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As global business philosophy is gradually evolving, shifting away from a purely profit focused approach to a stakeholder focused approach, socially conscious businesses are on the rise and ethical leadership more on demand. Research shows that a stakeholder focused approach, where businesses think of satisfying different stakeholders' needs, as opposed to a purely stockholder focused approach, gives companies better competitive advantage in the long run, including better earnings and revenue, among other things. As Japanese companies have long been successful, using a particularly unique stakeholder approach, and profiting without pursuing just self-interest, we look at the nation's distinct teaching style that contributes to building ethical leaders.
Teaching institutions in Japan give a strong focus on modelling and teaching hard work and ethics. In addition to teachers modelling ethical behaviour, textbooks, even at elementary school level, often provide examples about ethics and hard work. Md Azizul Bari, executive director of International Angel Association and a former student of Matsushita Institute of Government and Management (MIGM) in Japan - a renowned institute for developing future leaders, expresses awe as everyone, including the principal of the institution, joins in to clean the premises every day. The act of cleaning everyday teaches one to take care of their surroundings, reminding them to play an active role in the community. This is practised in Japanese elementary schools from as early on as first grade, as students are taught to clean their own classrooms and surroundings. Matsushita Konosuke, famously known as the god of management in Japan, and founder of MIGM, quotes in his book, "Quest for Prosperity," the five guiding principles of management: "contribution to the society, fairness and honesty, team work, continuous effort for improvement, and courtesy and humility." These principles show the importance of ethics and community even at a business level. For interested readers, "Quest for Prosperity" has recently been translated to Bangla by Mr Bari.
Appreciation for nature and beauty is also taught at MIGM through Ikebana, a Japanese art of flower arrangement, and tea ceremony, a delicate art of making and serving tea. Mr Bari said, "At first I was a bit baffled as to why we were learning Ikebana at an institute of government and management, but later realised it teaches us patience and appreciation for nature. If you find something beautiful, you are less likely to destroy it and more likely to take care of it." At elementary school levels, this is taught through planting of flowers and vegetables -- each student learns to water every day. Appreciation for nature and beauty teaches one to take care of the community and the environment.
Elementary school students are also taught the concept of wastefulness, energy preservation and recycling from a young age, so they can learn the ways to take care of their surroundings. The blue waste disposal trucks in Japan have the word mottainai written across them, meaning "what a waste," as a visual reminder not to be wasteful. At home, each family takes part in the initial recycling sorting process with meticulousness and rigour, separating PET bottles, plastics, paper, glass and aluminium. The guiding principles of MIGM also focus on "the happiness of others" and "plan for the long-term future of the nation".
The Japanese education system not only focuses on education through books, but also teaches life skills that reminds everyone to play their role in the community and environment. Interestingly, these life skill teachings are not just confined to teachings in schools and colleges, but spill over to companies and society, almost united as a whole in their momentum. By repeating these life skills everyday they become a part of habit, creating ethical leaders who think about the good of others in the community as second nature. On this theme Aristotle said, "Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit."
Yurika Bhuiyan is a former lecturer of management at North South University. She is a trustee member at Kazuko Bhuiyan Welfare Trust and a PhD student at Waseda University in Japan.