How to nurture a newcomer who only does what they are told? Education that brings out initiative.

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Proposal for Solutions | Designing Opportunities for "Independent Thinking" in Video Education To foster autonomy, it is essential to intentionally incorporate opportunities for "judgment" and "choice" into education to avoid a passive waiting-for-instructions mindset. One method to achieve this is to include a structure for "thinking for oneself" within video education. For example: ● Presenting a deliberately "answerless situation" and asking, "How would you respond in this case?" ● Showing not only success stories but also failure examples, prompting learners to consider "what went wrong." ● Using a mini-scenario format that requires a choice of action at the end, encouraging learners to make judgments independently. By doing this, a shift occurs from a posture of waiting for instructions to one of "actively judging and taking action."

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Introduction Steps | Flow for Designing and Practicing "Education that Encourages Thinking" STEP 1 | Identify "Situations Requiring Initiative" in the Field We will specify cases where newcomers tend to hesitate in situations involving reporting, consulting, and decision-making. STEP 2 | Recreate those situations in a video format, allowing viewers to make judgments We will adopt a scenario-based structure that encourages viewers to think about "how to act." STEP 3 | Intentionally create situations to test "autonomy" through actual actions after viewing We will establish a cycle of education → fieldwork → reflection to solidify and accelerate behavioral change.

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P3

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Applications/Examples of results

Introduction of Success Cases | Changing the Passive Mindset in the Field with "Choice-Based Video Education" At a certain electronics manufacturer, the issue of new employees having a "waiting for instructions" mentality was a challenge. Even in OJT, there was a strong tendency to "not engage beyond what was instructed" and "not attempt to confirm," which resulted in prolonged growth in the field. To address this, educational videos were introduced that presented scenarios with choices. By changing the structure to encourage thinking about "which response is correct" and "where to intervene," the following outcomes were observed: ● A clear increase in voluntary confirmations and reports ● A change in the "quality of questions" in the field, leading to a deeper understanding of the context ● Numerous comments from participants expressing that they gained "confidence in their judgment" By shifting from "just watching" education to "thinking and choosing" education, the necessary "initiative" in the field was naturally fostered.

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