Report on the 2025 "Construction Future Award for Creating with Foreign Talent" <Receiving Companies / Excellent Examples of Foreign Talent Utilization Category> Award Ceremony

—Could you tell us about your specific learning support initiatives?

The training of foreign skilled workers is handled by a woman from Vietnam. In the two study rooms set up to accommodate the workers, they simultaneously practice the practical skills required for the electrical engineer's exam and learn Japanese, with her acting as an instructor. She uses flashcards with Vietnamese translations and photographic materials for technical terms, a system that evolved from cards she created to teach Vietnamese to the company president. She explains even difficult expressions in simple terms in Vietnamese, and supports the growth of each individual by adjusting her teaching methods according to their level of understanding.

—What kind of role do the female staff members play?

Having studied at a university in Aichi Prefecture and worked as an interpreter supporting foreigners, she joined our company because she was drawn to the fascinating world of electrical work. Now, she has obtained her Class 1 Electrician's license and is entrusted with providing technical guidance. Before exams, she conducts supplementary online lessons from her home, and she also provides support for daily life, such as accompanying her to banks and government offices. If she has any problems, she contacts me first, and we have established a process where we share information and solve problems one by one. I feel that our current support system is only possible because of her.

—What has changed as a result of the review of the education system?

Initially, there was a language barrier, so we thoroughly reviewed work procedures and created manuals, checklists, and on-the-job training plans. We discovered that they could work surprisingly quickly and accurately if communicated clearly, and this realization led to the development of our system. Furthermore, after receiving a warning from the city hall regarding garbage disposal, we started a "Life Skills Seminar" to teach them about garbage sorting and traffic rules. We also introduced a language reward system, creating a system that supports skills, language, and daily life in an integrated manner.

—Please tell us about the results of your efforts.

Within a year of joining the company, five employees passed the Class 2 Electrician's License exam. Some even scored nearly 90 points on the written exam, which honestly surprised me, making me wonder, "How are they being taught?" On-site, they act quickly when given clear instructions and help each other out. Their attitude is a great inspiration to the Japanese staff as well. Behind these results is undoubtedly the presence of our Vietnamese female staff member. Having someone who can convey not only the language but also the nuances of the exam and the on-site sense has dramatically increased the speed of training. Obtaining the qualification is just a stepping stone, but they are steadily growing into skilled workers who can take responsibility for their work.

Japanese language classes taught by female instructors.

—Could you tell us about your specific initiatives?

Our company collaborates with Indonesian sending organizations to export Japanese scaffolding materials to Indonesia and conducts a one-month practical training course before trainees arrive in Japan. We provide instruction on everything from how to wear a full-body harness and use air-conditioned workwear to the names and handling of materials and safe handling techniques, all according to the same standards as in Japan. The goal is not simply to teach techniques, but to create a state where trainees can work safely on Japanese construction sites. By actually experiencing the work, they also understand the demands of the job, which helps prevent mismatches.

—How do you implement individualized development plans?

After joining the company, new employees undergo an interview with a dedicated interpreter. Instead of focusing on performance evaluations, we work together to understand their future aspirations and develop individualized training plans tailored to their goals and skill levels. For leadership candidates in particular, we provide supervisor and safety/health officer training under the guidance of in-house instructors certified by the Japan Industrial Safety and Health Association. We use the same checklists as our Japanese employees, standardizing safety criteria. By standardizing these criteria, we eliminate ambiguity in instructions and ensure a smooth work environment.

—Specified Skilled Worker (ii) training is being carried out with an eye on

Yes. In anticipation of the transition to Specified Skilled Worker (ii), we are gradually helping you obtain the necessary qualifications. By aiming for No. 2, we can see a change in the way we take on roles and responsibilities. Qualifications are not the end of obtaining, but are positioned as steps to connect to future work and positions. For leader candidates, I entrust the team leader to the actual site, and I also have them take charge of guiding juniors and confirming safety. We are promoting training while linking the acquisition of qualifications with roles in the field.

—How do you utilize external expertise?

We have improved these initiatives by utilizing JAC's individual consultation sessions and information exchange forums within industry organizations. We gather information on other companies' case studies and system implementation methods, and reflect this in the revisions of our own pre-arrival training and individual development plans. Rather than being fixated on our own methods, we refer to external examples and adjust them to suit actual on-site operations. We incorporate what we can and modify it as needed. Through this accumulation of efforts, we have gradually refined our current training system.

Teamwork is essential for scaffolding assembly.