Information processing device, information processing method and program

Abstract

To cause a participant who participates a training to well-establish a knowledge obtained from the training when a human resource development is assisted through the training carried out for a predetermined time period.SOLUTION: A server 10 includes an attain level setting unit 122 and a work assignment setting unit 123. The attain level setting unit 122 sets, for an object person (e.g., a participant) subjected to a predetermined human resource development through a participation to multiple training for a predetermined time period (e.g., three times within six months), an aiming attain level for each training based on the skill level relating to the training at the present time prior to the start of each of the multiple training. The work assignment setting unit 123 sets, based on the aiming attain level for the training, a work that should be carried out by the participant during the training, and an assignment that should be carried out by the participant after the training.SELECTED DRAWING: Figure 3

Description

[Technical field]

[0001] The present invention relates to an information processing device, an information processing method, and a program. [Background technology]

[0002] 2. Description of the Related Art Conventionally, there have been human resource development support systems that diagnose a user's skills and support human resource development based on the results of the diagnosis (see, for example, Patent Document 1). [Prior art documents] [Patent documents]

[0003] [Patent Document 1] JP 2004-246507 A Summary of the Invention [Problem to be solved by the invention]

[0004] However, such conventional human resource development support systems have a problem in that it is difficult for trainees to retain the knowledge they have gained from the training within the training period alone.

[0005] The present invention has been made in consideration of the above-mentioned circumstances, and aims to support human resource development through training conducted over a specified period of time, thereby enabling trainees to solidify the knowledge they acquire through the training. [Means for solving the problem]

[0006] In order to achieve the above object, an information processing device according to an embodiment of the present invention comprises: A level-attainment setting means for setting a target level of each training course for a subject who is to undergo a predetermined period of human resource development by taking a plurality of training courses, based on a current ability level of each training course, before each of the training courses starts; A work task setting means for setting at least one of a work to be performed by the subject during the training and a task to be performed by the subject after the training based on the target level of the training; Equipped with. In the present invention, for a subject who is scheduled to receive specified human resource development over a specified period of time by taking multiple training courses, a target level to be achieved for the training is set based on the subject's current ability level for that training before the start of each of the multiple training courses, and at least one of the work to be performed by the subject during the training and the tasks to be performed by the subject after the training are set based on the target level to be achieved for the training.This makes it possible to provide work and tasks appropriate to the ability level of the subject based on the subject's situation before and after the training, thereby enabling the trainees to solidify the knowledge they have gained through the training. An information processing method and a program corresponding to the information processing device according to one aspect of the present invention are also provided as an information processing method and a program according to one aspect of the present invention. Effect of the Invention

[0007] According to the present invention, when supporting human resource development through training provided for a prescribed period of time, it is possible to ensure that trainees retain the knowledge they obtain through the training. [Brief description of the drawings]

[0008] [Figure 1] 1 shows an overall configuration of an information processing system including a server of an embodiment of an information processing device according to the present invention. [Diagram 2] 2 is a block diagram showing a hardware configuration of a server in the information processing system of FIG. 1. [Diagram 3] 2 is a functional block diagram showing a functional configuration of a server in the information processing system of FIG. 1. [Figure 4] 4 is a flowchart showing a behavior change process in the server of FIGS. 2 and 3. [Diagram 5] FIG. 4 is a diagram showing elements of behavioral change in a training program to which the servers of FIGS. 2 and 3 are applied. [Figure 6]FIG. 4 is a diagram showing details of the training content of a training program to which the servers of FIGS. 2 and 3 are applied. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0009] Hereinafter, an embodiment of the present invention will be described with reference to the drawings. FIG. 1 shows the overall configuration of an information processing system according to one embodiment of the present invention. The information processing system 1 shown in FIG. 1 is configured by connecting a server 10 and n (n is any integer value equal to or greater than 1) participant terminals 20-1 to 20-n with each other via a predetermined network NW such as the Internet. In the following description, when there is no need to distinguish between the student terminals 20-1 to 20-n, they will be collectively referred to as the "student terminal 20."

[0010] The student terminal 20 is an information processing device managed for each student, and is configured, for example, by a tablet terminal or a smartphone. The server 10 is managed by the service provider. The server 10 executes various processes while controlling the operations of the student terminals 20-1 to 20-n.

[0011] The service provider, upon application from a company, has employees participate in training as trainees, and provides online training for trainees. In addition, the service provider measures the skill level of the trainee before and after the training or online training, and sets the target level of the training based on the ability level obtained as a result of the measurement, and sets at least one of the work to be performed by the trainee during the training and the assignment to be performed by the trainee after the training based on the target level, applies the work and assignment to the next training, and provides appropriate recommendations to the trainee after the last training so that the trainee can maintain the effect of the training.

[0012] Specifically, in this embodiment, the server 10 operates in cooperation with the student terminal 20 as follows.

[0013] The training program is, for example, an online training called "XX training" (questioning assumptions), and is conducted for a certain period, for example, once (1 day) per month, for a total of 3 times over 3 months. Note that this is just one example, and the training may be conducted once (1 day) per 2 months, for a total of 3 times over 6 months, and is not limited to a specific period or number of times. The training program will have a common theme for all participants, and individual themes (work and assignments) will be set for each participant as the training progresses. A sub-theme is set for each session of the common theme for all participants. Of the common theme, the sub-theme for the first training session is "Understanding the focal points," for the second training session is "Noticing in simple situations," and for the third training session is "Noticing in complex situations." Each of the three training sessions is held for one day. Training is held one day out of each month. The one-day training session is a lecture by an instructor using exercises. On the other days, tasks are given to help participants retain the knowledge they gained from the training, and they put them into practice in their daily lives.

[0014] This online training involves participants watching training videos (hereinafter referred to as "training videos") delivered from server 10 to participant terminals 20 and identifying inappropriate interactions between people contained in the training videos. In the initial stage of the first training session, the trainee's initial skill level is measured based on the trainee's approach to the training, etc. In order to determine the trainee's skill level, multiple check items (e.g., four items) are set. The four check items are, for example, recognition check [1], behavior check [2], consciousness check [3], and numerical check [4]. The training video includes five checkpoints (scenes) for each check item.

[0015] In the training program, in the first training session, the server 10 transmits a training video on the subject of a sub-theme of "Understanding the Focus Point" to the trainee terminal 20 of the trainee. The training video contains a set number (e.g., five) of scenes (checkpoints) in which inappropriate interactions take place between performers for each of the four check items.

[0016] When the training video transmitted from the server 10 is received by the student terminal 20, the student terminal 20 displays the received training video on the screen and transmits an image (hereinafter, "captured image") of the student viewing the training video and taken by a camera (including a camera built into the terminal) connected to the student terminal 20 to the server 10. The size of the image of the student included in the captured image is about the size of a bust.

[0017] The server 10 uses AI to analyze the facial expressions, attitude, posture, etc. of the trainee contained in the captured images received from the trainee terminal 20, and determines whether the trainee noticed inappropriate interactions in the training video based on the trainee's reactions at the above-mentioned checkpoints in the training video. It counts the number of times the trainee noticed inappropriate interactions for each check item and stores the result in the examination DB 141 as part of the training information for that trainee.

[0018] After the online training ends, the server 10 compares the number of awareness counts counted in one training session with a threshold value to determine the skill level for each check item. For example, if the threshold for a certain check item is 3 and the count value at the end of the training is 3 or more (3, 4, 5), the server 10 considers that the trainee's skill level has reached a certain level for that check item (has gained awareness). On the other hand, if the count value is 1 or 2, the server 10 considers that the trainee's skill level has not reached a certain level for that check item (has lacked awareness). In this way, the server 10 judges the skill level of the student at the end of the first online training session (current time).

[0019] Next, the server 10 calculates the difference (level up) in the skill level of the trainee between the start of the first online training session and the end of the first online training session, and determines the growth speed (growth rate) from the relationship between the level up and the training time. The server 10 regards the skill level of the participant at the end of the first online training session as the current skill level, and sets the target level (goal) to be achieved for the second training session based on the current skill level and growth speed (growth rate).

[0020] Then, based on the set target level, the server 10 sets the work (textbooks, texts, etc.) that the purchaser should work on during the second training session, and the assignments (question sets, etc.) that the purchaser should complete after the second training session and before the next training session (third training session). The common theme has preset (standard) goals, work and assignments for the first, second and third training sessions. However, a distinctive feature of this training program is that the content of the training (goals, work and assignments, etc.) for the next session changes according to the level improvement of the participants in each training session. For example, if the skill level or growth speed (growth rate) of the trainee as a result of the first training session is lower than a preset threshold, work and tasks are set according to that level and growth rate. On the other hand, if the skill level or growth rate of the trainee is higher than the threshold, work and tasks with a higher level of difficulty are set accordingly. In this embodiment, both the work and the assignment are set, but it is also possible to set only one of them.

[0021] The server 10 continues to perform such operations from the second training session onwards, and upon completion of the third training session, generates recommendations based on the points that are lacking and the points that have been achieved in the above four check items and presents them to the trainee, thereby encouraging the trainee to make efforts to maintain and further improve the effectiveness of the training.

[0022] Thus, according to the system configuration of the information processing system 1 of this embodiment, when a trainee takes a training program consisting of multiple training sessions, the server 10 measures the trainee's skill level for the training at the beginning (initial stage of the training) and end (at the end of the training) of the training, and sets the target level to be achieved for the next training session based on the current skill level and growth speed (growth rate), as well as setting the work and tasks for the next training session according to the skill level and target level to be achieved, so that a training program can be provided to the trainee that corresponds to the changes in the trainee's skill level (behavioral change) as the training sessions progress.

[0023] FIG. 2 is a block diagram showing a hardware configuration of a server in the information processing system 1 of FIG.

[0024] The server 10 includes a CPU (Central Processing Unit) 101, a ROM (Read Only Memory) 102, a RAM (Random Access Memory) 103, a bus 104, an input / output interface 105, an output unit 106, an input unit 107, a memory unit 108, a communication unit 109, and a drive 110.

[0025] The CPU 101 executes various processes according to a program recorded in the ROM 102 or a program loaded from the storage unit 108 into the RAM 103 . The RAM 103 also stores data and the like necessary for the CPU 101 to execute various processes.

[0026] The CPU 101, the ROM 102, and the RAM 103 are connected to one another via a bus 104. An input / output interface 105 is also connected to this bus 104. An output unit 106, an input unit 107, a storage unit 108, a communication unit 109, and a drive 110 are connected to the input / output interface 105.

[0027] The output unit 106 is composed of a display, a speaker, etc., and outputs various information as images and sounds. The input unit 107 is composed of a keyboard, a mouse, etc., and is used to input various information.

[0028] The storage unit 108 is configured with a hard disk, a DRAM (Dynamic Random Access Memory), etc., and stores various data. The communication unit 109 communicates with other devices (the student terminal 20 in the example of FIG. 1) via a network NW including the Internet.

[0029] Removable media 111, such as a magnetic disk, an optical disk, a magneto-optical disk, or a semiconductor memory, is appropriately loaded into the drive 110. A program read from the removable media 111 by the drive 110 is installed in the storage unit 108 as necessary. Further, the removable medium 111 can store various data stored in the storage unit 108 in the same manner as the storage unit 108 .

[0030] FIG. 3 is a functional block diagram showing a functional configuration of the server in the information processing system of FIG. As shown in FIG. 3, an examination DB 141 is provided in one area of ​​the storage unit 108 (FIG. 2) of the server 10. The examination DB 141 stores information about the trainee and a log of the results of the training that the trainee has taken up to now (hereinafter referred to as the "examination log"). The information about participants is, for example, information about employees working at a company who take courses or training sessions held by a service provider in order to improve their skills, and the information about participants includes information about the company and industry to which the participants belong.

[0031] Specifically, the examination DB141 stores basic attributes such as the name, age, sex, and job type of employees taking training services at a company or other enterprise, their current and past departments (divisions, etc.) within the company, their job titles, the company's industry, and information regarding the courses and training they are taking (course name and course number, training name and training number, attendance date, attendance history), etc., in correspondence with information that identifies the individual participants (participant ID or participant number, etc.).

[0032] In the examination DB 141, as one piece of training information in the examination log of the trainee, for example, a training program consisting of multiple (three) training sessions conducted in the past and its contents, a predetermined goal in the training program, and work and assignments for reaching the predetermined goal are set. Each work and each assignment is set in multiple levels according to difficulty. In addition, the examination DB141 stores the skill level (ability level) measured for each trainee during the training and before and after each training, the growth rate (growth speed) derived from the difference in skill level before and after and the training period, the target level (goal) to be achieved set for each trainee according to the skill level, recommendations generated when the last training session is completed, etc.

[0033] The examination DB141 has one or more check items (e.g., check items "1" through "4") for determining the skill level of each trainee in each training session, and a threshold value for determining whether the trainee has achieved the goal based on how many of the five checkpoints (inappropriate interactions hidden in the training video) the trainee has noticed (e.g., 4 / 5 or more for check item "1", or 3 / 5 or more). For example, if the threshold is 4 / 5 or more, if the number of things you notice in the "1" check item is 3 out of 5, it will be judged that you did not notice enough, meaning that you have not reached your goal. On the other hand, if you notice 4 or 5 things, it will be judged that you noticed enough, meaning that you have reached your goal. The average number of check items "1" to "4" above may be used to determine whether the target has been achieved, or whether each check item has been achieved or not.

[0034] In the CPU 101 of the server 10 (see FIG. 2), when executing processing, a capability measurement unit 121, an attainment level setting unit 122, a work task setting unit 123, a training configuration setting unit 124, a recommendation unit 125, and a display control unit 126 function as shown in FIG. 3.

[0035] The ability measurement unit 121 measures the ability level of a trainee regarding each of a plurality of training courses before the course starts. Specifically, the ability measurement unit 121 measures the skill level of the trainee once before the training program starts or at the initial stage of the first training, and thereafter measures the skill level of the trainee after each training of the training program ends and before the next training. Note that, although the skill level is measured once in this embodiment, the number of times of measurement is not limited. Furthermore, the ability measurement unit 121 measures the ability level of the trainee after the end of the third training session (the final training session) of the training program.

[0036] In this way, by measuring the trainees' skill levels in relation to the training before the start of each of the multiple training sessions, the trainees' skill level at that point in time is known, and various information regarding subsequent training sessions (target level to be achieved, training structure, work and assignments, etc.) can be set according to the trainees' skill level. In addition, by measuring the skill level while the tasks are being performed between training sessions, the work used for the training can be made appropriate for the trainee when the next training session begins.

[0037] The achievement level setting unit 122 sets a target achievement level for a training session for a trainee (subject) who is scheduled to take this training program (prescribed human resource development), which is a practical continuous program that involves taking multiple training sessions, three times (prescribed period) over six months, etc., based on the ability level (current ability level for the training session) indicating how many of the training approach check items the trainee has satisfied at the start of each of the multiple training sessions (shorter than the start of the training or in the early stages of starting the training, etc.). Specifically, the attainment level setting unit 122 reads out the current ability level of the trainee stored in the examination DB 141, and sets the attainment target level as the goal of the training from the current ability level. Note that a table that associates the current ability level with the attainment target level corresponding to this ability level may be stored for each trainee, and the current ability level of the trainee may be read out from the table. In this way, before the trainee begins a specified training course, the target level to be achieved for the target person is set based on the ability level before the start of the specified training course, the common target to be achieved that has been set in advance for the specified training course, and past data related to the specified training course. This allows the trainee to be provided with work and tasks that are appropriate for the target level to be achieved, enabling the trainee to easily understand the content of the training course and to solidify the knowledge gained in the training course.

[0038] The work task setting unit 123 sets at least one of a work to be performed by the trainee during the training and a task to be performed by the trainee after the training, based on a target level to be achieved in the training. For example, the work task setting unit 123 sets at least one of the content, difficulty level, and number of works to be performed by the trainee based on the difference between the skill level of the trainee measured by the ability measuring unit 121 after the completion of the training and the target level to be achieved. This allows the trainee to receive training using works suitable for his / her own skill level in the next training session. In this way, by setting tasks based on the actual level and the target level that the trainee has actually reached after completing one of the multiple training sessions, the work and tasks become suitable for stepping up from the trainee's actual level to the target level, enabling the trainee to reach the goal of the target level.

[0039] After each of the multiple training sessions is completed and before the next training session begins, the training configuration setting unit 124 sets the configuration of the next training session (such as what kind of training video to use in the next training session) based on the actual skill level (actually achieved level) and the target level to be achieved (the goal level calculated from the actual skill level at that time). In this way, after each of the multiple training sessions is completed, the structure of the next training session can be set based on the actual level and the target level, so that the next training session will be suitable for the trainee, allowing the trainee to easily understand the content of the training and solidify the knowledge gained in the training.

[0040] The recommendation unit 125 generates a specific recommendation regarding this training program (specific human resource development) based on the skill level of the participant measured by the ability measurement unit 121 after the completion of the training and the target level to be achieved in the final training. Specifically, if there is a weak element or a tendency to be weak throughout the entire training program, the recommendation unit 125 can recommend points to focus on in daily work in order to overcome the weak element, thereby encouraging the trainee to maintain the effect of the training and to make efforts to further improve the knowledge acquired in the training. The creation (drafting) of recommendations is carried out by an AI model. The recommendations made by the AI ​​model take into account the difference between a student's actual skill level and the desired level. Specifically, recommendations regarding training programs are generated and presented to participants based on the skill level measured after each training session and the target level to be achieved in the final training session. This allows participants to follow the recommendations and take actions that are conscious of the knowledge they gained in the training in order to improve their own abilities even after completing the final training session, thereby maintaining the benefits of the training.

[0041] The display control unit 126 controls the display of the recommendations generated by the recommendation unit 125 on the screen of the student terminal 20 . In this way, by generating recommendations and presenting them to participants after completing the training program, participants can follow the recommendations to take actions that are conscious of the knowledge they gained in the training in order to improve their own capabilities even after completing the final training session, thereby maintaining the benefits of the training.

[0042] Now, the operation of the server will be described with reference to FIG. FIG. 4 is a flowchart showing the operation of the server of the embodiment of the information processing device according to the present invention. As shown in FIG. 4, in step S11, the ability measurement unit 121 of the server 10 measures the ability level of a student regarding each of a plurality of training courses before the course starts. In step S12, for a trainee (subject) who is scheduled to take a practical continuous program (prescribed human resource development) by taking multiple training courses three times (prescribed period) over six months, the attainment level setting unit 122 sets the target level to be reached through the training, i.e., the attainment target level, before the start of each of the multiple training courses, based on the skill level (current ability level for the training course) indicating how many of the check items for the trainee's approach to the training are satisfied. Specifically, the attainment level setting unit 122 reads out the current skill level of the trainee stored in the examination DB 141, and sets the attainment target level as the goal of the training from the current skill level. Note that a table that associates the current skill level with the corresponding attainment target level (goal) may be stored for each trainee, and the current skill level of the trainee may be read out from the table. The attainment level setting unit 122 sets, for example, a target level B (see FIG. 6) to be reached by the end of this training program (1st to 3rd training sessions) from the current skill level as a target level to be reached in the training, and target levels B1, B2, and B3 to be reached at the end of each training session.

[0043] In step S13, the work task setting unit 123 sets at least one of the work to be performed by the trainee during the training and the task to be performed by the trainee after the training, based on the target level of the training set by the achievement level setting unit 122. In this embodiment, the work task setting unit 123 sets, based on the target level to be achieved for each training session, works W1, W2, and W3 (see FIG. 6) to be performed by the trainee in the first, second, and third training sessions, respectively, and tasks K1 and K2 (see FIG. 6) to be performed by the trainee between the first and second training sessions, between the second and third training sessions, etc.

[0044] In this way, according to the operation of the server 10, after one of the multiple training sessions is completed, the target level to be achieved in the next training session is set based on the actual level that the trainee has actually achieved (current skill level) and the rate of growth, and at least one of the work and assignments for the next training session is set based on the target level to be achieved, so that the work and assignments become suitable for stepping up from the actual level to the target level of the trainee, enabling the trainee to reach the goal of the target level to be achieved.

[0045] Hereinafter, a training program to which a server of an embodiment of an information processing device according to the present invention is applied will be described with reference to FIGS. FIG. 5 is a diagram showing elements of behavioral change in a training program to which the servers of FIGS. 2 and 3 are applied.

[0046] As shown in FIG. 5, the server 10 applied to the training program sets goals G1, G2, and G3 for each training session A1, A2, and A3 according to the skill level of each trainee, and assigns tasks (work) during the training for the trainee aiming for each goal G1, G2, and G3, as well as assignments given between training sessions (until the next training session). By assigning such work and assignments, the trainee is encouraged to change his / her own behavior and to retain the knowledge he / she has gained in the training.

[0047] In addition, the server 10 also varies the composition of the next training session based on the growth speed (growth rate) D of the skill level during each training session that is conducted multiple times for the trainee, and the difference between the skill level of the trainee after taking the training session and the target goals G1, G2, G3. Specifically, for trainees with a high growth rate D, the scope of the training is expanded, making the work and tasks more difficult, encouraging them to understand the same training theme more deeply. For trainees with a low growth rate D, the scope of the training is limited to encourage them to steadily solidify the knowledge gained from the training. Although the growth rate D is given the same symbol for each session here, because the growth rate of each trainee is different, it may be changed to a symbol indicating a different growth rate, such as growth rates D1, D2, D3, etc.

[0048] Specifically, as shown in FIG. 5, the server 10 measures the initial skill level C1 of the trainee at the start of the first training session A1 or at an early stage of the training session. Next, the server 10 sets the final (at the end of training) goal of the student (the target skill level that the student should reach: attainment target level G) based on the measured initial skill level C1 of the student. For example, in a training program, a preset target level G is set for each training session. The target level G is set at a level that an average trainee can reach based on their past training history.

[0049] If the initial skill level C1 measured from the participant is within the average level range, the final (end of training) target level G is set to the preset target level G and the mini-goal G1 of the first training session A1.

[0050] Then, when the first training A1 is completed, the server 10 calculates the level-up growth speed (growth rate) D from the difference between the initial skill level C1 and the skill level C2 at the end of the first training, and the period until that difference is achieved.

[0051] Furthermore, the server 10 sets the attainment target level G2 (mini-goal G2) for the next second training A2 based on the obtained growth speed (growth rate) D and the skill level C2 at the end of the training, and sets the training contents (tasks to be performed after the end of the first training A1 and works to be used in the second training A2, etc.) for reaching this attainment target level G2. In this way, after the end of the first training A1, tasks appropriate to the skill level of the trainee at that time are given, and after a predetermined period of time, the second training A2 and the third training A3 are implemented in that order.

[0052] Here, each function of the server 10 will be described. First, the goal setting function will be described. The server 10 measures the skill level of the trainee at the beginning of the training. The server 10 uses the measurement results of the skill level and a common goal as a standard, derives from past data whether the skill level can be reached and whether the skill level can be further improved, and sets a goal for each student. In addition, from the second training session onwards, skill level may be measured not only from the work done during the training, but also from tasks given between training sessions.

[0053] Explain the work that will be done during the training (questions, textbooks, texts, etc.). The server 10 determines the content, difficulty, and number of tasks based on the goals set for each student. This allows the server 10 to provide (ask) tasks that match the level of the student. By incorporating these tasks into the training, the student can more easily master the skills. Specifically, students who set high goals are given worksheets with medium to applied difficulty, while students who do not are given worksheets with beginner to intermediate difficulty. In addition, in this training program, the server 10 determines the content, difficulty level, number, etc. of the work to be used in the next training session depending on the speed at which the trainee grasps the training content (learning speed) during the training session. Specifically, students who answer questions quickly will be given more work. However, the number of questions may be intentionally reduced based on the correct answer rate, etc.

[0054] Explain the task setting function. The server 10 measures the skill level of the trainee at the end of each training session. In this case, the server 10 derives the difference between the goal and the work being trained. Then, the server 10 presents the next work and assignment based on the derived difference, with the degree of difficulty, number, theme, etc., suited to each student and the training theme.

[0055] We will explain the recommendation function for maintaining behavioral change. The aim of this training program is for participants to undergo and maintain behavioral change through the three training sessions A1, A2, and A3 and the practical assignments they undertake in between. The server 10 actually measures changes in the skill level of the trainees through this training program, and improves the skill level of the trainees by changing the training content and practical tasks in accordance with the changed skill level. At the end of all three training sessions A1, A2, and A3, the server 10 recommends efforts and mindsets for maintaining the knowledge and skill level acquired in the training, as well as the content acquired. In addition, once a specified period of time (e.g., three months) has passed since the last training session, the trainees are tested and recommendations are made based on the test results to help them retain and maintain the knowledge and skills they acquired in the training. This allows trainees to acquire, retain, and maintain the knowledge and skill levels they acquired in the training session, even if some time has passed since the last training session.

[0056] FIG. 6 is a diagram showing details of the training content of the training program to which the servers of FIGS. 2 and 3 are applied. As shown in FIG. 6, the server 10 first measures the skill level C1 at the start of the first training session A1 for the common theme of the first training session of this training program, “Understanding the Point of View,” and sets a goal G1 at the end of the first training session A1 from the skill level C1.

[0057] In this training program, after the first training A1 is conducted, the server 10 measures the skill level C2 of the trainee after the first training A1 is completed. The server 10 calculates the degree of achievement by calculating the difference or ratio between the measured skill level C2 of the trainee after the end of the first training session and the goal G1 of the first training session, and sets a task T1 according to the degree of achievement with respect to the goal G1. As a result, a task T1 different from the task K1 linked to the initial goal G1 is given.

[0058] Additionally, work, assignments, and goals may be set based on progress and level of learning as follows: (Example of setting from elongation rate) That is, at the end of the first training A1, the server 10 determines the growth rate D by calculating the difference or ratio between the skill level C1 measured at the start of the training and the skill level C2 measured at the end of the training. Then, the server 10 reads out a task that matches the determined growth rate D from the examination DB 141, and sets it as the task T1 to be practiced by the next, second training A2. Then, when the trainee actually performs the task T1 during the period between the end of the first training A1 and the next training A2, the server 10 sets the content, difficulty, number, etc. of the work W2 to be given in the next second training A2 according to the trainee's progress in completing the task T1 (such as the completion rate of task K1). This changes the content, difficulty, number, etc. of the work W2.

[0059] (Example of setting from learning level) When the trainee actually performs the task T1 during the period from the end of the first training A1 to the next training A2, the server 10 judges the degree of mastery of the work W1 and task T1 performed throughout the first training A1. Note that the method of judging the degree of mastery differs depending on the type of training.

[0060] The server 10 sets a goal G2 for the second training A2 based on the determined level of mastery, and sets the content, difficulty, number, etc. of the work W2 given in the training based on the set second goal G2. This changes the content, difficulty, number, etc. of the work W2 given in the second training A2. In addition, the server 10 issues a subsequent assignment K1 according to the level of learning determined at the end of the work W1 of the first training session A1. Specifically, the server 10 judges the degree of learning by practicing the work W1 and the task T1 carried out through the training A1 during the first training. Note that the method differs depending on the type of training. The server 10 sets the second goal G2 based on the determined level of mastery, and sets the content, difficulty, number, etc. of the work W3 to be given in the third training A3 based on the second goal G2. This changes the content, difficulty, number, etc. of the work W3 to be given in the third training A3.

[0061] Then, after the third training A3 is conducted and the work W3 is practiced, the server 10 judges the level of learning at the end of the third training A3. The server 10, based on trends throughout all three training sessions A1 to A3 (progressions in skill level, achievement levels for each goal G1 to G3, growth rate D, level of mastery, etc.), outputs to the trainee's terminal 20 recommendations on actions and approaches that should be taken in order to maintain, solidify, and further improve the skill level acquired by the trainee in the training, thereby encouraging behavioral change in the trainee.

[0062] In addition, the server 10 can output recommendations for maintaining the effectiveness of the training to the trainee's trainee terminal 20 after a predetermined period of time (e.g., three months) has elapsed since the initial recommendation, thereby instilling in the trainee an awareness of continuing to acquire the knowledge gained in the training.

[0063] In this way, goals G1 to G3 are set for each training session A1 to A3 according to the skill level of each trainee, and the content of the next training session (work, tasks T1, T2, goals, etc.) is changed according to at least one of the achievement, mastery, and growth rate of the work W1 to W3 (approach) during the training to achieve those goals and the tasks K1 and K2 (daily practice) given by the next training session. This encourages behavioral change by implementing training that is suitable for each trainee through multiple training sessions A1 to A3, and makes recommendations to help trainees maintain the knowledge they gained in the training even after all training sessions have ended, thereby helping to solidify the knowledge gained in the training.

[0064] Below, the first and second cases will be explained as training examples with reference to FIG. First, the first case will be described. The first example is, for example, a training program called "Questioning Assumptions," in which participants are given practical assignments, such as watching an assigned video (training video) and identifying inappropriate interactions. This training program has a common theme (goal) for the entire training, which is to "question assumptions and be able to recognize inappropriate interactions in writing and conversation." In addition to the overall training goal, the common theme (mini-goal) for the first training session A1 is "Understand the key points," the common theme (mini-goal) for the second training session A2 is "Be able to notice things in simple situations," and the common theme (mini-goal) for the third training session A3 is "Be able to notice things in complex situations."

[0065] In this training program, a common theme (mini-goal) is set for each of the three training sessions (1 to 3), and participants are expected to change their behavior and solidify their knowledge by carrying out tasks and assignments in line with this common theme (mini-goal). The training video contains four check items and five checkpoints (scenes) where interactions are inappropriate. The check items are, for example, recognition check [1], behavior check [2], consciousness check [3], and numerical check [4], and participants are judged on how many of the five checkpoints they notice from the perspective of these four check items.

[0066] I will explain about the first training session A1. The common theme of the first training A1 is "Understanding the points of interest," and the threshold of "3 / 5 or more" is set for each check item [1] to [4] as a condition for achieving the first training A1. The common goal of the first common theme is to be able to notice the above check items more than the threshold. Assume that when the skill level C1 of the trainees is measured at the beginning of the first training session, the measurement results are [1] 1 / 5, [2] 2 / 5, [3] 2 / 5, and [4] 4 / 5. In this case, the measurement results for check items [1], [2], and [3] do not meet the thresholds, and the trainee does not have enough awareness, while the trainee has already achieved a high level of awareness in check item [4]. Therefore, the server 10 newly sets the goal G1 of the first training session A1 as, for example, [1] 3 / 5, [2] 3 / 5, [3] 3 / 5, and [4] 5 / 5.

[0067] By setting the goal G1 above, the work W1 during the first training session A1 is distributed as follows: For example, because a student has already achieved a high level of awareness in check item [4], the student is given work with a higher level of difficulty in check item [4]. After completing work W1 in the first training session A1, the trainees' skill level C2 is measured and the measurement results are: [1] 2 / 5, [2] 3 / 5, [3] 3 / 5, [4] 5 / 5.

[0068] Comparing the participant's initial skill level C1 with the skill level C2 at the end of the workshop, it was found that the participant's skill level had improved in all areas, but he / she was unable to reach the newly set goal G1 in check item [1]. As a result, the following assignment T1 will be given to each participant in the first training session A1. Task 1: Cite N examples from your work where you felt the assumptions made were incorrect from the perspective of approach "1" (a scenario that includes elements from the first training session). Task 2: Cite N examples in your work where you felt the assumptions were incorrect from the perspective of approach "4" (a scenario that includes elements of the second training session). Assignment 1 is for reviewing items that have not yet achieved goal G1. Assignment 2 is for preparing items that have exceeded the goal. The number of assignments is not fixed. After the first training session A1, participants will practice tasks 1 and 2 described above before the start of the next training session A2, and then take part in the second training session A2.

[0069] I will explain about the second training session A2. The common theme of the second training A2 is "notice in simple situations", and the threshold of "3 / 5 or more" is set for each check item [1] to [4] as a condition for achieving the second training A2. The common goal of the second common theme is to notice the above check items more than the threshold. In the second training session, A2, participants are given worksheets including the common themes from the first session and the second session. We assess how much knowledge has been retained through the first training and assignments for the first theme, as well as measure the starting skill levels for both the first and second themes.

[0070] Assume that in the initial stage of the second training A2, the server 10 measures the skill level C1 of the trainees based on the common theme of the first training, and obtains the following measurement results: [1] 2 / 5, [2] 3 / 5, [3] 3 / 5, [4] 5 / 5. Also, assume that when the server 10 measures the skill level C1 of the trainees based on the common theme of the second training, the server 10 obtains the following measurement results: [1] 2 / 5, [2] 2 / 5, [3] 2 / 5, [4] 3 / 5. In this case, for the first common theme, it appears that the skill level was established for check items [2], [3], and [4], but it can be seen that there was a slight gap in check item [1]. Therefore, the server 10 newly sets goals G2 for the second training session A2, such as [1] 3 / 5, [2] 3 / 5, [3] 3 / 5, and [4] 4 / 5.

[0071] By setting the goal G2 above, the work W2 during the second training A2 is assigned as follows: For example, because a student has already achieved a high level of awareness in check item [4], the student is given work with a higher level of difficulty in check item [4]. In addition, since there is a check item [1] that has not been achieved in the common theme of the first training A1, for this check item [1], we will give a work of a slightly lower difficulty level to a medium level. Also, we will increase the number of works compared to other items.

[0072] Then, after the second training session A2, in which the work settings (contents) were changed, the skill level C2 at the end of the training was measured. The check item [1] for the common theme of the first training session remained unchanged at 2 / 5. Regarding the second common theme, the measurement results were [1] 2 / 5, [2] 3 / 5, [3] 4 / 5, and [4] 4 / 5.

[0073] Comparing the initial skill level C1 of the trainees in the second training A2 with the skill level C2 at the end of the workshop, we found that they were unable to achieve the goal in the common theme of the first and second workshops in check item [1]. On the other hand, they were able to achieve a higher level of awareness than the target value in check item [2], and a higher level of awareness than the target in check items [3] and [4]. As a result, the assignments given after Work W2 in the second training session A2 will be as follows: Although the skill level increased in all areas, the newly set goal G1 could not be reached in check item [1].

[0074] As a result, the following assignment T1 will be given to each participant in the first training session A1. Task 1: List N examples of situations in which you felt the premise was incorrect from the perspective of the above check item [1] during work. (Set a scene that includes elements from the first and second times.) Task 2: List N examples of situations in which you felt the premise was incorrect from the perspective of the above check items [3] and [4] during your work. (Set a scene that includes the second element) Task 1 will be a review of items that have not achieved goal G2. Task 2 will be set (preparatory) for items that have been achieved beyond goal G2. Note that the number of tasks is not fixed. After the second training session A2, participants will practice tasks 1 and 2 above before the start of the next training session A3, and then take part in the third training session A3.

[0075] I will explain about the third training session, A3. The common theme of the third training A3 is "Being able to notice in complex situations", and the threshold of "3 / 5 or more" is set for each check item [1] to [4] as a condition for achieving the third training A3. In the third common theme, the common goal is to notice the above check items at the threshold or more. In the third training session, A3, worksheets including the first common theme, the second common theme, and the third common theme are given to assess how much knowledge has been retained through the first and second training sessions and assignments for the first and second themes, as well as to measure the skill level at the start of the first through third themes.

[0076] Assume that the server 10 measures the skill level C1 of the trainees based on the common theme of the first training session in the early stage of the third training session A3, and obtains a measurement result of [1] 3 / 5. In addition, when the skill level C1 of the participants was measured based on the second common theme, the measurement results were [1] 2 / 5, [2] 3 / 5, [3] 4 / 5, and [4] 5 / 5. Furthermore, when the skill level C1 of the participants was measured based on the third common theme, the measurement results were [1] 1 / 5, [2] 2 / 5, [3] 2 / 5, and [4] 2 / 5. In this case, for the second common theme, the skill level seems to have been established in check items [2], [3], and [4], but it can be seen that there is a slight lack in check item [1]. Also, for the third common theme, there is a lack of awareness in all check items [1] to [4]. Therefore, for example, [1] 3 / 5, [2] 3 / 5, [3] 3 / 5, [4] 4 / 5, etc. are newly set by the server 10 as the goal G3 of the third training session A3.

[0077] By setting the goal G3 above, the work W3 during the third training A3 is divided as follows: For example, participants generally showed a tendency to have difficulty noticing the elements of check item [1], and to have difficulty noticing them in complex situations. As a result, the server 10 presents points on which to focus in daily work in relation to these two tendencies as recommendations at the end of the training, which can encourage efforts to maintain and further enhance the effects of the training.

[0078] After the training ends, when a predetermined period of time, such as three months, has elapsed, the server 10 determines the degree to which the trainee has mastered the assignments by administering a simple test to the trainee. Then, the server 10 presents appropriate recommendations for maintaining the effectiveness of the training based on the test results (the determination results of the degree of mastery of the assignments) to the student's student terminal 20. For example, the server 10 generates appropriate recommendations for maintaining the effectiveness of the training based on the skill level of a trainee measured after the completion of the training and the target level to be achieved in the final training, and presents the recommendations to the trainee's trainee terminal 20. Specifically, the server 10 judges the skill level acquisition status (changes in skill level, etc.) from the skill level measured after the end of the training and the test results (determination results of the acquisition status of the assignment), and presents appropriate recommendations for maintaining the effect of the training to the student's student terminal 20 according to the acquisition status. For example, if the skill level has decreased as a result of the determination of the skill level acquisition status, a recommendation in the direction of raising the skill level is generated and presented (output) to the student.

[0079] Thus, according to this first example, in the training program called "questioning assumptions," participants acquire the skills to recognize inappropriate interactions among those included in the training videos; and, thanks to the recommendations presented to them after the training, they are able to retain and solidify the knowledge of "questioning assumptions" that they gained in the training.

[0080] Next, the second example will be described. The second example is a training program called "How to Communicate," which involves practical assignments such as learning speaking patterns and checking items to see whether the skills have been acquired. This training program has a common theme (goal) for the entire training, such as "thinking about how to communicate a story in a way that is understood and accepted, and how to structure the story." In addition to the overall training goal, the common theme (mini-goal) for the first training session A1 is "Knowing the basic structure," the common theme (mini-goal) for the second training session A2 is "How to speak according to the situation," and the common theme (mini-goal) for the third training session A3 is "Speaking in a way that is easy to understand."

[0081] In this training program, a common theme (mini-goal) is set for each of the three training sessions (1 to 3), and participants are expected to change their behavior and solidify their knowledge by carrying out tasks and assignments in line with this common theme (mini-goal). This training program has, for example, seven check items, and five pieces of work are given during the training. The level of completion of the training is judged by judging whether the trainees have completed the check items based on the content of the text written by the trainees or videos filmed of them. The seven check items are, for example, (1) is the speech organized?; (2) is there any inconsistency in the speech?; (3) is the speech concise?; (4) does the speech contain the necessary information?; (5) is the speech in the correct W▼H order?; (6) are the conjunctions appropriate?; and (7) is the speaker using catchphrases? In each training session, participants are given five medium-difficulty worksheets in sequence, with the common goal being for them to clear each of the above check items by the fifth worksheet.

[0082] I will explain about the first training session A1. The common theme (mini-goal) of the first training session A1 is "Learn the basic structure." For the first training session A1, if each of the check items [1] to [7] is cleared, it is judged as "O." If each item is not cleared, it is judged as "X." The achievement condition is set as all items being "O."

[0083] In this training program, the first training session A1 has begun, and the skill level C1 of the trainees is measured during the first work (initial stage). The measurement results are as follows: [1] x, [2] x, [3] 〇, [4] 〇, [5] x, [6] 〇, [7] x. In this case, three out of seven items have been completed, so the server 10 sets a new goal G1 so that all items can be cleared by the fourth out of the five tasks, and for the fifth task, even the more difficult task can be cleared.

[0084] By setting the goal G1 above, the difficulty level of the work W1 during the first training session A1 will be determined according to the degree of pass / fail of the check items as follows: For example, in terms of difficulty, the first work may be basic, the second work may be basic, the third work may be medium, the fourth work may be medium, and the fifth work may be applied, etc.

[0085] After completing work W1 in the first training session A1, the skill level C2 of the trainees was measured and the measurement results were as follows: the first basic work was 3 / 7, the second basic work was 6 / 7, the third medium difficulty work was 3 / 7, the fourth medium difficulty work was 5 / 7, and the fifth applied work was changed to medium difficulty and was 6 / 7. In this case, if you have completed six or more tasks, you will be given a task of the next level of difficulty. The original goal was to have the participants tackle applied problems on the fifth try, but since they were unable to complete them on the fourth try, the difficulty level of the fifth work was changed to medium.

[0086] Comparing the trainee's initial skill level C1 with the skill level C2 at the end of the work, the trainee has cleared the medium-level work, which is the goal, in the first training session A1, so the server 10 issues the following assignment T1. Assignment 1: An applied level assignment will be given on the common theme of the first session. Assignment 2: Basic level assignments will be given on the second common theme. Assignment 1 is an assignment (review) to help students better grasp the common theme of the first class. Assignment 2 is an assignment (preparation) that looks ahead to the common theme of the second class. The assignments will be provided in advance via video. The number of assignments will not be fixed.

[0087] I will explain about the second training session A2. The common theme of the second training A2 is "How to speak according to the situation", and the achievement conditions of the second training A2 are the same as the first training. In addition, in the second training A2, five pieces of work are given during the training, and whether the contents of the above check items are completed will be judged by text and video.

[0088] The server 10 checks the initial stage of the second training session A2, i.e., the submitted assignments in advance, and measures the skill level C1 of the participants based on the common theme of the second session. The measurement results are as follows: Assignment 1: [1] O, [2] X, [3] O, [4] O, [5] X, [6] O, [7] O; and Assignment 2: [1] X, [2] X, [3] O, [4] O, [5] X, [6] O, [7] O.

[0089] In this case, it is clear that the skills are still lacking in applied situations compared to Task 1. However, since four items were cleared in Task 2, it can be said that the basic concepts have been established. Also, since the contents of check items [2] and [5] were not achieved in both Tasks 1 and 2, they can be said to be priority issues.

[0090] Therefore, as a goal G2 of the second training session A2, for example, the difficulty of the work is newly set by the server 10, with the first work being basic, the second work being medium (work specializing in items [2] and [5]), the third work being medium, the fourth work being advanced, the fifth work being advanced, etc.

[0091] After the second training A2, in which the work was newly set (content), was conducted, the skill level C2 at the end of the work was measured, and the measurement results were obtained as follows: the first basic work was 4 / 7, the second basic work was 6 / 7, the third medium difficulty work was 3 / 7, the fourth medium difficulty work was 5 / 7, and the fifth applied work was 6 / 7. If six or more tasks are completed, the next level of difficulty work will be given. As a result of the evaluation, it was determined that the goal G2 was cleared as set, so there will be no changes to the schedule.

[0092] As a result, the following assignments T2 will be given to the participants in the second training session A2. Task 1: This will be an applied level task within the second common theme. Assignment 2: A medium level assignment on the common theme of the third session. Assignment 1 is an assignment (review) to help students better grasp the common theme of the second session. Assignment 2 is an assignment (preparation) that looks ahead to the common theme of the third session. Assignments will be submitted in advance as videos. The number of assignments will not be fixed. After the second training session A2, participants will practice tasks 1 and 2 above before the start of the next training session A3, and then take part in the third training session A3.

[0093] I will explain about the third training session, A3. The common theme of the third training session A3 is "Speaking in a way that is easy to understand," and the conditions for achieving this are the same as for the first and second training sessions: five medium-difficulty tasks are given to the trainees in sequence, and the common goal is to clear each of the above check items in the fifth task.

[0094] The server 10 checks the initial stage of the third training session A3, that is, the submitted assignments in advance, and measures the skill level C1 of the participants based on the common theme of the third session. The measurement results are as follows: Assignment 1: [1] O, [2] O, [3] O, [4] O, [5] X, [6] O, [7] O; and Assignment 2: [1] X, [2] X, [3] O, [4] O, [5] X, [6] O, [7] X.

[0095] In this case, we can see that the skill level is much more established than in Task 1, and that the check item [2] that was difficult for him has also been cleared. In addition, since four check items have been cleared since Task 2, it can be said that the basic thinking has been established. In addition, the content of the check items[5] has not been included in each training session, which can be said to be a priority issue.

[0096] Therefore, as a goal G3 of the third training session A3, for example, the difficulty of the work is newly set by the server 10 as follows: the first work is medium level (work specialized in item [5]), the second work is medium level, the third work is medium level, the fourth work is applied level, the fifth work is applied level, etc.

[0097] Then, after the third training A3, in which the work was newly set (content), was conducted, the skill level C2 at the end of the work was measured, and the measurement results were as follows: the first work of medium difficulty (work specialized in item [5]) was 5 / 7, the second work of medium difficulty (changed to work specialized in item [5]) was 7 / 7, the third work of medium difficulty was 6 / 7, the fourth work of medium difficulty was 6 / 7, and the fifth work of applied difficulty was 7 / 7. If six or more items have been cleared, the next level of difficulty work will be given.

[0098] As a result of the evaluation, since the first work was not cleared, the second work was changed and the trainee cleared it on the fourth try. However, in order to further solidify the knowledge acquired in the training, a memorandum is stored in the examination DB 141 that the applied work will be asked again when the trainee takes the next training program.

[0099] In this training program, after completing the first to third training sessions, the trainee has a high level of learning and can be said to have sufficiently established individual skills. However, since it is good to output in order to further improve the skill level, the server 10 presents the trainee with a recommendation to create an opportunity for output, such as OJT for those around him. In addition, since there is instability regarding check item [2] throughout the training program, the server 10 presents recommendations for further solidifying the skill of check item [2].

[0100] After the training ends, when a predetermined period of time, such as three months, has elapsed, the server 10 determines the degree to which the trainee has mastered the assignments by administering a simple test to the trainee. The server 10 generates a recommendation for the trainee regarding the training program based on, for example, the skill level of the trainee measured after the completion of the training and the target level to be reached in the final training. Specifically, the server 10 judges the skill level acquisition status (changes in skill level, etc.) from the skill level measured after the end of the training and the test results (determination results of the acquisition status of the assignment), and presents appropriate recommendations for maintaining the effect of the training to the student's student terminal 20 according to the acquisition status. For example, if the skill level has decreased as a result of the determination of the skill level acquisition status, a recommendation in the direction of raising the skill level is generated and presented (output) to the student.

[0101] Thus, according to this second case study, in the training program titled "How to communicate in a way that people will understand and agree with, and structuring your talk," participants learn the basic structure of a talk from the training videos and texts, acquire skills such as how to speak depending on the situation, and how to speak in a way that is easy to understand. In addition, recommendations are presented to the participants after the training, allowing them to retain and solidify the knowledge they gained in the training, of "how to communicate in a way that people will understand and agree with, and structuring your talk."

[0102] Although one embodiment of the present invention has been described above, the present invention is not limited to the above-described embodiment, and modifications, improvements, etc. within the scope that can achieve the object of the present invention are included in the present invention.

[0103] For example, the hardware configuration shown in FIG. 2 is merely an example for achieving the object of the present invention, and is not particularly limited.

[0104] In addition, the functional block diagram of the server 10 shown in Fig. 3 is merely an example and is not particularly limited. In other words, it is sufficient that the information processing device has a function capable of executing the above-mentioned series of processes as a whole, and the functional blocks and databases used by the information processing device to realize this function are not particularly limited to the example in Fig. 3.

[0105] Further, although an example in which the functional blocks and the database are arranged on one server has been described, the arrangement location is not limited to that in FIG. 3, and may be arbitrarily distributed and arranged on a plurality of information processing devices. Furthermore, one functional block and database may be configured as a single piece of hardware, may be provided in separate hardware, may be configured as a single piece of software, or may be configured as a combination of these.

[0106] When the processing of each functional block is executed by software, a program constituting the software is read from a network or a recording medium into a computer such as a CPU of an information processing device. The computer may be a computer built into dedicated hardware, or may be implemented in an information processing device capable of executing various functions by reading various programs, such as a server, or a general-purpose smartphone or personal computer.

[0107] The recording medium containing such a program is not only constituted by removable media that is distributed separately from the device body in order to provide the program to each student, but also by a recording medium etc. that is provided to each student in a state in which it is pre-installed in the device body.

[0108] In this specification, the steps of describing a program to be recorded on a recording medium include not only processes that are performed chronologically according to the order, but also processes that are not necessarily performed chronologically but are executed in parallel or individually.

[0109] In addition, in this specification, the term "system" refers to an overall device that is composed of a plurality of devices, a plurality of means, etc.

[0110] For example, in the above-described embodiment, an example was given of attribute acquisition unit 120 that acquires one or more attributes of a person (user) who is scheduled to receive specified human resource development for a specified period (e.g., three years) by attending one or more courses, but this is merely one example, and any attribute acquisition means that acquires one or more attributes of a subject who is scheduled to receive specified human resource development for a specified period (e.g., three years) by attending one or more courses will suffice.

[0111] In the above embodiment, the training target level indicates a level on the same scale (directly comparable) as the ability level. However, the target level does not have to be directly comparable, and does not necessarily have to be on the same scale.

[0112] In the above embodiment, four check items are exemplified, but this is merely one example, and the number of check items and the check contents of the check items may be other items and contents.

[0113] In the above embodiment, the subjects of the human resource development training are employees working in a company, but the training is not limited to this and may be various natural persons or corporations. For example, the target person may be a company, a business, an organization, or a community, and may be any person who receives training within the organization. The target person may be, in addition to the trainee, a member, employee, staff member, or police officer who has signed up for the training program (the service), and may be any person who receives training.

[0114] In the above embodiment, it has been described that the AI ​​model sets goals (target levels to be achieved) for the measurement results of the skill level of the trainees based on watching the training videos and plans the content of recommendations for the trainees. However, the AI ​​model is not limited to this, and the judgment may be made mechanically based on whether the situation of the training video meets pre-set conditions. A group of training videos may be used as a dataset, and multiple datasets may be used as learning data, and machine learning may be performed to generate or update an AI model. In addition, the AI ​​model may be capable of, for example, inputting "the current ability level for the training at the initial stage of the training" and outputting the "target level to be achieved in the training" and setting it in memory. Not limited to AI models, but using the numerous data sets described above, for example, a rule-based logic may be generated or updated that outputs a "target level to be achieved in each of the training courses" when "a trainee's current ability level in each of the multiple training courses before the start of each course" is input.

[0115] In summary, the information processing apparatus to which the present invention is applied is sufficient if it has the following configuration, and can take various different embodiments. That is, an information processing device to which the present invention is applied (for example, the server 10 in FIG. 3, etc.) A level-attainment setting unit (e.g., the level-attainment setting unit 122 in FIG. 3 ) for setting a target level of a training course for a subject (e.g., a trainee) who is to undergo a predetermined period of human resource development (e.g., three times in six months) by attending a plurality of training courses, based on a current ability level (how many items among the check items for the trainee's efforts in the training are satisfied) at the start of each of the plurality of training courses (e.g., immediately before the start of the training course or in the initial stage of the training course) for the training course; A work task setting means (e.g., the work task setting unit 123 in FIG. 3, etc.) that sets at least one of a work (e.g., the work in FIG. 6) that the subject (e.g., the trainee, etc.) should perform during the training and a task (e.g., the task in FIG. 6) that the subject should perform after the training based on the target level of the training; Equipped with. In this way, by checking the current ability level before the start of training and setting the work that the subject (e.g., the trainee, etc.) should perform during the training (e.g., the work in Figure 5) and the tasks that the subject (e.g., the trainee, etc.) should perform after the training (e.g., the tasks in Figure 5), the subject (e.g., the trainee, etc.) is given work and tasks appropriate for each training session, and by practicing the tasks daily between training sessions, the subject's (e.g., the trainee, etc.) own behavior changes day by day. Therefore, when supporting human resource development through training that is conducted for a specified period of time, it is possible to solidify the knowledge gained in the training in the subject (e.g., the trainee, etc.) who takes the training.

[0116] In the information processing device (for example, the server 10 in FIG. 3 ), The work task setting means (e.g., the work task setting unit 123 in FIG. 3, etc.) sets the task based on the actual attainment level actually reached by the subject after completion of each of the multiple training sessions and the target attainment level. In this way, by setting tasks based on the actual level and target level that the subject (e.g., participant) has actually achieved after completing one of the multiple training sessions, the work and tasks become suitable for stepping up from the actual level that the subject (e.g., participant) has achieved to the target level, enabling them to reach the goal of the target level.

[0117] In the information processing device (for example, the server 10 in FIG. 3 ), a training configuration setting unit (e.g., the training configuration setting unit 124 in FIG. 3 ) for setting a configuration of the next training session based on the actual attainment level and the target attainment level after each of the plurality of training sessions is completed; It further comprises: In this way, after the completion of each of the multiple training sessions, the structure of the next training session can be set based on the actual level achieved and the target level achieved, so that the next training session will be appropriate for the target person (e.g., the trainee, etc.), who will be able to easily understand the content of the training and will be able to solidify the knowledge gained in the training.

[0118] In the information processing device (for example, the server 10 in FIG. 3 ), A capability measurement means (e.g., the capability measurement unit 121 in FIG. 3 ) for measuring a capability level of the subject with respect to each of the plurality of trainings before the start of the trainings; It further comprises: In this way, by measuring the ability level of the target person (e.g., participant, etc.) regarding the training before the start of each of multiple training sessions, the ability level of the target person (e.g., participant, etc.) at that time can be known, and various information regarding subsequent training sessions (target level to be achieved, training structure, work and assignments, etc.) can be set according to the ability level of the target person (e.g., participant, etc.).

[0119] In the information processing device (for example, the server 10 in FIG. 3 ), The achievement level setting means (e.g., achievement level setting unit 122 in Figure 3, etc.) sets the achievement target level for the subject (e.g., a trainee, etc.) before the subject takes a specified training course, based on the ability level before the start of the specified training course, a common achievement target that has been set in advance for the specified training course, and past data related to the specified training course. In this way, before a subject (e.g., a trainee, etc.) takes a specified training course, a target level to be achieved for the subject is set based on the ability level before the start of the specified training course, the common target to be achieved that has been set in advance for the specified training course, and past data related to the specified training course. This allows the subject (e.g., a trainee, etc.) to be provided with work and tasks that are appropriate for the target level to be achieved, enabling the subject (e.g., a trainee, etc.) to easily understand the content of the training course and allowing the subject (e.g., a trainee, etc.) to solidify the knowledge gained in the training course.

[0120] In the information processing device (for example, the server 10 in FIG. 3 ), The ability measurement means (eg, ability measurement unit 121 in FIG. 3, etc.) further measures the ability level of the subject (eg, trainee, etc.) during the work of the training or while the subject is being performed. In this way, by measuring the ability level of a subject (e.g., a trainee) during the work of training, the task after the training can be made suitable for the subject (e.g., a trainee). Also, by measuring the ability level while performing the task, the task to be used in the training when the next training starts can be made suitable for the subject (e.g., a trainee).

[0121] In the information processing device (for example, the server 10 in FIG. 3 ), The work task setting means (for example, the work task setting unit 123 in FIG. 3 ) Based on the target level to be achieved in the training, at least one of the content, difficulty level, and number of the work to be performed by the subject is set. In this way, by setting at least one of the content, difficulty, and number of work to be performed by the target individual (e.g., trainee, etc.) based on the target level to be achieved in the training, the content of the work used in the training becomes appropriate for the target individual (e.g., trainee, etc.), and the target individual (e.g., trainee, etc.) can proceed with the work to the best of their ability during the training.

[0122] In the information processing device (for example, the server 10 in FIG. 3 ), The ability measurement means (e.g., the ability measurement unit 121 in FIG. 3, etc.) further measures the ability level of the subject (e.g., the trainee, etc.) after the completion of the training, The work task setting means (e.g., work task setting unit 123 in Figure 3, etc.) sets at least one of the content, difficulty, and number of the work to be performed by the target person (e.g., a student, etc.) based on the difference between the ability level of the target person (e.g., a student, etc.) measured by the ability measurement means after the completion of the training and the target level to be achieved. In this way, the ability level of the target person can be measured after the completion of training, and at least one of the content, difficulty, and number of tasks that the target person (e.g., a participant) should perform in the next training session can be set, allowing the target person to take the next training session using tasks that are appropriate for their ability level.

[0123] The ability measurement means (e.g., the ability measurement unit 121 in FIG. 3, etc.) further measures the ability level of the subject (e.g., the trainee, etc.) after the end of the final training, A recommendation generating means (e.g., the recommendation unit 125 in FIG. 3 ) that generates a predetermined recommendation regarding the predetermined human resource development based on the ability level of the subject (e.g., a trainee) measured by the ability measuring means (e.g., the ability measuring unit 121 in FIG. 3 ) after the completion of the training and the target level of the final training; Equipped with. In this way, by generating and presenting specific recommendations regarding specific human resource development to the subject (e.g., the trainee) based on the ability level measured after the completion of each training session and the target level to be achieved in the final training session, the subject (e.g., the trainee) can follow the recommendations and take actions that are conscious of the knowledge gained in the training in order to improve his or her own abilities even after completing the final training session, thereby maintaining the effectiveness of the training.

[0124] The information processing method to which the present invention is applied comprises: A step of setting a target level for each of the training courses (e.g., step S12 of FIG. 4) based on the current ability level of the training course at the start of each of the training courses (e.g., immediately before the start of the training course or at the initial stage of the training course) for a subject (trainee) who is to undergo a predetermined period of human resource development by attending multiple training courses; A work task setting step (e.g., work task setting step S13 in FIG. 4) for setting at least one of a work to be performed by the subject during the training and a task to be performed by the subject after the training based on the target level of the training; Includes. This allows the trainees to be given appropriate work and tasks for each training session, and by practicing the tasks daily between training sessions, the trainees' own behavior changes day by day. Therefore, when supporting human resource development through training sessions conducted over a specified period of time, it is possible to solidify the knowledge gained in the training in the trainees (e.g. participants, etc.).

[0125] The program to which the present invention is applied is On the computer, For a subject who is to undergo a predetermined period of human resource development by taking a plurality of training courses, a reaching level setting step (e.g., reaching level setting step S12 in FIG. 4) is performed to set a target level of the training course based on a current ability level of the training course at the start of each of the plurality of training courses (e.g., immediately before the start of the training course or at an early stage of the training course). A work task setting step (e.g., work task setting step S13 in FIG. 4) for setting at least one of a work to be performed by the subject during the training and a task to be performed by the subject after the training based on the target level of the training; The control process includes: This allows the trainees to be given appropriate work and tasks for each training session, and by practicing the tasks daily between training sessions, the trainees' own behavior changes day by day. Therefore, when supporting human resource development through training sessions conducted over a specified period of time, it is possible to solidify the knowledge gained in the training in the trainees (e.g. participants, etc.). [Explanation of symbols]

[0126] 1 Information processing system, 10 Server, 20, 20-1, 20-n, participant terminal, 101 CPU, 102 ROM, 103 RAM, 104 bus, 105 I / O interface, 106 Output section, 107 Input section, 108 Memory section, 109 Communication section, 110 Drive, 111 Removable media, 121 Ability measurement section, 122 Attainment level setting section, 123 Work assignment setting section, 124 Training configuration setting section, 125 Recommendation section, 126 Display control section, 141 Examination DB, NW Network

Claims

1. For individuals who are scheduled to undergo predetermined human resource development over a predetermined period through participation in multiple training programs, a means for setting the target level to be achieved in each of the training programs, starting from the second training session, is provided, based on the current skill level and the skill level at the start of the previous training session. A work task setting means that sets at least one of the following based on the aforementioned target level: a work to be performed by the subject during the training that is initiated, and a task to be performed by the subject after the training; An information processing device equipped with the following features.

2. The means for setting the attainment level is: Based on the difference between the competency level at the start and end of the previous training, and the duration of the previous training, the growth rate is calculated, and the target level is set based on the growth rate and the current competency level. The information processing apparatus according to claim 1.

3. The work task setting means sets the tasks after the completion of each of the multiple training sessions, based on the actual level of achievement and the target level achieved by the participant. The information processing apparatus according to claim 1.

4. After the completion of each of the aforementioned training sessions, a training configuration setting means sets the structure of the next training session based on the actual achievement level and the target achievement level. The information processing apparatus according to claim 3, further comprising:

5. With respect to the aforementioned subjects, before the commencement of each of the aforementioned training sessions, a capability measurement means for measuring the capability level, The information processing apparatus according to claim 1, further comprising:

6. The ability measurement means further measures the ability level of the subject during the training workshop or while performing the task. The information processing apparatus according to claim 5.

7. The ability measurement means further measures the ability level of the subject after the completion of the final training session. A recommendation generation means that generates a predetermined recommendation for predetermined human resource development based on the ability level measured by the ability measurement means after the completion of the final training for the subject, and the target level of the final training. The information processing apparatus according to claim 5, further comprising:

8. In an information processing method executed by an information processing device, For individuals who are scheduled to undergo predetermined personnel development over a predetermined period through participation in multiple training programs, a step is taken to set the target level for the training program at the start of each training program from the second onward, based on the current skill level and the skill level at the start of the previous training program. A work task setting step, which sets at least one of the tasks that the participant should perform during the training that is initiated, based on the aforementioned target level, and the tasks that the participant should perform after the training; Information processing methods including

9. On the computer, For individuals who are scheduled to undergo predetermined personnel development over a predetermined period through participation in multiple training programs, a step is taken to set the target level for the training program at the start of each training program from the second onward, based on the current skill level and the skill level at the start of the previous training program. A work task setting step, which sets at least one of the tasks that the participant should perform during the training that is initiated, based on the aforementioned target level, and the tasks that the participant should perform after the training; A program that executes control processes, including those mentioned above.

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