began work on creating a tool which provides visualizations of the strengths and weaknesses of divisions involved in manufacturing, and have applied it to two divisions on a trial basis to improve its level of completeness. In FY2023, we plan to begin its full-scale operations in five departments and expand the scope of departments in a sequential manner.
The Career Support Office was established in FY2021. With this office, we are expanding our efforts to support employees’ self-directed career development in tandem with existing personnel systems, including career design training provided for each age group and class, seminars to help employees develop their careers, and individual career-related consultation meetings.
In FY2022, in addition to these initiatives, we began to consider reskilling measures. These include the production of visualizations of the gaps existing between the current situation and the capabilities and skills required from the perspective of growth for both companies and individuals, as well as the creation of mechanisms aimed at the acquisition of capabilities and skills.
Since FY2021, we have been operating an in-house secondary job system. This system allows employees to volunteer for participation in projects that interest them and constitutes a mechanism serving to contribute to their own growth, fulfillment, and career development. Since the inception of the system, 71 employees have participated in 27 projects. This has served as a source of great stimulation for the departments taking on the volunteering employees, improved the motivation of the volunteering employees themselves, and has had a positive impact on the departments sending volunteering employees to participate in such projects.
In FY2023, in order to accelerate the realization of more self-directed careers for our employees, we are also considering the introduction of an open recruitment system that will allow employees to volunteer for organizational transfers.
