Information processing apparatus, information processing method, and program

Abstract

To support a trainee to get knowledge from training.SOLUTION: A server 10 includes a past result information acquisition unit 121, a recommendation information generation unit 122, and a transmission control unit 123. The past result information acquisition unit 121 acquires first past result information on a behavior, a posture, a skill, or the like of a trainee who receives training, for predetermined training (e.g., training A1) of a plurality of training classes A1, A2, A3 which are scheduled to be held 3 times in three months. The recommendation information generation unit 122 generates, for each of persons concerned, as recommendation information, on the basis of the first past result information of the trainee, information including a content to be recommended to the trainee from the persons concerned with the trainee, such as a superior, an instructor, or colleagues. The transmission control unit 123 executes control to transmit the recommendation information to an instructor terminal 30, a superior terminal 40, and a colleague terminal 50, etc., of the persons concerned.SELECTED DRAWING: Figure 4

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, with such conventional human resource development support systems, it is difficult for trainees to acquire the knowledge gained from training simply by attending the training for a set period of time. Trainees are also required to put the training contents into practice on a daily basis outside of training, but it is difficult for them to put it into practice daily based solely on their own attitude.

[0005] The present invention has been made in view of the above circumstances, and has an object to support trainees in acquiring knowledge from training provided to them. [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 performance information acquisition means for acquiring first performance information on a predetermined training course among a plurality of training courses for a subject who is scheduled to undergo predetermined human resource development for a predetermined period of time by attending the plurality of training courses; A recommendation means for generating, as recommendation information, information including content to be recommended to the subject from a related person of the subject based on the first performance information of the subject; and a transmission control means for executing control to transmit the recommendation information to the terminal of the related person. In the present invention, performance information on a specific training among multiple trainings is acquired for a subject who is scheduled to undergo a specific human resource development for a specific period of time by attending multiple trainings, and information including contents to be recommended to the subject by related parties of the subject is generated as recommendation information based on the subject's performance information, and the recommendation information is transmitted to the related parties' terminals, whereby the related parties make recommendations to the trainee. Therefore, the trainee can obtain support from not only the trainee's own motivation but also the related parties around the trainee, and the trainee can continue to practice every day, so that the effect of the training is sustained and the knowledge acquired in the training can be consolidated as the trainee's own knowledge. 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, it is possible to support a trainee in acquiring knowledge from the training provided to the trainee. [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] 3 is a diagram showing recommendation elements related to participants in a training program to which the server of FIG. 2 is applied. [Figure 4] 3 is a functional block diagram showing a functional configuration of a server having the hardware configuration of FIG. 2. [Diagram 5]3 is a flowchart showing a behavior change process in the server of FIG. 2. [Figure 6] FIG. 3 is a diagram showing elements of behavior change in a training program to which the server of FIG. 2 is applied. [Figure 7] 3 is a diagram showing details of the training content of a training program to which the server of FIG. 2 is applied. [Figure 8] FIG. 13 is a diagram showing the timing at which a recommendation is made to a student. [Figure 9] FIG. 13 is a diagram showing the timing of recommendation by a lecturer. [Figure 10] FIG. 13 is a diagram showing the timing of a recommendation to a superior. [Figure 11] FIG. 3 is a diagram showing an example of a training program to which the server of FIG. 2 is applied, showing the first training session A1. [Figure 12] FIG. 3 is a diagram showing an example of a training program to which the server of FIG. 2 is applied, including a second training session A2. [Figure 13] FIG. 3 is a diagram showing an example of a training program to which the server of FIG. 2 is applied, including the third training session A3. 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.

[0010] The student terminals 20-1 to 20-n are information processing devices managed for each student, and are composed of, for example, tablet terminals, smartphones, etc. In the following, when there is no need to distinguish between the student terminals 20-1 to 20-n, they will be collectively referred to as "student terminals 20."

[0011] The instructor terminal 30 is an information processing device managed by an instructor, and is configured, for example, as a tablet terminal or a smartphone.

[0012] The superior terminal 40 is an information processing device managed by the superior of the participant's company, and is configured, for example, by a tablet terminal or a smartphone.

[0013] The colleague terminal 50 is an information processing device managed by a colleague of the student at his / her company, and is configured, for example, as a tablet terminal or a smartphone.

[0014] The server 10 is managed by the service provider. The server 10 controls the operations of the student terminal 20, the instructor terminal 30, the superior terminal 40, and the colleague terminal 50 and executes various processes.

[0015] Specifically, in this embodiment, the server 10 operates in cooperation with a student terminal 20 and terminals of other related parties (a lecturer terminal 30, a superior terminal 40, a colleague terminal 50, etc.).

[0016] Here, the training programs offered by this service provider will be described. The training program is, for example, an online training program called "XX training" that is held for a certain period of time, for example, once (1 day) per month, a total of three times over three months. Note that this is just one example, and the training may be held once (1 day) per two months, a total of three times over six months, and is not limited to a specific period or number of times.

[0017] In response to an application from a company, the service provider has employees participate in the training as trainees of the training program, and provides online training, etc. for the trainees. In addition, the service provider acquires the attitude, posture, skills, etc. of the trainee before and after the training at the training center or online training that the trainee receives, generates recommendation information for each related person including contents to be recommended to the trainee by the related person of the trainee, such as a supervisor, instructor, colleague, etc., based on the first performance information, and executes control to transmit the recommendation information to the terminals of each related person (instructor terminal 30, supervisor terminal 40, colleague terminal 50, etc.). In this way, participants acquire knowledge through training, and by recommending to those around them that they give appropriate advice to the participants before, during, and between each training session, they can appropriately influence the participants, thereby promoting behavioral change in the participants.

[0018] The training program will have a common theme for all participants, and individual themes (work and assignments) will be set for each participant depending on the progress of each training session. 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 a schedule," the sub-theme for the second training session is "How to write on a schedule," and the sub-theme for the third training session is "How to use time based on a schedule." Each of the three training sessions is held for one day. Training is held one day out of each month. The training on the one day is a lecture by an instructor using worksheets or a training video. On the other days, tasks are given to help participants retain the knowledge they gained from the training, and they put it into practice in their daily lives.

[0019] In this online training, the server 10 acquires from the student terminal 20 video and audio of the student watching a training video (hereinafter referred to as the "training video") delivered to the student terminal 20, and measures and judges whether the student is engaging with the training, keeping up, etc., based on the student's attitude, posture, and skills contained in the video and audio regarding the content explained by the instructor in the training video. In the initial stage of the first training session, the trainee's initial skills are measured based on how the trainee approaches the training. To assess the trainee's skills, multiple check items (e.g., four items) are set. The four check items are, for example, [1] awareness check, [2] behavior check, [3] consciousness check, and [4] numerical check. The training video includes checkpoints (scenes) for each check item.

[0020] In the training program, in the first training session, the server 10 transmits a training video on the sub-theme of "Understanding a Schedule" to the trainee terminal 20 of the trainee.

[0021] 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 referred to as a "captured image") of the student viewing the training video and captured by a camera (including a camera built into the terminal) or a microphone connected to the student terminal 20 to the server 10. The size of the image of the student included in the captured image is set to a size that allows the facial expression to be seen, for example, about the size of a bust image.

[0022] The server 10 uses AI to analyze the facial expressions, attitude, posture, skills, etc. of the trainee contained in the captured image received from the trainee terminal 20, and judges whether the trainee is facing the training and keeping up from the trainee's reactions at the above checkpoints in the training video, and stores the attitude, posture, and skills as part of the trainee's performance information in the server 10. Note that skills include not only ability values ​​(skill levels) but also feelings about the skills, etc. Emotions toward a skill are, for example, the emotions of a learner toward a skill, such as positive, negative, relieved, optimistic, confident, etc. Emotions toward a skill may also be expressed as skill emotions.

[0023] After the first online training session is completed, the server 10 judges the attitude, posture, and skills of the trainee in the first training session.

[0024] Next, the server 10 calculates the difference (level up) in the skill level of the trainee between the start and end of the first online training session, and calculates the growth speed (growth rate) from the relationship between the level up and the training time. The skill level is evaluated on a scale of, for example, 5 or 10 levels according to the level of understanding of the training. 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).

[0025] 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.

[0026] The server 10 performs such operations from the second training session onwards, generating recommendations based on the trainee's shortcomings and achievements at appropriate times and presenting them to the trainee. In addition, the server 10 presents recommendations generated separately from the trainee to related parties of the trainee, thereby encouraging efforts to maintain and further improve the effectiveness of the training.

[0027] The server 10 to which this training program is applied sets goals for each training session according to the skills of each trainee, and assigns tasks during the training to achieve those goals, as well as assignments to be given until the next training session. Through these tasks and assignments, the trainees are encouraged to change their own behavior and solidify their knowledge. Another feature of this training program is that participants take the training at the same time as others who have similar challenges, which creates a synergistic effect as the participants have a positive influence on each other, promoting behavioral change. Furthermore, according to the system configuration of the information processing system 1 of this embodiment, in a training program consisting of multiple training sessions, the participants can acquire and retain knowledge by having the relevant people around them provide appropriate encouragement to them before, during, and after each training session, which can help them acquire and retain knowledge. By recommending appropriate encouragement to the relevant people around them and presenting comments to the participants themselves, it is possible to promote behavioral changes in the participants.

[0028] FIG. 2 is a block diagram showing a hardware configuration of a server in the information processing system 1 of FIG.

[0029] 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.

[0030] 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.

[0031] 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.

[0032] 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.

[0033] 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.

[0034] 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 .

[0035] Now, recommendations to students and their associates will be described with reference to FIG. FIG. 3 is a diagram showing recommendation elements related to trainees in a training program to which the server of FIG. 2 is applied. In this case, the server 10 generates recommendations for each related party, such as other students, instructors, superiors, colleagues, etc., to be made to the student himself / herself, and transmits them to each terminal (the student terminal 20 of other students, the instructor terminal 30, the superior terminal 40, the colleague terminal 50, etc.). In this training program, as shown in Figure 3, recommendations are made to other participants, instructors, superiors, colleagues, and other relevant parties involved with the participant during the first, second, and third training sessions. The relevant parties who receive the recommendations can then take appropriate action to encourage the participant from their surroundings. For example, the system will make recommendations to students to support their growth. It will send (present) advice, case studies, and recommendation information to other students to boost their competitive spirit. It will send (present) recommendation information to instructors to praise, encourage, pressure, and prevent dropout. It will send (present) recommendation information to superiors and colleagues to encourage daily feedback, etc.

[0036] FIG. 4 is a functional block diagram showing a functional configuration of the server in the information processing system of FIG. As shown in FIG. 4, 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.

[0037] 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.).

[0038] 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 training sessions (e.g., three 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 DB 141 stores the measured skill level (ability value) of the participant, the difference between the skill levels before and after and the growth rate (growth speed) derived from the training period, the target level (goal) to be achieved set for each participant according to the skill level, and recommendation information generated by the recommendation information generation unit 122 described below. In addition, the examination DB 141 stores performance information about each trainee during the training and before and after each training. The performance information includes first performance information, second performance information, and third performance information. The first performance information includes the attitude, posture, skills, etc. of the trainees attending the training. The second performance information includes information showing the status of other trainees taking the training at the same time. The third performance information includes the results of measuring the retention of knowledge in a confirmation test administered a specified period of time (e.g., three months) after the end of the training, the degree of goal achievement of each training session, etc.

[0039] The attitudes and behaviors of trainees when attending training include, for example, positive, proactive, fulfilling, busy, guilty, negative, reflective, etc., and skills include not only skill levels but also feelings toward the skills. These attitudes, postures, and skills are stored in the test DB 141 along with the timestamps of when they were acquired.

[0040] In the CPU 101 of the server 10 (see FIG. 2), when executing processing, as shown in FIG. 4, a performance information acquisition unit 121, a recommendation information generation unit 122, a transmission control unit 123, a learning status determination unit 124, and a learning unit 125 function.

[0041] The performance information acquisition unit 121 acquires first performance information (e.g., the attitude, posture, skills, etc. of the trainee toward the training) regarding a predetermined training session (e.g., the first training session A1) among multiple training sessions for a trainee who is scheduled to receive three training sessions A1, A2, A3, etc. over a period of three months under this training program. The performance information acquisition unit 121 acquires, as first performance information, at least one of the results of a survey of the trainees' attitudes conducted before and after the specified training, and information showing the state of the trainees taking the specified training (such as judging the trainees' inner feelings such as their motivation and enthusiasm during the training in terms of their attitude, posture, and skills). In this way, recommendations are made based on the trainees' attitude surveys taken before and after the training, as well as their behavior during the training (AI judges the trainees' motivation, enthusiasm, etc. during the training). When the trainees check the recommendations, this has a positive effect on improving their own attitude and behavior, thereby increasing the effectiveness of the training and further promoting behavioral change. The performance information acquiring unit 121 acquires the attitude, posture, skills, etc. of the trainee attending the training (the trainee's learning status) as first performance information. The performance information acquiring unit 121 further acquires second performance information (such as the status of other trainees taking the training at the same time) regarding the predetermined training for other trainees who have taken the predetermined training. The performance information acquisition unit 121 acquires, as third performance information, the state of the trainee after reaching out to the trainee through the recommendation function of the recommendation information generation unit 122, the state of skill acquisition, and the results of measuring retention through a confirmation test conducted three months after the end of the training, and the degree of goal achievement of each training session.

[0042] The performance information acquisition unit 121 includes a capability measurement unit 131, an attainment level setting unit 132, a work assignment setting unit 133, and a training configuration setting unit . The ability measurement unit 131 measures the ability level of a trainee regarding each of a plurality of training courses before the course starts. Specifically, the ability measurement unit 131 measures the skill level of the trainee once before the start of the training program 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 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 131 measures the ability level of the trainee after the end of the third training session (the final training session) of the training program.

[0043] 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 participants are performing tasks between training sessions, it is possible to ensure that the work used for the training is appropriate for the participants when the next training session begins.

[0044] The achievement level setting unit 132 sets a target achievement level for a training for a trainee (subject) who is scheduled to take this training program (prescribed human resource development), which is a practical continuous program by taking multiple training courses, three times (prescribed period) over six months, etc., based on the ability level (current ability level for the training) indicating how many items of the training approach check items are satisfied by the trainee at the start of each of the multiple training courses (shortly before the training starts or in the early stages of starting the training, etc.). Specifically, the attainment level setting unit 132 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.

[0045] The work task setting unit 133 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 assignment setting unit 133 sets at least one of the content, difficulty, 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 131 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.

[0046] After each of the multiple training sessions is completed and before the next training session begins, the training configuration setting unit 134 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.

[0047] The recommendation information generation unit 122 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 131 after the completion of the training and the target level to be achieved in the final training. In addition, the recommendation information generation unit 122 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 131 after the completion of the training and the target level to be achieved in the final training. Specifically, if there are any weak points or tendencies throughout the training program, the recommendation information generation unit 122 can present recommendations on points that should be focused on in daily work in order to overcome the weak points, thereby encouraging the trainees to maintain the benefits of the training while further improving the knowledge they gained in the training. In addition, the recommendation information generation unit 122 generates recommendation information for each related party, including information that should be recommended to the trainee by the trainee's related parties such as superiors, instructors, colleagues, etc. (praising, encouraging, inspiring (pressuring), etc.) based on the trainee's attitude during the training and the progress of skill acquisition (the trainee's first performance information). The recommendation information generating unit 122 generates recommendation information for each person involved based on the attitude, posture, and skills of the trainee attending the training, and the situations of other trainees simultaneously attending the training (second performance information). In this way, the recommendation information generation unit 122 generates recommendation information based on the situations of other trainees taking the training at the same time acquired by the performance information acquisition unit 121 and the trainee's own attitude, posture, skills, etc., when attending the training. Therefore, by knowing not only his / her own situation but also the state of the other trainees, the trainee can improve his / her own attitude and posture and acquire skills, which can further promote behavioral change by enhancing the effectiveness of the training. The recommendation information generating unit 122 generates recommendation information using the results of predetermined machine learning by the learning unit 125. These recommendations are presented by the learning unit 125 based on the trainee's attitude during the training and the skill acquisition status (an example of first performance information), as well as past history data, the results of measuring retention in a confirmation test conducted three months after the end of the training, and the degree of goal achievement of each training session (an example of third performance information), and therefore the learning unit 125 presents appropriate comments based on the training, so that it becomes possible to present more appropriate comments to the trainee as the learning progresses.

[0048] Recommendation generation (drafting) is performed 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.

[0049] The transmission control unit 123 executes control to transmit the recommendation information generated by the recommendation information generation unit 122 to the student terminal 20 and to terminals of related parties related to the student, such as the instructor terminal 30, the boss terminal 40, and the colleague terminal 50. In this way, by generating recommendations and presenting them to participants after completing the training program, participants can follow the recommendations and 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.

[0050] The learning status determination unit 124 determines the learning status of the trainee regarding the knowledge to be acquired in the predetermined training based on at least some of the results of the work carried out during the predetermined training and the assignments given after the predetermined training. In this way, the level of mastery of the training content can be assessed based on the results of the work completed during the training and the assignments completed after the training, and recommendations can be presented based on the assessment of the level of mastery, which has a positive impact on the trainees' own skill acquisition and increases the effectiveness of the training, further promoting behavioral change.

[0051] The learning unit 125 performs a predetermined machine learning using, as learning data, the attitude of each of the trainees during the training and the skill acquisition status (first performance information) for each of the multiple trainees who have taken multiple training courses in the past, recommendation information for the trainees and their related parties, and the results of measuring retention in a confirmation test conducted a specified period (e.g., three months) after the end of the training and the degree of goal achievement for each training session (third performance information). Specifically, the learning unit 125 performs machine learning using the learning data and updates the AI ​​model stored in the examination DB 141, thereby enabling the learning unit 125 to provide recommendations suitable for the student's growth.

[0052] Now, the operation of the server will be described with reference to FIG. FIG. 5 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. 5, in step S11, in the server 10, the performance information acquisition unit 121 acquires first performance information such as the attitude, posture, skills, etc. of a trainee who is scheduled to receive training sessions A1, A2, and A3 three times over a three-month period, the training sessions being related to, for example, training session A1 out of multiple training sessions A1, A2, and A3.

[0053] In step S12, the recommendation information generation unit 122 generates recommendation information for each related party based on the student's attitude, posture, skills, etc., including information that should be recommended to the student by the student's related parties such as superiors, instructors, colleagues, etc. (praising, encouraging, inspiring (pressuring), etc. the student).

[0054] In step S13, the transmission control unit 123 executes control to transmit the recommendation information for each related party generated by the recommendation information generation unit 122 to the terminals of each related party (instructor, boss, colleague, etc.), such as the instructor terminal 30, boss terminal 40, colleague terminal 50, etc.

[0055] In this manner, according to the operation of the server 10 of the information processing system 1 of the embodiment, first performance information such as the attitude, posture, skills, etc. of the trainee is obtained, and based on the first performance information, recommendation information including content to be recommended to the trainee by related parties such as superiors, lecturers, colleagues, etc. is generated and transmitted to the terminals of each of the related parties (lecturer terminal 30, superior terminal 40, colleague terminal 50, etc.), so that advice can be given to the trainee by related parties such as superiors, lecturers, colleagues, etc. during the training period or in between, thereby helping the trainee to acquire knowledge from the training.

[0056] A training program to which the server of an embodiment of the information processing device according to the present invention is applied will be described below with reference to FIGS. FIG. 6 is a diagram showing elements of behavioral change in a training program to which the server of FIG. 2 is applied. FIG. 7 is a diagram showing details of the training content of the training program to which the server of FIG. 2 is applied.

[0057] As shown in FIG. 6, 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.

[0058] 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.

[0059] Specifically, as shown in FIG. 6, 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 the past training history.

[0060] 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.

[0061] 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.

[0062] 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.

[0063] As shown in FIG. 7, when the training program has a training title such as "Questioning Assumptions" and the common theme of the first training session is such as "Understanding the Point of View," the server 10 measures the skill level C1 for this common theme at the start of the first training session A1, and sets a goal G1 at the end of the first training session A1 from the skill level C1.

[0064] 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.

[0065] 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.

[0066] (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.

[0067] 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.

[0068] 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.

[0069] In addition, the server 10 makes a recommendation when all three training sessions A1 to A3 are completed, and then after a specified period of time (e.g., three months) outputs a recommendation for maintaining the effectiveness of the training to the trainee's trainee terminal 20, thereby instilling in the trainee an awareness of continuing to acquire the knowledge gained in the training.

[0070] 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 W1 to W3, tasks T1, T2, goals G1 to G3, etc.) is changed according to at least one of the achievement level, mastery level, and growth rate of the work W1 to W3 (efforts) 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 are completed, thereby helping to solidify the knowledge gained in the training.

[0071] This training program will be recommended to participants and their associates when they make a reservation to take the training, before the training, during the training, and at the end of the training. When making a reservation, the recommendation is sent to the trainee and his / her superior. Before the training, the recommendation is sent to the trainee and the instructor. During the training, the recommendation is sent to the instructor. At the end of the training, the recommendation is sent to the trainee and the instructor. The employee will be recommended to the person in question and their superiors until the next training session. After the training session is completed, the employee will be recommended to the person in question and their superiors.

[0072] Recommendations are generated based on two factors: the student's "attitude" and "skills." Attitude and behavior are assessed based on surveys of trainees taken before and after the training, and their behavior during the training (their attendance status is assessed based on their motivation and enthusiasm in videos).Skills are the degree of acquisition of the training content, assessed based on the results of work carried out during the training and assignments after the training.

[0073] In addition, recommendations are generated not only from the trainee's own attitude, posture, and skills, but also from a comparison with the situations of other trainees taking the training at the same time (second performance information). By receiving the recommendations generated in this way, participants can learn not only about their own situation but also the situation of other participants, which has a positive effect on improving the participants' own attitudes and skills acquisition, thereby increasing the effectiveness of the training and further promoting behavioral change.

[0074] These recommendations can present appropriate comments by having the learning unit 125 train an AI model based on the trainee's attitude during training, skill acquisition status, and past historical data. Specifically, the effectiveness of the recommendations will be measured based on the participants' reactions after reaching out to them through the recommendation function, their level of skill acquisition, the results of a confirmation test administered three months after the end of the training to measure retention, and the degree to which goals are achieved at each session, and the results will be accumulated as data.

[0075] Hereinafter, the subjects to whom recommendations are presented and the contents of the recommendations in the training program will be described with reference to FIGS. First, with reference to FIG. 8, a description will be given of a target person to whom a recommendation is presented, the student himself / herself, and the timing at which a recommendation is made to the student himself / herself. FIG. 8 is a diagram showing the timing at which a recommendation is made to a student himself / herself. The student receives a comment from the system (recommendation information generating unit 122).

[0076] As shown in Figure 8, all participants are presented with recommendations for building readiness “at the time of booking” when they book the training course, and “before the course begins” just before the training course begins. In addition, at the end of the first training session, the trainee will be given a recommendation of their strengths and weaknesses based on their attitude and skills as a result of taking the first training session. During the "time until the next training session" between training sessions, participants will be given recommendations to put into practice what they learned in the first training session in their daily work, depending on their progress in the assignments completed after the first training session. Just before the second training session begins, "before the course," participants are presented with recommendations to help them build their readiness for the second training session. At the end of the second training session, the trainee will be given a recommendation of their own strengths and weaknesses based on their attitude and skills as a result of taking the second training session. During the "time until the next training session" up to the third training session, participants will be recommended to put into practice what they learned in the second training session in their daily work, depending on their progress in the assignments following the second training session. Just before the third training session begins, participants are presented with recommendations to help them build their readiness for the third training session. At the end of the third training session, the trainee will be given a recommendation of their own strengths and weaknesses in terms of their attitude and skills as a result of taking the third training session. Three months after the end of the training, the trainees will be recommended points such as good points and areas for improvement based on the results of a test to confirm their retention. In addition, they will be recommended points to put into practice in their daily work. In this way, by making recommendations to participants before and after each training session and three months after the training ends, it is possible to encourage participants to retain the knowledge and skills they have acquired through the training.

[0077] Next, with reference to FIG. 9, a description will be given of a target person to whom a recommendation is presented, the instructor, and the timing at which the recommendation is given to the instructor. FIG. 9 is a diagram showing the timing of recommendation by the instructor. The recommendation information generating unit 122 recommends appropriate comments to the instructor (instructor terminal 30) regarding how the instructor should speak to the student to promote the student's skill acquisition. As shown in Figure 9, recommendations for building readiness are presented to instructors “before the course” just before each training session begins. While each training session is in progress, the instructor will be given recommended comments to help participants acquire skills, such as strengths and weaknesses in terms of attitude and skills. At the end of each training session, the instructor will provide recommendations on good points and areas of weakness in terms of attitude and skills, and will provide comments that will help participants acquire skills. In the "until next training session," the instructor will be recommended comments that will help participants approach the presented tasks in a positive manner.

[0078] Next, with reference to FIG. 10, a description will be given of a target person to whom a recommendation is presented, the boss, and the timing at which a recommendation is made to the boss. FIG. 10 is a diagram showing the timing of a recommendation to a superior. The recommendation information generating unit 122 recommends appropriate comments to the superior (superior terminal 40) regarding how the superior should speak to the student to promote the student's skill acquisition. As shown in Figure 10, when a participant makes a reservation to attend a training course, comments that will help the participant approach the training in a positive manner are recommended to the participant's supervisor. The recommendation will be made by your supervisor "before the training session begins," just before each training session begins. The supervisor will receive recommended comments to ensure that the trainees work on the tasks presented to them in accordance with their progress "until the next training session," and that they put into practice what they have learned in the training in their daily work. Three months after the end of the training, the trainees' strengths and weaknesses are reported to their superiors based on the results of the retention test. In addition, the superiors are also given advice on how to put the training into practice in their daily work, and the superiors are also given recommendations to pass on to the trainees. In addition to the participants themselves, any good initiatives will be shared back with the organization, and comments that will encourage the growth of the organization will be recommended to their superiors.

[0079] An example of a training program will now be described with reference to FIGS. 11 to 13 are diagrams showing examples of training programs to which the server of FIG. 2 is applied. An example of this is a training program called "Time Management Training," in which participants are given practical assignments such as watching an assigned video (training video) and "submitting a schedule on the due date." This training program has a common theme (goal) for the entire training, such as "making it a habit to schedule work." In addition to the overall training goal, a common theme (mini-goal) for the first training session A1 is "understanding the schedule," a common theme (mini-goal) for the second training session A2 is "creating a schedule," and a common theme (mini-goal) for the third training session A3 is "making it a habit to write in the schedule."

[0080] 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). In the training program, participants are judged on whether they have acquired the skills through the training based on their attitude, behavior and skills at each training session, and are given challenges regarding the training theme.

[0081] The recommendations during the first training session A1 will be described with reference to FIG. FIG. 11 shows an example of a training program to which the server of FIG. 2 is applied, showing the first training session A1. During the first training session A1, the trainee's status and the corresponding recommendation judgment content (conditions) are derived at times such as "at the time of booking," "before the training," "during the training," and "at the end of the training," and recommendations are made to the trainee's related parties and the trainee himself / herself based on the judgment content (conditions).

[0082] At the time of reservation, the attitude and behavior of the student is judged to be "positive." The student's skills are judged to be "none." The participants have a positive attitude towards the training and feel that there are challenges to be overcome in the training topic, and therefore would like to acquire skills through the training. The criteria for making recommendations are "uniform" for attitude and "none" for skills. In this case, the system (server 10) makes the following recommendations: For example, for managers, examples of comments that will motivate them to build readiness are provided, and recommendations are presented to encourage them to speak to participants. In addition, the participants themselves need to be motivated, and motivational comments are provided to build their readiness.

[0083] [1st time] Before the training, the trainee's attitude and behavior were judged to be "positive." The trainee's skills were judged to be "none." The participants have a positive attitude towards the training and feel that there are challenges to be overcome in the training topic, and therefore would like to acquire skills through the training. The criteria for making recommendations are "uniform" for attitude and "none" for skills. In this case, the system (server 10) makes the following recommendations: For example, instructors need to motivate students, and as an attitude and stance, instructors are given examples of comments that will encourage motivation and build readiness, and are recommended to encourage students to speak up. The participants themselves need support, and positive comments are given to help them get through all three sessions.

[0084] [1st time] During the training, the trainee's attitude and behavior are deemed to be "positive." The trainee is positive about the training and actively engages in the work. In addition, the participants' skills were also "proactive," and they were not far off from the recommended goal. If they continued at this pace, it seemed likely that they would be able to master the skills without any problems over the course of all three training sessions. The criteria for making recommendations (conditions) are as follows: attitude and behavior are based on the participant's attitude toward the course and their participation in the work, while skills are based on the deviation from the goal, starting skill level, and degree of growth during the training, for each participant. In this case, the system (server 10) makes the following recommendations: For example, it is recommended that instructors praise students for their good attitude toward class and their work. It is also recommended that trainees be praised for their skills, and that instructors be praised for their good start compared to the skill level at the start.

[0085] At the end of the first training session, the trainees' attitude and behavior is judged to be "fulfilled." After completing the first training session, trainees feel a sense of fulfillment, as they have acquired knowledge and are beginning to understand what they need to do next. The trainees' skills are "relieved," and they are relieved that they were able to achieve most of their goals in the first session. The trainees themselves also feel a sense of accomplishment. The criteria for making recommendations (conditions) are as follows: attitude and behavior are based on the participant's attitude toward the course and their participation in the work, while skills are based on the deviation from the goal, starting skill level, and degree of growth during the training, for each participant. In this case, the system (server 10) makes the following recommendations: For example, it is recommended that instructors praise and thank participants for their good attitude toward the class and their work. Congratulate them on completing the first training session in a good way. In addition, the trainees' skills need to be "praised and encouraged," and they are recommended to be praised for having made a better start than their starting skill level. The trainees themselves need to be praised and encouraged, and in terms of attitude and behavior, they should be thanked for participating in the first training session and encouraged to attend subsequent sessions, including working on the assignments. The trainee's skill is "praise," and a recommendation is presented praising them for achieving their first goal.

[0086] Between the first and second training sessions, the trainee's attitude is deemed to be "busy." The trainee is so busy with his / her regular work that he / she cannot find time to start the tasks. He / she puts off the tasks. In addition, the skills acquired by the trainees are "practical" and although they have the desire to incorporate them into their work, they are unable to do so for the reasons mentioned above. The criteria for making recommendations are as follows: attitude and posture are based on whether each student is working on their assignments and whether they are likely to complete the assignments by the deadline, while skills are considered to be "none." In this case, the system (server 10) makes the following recommendations: For example, the supervisor is advised to interview the trainee and, as for the attitude and behavior, to encourage the trainee to interview about the progress of the assignment and the stumbling block, since the trainee is not working on the assignment. In addition, the trainees' skills require "recommendation," and they are encouraged to incorporate what they learned in the first training session into their daily work. For the students themselves, concrete improvement measures are necessary, and concrete improvement measures for securing time as attitude and posture are presented. Participants' skills are "recommended," and recommendations are presented encouraging them to incorporate what they learned in the first session into their daily work.

[0087] Recommendations for the second training session A2 will be described with reference to FIG. FIG. 12 shows an example of a training program to which the server of FIG. 2 is applied, showing the second training session A2. In the second training session A2, the trainee's state and the corresponding recommendation judgment content (conditions) are derived at timings such as "between the first and second training sessions," "before the second training session," "during the second training session," and "at the end of the second training session," and recommendations are made to the trainee's related parties and the trainee himself / herself based on the judgment content (conditions).

[0088] The attitude and posture of the trainees during the "between the first and second training sessions" is deemed to be "busy." The trainees are so busy with their regular work that they are unable to secure time to start the tasks. They put off the tasks. In addition, the participants' skills will be "practical." Although the trainees have the desire to incorporate the training into their work, they are unable to do so due to the reasons mentioned above. The recommendation criteria (conditions) are whether the student is working on the assignments for each student and whether the assignments are likely to be completed by the deadline. The skill criteria are "none." In this case, the system (server 10) makes the following recommendations: For example, the supervisor may be prompted to conduct an interview with the trainee, specifically, a recommendation may be made to the supervisor to interview the trainee regarding the progress of the assignment and any stumbling blocks, since the trainee's attitude and behavior are not being properly addressed. In addition, the trainee is presented with a concrete improvement plan for attitude and posture, such as a concrete improvement plan for securing time. As for skills, a recommendation is presented to incorporate what was learned in the first session into daily work.

[0089] [2nd session] Before the training, the trainee's attitude was judged to be "guilty." The trainee felt guilty about not having enough time to complete the assignment. In addition, the trainee's skills are deemed "uneasy." The trainees are positive about the training and feel that there are issues with the training theme, so they would like to acquire skills through the training. In addition, the trainees are somewhat worried about whether they will be able to keep up the second time around, as they do not have enough time to put the assignments into practice in the workplace before the second training session. The criteria for making recommendations are "the status of working on the tasks" for attitude and "the completeness and accuracy of the tasks" for skills, and the completeness and accuracy of the content are considered depending on the task. In this case, the system (server 10) makes the following recommendations: For example, the instructor may be given sympathetic comments in terms of attitude and behavior, such as, "It's unfortunate that the participants have not been able to complete the assignments or put them into practice, but there are circumstances for each participant, so we will sympathize with them." In addition, based on the participants' attitude and learning in the first training session, we will be given comments to encourage them again by telling them that there is still a chance to make up for it. As for skills, we will be given points of deficiencies and areas for improvement in the assignments. For the participants themselves, encouragement is required regarding their attitude and posture, and encouraging comments are presented so that they can enjoy participating in the second session. As for skills, it is necessary to present goals, and common goals are presented. This has the effect of increasing motivation.

[0090] [2nd session] During the training session, the trainee's attitude was judged to be "passive." The trainee was not motivated to participate in the training and was not actively engaged in the work. Also, the trainee's skills are "aggressive" and there is a gap relative to the recommended goal, so the level of work needs to be lowered slightly. The criteria for making recommendations (conditions) are as follows: attitude and behavior are based on the participant's attitude toward the course and their participation in the work, while skills are based on the deviation from the goal, starting skill level, and degree of growth during the training, for each participant. In this case, the system (server 10) makes the following recommendations: For example, the instructor may be given comments that call for attention to the trainees' attitude and behavior, encouraging them to concentrate on the training and to be proactive in their work. In addition, as a skill, it is necessary to encourage the participants, and the instructor is provided with encouraging comments to help the participants steadily acquire skills.

[0091] At the end of the second training session, the attitude and behavior of the trainees was judged to be "reflective." The trainees were being held back by their problems, but with the appropriate encouragement from the instructor during the second training session, they were able to approach things more positively in the second half of the session. They are reflecting on their negative attitude in the first half of the session. In addition, the participants' skills are "positive," and although they have not yet made up for the slight delay they fell behind at the start of the second training session, they are now in a positive frame of mind. The criteria for making recommendations (conditions) are as follows: attitude and behavior are based on the participant's attitude toward the course and their participation in the work, while skills are based on the deviation from the goal, starting skill level, and degree of growth during the training, for each participant. In this case, the system (server 10) makes the following recommendations: For example, it is recommended that instructors praise, appreciate, and encourage participants in terms of their attitude and behavior. They should praise participants for their change in attitude after being encouraged during the training. They should praise participants for not giving up and taking the training seriously. They should encourage participants to stay positive and try their best next time. In addition, the recommendation states that the trainees' skills require "presentation of specific actions," and that since there is a slight delay, specific actions to be taken by the third training session will be presented. For the trainees themselves, it is necessary to show appreciation and encouragement in terms of their attitude and behavior. For example, the system should show appreciation for participating in the training for the second time. Support them in attending the training for the third time, including the assignments. Encourage them to stay positive and work hard from the next time onwards. The skills of the participants require "presentation of specific actions," and since there is a slight delay, specific actions to be taken (for example, applying for the next assignment) will be presented by the third training session.

[0092] Between the second and third training sessions, the attitude and behavior of the trainees are deemed to be "positively put into practice." The trainees are given specific steps (such as applying for the next assignment) to tackle the assignments even when they are busy, both by the system and the instructor, so they try to incorporate them. In addition, the skill of the participants is "positive practice," and since both the system and the instructors have suggested specific measures to catch up on, they actually try applying for the next assignment. The criteria for making recommendations are as follows: attitude and posture are based on whether each student is working on their assignments and whether they are likely to complete the assignments by the deadline, while skills are considered to be "none." In this case, the system (server 10) makes the following recommendations: For example, the supervisor is advised that the supervisor should encourage the trainee in terms of attitude and behavior, praise the trainee for his or her positive attitude in tackling the assignments early on, and encourage the trainee for the remaining lesson. In addition, the recommendation states that support is needed for the skills of the trainees, and that specific initiatives should be communicated to superiors and feedback should be provided in daily work. For the trainees themselves, concrete measures to improve their attitude and behavior are required, and it is recommended that they incorporate what they learned in the first training session into their daily work. Participants' skills are "recommended," and recommendations are presented encouraging them to incorporate what they learned in the first session into their daily work.

[0093] The recommendations for the third training session A3 will be described with reference to FIG. FIG. 13 shows an example of a training program to which the server of FIG. 2 is applied, showing the third training session A3. In the third training session A3, the trainee's state and the corresponding recommendation judgment content (conditions) are derived at timings such as "between the second and third training sessions," "before the third training session," "during the third training session," and "at the end of the third training session," and recommendations are made to the trainee's related parties and the trainee himself / herself based on the judgment content (conditions).

[0094] Between the second and third training sessions, the attitude and behavior of the trainees is deemed to be "positively put into practice." The trainees are given specific steps (such as applying for the next assignment) to tackle the assignments even when they are busy, both by the system and the instructor, so they try to incorporate them. In addition, participants will be expected to "proactively put into practice" their skills. The system and the instructor provide specific steps for the participants to catch up on their learning (for example, applying for the next assignment), so the participants actually try applying for the next assignment. The recommendation criteria (conditions) are whether the student is working on the assignments for each student and whether the assignments are likely to be completed by the deadline. The skill criteria are "none." In this case, the system (server 10) makes the following recommendations: For example, the supervisor is advised to encourage the student to take the course as a matter of attitude and behavior, to praise the student for his / her positive attitude in tackling the assignments early, and to encourage him / her for the remaining course. Additionally, the students themselves are given recommendations that they should be praised for their attitude and behavior, and that they are making good progress on their assignments.

[0095] [3rd session] Before the training, the trainee's attitude and posture are judged to be "positive." The trainee is accustomed to a positive attitude, having fully engaged in the tasks. He is determined to complete the final training session. In addition, the trainee's skills are "proactive." The trainee is determined to make up for the delay he / she experienced at the end of the second training session and firmly establish his / her skills. The trainee is aware of his / her own shortcomings. The contents (conditions) of the recommendation are "attitude" and "status of working on the assignment," i.e., when the assignment was worked on and when it was submitted. "Skill" and "degree of completion of the assignment and accuracy of the assignment," and "degree of completion and accuracy of the content are looked at depending on the assignment." In this case, the system (server 10) makes the following recommendations: For example, it is recommended that instructors praise students for their attitude and behavior, praise them for completing assignments, and praise them for their positive attitude. In addition, the trainees' skills require "encouragement," and comments are provided to motivate them so that they will steadily acquire the skills. For the participants themselves, encouragement is required in terms of attitude and behavior, and encouraging comments are presented so that they can enjoy participating in the second session. As for skills, it is necessary to present goals, and a common goal is presented. This has the effect of increasing motivation.

[0096] [3rd session] During the training, the trainee's attitude and behavior are deemed to be "positive." The trainee is positive about the training and actively engages in the work. In addition, the participants' skills are "proactive" and are not far off from the recommended goal; if they continue at this pace, it is likely that they will be able to achieve their goal in all three sessions. The criteria for making recommendations (conditions) are as follows: attitude and behavior are based on the participant's attitude toward the course and their participation in the work, while skills are based on the deviation from the goal, starting skill level, and degree of growth during the training, for each participant. In this case, the system (server 10) makes the following recommendations: For example, it is recommended that instructors should encourage students in terms of their attitude and behavior, and encourage them to see things through to the end. In addition, skills require the presentation of specific actions, and instructors are given specific examples of what participants should focus on in order to achieve their goals.

[0097] At the end of the third training session, the trainees' attitudes and behaviors were deemed to be "satisfactory." Although there were negative moments along the way, the trainees felt a sense of fulfillment for having completed all three sessions. In addition, participants have gained confidence in their skills and can visualize themselves achieving the goals of all three sessions and applying what they have learned to their actual work. The criteria for making recommendations (conditions) are as follows: attitude and behavior are based on the participant's attitude toward the course and their participation in the work, while skills are based on the deviation from the goal, starting skill level, and degree of growth during the training, for each participant. In this case, the system (server 10) makes the following recommendations: For example, it is recommended that instructors should praise, encourage, and motivate participants as their attitude and behavior, and that they should praise and motivate participants for completing the course three times. They should encourage participants to remain positive even after the course is over. In addition, with regard to the skills of the trainees, "concrete actions" are required, and even if the goal is achieved, specific actions are presented on how to approach the task in actual work. For the trainees themselves, praise, encouragement and encouragement are necessary as attitudes and behaviors. For example, the system will present comments of appreciation and praise for completing the training three times. In addition, recommendations will be made to encourage them to continue working positively even after the training ends. The skills of the trainees require "presentation of specific actions," and although the goal is achieved, specific actions are presented on how to approach this in actual work.

[0098] 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, based on the test results (the results of judging the degree of mastery of the tasks), the server 10 presents appropriate recommendations for maintaining the effectiveness of the training to the participant's participant terminal 20 and the participant's supervisor's supervisor terminal 40 (the terminal of the person involved). Specifically, the server 10 presents to the boss terminal 40, for example, a recommendation to the boss that the attitude / position is "none" and that the skills require case-sharing, encouraging the boss to share good cases. A message is displayed on the student's terminal 20 to indicate that the student's attitude / position is "none," that specific actions are required for the skills, and to confirm whether the student is working on the actual work.

[0099] According to this case study, in a training program, the attitude, posture, and skill status of the trainees are assessed before, during, and between each training session, and based on the results of this assessment, recommendations can be made to the trainees and those related to them (instructors, superiors, etc.) to maintain and improve the training knowledge, making it possible for the trainees to tackle new challenges that would not have been possible based on their own attitude alone.

[0100] 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.

[0101] 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.

[0102] In addition, the functional block diagram of the server 10 shown in Fig. 4 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. 4.

[0103] 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, each 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.

[0104] 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.

[0105] 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.

[0106] 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.

[0107] 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.

[0108] For example, in the above embodiment, an example was given of performance information acquisition unit 121 that acquires the attitude, posture, and skills of a trainee who is scheduled to undergo a training program three times over a three-month period by taking training courses A1, A2, and A3. However, this is merely one example, and any performance information acquisition means that acquires first performance information regarding a specified training course out of multiple training courses for a subject who is scheduled to receive specified human resource development for a specified period of time by taking multiple training courses will suffice. In the above-described embodiment, an example was given of a recommendation information generation unit 122 that generates recommendation information for each related party, such as praising, encouraging, or pressuring the student, as information including content that should be recommended to the student by a supervisor, instructor, colleague, etc. based on the student's first performance information. However, other information may be used, and any recommendation means that generates information including content that should be recommended to the subject by related parties of the subject based on the subject's first performance information will suffice. In the above-described embodiment, a transmission control unit 123 is exemplified which executes control to transmit the recommendation information of each of the instructors, superiors, and colleagues to their respective terminals (instructor terminal 30, superior terminal 40, colleague terminal 50, etc.), but other means may be used and any transmission control means which executes control to transmit the recommendation information of each of the related parties to their respective terminals will suffice.

[0109] In the above embodiment, the training target level indicates the same scale (directly comparable) as the ability value. However, the target level does not have to be directly comparable, and does not necessarily have to be the same scale.

[0110] In the above embodiment, the subjects of the human resource development training may be employees working for 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.

[0111] In the above embodiment, it has been described that the AI ​​model sets goals (target levels) for the measurement results of the trainees' skill levels based on watching the training videos, plans the content of recommendations for the trainees, and judges the acquisition status of knowledge gained through training. However, the judgments may be made mechanically based on whether the situation of the training video meets pre-set conditions, without being limited to the AI ​​model. 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.

[0112] 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.

[0113] That is, an information processing device to which the present invention is applied (for example, the server 10 in FIG. 4, etc.) A performance information acquisition unit (e.g., performance information acquisition unit 121 in FIG. 4 ) for acquiring first performance information (e.g., attitude, posture, skills, etc. of a trainee attending a training course) on a target person (e.g., a trainee) who is to receive a predetermined human resource development program (e.g., a training program such as a practical collaboration program) for a predetermined period (e.g., three training courses in three months) from a plurality of training courses (e.g., training courses A1, A2, A3, etc.), regarding a predetermined training course among the plurality of training courses; A recommendation means (e.g., the recommendation information generating unit 122 in FIG. 4 ) that generates information including contents to be recommended to the target person (e.g., the student) by related persons (supervisors, lecturers, colleagues, etc.) of the target person (e.g., the student) based on the first performance information of the target person (e.g., the student), as recommendation information for each related person (e.g., praising, encouraging, or giving pressure to the student); A transmission control unit (e.g., the transmission control unit 123 in FIG. 4 ) that executes control to transmit the recommendation information for each of the related parties to the terminals of the related parties (e.g., the instructor terminal 30, the boss terminal 40, the colleague terminal 50, etc.); Equipped with. In this way, first performance information (e.g., the attitude, posture, skills, etc. of the trainee toward the training) regarding a specific training among multiple training sessions for the target person (e.g., the trainee, etc.) is obtained, and based on the first performance information of the target person (e.g., the trainee, etc.), recommendation information (praising, encouraging, inspiring the trainee, etc.) including content to be recommended to the target person (e.g., the trainee, etc.) is sent to the relevant parties (e.g., the instructor terminal 30, the supervisor terminal 40, the colleague terminal 50, etc.) of the target person. Therefore, by having the relevant parties around the target person (e.g., the trainee, etc.) provide advice, etc. to the target person (e.g., the trainee, etc.) before and after each training session and between training sessions, it becomes possible to further promote the acquisition and retention of knowledge by the target person (e.g., the trainee, etc.). In other words, by not only making recommendations to the target person (e.g., a student) but also to those around them, it is possible to promote behavioral change in the student.

[0114] In the information processing device (such as the server 10 in FIG. 4 ), The performance information acquisition means (for example, the performance information acquisition unit 121 in FIG. 4, etc.) At least one of the results of a survey of the subjects' attitudes conducted before and after the specified training and information showing the state of the subjects (e.g., participants) taking the specified training is obtained as the first performance information. In this way, recommendations are made based on the trainees' attitude surveys taken before and after the training, as well as their behavior during the training (AI judges the trainees' motivation, enthusiasm, etc. during the training). When the trainees check the recommendations, this has a positive effect on improving their own attitude and behavior, thereby increasing the effectiveness of the training and further promoting behavioral change.

[0115] In the information processing device (such as the server 10 in FIG. 4 ), A learning status determination unit (e.g., the learning status determination unit 124 in FIG. 4 ) that determines the learning status (level of understanding of the training content, etc.) of the knowledge acquired in the predetermined training based on at least some of the results of the work performed during the predetermined training and the assignments given to the subject after the predetermined training; Further equipped with The performance information acquiring means (eg, performance information acquiring unit 121 in FIG. 4) acquires the learning status of the subject (eg, student) as the first performance information. In this way, the level of mastery of the training content is assessed based on the results of the work completed during the training and the assignments after the training, and recommendations are presented based on the results of the assessment of the level of mastery, which has a positive impact on the trainee's own skill acquisition and increases the effectiveness of the training, further promoting behavioral change.

[0116] In the information processing device (such as the server 10 in FIG. 4 ), The performance information acquisition means (for example, the performance information acquisition unit 121 in FIG. 4) further acquires second performance information (status of other trainees simultaneously taking the training) regarding the specified training for other subjects who have taken the specified training, The recommendation means (e.g., the recommendation information generation unit 122 in Figure 4) generates the recommendation information based on the first performance information (e.g., the attitude, posture, skills, etc. of the trainee attending the training) and the second performance information (the status of other trainees taking the training at the same time). In this way, the recommendation means (e.g., recommendation information generation unit 122 in FIG. 4, etc.) generates recommendation information based on the second performance information (the status of other trainees taking the training at the same time, etc.) acquired by the performance information acquisition means (e.g., performance information acquisition unit 121 in FIG. 4, etc.) and the first performance information (e.g., the trainee's attitude, posture, skills, etc. toward the training). Therefore, by knowing not only his / her own situation but also the status of other trainees, the trainee can improve his / her own attitude and posture and acquire skills in a positive way, thereby enhancing the effectiveness of the training and further promoting behavioral change.

[0117] In the information processing device (such as the server 10 in FIG. 4 ), The performance information acquisition means (e.g., the performance information acquisition unit 121 in FIG. 4 ) further acquires third performance information after the predetermined training for the subject who received the recommendation from the related person (e.g., the result of measuring retention in a confirmation test conducted three months after the end of the training, the degree of goal achievement of each training session, etc.), Further comprising a learning means (e.g., the learning unit 125 in FIG. 4 ) for performing a predetermined machine learning using the first performance information, the recommendation information, and the third performance information for each of a plurality of subjects who have previously taken the plurality of training courses, as learning data; The recommendation means (eg, the recommendation information generation unit 122 in FIG. 4, etc.) generates the recommendation information using the result of the predetermined machine learning by the learning means (eg, the learning unit 125 in FIG. 4, etc.). These recommendations are made by a learning means (e.g., learning unit 125 (AI model)) learning from the target person's (e.g., trainee's) attitude during training, skill acquisition status (one example of the first performance information), and past historical data (the trainee's first performance information and third performance information) and presenting appropriate recommendations, so that as learning progresses, it becomes possible to present more suitable recommendations to the target person (e.g., trainee).

[0118] The information processing method executed by the information processing device (such as the server 10 in FIG. 4) is as follows: A performance information acquisition step (e.g., performance information acquisition step S11 in FIG. 5 ) for acquiring first performance information (e.g., attitude, posture, skills, etc. of the trainee attending the training) on ​​a specific training among multiple training courses (e.g., training courses A1, A2, A3, etc.) for a target person (e.g., trainee) who is to be provided with a specific human resource development program (e.g., a training program such as a practical collaboration program) for a specific period (e.g., three training courses in three months) by attending the multiple training courses; A recommendation step (e.g., recommendation step S12 in FIG. 5 ) for generating information including content to be recommended to the target by related parties of the target based on the first performance information of the target (e.g., the trainee's attitude, posture, skills, etc. toward the training), as recommendation information for each related party; A transmission control step (e.g., a transmission control step S13 in FIG. 5 ) for executing control to transmit the recommendation information for each of the participants to the terminals of the participants (e.g., the instructor terminal 30, the boss terminal 40, the colleague terminal 50, etc.); Includes. According to this information processing method, the relevant parties (instructors, superiors, colleagues, etc.) can provide advice and other support to the target person (e.g., trainees, etc.) before and after each training session and between training sessions, thereby further promoting the acquisition and retention of knowledge by the target person (e.g., trainees, etc.). In other words, by not only making recommendations to the target person (e.g., the student himself / herself), but also by recommending appropriate actions to those around him / her (instructors, superiors, colleagues, etc.), it is possible to promote behavioral change in the target person (e.g., the student).

[0119] The program includes: On the computer, A performance information acquisition step (e.g., performance information acquisition step S11 in FIG. 4 ) for acquiring first performance information (e.g., attitude, posture, skills, etc. of the trainee attending the training) on ​​a specific training among multiple training courses (e.g., training courses A1, A2, A3, etc.) for a target person (e.g., a trainee) who is to be provided with a specific human resource development program (e.g., a training program such as a practical collaboration program) for a specific period (e.g., three training courses in three months) by attending the multiple training courses; A recommendation step (e.g., recommendation step S12 in FIG. 5 ) for generating information including content to be recommended to the target by related parties of the target based on the first performance information of the target (e.g., the trainee's attitude, posture, skills, etc. toward the training), as recommendation information for each related party; A transmission control step (e.g., a transmission control step S13 in FIG. 5 ) for executing control to transmit the recommendation information for each of the participants to the terminals of the participants (e.g., the instructor terminal 30, the boss terminal 40, the colleague terminal 50, etc.); The control process includes: According to this program, those around the target person (e.g., trainer, superior, coworker, etc.) can provide advice to the target person (e.g., trainee, etc.) before, after, and between training sessions, thereby further promoting the target person's (e.g., trainee, etc.) acquisition and retention of knowledge. In other words, by not only making recommendations to the target person (e.g., the student himself / herself), but also by recommending appropriate actions to those around him / her (instructors, superiors, colleagues, etc.), it is possible to promote behavioral change in the target person (e.g., the student). [Explanation of symbols]

[0120] 1 Information processing system, 10 Server, 20, 20-1, 20-n Student terminal, 101 CPU, 102 ROM, 103 RAM, 104 Bus, 105 Input / output interface, 106 Output section, 107 Input section, 108 Memory section, 109 Communication section, 110 Drive, 111 Removable media, 121 Performance information acquisition section, 122 Recommendation information generation section, 123 Transmission control section, 124 Learning status determination section, 125 Learning section 125 Display control section, 141 Examination DB, NW Network

Claims

1. A means for acquiring performance information that acquires performance information, including skill performance information relating to the skill level of a target person, and attitude performance information relating to either the attitude or demeanor of a target person, for a target person who is scheduled to receive predetermined human resource development over a predetermined period by attending multiple training courses, as performance information related to the predetermined training course among the multiple training courses, A recommendation means that generates recommendation information including content to be recommended to the subject by the subject's associates, by determining the content of interventions related to the subject's skills based on the aforementioned skill performance information, and independently determining the content of interventions related to either the subject's attitude or posture based on the aforementioned attitude performance information, A transmission control means that performs control to transmit the recommendation information to the terminal of the person concerned, An information processing device equipped with the following features.

2. The performance information acquisition means acquires, as skill performance information, at least one of the following: the discrepancy between the subject's skill level and the target level to be achieved in the predetermined training, and the degree of growth of the subject during the training. The information processing apparatus according to claim 1.

3. The performance information acquisition means acquires, as attitude performance information, information indicating at least one of the attitude of the subject attending the prescribed training and the attitude of the participant in the workshops conducted during the prescribed training. The information processing apparatus according to claim 1.

4. The recommendation means is As part of the aforementioned recommendation information, if the skill level indicated by the skill performance information falls below a predetermined threshold, content is generated to encourage specific actions for skill improvement. As part of the aforementioned recommendation information, content that encourages actions in accordance with the judgment result of either the attitude or the stance indicated by the attitude performance information is generated independently of the content for skill improvement. The information processing apparatus according to claim 1.

5. The transmission control means performs control to transmit the recommendation information to the terminal of at least one of the instructor and supervisor who are pre-configured as the relevant parties. The information processing apparatus according to claim 1.

6. The recommendation means generates the recommendation information at each of several timings among before, during, and after the predetermined training, based on the skill performance information and attitude performance information acquired at that timing, The transmission control means executes control to transmit the recommendation information generated at each timing to the terminal of the person who has been pre-configured as the person who should be notified at that timing. The information processing apparatus according to claim 1.

7. In an information processing method executed by an information processing device, A step to acquire performance information for a target person who is scheduled to undergo predetermined human resource development over a predetermined period by taking multiple training courses, by acquiring performance information regarding the predetermined training course among the multiple training courses, including skill performance information regarding the target person's skill level and attitude performance information regarding the target person's attitude and demeanor. A recommendation step that generates recommendation information including content that should be recommended to the subject by those related to the subject, by determining the content of interventions related to the subject's skills based on the aforementioned skill performance information, and independently determining the content of interventions related to the subject's attitude and stance based on the aforementioned attitude performance information, A transmission control step that executes control to transmit the recommendation information to the terminal of the person concerned, Information processing methods including

8. On the computer, A step to acquire performance information for a target person who is scheduled to undergo predetermined human resource development over a predetermined period by taking multiple training courses, by acquiring performance information regarding the predetermined training course among the multiple training courses, including skill performance information regarding the target person's skill level and attitude performance information regarding the target person's attitude and demeanor. A recommendation step that generates recommendation information including content that should be recommended to the subject by those related to the subject, by determining the content of interventions related to the subject's skills based on the aforementioned skill performance information, and independently determining the content of interventions related to the subject's attitude and stance based on the aforementioned attitude performance information, A transmission control step that executes control to transmit the recommendation information to the terminal of the person concerned, A program that executes control processes, including those mentioned above.

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