Virtual communication

What needs to change for Japanese companies to adopt hybrid working

The UK government allowed companies to encourage their staff to return to work from mid-July 2021. There are conflicting views in government, however, about whether flexible working should be the default from now on. Some worry that a permanent reduction in commuting will hit those businesses which rely on commuters for income, such as the train companies, sandwich shops, and office landlords.

British employees have been able to request flexible working since 2003. I used to work from home 2 or 3 days a week 10 years’ ago. My team was global, so most of them were based in other countries. Our team meetings were via teleconferencing, which I preferred to do from home than having to commute 1.5 hours into the office to start the call at 8:00am. I still found it important to be in the office at least two if not three days’ a week, however. I needed to interact with my peers, both for gossip on office politics and in order to be creative, to swap ideas and insights.

A survey by the Institute of Directors shows that 63% of UK business leaders are planning to shift their workforce towards hybrid working – asking employees to work from home anywhere between 1 to 4 days a week.

British employers are of course concerned about the impact on mental and physical health, data security and productivity that remote working might have. The latter seems to be even more of a concern for Japanese employers. A Lenovo Japan survey shows that 40% Japanese employers think that working from home will reduce productivity, compared to only 11-15% of European employers.

I suspect this is because Japanese employers are used to the collaborative, co-located way of working where employees can immediately turn to their bosses or colleagues for support or to exchange ideas.

European teams where there is a lot of creative work also need to be co located. If they have to work remotely, an investment needs to be made in advance in team building events, to develop strong bonds of trust between team members so they can communicate easily with each other.

Boston Consulting Group recommends such “creative collaborators” should be in the office 50-60% of the time. Other categories they propose include those who require focus without too many interruptions, for example people working in accounts. This group could work remotely 50-80% of the time. Those whose work follows defined processes and patterns, so do not need much support, can work almost entirely from home. And of course there is the group who have to be physically present to do their jobs, in factories or physically interacting with customers, so cannot work remotely.

If Japanese companies adopt these categories to enable a hybrid approach to flexible working, they will have to adopt what in Japan is being called a “job gata system”, where the job scope, place of work and hours of work are clearly laid out in a contract. Insisting on the same working conditions for all employees, regardless of job content, will not be possible in this new style of work.

This article by Pernille Rudlin was first published in Japanese in the Teikoku News, 9th June 2021

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Bringing the company into the home

Under normal circumstances, British companies would be welcoming their new graduate recruits in September. This year (2020), many big employers have cancelled or delayed their recruitment schemes and internships because of the coronavirus pandemic. More than a quarter of British companies will be hiring fewer graduates, according to a survey in March 2020 by the Institute of Student Employers.

Nonetheless, some companies are still hiring or making plans on how to welcome new staff. There is a high likelihood many of the new employees will have to work from home, so companies are having to think creatively about how to make them feel like a member of the team.

A new employee at a British law firm was delighted that her employer sent her not only a laptop and other equipment for working from home, but also a welcome pack that contained items such as a company branded water bottle and backpack. She said it made her feel part of the team when she saw other employees drinking from the same bottle or pulling files out of the same backpack on a conference call. Another company sent a new recruit branded face masks, a home baking kit and a pot plant.

Companies are also being creative about the content of the induction for new staff. They show videos of the office or send employees lunch vouchers so they can have an informal lunch with their new boss over a video call.

This could be a great opportunity to make employees across the world feel part of their Japanese company. Japanese headquarters could show new hires videos of their offices in Japan or aspects of Japanese culture.

The lunch with colleagues could be bought with a voucher for a delivery bento box. Maybe there could be some global virtual karaoke sessions – although with the different time zones this could be an uncomfortable experience if some are joining in early in the morning and others late at night after a few drinks.

It’s also a business opportunity for Japanese manufacturers. Some of the best designed and made pens, diaries and notebooks I have owned during my career have been Japanese corporate ones. Japanese mascots and plushies are loved worldwide – so this could be the time to design a friendly company mascot that employees can place on top of their desk. Some employees might even welcome company uniform items like shirts, T shirts, ties and scarves. It could help them draw a clearer boundary between their work lives and their private lives, even when they are working from home.

Virtual designs for use on the computer would be good too – not just screensavers and wallpaper but also virtual backgrounds for conference calls. However, this means the technology welcome kit will also have to include a green screen for placing behind the head, otherwise employees’ hairstyles will merge into the corporate branding, which might be going a step too far in making new recruits feel part of the company.

This article was originally published in Japanese in the Teikoku Databank News on 9th September 2020

The generation gap in working from home in Japan and UK

Despite the UK government’s announcement that companies can allow employees to return to their workplaces from August 1^st2020, the Royal Bank of Scotland told 50,000 of its staff to continue working from home until 2021. A friend who travels into their City of London office once a week tells me it is still eerily quiet and only essential staff are coming in. Lifts can only take 1 person at a time and half of the toilet cubicles have been shut down. A British architect has predicted that this will mean the end of the high-rise office building in London as many firms are making changes for the long-term. Some smaller City firms have shut their office permanently, and others are sub-letting their office space to other businesses.

I see similar trends in Japan too, judging by announcements from banks such as Mizuho or ICT companies such as Fujitsu, wanting to accelerate their digital transformation.

When I was a UK-based employee of Fujitsu ten years’ ago, I used to work from home quite regularly. My team was scattered across the world anyway, so most meetings were done by teleconferencing. Working from home is already well embedded in Europe. For people with children where both parents are working, it is often the only practical solution.

Most people who work in London and have children cannot afford to live centrally, so have long, crowded commutes – just like in Japan. They have no intention of being made to ride on a packed train until a coronavirus vaccine is commonly available.

But there is a generation gap in Europe with regard to working from home, which companies will have to address. Younger, single employees, despite being “digital natives”, are finding working from home very stressful. Partly it is to do with loneliness – for young singles, the workplace represents a vital social life. It is also to do with trust. More senior employees have already built relationships with their co-workers and are confident in their own abilities. Younger people lack that confidence and have not had enough time to prove themselves to their colleagues.

There is also the problem of the environment for working from home. More senior workers have bigger houses. Whereas many young Londoners share houses and flats with other young people. They may have a very small bedroom and no communal rooms apart from a kitchen.

This issue is true for city dwellers in Japan as well of course – a 1 bedroom apartment may have no space for a desk or the possibility of shutting the door on noise and distractions.

But it seems there is one dissimilarity between Japan and Europe – which is that middle aged people in Japan find working from home stressful too. As managers, they have been used to evaluating staff on the amount of effort put in, rather than results, and communicating through horenso and ishindenshin. None of these approaches work well remotely. Digital transformation is going to be as much about managing people as managing ICT.

This article originally appeared in Japanese in The Teikoku Databank News on 12 August 2020

The American/British language barrier through Japanese eyes

I visited Japan last year, to conduct a couple of training sessions for the subsidiaries of British companies on how to work effectively with their UK headquarters. Listening to the issues brought up by the Japanese employees, and also having heard the perspectives on those issues from the UK side, I realised yet again how often a language barrier is at the heart of many misunderstandings.

But it is not the obvious language barrier between the very different languages of Japanese and English. It is the language barrier between American English and British English, which is more rooted in cultural differences than linguistic differences.

Not only were the employees at these British subsidiaries taught American English at their Japanese schools, but several had also lived in the US or worked for American companies. British companies hired them because they assumed their linguistic ability and experience would make it easier for them to work in a multinational.

As many of the Japanese employees pointed out, however, the British and the Japanese are similar in the way they are so vague and indirect in giving direction and feedback, particularly negative feedback. “I can’t tell whether my British colleagues are angry or not”, said one Japanese participant. “I assume they are, when their emails are very long”.

The British were praised for making an effort to understand, forgiving bad English and being courteous, even when they were senior to the Japanese employee. Germans and Americans were seen as rather less gentle and standing more on their dignity. Those British who had experience of working in Asia were able to express themselves more clearly and slowly, but other British were very talkative, yet not at all clear in what they were trying to say.

I explained how the British management style is consultative and casual – preferring to give a vague, general guidance and ask team members for their input. Whereas the US leadership style is built for speed – setting targets, standardising reporting and directing individuals on what to do.

A Japanese manager, fluent in American English who had been working for American multinationals previously, was very frustrated that he kept having to repeat himself in emails, because of the lack of clear responses from the UK. “Don’t they understand what I am asking for or are they deliberately ignoring me?”

We agreed that the solution to this might be to have agreed timeframes for responses and processes on how to communicate urgency, negative feedback and whether a request had been understood and was being worked on.

I thought back to my early days at Mitsubishi Corporation, where we communicated by telex, even though email was available. The good thing about telexes was that there was a standardised way to write them, using simple, clear English which every new employee was trained in.

I wonder whether British and Japanese multinationals might need to introduce something similar, for email communication, to overcome their mutually polite, vague, miscommunications.

This article was originally published in Japanese in the Teikoku Databank News on 12th June 2019

Japanese business mysteries explained in 5 minutes #3 Antiquated technology

Non-Japanese people who work in Japanese companies are often shocked at how antiquated the IT is in Japanese companies, considering how much Japanese people love new technologies.

Why is this, and will COVID-19 force change?

The next in our series “Japanese Business Mysteries Explained in 5 Minutes”

Learning from lockdown: What entertainment at a distance taught me about teaching at a distance

I’ve often felt that what I do as a trainer was similar to a stand-up comedy routine. Not so much that I try to make people laugh (although I do) but that I use the same tricks of the trade as a stand-up comedian – a core idea running through, the seemingly irrelevant anecdote that ends up making a key point, the call back at the end that reassures me and the audience they’ve been paying attention. I know I’ve had a good session if I’ve hit my marks – not in the literal meaning of standing in the right spot, but getting the rhythm and timings right, covering all the material, sensing the key messages have chimed with participants.

Watching some of my favourite entertainers cope with social distancing has been illuminating. It has shed light on the dirty secrets of how far entertaining or teaching at a distance can replace getting together in germ filled rooms.

The five dirty secrets of education and entertainment

I knew, but had not articulated, these dirty secrets to myself. I have struggled for around 20 years to make online learning and knowledge sharing work, believing it to be the future, but at the same time I kept having misgivings.

One of my favourite stand-up comedians, Stewart Lee, toured a show a couple of years ago called Content Provider – the brutal digital term for entertainers and teachers. As Lee pointed out in that show, the main way entertainers make money these days is by going on tour delivering the content in person, not from digital or hard copy sales. TV can be a steady earner of course, but Lee was never mainstream enough to attract consistently big bucks. He even supplements the revenue from tickets by buying up second-hand copies of his CDs and DVDs from charity shops and eBay and selling them in person at a profit in the auditorium after the show.

But, as he acknowledged in his most recent show, touring is exhausting, particularly as you get older. My fellow trainer in Germany in a recent Zoom call said she felt more relaxed than she had in some time, despite the lockdown, because she no longer had to travel so much for work. It’s not just the physical but also the mental exhaustion – you wonder if the same old shtick is going to cut it anymore.

So our training team is now discussing what the best way is to deliver our content, without so much travel, resilient to any social distancing, but still make money and stay fresh. Which is why we need to confront the dirty secrets head on.

My recent career has been in providing training to adult learners, but I come from a globally extensive, long line of teachers of all age groups. From talking with them about their experiences, I’m pretty sure that most of these dirty secrets apply to children’s education too.

The good news is that there are plenty of technologies when teaching or entertaining online that we are being forced to adopt which are worth continuing with even after we can all be in the same room again. The future is going to be a blend of online and offline presence.

The biggest dirty secret is that it actually costs quite a lot in terms of effort, time and therefore money to create good learning and entertainment that works at a distance. And yet the expectation is that it should be cheaper.

Why distance costs so much is due to the other dirty secrets:

1. We feed off an audience

This is why teachers are struggling to respond to the current crisis. They know that just slapping up slides online with your notes, or teaching a normal lesson via a webcam and providing a recording of it will not create effective learning experiences. But they don’t have the time to do much else.

The issue is not just participant engagement, but that bouncing off an audience is where teachers and entertainers get their energy from. You can spot when an audience is not engaged when you are in a room with them, and adjust accordingly.

When TV entertainers like John Oliver or Stephen Colbert initially tried to do their shows without live audiences, the result was very flat. You could see the desperation in their eyes. It was easier for team chat shows that transmitted live like Channel 4’s The Last Leg. They had already made use of Twitter in real time pre-COVID-19 to get audience suggestions and jokes from beyond the studio, so they made even more use of this to spark off their own interactions in the studio.

Even non-live shows are finding ways to use online tools to engage with their audiences – Graham Norton’s Red Chair stories are now delivered by audience members from their own homes, via their webcams. Many comedy chat shows have found that doing short interviews via webconferencing with celebrities, in their pyjamas, with pets, kids and other props, showing human frailties, can recreate at least some of the warmth and humour they crave.

For teachers and trainers the most obvious online tool to create engagement is polling. Polls can make sure people are paying attention, but also create a connection between participants and give the host a flavour of the needs and views of the audience. Webcams, Q&A and chat functions all help put the life back in to webinars – and yes, why not bring in props and pets too.

If you are creating learning that people consume in their own time, it still needs to be interactive – I’ve incorporated polls, quizzes and self-assessments into our online learning modules.

2. But they’re not that into you

If you haven’t got a live audience you can interact with, you need to keep it short, and break it up. Graham Norton’s TV chat show used to be 45 minutes long pre-Covid, but is now a tightly edited 30 minutes of a monologue, a brief interview, some music, funny clips and the Red Chair.

I view the online equivalent of our 3-hour classroom-based training course as being a 1.5 hour webinar – and I put a break in half way just as I would for a classroom based session. Similarly, our 6 hour, one day course can be delivered as two 1.5 hour webinars on separate occasions. The online modules can be taken in the meantime, allowing the second webinar to be more of a review and discussion.

It’s generally considered that 45 minutes is the maximum you can expect an adult to pay attention. I’d assume it’s even less for children and for those of us who are used to consuming social media in short videos and 280 character chunks.

But schools do seem very wedded to the idea that a lesson should take 35 to 45 minutes and that it’s an important life skill that children stay still and quiet for this time. I really resented being called into school to be told off for the fact that my son refused to sit nicely on the story mat for half an hour aged 5 or that he’d yell out the answer to a question without waiting until the teacher called on him. My suggestions that it was unreasonable to expect children of that age to stay still without some kind of interactivity, and that they would be better off asking open ended rather than factual questions did not go down well. But then I regularly got thrown out of my Japanese school aged 7 for talking in class. Japanese schools are even more one-way information teaching machines than British schools. Ironically, my son’s school reports now complain that he’s too quiet.

So 10-20 minutes for an online “class” is surely more realistic than expecting children to sit through a teacher talking on a webcam on Microsoft Teams for 40 minutes. This seems to be what my husband and his fellow teachers are now doing – everyone logs in, the teacher asks how they are and has a chat, explains the assignment and then lets everyone log out again and do the assignment in their own time. Getting them to hand the assignment in seems to be a whole other problem, however.

Realising that my audience is not that into me either, I recently re-edited all our online e-learning content so no video/screencast that I have narrated is more than 10 minutes where possible. The most popular YouTube video I have narrated is “Japanese Business Mysteries explained in 5 minutes”, so I will be doing more of those in the future.

3. They are paying for the certificate, not for the love of knowledge

But that brings me to the third dirty secret. Not only are they not that into you, they’re not that into your content either. They’re either learning because it’s compulsory or to impress their employers. If they’re school children or students, the main motivator is passing the exam.

This is where the analogy with entertainment ends, I suppose – we consume entertainment for insights, emotions and to know we are not alone. There is no certificate for this but therefore there is a limit to how much a person will pay to be entertained, and they are always looking for ways to get their kicks for free. Which is why I sympathised when Stewart Lee confiscated a mobile phone from an audience member trying to film his routine at the last gig of his I went to.

Teachers at my son’s school have been dutifully setting further reading, challenging maths problems and suggesting resources to prepare for university for the year group affected by the cancellation of the UK national A level exams. Only work before March 18^th will count towards the final grade, to ensure that children who are not able to access online learning are not penalised.

Despite the teachers’ efforts, I believe most engagement from that year group is through an app that one of them developed which automates logging in to Microsoft Teams – and occasionally they edit the message so it looks personal.

The only pure online training courses that sell are the ones that relate to compliance and are compulsory, or certify that you have acquired IT skills. This is the kind of knowledge acquisition that can be proved through online multiple-choice tests or online exercises. These courses generate a certificate for the learner and lots of lovely data on the company’s Learning Management System, to show what percentage of staff have taken the courses, passed the tests or said their work efficiency has improved, and then they can generate some kind of Return on Investment on training budgets to keep the CFO happy.

Individual learners are willing to pay for a certificate they can add to their CVs but otherwise expect content to be free. Massively Open Online Courses, or MOOCs, have a very high dropout rate. Coursera, an online learning platform mainly for university courses, has a business model based on exactly this understanding of the learner mentality. The University of Tokyo course on Japanese art and literature I took was free but they send you guilt provoking emails if you don’t complete each module within a certain time. If you want a certificate of passing and completion which you can load onto your LinkedIn profile, you have to pay. And so, although I took the course for the love of acquiring knowledge – reader, I paid.

4. It’s the stupid technology, stupid

Coursera have done a great job of making the user interface as easy as possible. This is where some of the benefits of being online come in. So long as firewalls and bandwidth do not intervene, it should mean greater accessibility to knowledge for people all around the world. Coursera videos are no more than 10 minutes long, each with a short quiz at the end to make sure you were paying attention. As well as the slides and a video of the professor giving the lecture, there is a transcript with a cursor indicating where the professor has got to in the lecture underneath the video. So if you haven’t quite understood, or your attention wandered, you can check back, rewind and pass the test.

Non-native speakers of English have been far more enthusiastic about e-learning and webinars than native speakers, in my experience. They like the multiple ways to absorb the information – slides, transcripts, aurally and offline. Native English speakers can help during live webinars by summarising key points in the chat function. The host also has far more control over shutting up domineering fluent speakers and making sure the shyer people are brought into the conversation – including through private chat if they’d rather not speak out publicly.

But – not everyone has the technology, bandwidth or budget to participate equally. Teachers at my husband’s well-funded private school have apparently broken down in tears from spending hours marking work online, only to see it disappear into the ether.

Maybe it’s their fault for not backing up, maybe the school has terrible connectivity, who knows. But it brings it home that things must be a hundred times worse for schools and homes where good technology and connectivity is just not affordable or people don’t have the technological knowhow to find solutions.

I realise this article may attract a lot of snark from specialists who have been studying interactive learning design for years, and know way more than I do about how to design learning paths and interfaces. In my defence, I did actually manage a team of people with that knowledge and AI programming skills, way back in the day. Our aim was to get away from directed learning and move towards self-directed learning. That is still my goal.

I attended various learning technology conferences too – where all too often a seminar entitled “making xml work in a corporate learning environment” or some such would end in a spectacular technology fail and blue screens all round. So yes, properly designed learning experiences are available online, but we are still a long way from the user or the technology being smart enough.

5. Fear of eating ourselves

This is the deepest darkest dirty secret. We worry that if we do too good a job with online content and the technology does improve enough, we will no longer be needed. Teachers and entertainers want to be needed, even loved – and this is what we get paid for. This is known in business as self-cannibalization – making a cheaper version of your product or service, which then kills your lifeline.

But we should not despair, there are reasons why eating yourself doesn’t work.

The social experience

If audiences can get the same experience from a CD, DVD or book, why do they continue to go to gigs, concerts, shows? Partly it’s the social experience – the thrill of being in a crowd of people who are going through the same emotions. The closest I have seen during lockdown to recreating the social experience of a concert is TimsTwitterListeningParty – where Tim Burgess of the 1990s group The Charlatans sets an album for everyone to listen to and tweet about in real time – but the real joy is that the original artist also tweets about the making of the record or photos of the band, in synchronicity to each track being listened to.

It’s also for the social experience that people still want to attend classes, despite moaning about being away from their real work. Even if children say they hate school, they want to be with their friends – and it’s usually because of a bad experience of being with others, such as bullying, that makes them hate school the most, rather than the teaching. And of course the teacher can do a lot to set the tone and clamp down on bullying.

Squirrel!

Preferring to be in a room with others in order to learn is also an acknowledgement that if you’re not trapped in a class, you are very likely going to get distracted.

Also, in the corporate world, I have found that even when I was on the receiving end of poor-quality training, just being away from the desk and having time to reflect had a value in its own right.

The best concerts, exhibitions or plays are where you feel fully immersed – “lost in another world.” It’s not so easy to do that at home where daily chores and worries intrude.

Applicability

A close second to being bullied as a reason for hating school is that it’s “boring and pointless”. In other words, children cannot see how what they are learning applies to their own life.

Many of the TV shows that have done well in the UK during lockdown are ones which allow us to live vicariously (and maybe thereby learn about) cultural experiences – Race around the World, The Repair Shop, or Grayson Perry’s Art Club

But not all teachers or subjects translate well to video, and learners still need to be able to interact with the teacher so that they can understand how to apply the knowledge to their individual situation. You can give individual attention and co-create online, but again numbers need to be limited to about the same as a classroom size, to allow proper 1:1 interaction.

Authenticity

The audience or learner wants authenticity – they can spot a mile off when a teacher or entertainer is phoning it in. This is why a lot of e-learning is so dry – actors voicing narratives about how to be a leader just do not resonate. The most popular YouTube videos are where the person is narrating in real time as they play a game. The first video that came up when I was searching for help on how to cut my son’s hair was a hairdresser in a barber shop cutting hair while explaining his technique.

We insist at Japan Intercultural Consulting that all our facilitators have authentic experience of working in Japanese organisations and also have lived in the counterpart culture. We also encourage our facilitators to tell stories from their own experiences during the training. Our participants need to feel that we have “been in your shoes”. But the only way we can be sure this happens is to interact with participants, to understand their experiences.

Apprenticeship

Parents are struggling trying to do home schooling and work at the same time. Schools were invented partly so people could go to work. Before universal education, only rich people could afford home tutoring, which then perpetuated the professional elite path of going to university to become a lawyer or clergyman.

The only way to work from home and teach your children at the same time if you are not rich enough to afford a home tutor is to teach them through the work you are doing. This was how craftsmen in the past educated their children – they were apprenticed to their parent or to another “master”. The modern-day equivalent would be getting your children to alphabetize your files, or helping you design a spreadsheet for your sales data – or in my case, getting them to edit and add subtitles to my videos.

Japanese companies are still resistant to classroom-based learning and even more so to working remotely, particularly for soft skills. The reason for this is that most Japanese companies are family style in mentality – learning is done through apprenticeship and on the job learning.

Extreme cleaning

I admit I already loved Tidying up with Marie Kondo on Netflix, but it wasn’t just because it added to my Japanese cultural expertise – my obsession with TV decluttering shows stretches back to House Doctor in the 1990s and lockdown has impelled me to binge watch Call the Cleaners. There is something very cathartic and inspiring about watching other people confront their fears and phobias, purge and then move on with their lives, and this is what I needed to do with online learning.

Although we may have a sick feeling in our stomachs about the threat of technology, teachers and trainers will never have to eat themselves. So long as we are authentic and know what we are talking about, then we can help the learner apply the knowledge for themselves, and recreate experiences. We can set scientific experiments, maths problems and history essays to be done away from the classroom, in the knowledge that they need a teacher to guide them and check the result.

If, like now, we can only teach online, then rather than trying to dump a mass of information online or learn how to build an interactive module, we should focus on creating good offline assignments that guide the learner as they explore, apply their new knowledge and recreate experiences for themselves. But learner numbers will be limited if this is to be supervised and checked properly. Ultimately, the cost per learner in terms of time and salaries is not going to be much cheaper than a classroom-based experience if the assignment is well framed and resources are properly curated.

A teacher or entertainer in a germ-infested room full of people is still the most cost effective and emotionally impactful way of transmitting knowledge, insight and experience. Our enforced isolation as teachers and entertainers should be a time to declutter, focus on what sparks joy and maybe add one or two new gadgets into the freed-up space.

Hitachi Rail’s CEO Alistair Dormer on Brexit, speeding up and the need to speak simple English

Hitachi’s rail business is only 5% of the whole group’s turnover, but is growing rapidly and moving from being “double domestic” to a truly global business. Overseas sales are now 83% of turnover, having been 28% of the business in 2012.

Nikkei Business interviewed Alistair Dormer (subscription only, in Japanese), the CEO of Hitachi Rail who is also a Senior Vice President and Executive Officer of the Hitachi Group about his four years as CEO – at a time when the railway business is undergoing major change, with Siemens and Alstom joining forces in Europe for their rail business.

Dormer talks about the importance of being able to scale multilaterally through M&A, with the acquisition of Ansaldo Breda and other companies, which resulted in acquiring customers across 27 countries – 26% of business is now in the UK, 17% in Japan, 10% in Asia Pacific. Hitachi Rail is also moving, like every technology business, into “solutions” adding a services side, including communication technology, software development, signalling systems and operations.

Speed up every aspect

Dormer says the most important thing for Hitachi Rail as a Japanese company was to speed up every aspect. “It is a strength of Hitachi as with other Japanese companies that business advances on a consensus basis, carefully harmonizing in-house planning and business negotiations with partners. This leads to stable quality standards and organizational cohesion, but it is also a weakness in that it takes too much time when you face global competition. The leader needs to be able to make quick decisions and communicate rapidly.”

Of course this is even more difficult when communication and decisions have to be made across long distances such as between the UK and Japan. So Dormer decided the best way was to move people around, to raise the frequency and density of communication. So there has been substantial exchange of people between the factory in Japan and manufacturing bases in UK and Italy.

If there is a substantial geographical and time distance, then people prefer not to have meetings about trivial things, but these details can later become obstacles. So having more regular interaction is necessary. Hitachi Rail thererefore also has regular video confererence and Dormer himself visits sites, holding meetings with 50-80 people to exchange opinions.

Only use simple English

With English as the common language, Dormer (as a native Brit) instituted a rule that only simple English should be used. “When native English speakers are talking, they speed up. It should be easy to say, “I don’t understand, I can’t follow what you’re saying”, but it’s difficult to do this in a teleconference or an important meeting. So then the meeting ends inconclusively and you find out later that people did not understand. So not only should you use simple English, but also I put in a process to confirm understanding after the meeting. The productivity of our meetings has greatly improved as a result”

Hitachi Rail has also introduced common standards across all countries for HR reviews, cost, engineering performance etc. “Each country, the UK and Italy and Japan, have different cultures and ways of doing things, so we did not force conformity, but respected each others’ cultures while working to Hitachi’s values as the common standard.”

Brexit – nobody knows what the future will hold

With regard to Brexit, Dormer says he is repeatedly asked about it, but at the moment there has been no change. “Hitachi has good relations with the UK government. All we can do is continue to ask that companies like us who have their regional base in the UK can continue to access the EU market as seamlessly as possible. There is no choice but to believe this. A transition period is being discussed, so it’s possible the environment will not change for the foreseeable future. However it is still a shock to me on a personal level that the UK made such a decision – even when we knew there was nothing to gain from leaving the EU. There are many people in our offices who were born in the European Union outside the UK, and they are worried. My priority is to reassure them, but the only thing I can say is that nobody knows what the future will hold.”

Three tips to get Japanese people to read and respond to your emails

A British participant in one of my recent training sessions asked me why her Japanese colleagues so often start their e-mails with “Hoping this finds you well”. She found it quaintly polite. I explained that in the days before e-mail, when business correspondence was more formal, it was standard practice to begin letters in Japanese with comments regarding the seasons, gratitude for the continued custom, and solicitous remarks regarding the recipient’s health and fortune. Perhaps, therefore, her colleagues were trying to carry on that tradition.

A Japanese acquaintance has added a second explanation. I mentioned to him that one of the major frustrations for Europeans working in or with Japanese companies is the lack of response to e-mails sent to Japanese counterparts in the company headquarters. He said that often if the e-mail is very short, with no opening remarks, his colleagues assume it is not an urgent request and just an informal comment. Also, if the e-mail does not have “Dear X-san” at the start, they think they are just being copied on a message, and therefore no reaction is required.

Although I do often recommend a “personal touch” to start an e-mail to Japanese people, it does seem to contradict my other recommendation, which is to keep e-mails as short as possible. I know I have an allergic reaction to long e-mails in Japanese, resisting reading them until I’ve had at least one cup of coffee, and you can be sure that many Japanese have an equally allergic reaction to densely written English.

If the e-mail is too long, particularly with big chunky paragraphs of English, and the action point is buried near the bottom, the recipient may not read it all, and therefore miss what response was required. Chopping long paragraphs up into numbered bullet points is one tactic that many Japanese have told me they appreciate. The action point or conclusion should be brought up to the top of the e-mail, or if the logical flow does not allow for this, highlighting it in bold, and in a different color, will help the English-phobic spot what is required of them.

The third recommendation for getting a quicker response does not have so much to do with the format as with the personal relationship. The plain fact is that e-mails written in English are going to get a lower priority than e-mails written in Japanese because most Japanese companies still prioritize domestic sales and domestic customers over foreign ones. If the e-mail is in English, the chances are it is about a foreign customer. In fact I have found in the past that some Japanese companies’ spam filters throw almost everything in English into the junk-mail folder.

The only way to overcome the mental spam filter is to have met your counterparts and established a good relationship with them. Then, when they see your English e-mail in a sea of other Japanese e-mails, instead of putting it off to another day, they will spot your name and take a quick look to see what you are asking because they feel personally obligated to you. A gentle reminder of the personal relationship in your opening remarks will reinforce this – another explanation as to why Japanese sometimes put “hoping this finds you well” in their e-mails.

This article by Pernille Rudlin, European Representative of Japan Intercultural Consulting, originally appeared in the 23rd February 2009 edition of the Nikkei Weekly

‘Tantosha’ and ‘madoguchi’ coordinate communication traffic

When I worked for a Japanese multinational in the UK, I used to answer my phone with the name of the company. Annoyingly, this meant I was often mistaken for a secretary or a receptionist, but I persisted because I knew it was what our Japanese customers and colleagues expected. We all had direct lines, both in the UK and Japan, but in Japan there was ‘group pick up’ for each team and it was considered unprofessional to let any phone on the team ring more than a few times. Voicemail was not used and still is not widespread in Japan.

Japanese customers expect to get through to the person in charge, the tantosha, or someone who is on their team. We had a whiteboard calendar in my Japanese office, where everyone wrote in their business trips and meetings, so each team member knew where the others were. We also knew the basics of each other’s business, thanks to the fact that, as in most Japanese companies, we had an open plan office, with teams clustered together, so we could hear and see what other team members were doing. So not only could we tell the customer where the tantosha was, but we could usually say something more helpful about the status of their business than “can I take a message?”

A tantosha is not necessarily in charge of the team nor do they have ultimate decision-making authority but does have day-to-day responsibility for that customer’s business.

The term ‘madoguchi’, window, is sometimes used, when someone is the ‘window’ into an overseas office or another partner company. They may not be the expert or decision maker that the other company ultimately need to speak to, but they are the ‘first port of call’ or may be in charge of the overall coordination of a deal.

An Australian fund manager I met last week commented on this ‘madoguchi’ system. “I think the poor Japanese guy in the company we were dealing with was confused and overworked, because he seemed to be the only person on their side working on the deal. Whereas on our side there were about half a dozen people he had to talk to, each expert in their own area, and each with decision making authority. He, on the other hand, didn’t seem to have any decision making power at all.”

Japanese customers are accustomed to this idea of an assigned contact person, who is accessible at almost all times, who is part of a team that works collaboratively, and the access point to a network of decision makers and experts. In the UK, many of the professional services firms I advise, such as accountants and lawyers, have adapted to this expectation by setting up a “Japan Desk”, manned by Japanese speakers, who deal with incoming client queries, divert them away from using costly senior management time and provide customers with accessible, consistent and knowledgeable service.

This article by Pernille Rudlin originally appeared in the Nikkei Weekly. This and other articles are available as an e-book “Omoiyari: 6 Steps to Getting it Right with Japanese Customers”

Last updated by Pernille Rudlin at 2022-12-09.

Category: Virtual communication