Walk the middle path.

Are you familiar with the concept (or system) of "alumni"? Originally meaning "graduates/classmates/former students," the term has evolved to signify "a gathering of former employees of a company." Overseas, effectively utilizing alumni who have left a company as valuable human resources is commonplace. This series will explore the essence of "career design" through the emerging trend of positioning such "alumni" as a core institutional pillar for future business strategy.

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Keep running. The future lies ahead.

"How about diving deep into work with us for three to five years?" That's my signature line when hiring new faculty and staff. I joined Dentsu Inc. in 1995. At the Chubu branch, I worked primarily in media departments, handling sports business—what I'd always wanted to do. After leaving, I studied coaching at the University of Tsukuba Graduate School and rejoined Shizuoka Seiko Gakuin in 2005. As coach, I led the underdog rugby team to the national tournament (Hanazono). Later, as head of management strategy, I served as vice-principal and then principal, a position I've held since 2019.

While the intent of my pitch might seem like an antithesis to outdated systems like "lifetime employment" and "seniority-based promotion," that's not the whole story.

Having worked at the school for 16 years now, looking back, I feel that my position and the expectations placed on me tend to shift every 3 to 5 years or so. Perhaps it's because I get bored easily, but even during my passionate coaching days, I feel that energy shifts in various ways after about 3 to 5 years. That's precisely why I'm always seeking talented individuals with the kind of mindset described at the beginning. It doesn't mean "goodbye after 3 to 5 years," but rather, "after 3 to 5 years, your situation, motivation, and desires regarding your environment will likely have changed, so let's consider things then."

Dentsu Inc. and teaching might seem like completely different environments, but ultimately, it's "people and people." There's no major difference in the core of the work. Looking back, my path unfolded organically: starting as a homeroom teacher and rugby coach with "I'll pour myself into what I've always wanted to do, what I can immerse myself in, alongside my students!"; then becoming a grade-level coordinator and head coach with "Given the current team, I'm the one who has to do this"; and finally, as principal, "I'll support my team members as much as possible. To do that, I must break out of my shell and become the kind of leader they truly need." It wasn't a strategically planned journey to get here.

"Hesitating" and "giving it a try" are different

I titled this piece "Walk the Middle Path," but that doesn't mean "Walk the Main Path." I walk each day relentlessly, wrestling with conflict. Looking back, it forms a path, but life is a one-time journey. I've chosen countless options, yet connecting them reveals a single road. Ultimately, I believe I've been walking the middle of that path.

Even if countless choices lie ahead, you can only pick one at a time. When choosing, you agonize over it from every possible angle. While thorough analysis might slightly raise your odds of success, it never guarantees it. Ultimately, after choosing, all you can do is strive to believe that path was the right one. With this self-admonition in mind, I share similar thoughts with students struggling with university entrance exams or job hunting.

What is the difference between production and management?

Until recently, I frequently used the term "produce." In my books, I emphasized the strength of a teacher who "applies a producer's mindset to education and guidance." However, one thing currently demanded in education is the cultivation of "talent capable of persistently tackling unanswered questions."

Using "produce" implies "a setup within the framework I, the producer, envision," which inevitably comes across as top-down. I increasingly felt the term "produce" was simply inappropriate, especially when referring to older subordinates, so I stopped using it much.

Lately, I've started using the term "management" more often. It involves understanding the potential within each member and focusing on how I can help create opportunities for them to realize that potential. Furthermore, I used to feel stifled by the school principal's frequent refrain of "for the school's survival..." Now, since shifting my vision to "teachers who are highly sought after across various industries, ready to step in when an organization faces continuity challenges," my mindset has become more positive. The landscape I see and how I perceive my members have changed. For me, both the producer mindset and the management perspective are invaluable assets cultivated during my time at Dentsu Inc.

What is the true meaning of "enjoy"?

In the rugby world, influenced by overseas coaching, there was a period when the phrase "Enjoy!" became popular. In other sports too, the Western-style approach of "praising" became trendy, leading to a time when Japanese coaches, unaccustomed to it, often praised children with exaggerated gestures. Nowadays, insights from fields like psychology have entered the sports world, and the difference between "praising" and "flattering" is recognized. Furthermore, it's beginning to be understood that "acknowledging" is more important than "praising."

The "Enjoy" mentioned at the beginning was often interpreted as simply "having fun." However, for authentic rugby players, "Enjoy" meant "the sense of fulfillment after overcoming tough training" or "actively feeling a sense of fulfillment in high-pressure situations during a match." "Enjoy" doesn't mean "easy" or "fun"; "Enjoy" means "fulfillment." I feel this word holds significant meaning for values in work and life. When students hit a wall, and when they overcome it, I make a point to ask, "Are you feeling fulfilled?" or say, "This is fulfillment!"

I believe alumni are a mechanism for creating encounters

During my time at Dentsu Inc., my superiors and seniors often asked, "Did you do the right thing? Did you follow through?" They'd say things like, "Hoshino, did you do the right thing for Mr. XX on this project?" Back then, I thought, "What kind of company is this? So old-fashioned!" But upon reflection, this phrase is actually profound. It adds an element beyond just positions or dry, organization-to-organization dealings. Ultimately, it's about people. The importance of truly connecting on an emotional level is something I feel continues to be valuable even now in my role as an educator.

I feel the alumni initiative is the best opportunity to connect these "people to people." Moreover, because we share the common ground of Dentsu Inc., the time needed to understand each other is drastically reduced. Through alumni gatherings, multiple projects have actually launched, such as international exchange promotion initiatives and regional revitalization focused on education. It's showing me a world I wouldn't have seen if I'd stayed confined to the education village.

Going forward, I'd love to engage with current Dentsu Inc. employees too. I may be a schoolteacher now, but my DNA is Dentsu Inc. I'm sure we can warp through various aspects and collaborate more effectively than starting from scratch with education professionals. I'd really appreciate it if you could reach out. Thank you so much for this valuable opportunity.

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The interview article featuring Mr. Daimon from Dentsu Inc. Career Design Bureau and Mr. Akira Sakai (Representative of Creative Journey), a Dentsu Inc. alumnus, at Alm Lab can be found here.