Management learning support device, system, method, and program

Abstract

To provide a management learning support device, a management learning support system, a management learning support method, and a management learning support program for allowing a student to easily acquire, in a short time, the skill to formulate a management plan.SOLUTION: A management learning support device 18 has a storage unit 31, a variation element calculation unit 32, and a display control unit 33. The storage unit 31 stores a plurality of plan elements of a management plan and a variation element varying a profit and loss plan for management in association with each other. The variation element calculation unit 32 acquires answers to the plurality of plan elements, and calculates the value of the variation element on the basis of the acquired answers. The display control unit 33 causes a student terminal 14 to display an image having a first image part displaying the plurality of plan elements and answer columns related to the plan elements, and a second image part displaying the variation element associated with the plan elements and a calculated value of the variation element according to the answers related to the plan elements.SELECTED DRAWING: Figure 2

Description

[Technical field]

[0001] The present invention relates to a management learning support device, a management learning support system, a management learning support method, and a management learning support program. [Background technology]

[0002] Support systems that help formulate business plans are becoming more widespread year by year, and Patent Document 1 describes a business management support system that creates specific financial statements such as profit and loss statements in accordance with a business's mid- to long-term plans. This business management support system includes a profit and loss statement storage unit, a condition setting unit, and a simulation unit. The profit and loss statement storage unit stores a profit and loss statement in which each item is defined as an input item into which a numerical value is input, and a calculation item that is calculated according to the numerical value input into the input item. The condition setting unit sets a numerical range for the numerical value input into the input item. The simulation unit calculates the calculation item according to the numerical range of the input item, and calculates profit and loss for the year included in the mid- to long-term plan.

[0003] The formulation of a business plan requires a great deal of knowledge, such as business management knowledge and the balance of income and expenditure management. However, business management is based on a one-year business year, and there is a limit to the number of attempts a student (pupil) who aspires to be a business manager can make to formulate a business plan before actually managing a business. Furthermore, conditions such as personnel planning, management costs, and fund procurement differ depending on the business content, and a business plan must be formulated according to these differences, so it is extremely difficult to acquire the skills to formulate a business plan within a business cycle of one business year. [Prior art documents] [Patent documents]

[0004] [Patent Document 1] JP 2016-134053 A Summary of the Invention [Problem to be solved by the invention]

[0005] The business management support system described in Patent Document 1 can simulate a company's mid- to long-term plans, but it is difficult to teach employees the skills to formulate business plans.

[0006] Therefore, an object of the present invention is to provide a management learning support device, a management learning support system, a management learning support method, and a management learning support program that enable a person to easily acquire the skills to formulate a management plan in a short period of time. [Means for solving the problem]

[0007] The management learning support device of the present invention includes a memory unit, a variable factor calculation unit, and a display control unit. The memory unit stores a plurality of planning elements of a management plan in association with a variable factor that changes the management profit and loss plan. The variable factor calculation unit acquires answers for each of the plurality of planning elements, and calculates a value of the variable factor based on the acquired answers. The display control unit displays on the student's terminal an image having a first image unit that displays the plurality of planning elements and answer columns for these planning elements, and a second image unit that shows the variable factor associated with the planning elements and the calculated value of the variable factor according to the answer to the planning element.

[0008] It is preferable that the display control unit displays on the student's terminal an image having, for each step formed by dividing multiple planning elements into multiple steps, a first image section that displays the planning elements corresponding to each step and an answer section related to the planning elements, and a second image section that shows variable elements and calculated values ​​associated with the planning elements corresponding to each step.

[0009] When the display control unit has obtained all answers for each of the multiple planning elements, it is preferable that the display control unit calculates the values ​​of the variable elements based on all the answers obtained, and further displays on the student's terminal a business plan result image having one of an income statement, an investment plan, a cash flow plan, and a production and sales plan.

[0010] It is preferable that the variable factor calculation unit acquires a variable factor for the plan element from the instructor's terminal and determines the variable factor and the profit and loss plan.

[0011] The management learning support system of the present invention includes a management learning support device, a lecturer's terminal, and a student's terminal. The management learning support device has a storage unit, a variable factor calculation unit, and a display control unit. The storage unit stores a plurality of planning elements of a management plan in association with a variable factor that changes the management profit and loss plan. The variable factor calculation unit acquires answers for each of the plurality of planning elements, and calculates the value of the variable factor based on the acquired answers. The display control unit causes the student's terminal to display an image having a first image unit that displays the plurality of planning elements and answer columns for these planning elements, and a second image unit that displays the variable factor associated with the planning elements and the calculated value of the variable factor according to the answer to the planning element. The lecturer's terminal receives the plurality of planning elements and the variable factor, and transmits a registration request for the plurality of planning elements and the variable factor to the storage unit. The student's terminal displays an answer column, an answer is input, and displays the first image unit and the second image unit.

[0012] The management learning support method of the present invention includes a storage step, a variable factor calculation step, and a display control step. The storage step stores a plurality of planning elements of a management plan in association with a variable factor that changes the management profit and loss plan. The variable factor calculation step acquires answers for each of the plurality of planning elements, and calculates a value of the variable factor based on the acquired answers. The display control step causes a student terminal to display an image having a first image section that displays the plurality of planning elements and answer columns for these planning elements, and a second image section that shows the variable factor associated with the planning elements and the calculated value of the variable factor according to the answer for the planning element.

[0013] The management learning support program of the present invention causes a computer to execute each of the above steps. Effect of the Invention

[0014] According to the present invention, it becomes easy to acquire business plan formulation skills in a short period of time. [Brief description of the drawings]

[0015] [Figure 1] 1 is an explanatory diagram of a management learning support system according to an embodiment of the present invention. [Diagram 2] FIG. 2 is a functional block diagram of the management learning support system. [Diagram 3] FIG. 13 is a schematic diagram showing an example of an image displayed when starting to create a template. [Figure 4] FIG. 13 is a schematic diagram showing an example of a template image for creating a work order. [Diagram 5] FIG. 2 is a schematic diagram showing an example of a template image into which a question setting (1) is input. [Figure 6] 13 is a schematic diagram showing an example of a template image into which yield trial calculation settings are input. FIG. [Figure 7] 13 is a schematic diagram showing an example of a template image into which grade trial calculation settings are input. FIG. [Figure 8] 13 is a schematic diagram illustrating an example of a template image into which working hour trial calculation settings are input. FIG. [Figure 9] 13 is a schematic diagram showing an example of a template image into which a goal setting is input; FIG. [Figure 10] FIG. 13 is a schematic diagram showing an example of a template image in which a training session is registered. [Figure 11] FIG. 13 is a schematic diagram showing an example of an image illustrating a policy problem. [Figure 12] FIG. 13 is a schematic diagram showing an example of an image illustrating an initial investment problem. [Figure 13] FIG. 1 is a schematic diagram illustrating an example of an image showing a hiring planning problem. [Figure 14] FIG. 13 is a schematic diagram showing an example of an image showing a simulation result of an income statement. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0016] The management learning support system (hereinafter, simply referred to as the "support system") 10 shown in FIG. 1 is an embodiment of the present invention, and is for supporting the acquisition of business plan formulation skills. The support system 10 is used by students who are trying to acquire business plan formulation skills. The support system 10 may be used by at least one of the instructor and the business operator in addition to the students, and is configured to be used by all of the students, the instructor, and the business operator in this example. The instructor educates the students on the formulation of business plans. The business operator actually (in reality) manages a business, and provides at least one of the planning elements of the business plan and the variable elements that change the profit and loss plan of the business as real data. The business operator is a competent business operator with a track record of financial success. The business operator may use the support system 10 as a student to learn by comparing his or her own past performance with the business plan. An excellent business operator has excellent business planning skills and business management skills, but these skills and knowledge are easily personalized. In this example, as described above, actual data from competent business operators is provided so that students can grasp and acquire the skills of competent business operators.

[0017] The support system 10 includes a lecturer terminal 12 used by lecturers, student terminals 14A, 14B, 14C, etc. used by students, business operator terminals 16A, 16B, etc. used by business operators, and a management learning support device (hereinafter, simply referred to as a "support device") 18. The lecturer terminal 12, the student terminals 14A, 14B, 14C, etc., the business operator terminals 16A, 16B, etc., and the support device 18 are connected and can communicate with each other via a communication network 19. In the following description, when the student terminals 14A, 14B, 14C, etc. are not distinguished, they are referred to as student terminals 14, and when the business operator terminals 16A, 16B, etc. are not distinguished, they are referred to as business operator terminals 16. The support system 10 does not necessarily have to include the business operator terminal 16, but it is preferable to include the business operator terminal 16 as in this example.

[0018] The instructor terminal 12 is a terminal device used by an instructor, and functions as a management terminal for various management such as management of students and businesses, management of transmission data sent to the student terminal 14, management of transmission data sent to the business terminal 16, and management of training data described below. The support system 10 can increase or decrease the number of students and businesses, and management of students and businesses includes, for example, registering and deleting students and businesses, classifying (grouping) students, and classifying (grouping) businesses. Management of transmission data sent to the student terminal 14 includes, for example, creating (including editing) various questions to be answered by students regarding business plans, deleting, and setting transmission (distribution) conditions such as validity periods of various questions. Management of transmission data sent to the business terminal 16 includes setting the types of various data to be input by businesses, etc.

[0019] The instructor terminal 12 is a personal computer. However, the instructor terminal 12 is not limited to a personal computer, and known terminals such as tablet terminals and smartphones can be used. The number of instructor terminals 12 is at least one, and may be more than one. For example, if there are more than one instructor, the number of instructor terminals 12 can be more than one, and the number of instructor terminals 12 is arbitrary. The same applies to the student terminals 14 and the business operator terminals 16, and the number of each of them.

[0020] The student terminal 14 is a terminal device used by a student. The student terminal 14 is used to input, for example, at least an employment plan, management expenses, and fund raising questions for the business plan, and answers to questions that have been asked. The student terminal 14 further displays, for example, the evaluation results for checking the evaluation results for the answers.

[0021] The business operator terminal 16 is a terminal device used by a business operator. The business operator terminal 16 is used, for example, to input the above-mentioned actual data.

[0022] The support device 18 is composed of a computer and is an example of the business learning support device of the present invention. The support device 18 performs various processes in response to input operations at the instructor terminal 12, the student terminal 14, and the business terminal 16. For example, in response to a login operation at the instructor terminal 12, the support device 18 transmits an image of the input operation for the above-mentioned various management to the instructor terminal 12. Then, when a question to be answered by the student is created by an input operation at the instructor terminal 12 and a registration request is made, the support device 18 stores the question. After that, in response to a login operation and a question request at the student terminal 14, the support device 18 transmits an image showing the question to be sent to the student terminal 14. When an answer is input by an input operation at the student terminal 14, the support device 18 performs processing related to the answer, such as simulating a business plan based on the answer or evaluating the answer, stores the processing result, and transmits an image showing the processing result to the student terminal 14, etc. The support device 18 also stores the above-mentioned actual data acquired from the business terminal 16, executes a simulation based on the stored actual data, and so on.

[0023] As shown in Fig. 2, the instructor terminal 12, the student terminal 14, and the business operator terminal 16 of the business learning support system 10 each include an input unit 21, a display unit 22, and a process control unit 23. The input unit 21 is for performing input operations, and may use known input devices such as a keyboard, a touch panel display, or a mouse. The display unit 22 is for displaying images, and may use known displays such as a liquid crystal display. The process control unit 23 comprehensively controls the input unit 21 and the display unit 22, and performs various processes in response to inputs from the input unit 21 and the support device 18.

[0024] The support device 18 includes a memory unit 31, a variable element calculation unit 32, and a display control unit 33. The display control unit 33 causes an image having a first image unit 41 (see FIG. 11) and a second image unit 42 (see FIG. 11) to be displayed on the student terminal 14. The support device 18 preferably further includes a template memory unit 50 and a member memory unit 51, and this is also the case in this example. The memory unit 31, the template memory unit 50, and the member memory unit 51 configure a database DB.

[0025] The member storage unit 51 stores member information of members who use the support system 10. The member information includes at least the member name, a member classification indicating whether the member is a lecturer, a student, or a business owner, and login information. The member storage unit 51 stores the member information by inputting the member information and a request to register (including delete and edit) the member information at the input unit 21 of the lecturer terminal 12.

[0026] The storage unit 31 stores a plurality of planning elements of a business plan of a virtual business or a business that actually exists, in association with variable factors that cause fluctuations in the profit and loss plan of the business. The questions on the planning elements are intended to allow the test taker to easily acquire business plan formulation skills in a short period of time.

[0027] The planning elements of the business plan include, for example, policy, initial investment, annual costs, employment plan, sales plan, management costs, expansion, fund raising, and the like.

[0028] In this example, the aim is to acquire skills for formulating a business plan for the forced cultivation of cucumbers. For example, among the planning elements, those associated with the initial investment include land and facilities, machinery, monitoring equipment, and environmental control equipment, which are variable factors that cause changes in the profit and loss plan of the business. Among the planning elements, those associated with the employment plan include monthly man-hours (hours). Among the planning elements, those associated with the sales plan include sales, promotional activity expenses, packaging material expenses, logistics and transportation expenses, and other expenses. Among the planning elements, those associated with management expenses include employee benefits, education expenses, and other sales expenses. Among the planning elements, those associated with scale expansion include an income statement, scale expansion by fiscal year, and the amount of investment required for scale expansion. Among the planning elements, those associated with fund procurement include a cash flow plan, fund procurement, bank borrowing information, and new bank borrowings.

[0029] In addition to the multiple planning elements, the storage unit 31 may store at least one of the business background and overview, business management conditions, and explanation of the goal to be achieved as preconditions for the business plan. The preconditions are intended for the instructor to allow the student to grasp the business plan more realistically and for the student to acquire the business plan formulation skill more effectively in a short period of time, and are generated by inputting the preconditions at the instructor terminal 12 and stored in the storage unit 31. The business background and overview are the history of the entity conducting the business and the purpose of the business, the business management conditions are the sustainability, stability, and scale of the business, and the explanation of the goal is the explanation of the goal to be achieved such as making a profit in a single year, the numerical value of the operating profit, the amount of the accumulated profit and the operating profit ratio, achieving the break-even point, and a certain business scale (sales, number of personnel, etc.). The storage unit 31 in this example stores all of the business background and overview, the business management conditions, and the explanation of the goal to be achieved. The above-mentioned multiple plan elements, the background and overview of the business, the conditions of business management, and the explanation of the goals to be achieved are created in the instructor terminal 12 and stored in the memory unit 31 in response to a question registration request from the instructor terminal 12.

[0030] The variable element calculation unit 32 acquires answers from the student terminals 14 for each of the multiple planning elements stored in the memory unit 31, and simulates (calculates) the values ​​of the variable elements based on the acquired answers. The simulation calculates the values ​​of the calculation items according to the answers entered in the answer fields and the conditions stored in the memory unit 31, and calculates the values ​​of the variable elements. In response to the input of answers, the variable element calculation unit 32 simulates the values ​​of the variable elements for each of the multiple planning elements based on the input answers using a pre-programmed simulation program, and outputs the simulation results to the display control unit 33 as answer simulation results.

[0031] When the display control unit 33 acquires a question request from the student terminal 14, in response to this acquisition, it generates a question image (first image section 41) displaying multiple plan elements and answer columns related to these plan elements, and transmits it to the student terminal 14. When an answer simulation result is input from the variable element calculation unit 32, the display control unit 33 generates a simulation image (second image section 42) showing the answer simulation result, and transmits it to the student terminal 14. As described above, the display control unit 33 generates and transmits images to be displayed on the display units 22 of the instructor terminal 12, student terminal 14, and business terminal 16 based on the various acquired information.

[0032] The display control unit 33 preferably displays on the student terminal 14 an image having a first image section 41 displaying the plan elements corresponding to each step and an answer column related to the plan elements for each step formed by dividing the plan elements, and an image having a second image section 42 showing the variable elements associated with the plan elements corresponding to each step and the calculated value of the variable elements according to the answer to the plan elements in the step. In this example, the display is performed in this manner. The reason why the plan elements are divided into a plurality of steps and the students are made to answer them is to develop the thinking ability of the students in business management. In addition, the reason why the simulation image (second image section 42) is displayed for each step is to allow the students to look back on their answers to the plan elements while checking the answer simulation results for each step, and to check the answer simulation results regenerated by the variable element calculation unit 32 and the display control unit 33 while re-entering the corrected answers in the answer column displayed in the first image section 41, thereby allowing the students to more effectively acquire the skills of formulating a business plan.

[0033] When all answers for each of the multiple plan elements are obtained, the display control unit 33 preferably calculates the value of the variable element based on all the obtained answers, and further displays a business plan result image having any one of the profit and loss statement, investment plan, cash flow plan, and production and sales plan on the student terminal 14. In this example, all business plan result images of the profit and loss statement, investment plan, cash flow plan, and production and sales plan are simulated and displayed on the student terminal 14. In this way, by checking the business plan answer simulation results from multiple angles, the student can more effectively acquire business plan formulation skills.

[0034] It is preferable that the variable factor calculation unit 32 acquires the variable factors for the plan elements from the instructor terminal 12 and determines the variable factors and the profit and loss plan. In this example, too, the variable factors for the plan elements are acquired from the instructor terminal 12 and the variable factors and the profit and loss plan are determined.

[0035] The template storage unit 50 stores a member registration template for generating member information, a question template for generating questions related to each planning element, and a base template for setting a question template according to the learning objectives and curriculum, and linking the question template to generate each question template. The base template can be switched to and used according to the learning objectives and curriculum. For example, different base templates such as agricultural management, factory management, and restaurant management can be created, and question templates linked to the base templates can be created to allow the user to acquire skills in formulating management plans for different industries and business types. In this example, the purpose is agricultural management. In particular, the user is intended to acquire skills in formulating a management plan for forcing cucumber cultivation.

[0036] The management learning support method of the present invention includes a storage step, a variable factor calculation step, and a display control step. The storage step stores a plurality of planning elements of a management plan in association with a variable factor that changes the management profit and loss plan. The variable factor calculation step acquires answers for each of the plurality of planning elements, and calculates the value of the variable factor based on the acquired answers. The display control step displays an image on the student terminal 14, which includes a first image section 41 that displays a plurality of planning elements and answer columns for these planning elements, and a second image section 42 that displays a variable factor associated with the planning elements and a calculated value of the variable factor according to the answer for the planning element. The reason why the image on the student terminal 14 includes the first image section 41 and a simulation image (second image section 42) is displayed is to allow the student to look back on his / her answers to the planning elements while checking each answer simulation result, and to check the answer simulation result regenerated by the variable factor calculation step while re-entering the corrected answer in the answer column displayed in the first image section 41, thereby allowing the student to more effectively acquire the skill of formulating a management plan.

[0037] The management learning support program of the present invention causes a computer to execute a storage step, a variable factor calculation step, and a display control step. The storage step associates and stores a plurality of planning elements of a management plan with a variable factor that changes the management profit and loss plan. The variable factor calculation step acquires answers for each of the plurality of planning elements, and calculates the value of the variable factor based on the acquired answers. The display control step causes the student terminal 14 to display an image having a first image section 41 that displays a plurality of planning elements and answer columns for these planning elements, and a second image section 42 that displays a variable factor associated with the planning elements and a calculated value of the variable factor according to the answer for the planning element. The reason why the image having the first image section 41 and a simulation image (second image section 42) is displayed on the student terminal 14 is that the student can look back on his / her answers to the planning elements while checking each answer simulation result, and can check the answer simulation result regenerated by the variable factor calculation step while re-entering the corrected answer in the answer column displayed in the first image section 41, thereby allowing the student to more effectively acquire the skill of formulating a management plan.

[0038] The operation of the above configuration will be described. When the instructor's login information is input from the instructor terminal 12 to the support device 18, a menu image showing various menus is transmitted from the display control unit 33 to the instructor terminal 12 and is displayed on the display unit 22 of the instructor terminal 12. When registering a student or business, a template request requesting a member registration template is input from the instructor terminal 12 to the support device 18, and the member registration template in the template storage unit 50 is transmitted to the instructor terminal 12. In the instructor terminal 12, member information is generated by an input operation into the member registration template, and when a request to register the member information is made from the instructor terminal 12, the member information is stored in the member storage unit 51 of the support device 18.

[0039] When the instructor creates any of the questions on policy, initial investment, annual cost, employment plan, sales plan, management cost, scale expansion, and fund raising, a template request for requesting a question template is input from the instructor terminal 12 to the support device 18, and a start image for starting template creation is transmitted from the support device 18 to the instructor terminal 12 and displayed. As shown in FIG. 3, the start image G1 has, for example, a template list image section G1a for displaying a list of questions already stored in the storage unit 31, a button B1a for requesting the display of a desired template, and a button B1b for requesting the display of a provisionally registered question. When the button B1a is selected, for example, an image (not shown) for specifying the desired type is displayed, and a question template of the type is displayed in response to the selection operation of the type.

[0040] As shown in Fig. 4, the template image G2 showing the question template has an input field G2a into which the base template is input, and an input field G2b into which prerequisites (work order) such as the background and overview of the business, the conditions of business management, and an explanation of the goal to be achieved are input. In Fig. 4, the base template is input by selection using a pull-down menu through input operations on the instructor terminal 12. In this example, the work order is input as text, but it may also be input by selection using a pull-down menu through input operations on the instructor terminal 12.

[0041] The problems regarding policy, initial investment, annual costs, employment plan, sales plan, administrative costs, scale expansion, and fund raising are selected depending on the industry or business to be studied, and are set in a different order depending on the degree to which the students have acquired skills. In this example, the educational objective is to learn business plans for agricultural management, and the problems are set in the order of policy, initial investment, annual costs, employment plan, sales plan, administrative costs, scale expansion, and fund raising. In the template image G2, the step of setting the background and overview of the business among the prerequisites and the "Business Order" of the business management conditions is shown in STEP 1, the step of setting the company information and policy, facilities and initial investment, and personnel setting is shown in STEP 2 of "Question Setting (1)", the step of setting sales and sales promotion, various expenses and welfare expenses, plans for the second year and after, and the step of setting fund raising is shown in STEP 3 of "Question Setting (2)", the step of setting the yield trends by grade is shown in STEP 4 of "Yield Estimate Setting Step" and STEP 5 of "Grade Estimate Setting Step", the step of "Work Hours Estimate Setting" of personnel setting is shown in STEP 6, and the step of setting the goal of the prerequisites is shown in STEP 7 of "Goal Setting". Furthermore, the background of the step corresponding to the displayed template is displayed separately from the background of the step that does not correspond. This allows the instructor to instantly understand which step the displayed template belongs to.

[0042] In FIG. 5, the question template image G3 for question setting (1) has a step image section G2c, an input section G3a in which the contents of the major and medium items of the policy, initial investment, and annual cost are input, and an input section G3b in which the contents of the detailed settings of the policy, initial investment, and annual cost are input. The input section G3a and the input section G3b may be either a pull-down selection input, a radio button selection input, or a text input, and in this example, these are used in combination, and the answer options are the same. When one of the major or medium items is selected in the input section G3a, an input section G3b for making detailed settings corresponding to the major or medium item is displayed. In the input section G3b, it is possible to change the field name, increase or decrease the options of the radio button items, rearrange the order of the radio button items, and the like. The question template image (not shown) for question setting (2) also has a step image section G2b, as does the question template image G3 for question setting (1), and an input section (not shown) for inputting the contents of sales and sales promotion, various expenses and employee benefits expenses, plans from the second year onwards, and major and medium items of fund raising, and an input section (not shown) for inputting the contents of these detailed settings. The input method is also the same as for question setting (1).

[0043] In FIG. 6, the problem template image G4 for setting yield estimates has a step image section G2c, an input section G4a in which the estimate settings for basic yields by month are input, and an input section G4b in which the weighting settings for yields by investment items are input. The input section G4a is for text input, but a pull-down method may also be used depending on the items to be input. For example, the basic yield (t / 10a) is input for each month such as "January", "February", "March", etc. as a large unit time per area (a) in the input section G4a. For example, the increase rate (%) of the yield of the grade when the investment items based on the initial investment input in the question setting (1) are introduced is input in the input section G4b.

[0044] In FIG. 7, the grade trial calculation setting problem template image G5 has a step image section G2c, an input section G5a where the grade allocation setting by month is input, and an input section G5b where the grade weighting setting by investment item is input. The input section G5a is a text input, but a pull-down method may also be used depending on the item to be input. The input section G5a inputs the allocation (%) of grade A for each month such as "January", "February", "March", etc. as a large unit time. The allocation (%) of other grade items is calculated and input so that the total with grade A is 100%. The input section G5b inputs, for example, the increase rate (%) of the grade yield when an investment item is introduced (based on the initial investment input in question setting (1)).

[0045] A variable factor is a factor that allows the instructor to vary the variable factors and profit and loss plan based on the input items of the planning elements. In this example, a variable factor is set for the initial investment (see Figure 5). In addition to questions about the initial investment, such as land (borrowing or purchasing), the location of the greenhouse, and the greenhouse area, questions about whether to purchase a heater, and whether to introduce equipment and facilities such as curtains, circulation fans, irrigation equipment, and carbon dioxide generators are included. For questions about whether to introduce these devices and facilities, if they are introduced, the variable factors will vary, such as an increase in yield, an improvement in grade, and a reduction in required labor hours, based on the items introduced. The degree of variation of the variable factors due to the variable factors is determined by the weighting settings (see Figures 6 and 7). The variation of these variable factors indirectly varies the profit and loss plan, such as annual sales and profits. By setting this variable factor, the calculated values ​​of the variable factors and profit and loss plan will differ depending on the students' answers to the planning elements, so that management education can be conducted under various conditions and students can effectively acquire the skills to formulate a management plan. The variable factor calculation unit 32 (see FIG. 2) acquires the variable factors for the plan elements from the instructor terminal 12, and determines the variable factors and the profit and loss plan. In this example, the initial investment is set as the variable factor, but any plan element may be set as the variable factor.

[0046] In FIG. 8, the problem template image G6 for setting trial labor hours has a step image section G2c, and an input section G6a in which the annual necessary labor hours (h) for each work process (unit of necessary labor hours (h / 10a or h / t)), the annual labor reduction amount (h) at the time of capital investment, and the monthly ratio of necessary labor hours (%) are input. The input section G6a is for text input, but a pull-down method may also be used depending on the item to be input. In the input section G6a, the monthly ratio of necessary labor hours (%) is input for each month of unit time such as "January," "February," "March," etc., so that the ratio (%) totals 100% for the year.

[0047] 9, the goal setting problem template image G7 has a step image section G2c and an input section G7a where the goal setting is input. The input section G7a may use a combination of text input, checkboxes, and pull-downs. In this example, the options for whether to include the goal are checked, and the goal values ​​are entered as text.

[0048] In the above manner, the question setting (1), the question setting (2), the yield calculation setting, the grade calculation setting, the work hour calculation setting, and the achievement goal setting are each created by performing an input operation on the question template on the instructor terminal 12. When the support device 18 acquires a registration request for at least one of the question setting (1), the question setting (2), the yield calculation setting, the grade calculation setting, the work hour calculation setting, and the achievement goal setting from the instructor terminal 12, the support device 18 stores the problem in the storage unit 31 in response to the acquisition. Note that each problem being created may be stored in a storage unit (not shown) provided in the process control unit 23 of the instructor terminal 12, or when the support device 18 acquires a provisional registration request for the problem being created from the instructor terminal 12, the problem may be stored as provisional registration in the storage unit 31 of the support device 18 in response to the acquisition. The provisionally registered question being created is sent from the support device 18 to the instructor terminal 12 in response to a display request from the instructor terminal 12, and is created through input operations such as editing at the instructor terminal 12.

[0049] After inputting information into at least one of the above templates G3 to G7, when a request to register a question is made at the instructor terminal 12, the input information is stored in the storage unit 31.

[0050] In this example, the training that the student will take can be set in association with planning elements such as a policy. For example, a template image G8 for setting the training, as shown in FIG. 10, can be acquired on the instructor terminal 12 from the menu image described above. The template image G8 has input fields for the "training name," the "implementation period" of the training, and the "trainee" in charge of the training in "training details." The support device 18 is configured so that this template image G8 and planning elements such as a policy are associated with each other by inputting information into the input field for the "training template name" of the template G2 described above (see FIG. 4), and are stored in the storage unit 31.

[0051] In response to the acquisition of login information from the student terminal 14, the display control unit 33 of the support device 18 transmits a menu image showing various menus to the display unit 22 of the student terminal 14 from the display control unit 33 to the student terminal 14, and the menu image is displayed on the display unit 22 of the student terminal 14. In response to a question request from the student terminal 14, the display control unit 33 of the support device 18 sequentially displays the questions on the work order, policy, initial investment, annual cost, employment plan, sales plan, management cost, scale expansion, and fund raising stored in the storage unit 31 on the student terminal 14. In this example, when the support device 18 receives a notification of completion of viewing of the work order from the student terminal 14, it transmits an image showing a question on the policy to the student terminal 14, but does not transmit the image when it does not receive the notification. Similarly, the support device 18 transmits an image showing an initial investment problem to the student terminal 14 only when a completion notice of the policy answer is obtained, transmits an image showing an annual cost problem to the student terminal 14 only when a completion notice of the initial investment answer is obtained, transmits an image showing an employment plan problem to the student terminal 14 only when a completion notice of the annual cost answer is obtained, transmits an image showing an employment plan problem to the student terminal 14 only when a completion notice of the employment plan answer is obtained, transmits an image showing an administrative expense problem to the student terminal 14 only when a completion notice of the administrative expense answer is obtained, transmits an image showing an expansion problem to the student terminal 14 only when a completion notice of the expansion answer is obtained. In this way, the problem regarding a plurality of planning elements is divided into a plurality of steps, and the student is made to answer the problem for each step, thereby cultivating the thinking ability of the student in business management. In this example, the problem is divided into steps 1 to 8 to form an eight-step configuration, but the number of steps is not limited to this.

[0052] When the display control unit 33 acquires a request to display a work order from the student terminal 14, it responds by reading out the work order stored in the memory unit 31, generating an image (not shown) showing the read work order, and transmitting it to the student terminal 14. When the display control unit 33 acquires a notification of completion of viewing of the work order from the student terminal 14, and acquires a request to set a policy question from the student terminal 14, it responds by reading out a question stored in the memory unit 31, generating an image showing the policy question, and transmitting it to the student terminal 14.

[0053] As shown in FIG. 11, the display unit 22 of the student terminal 14 displays an image G9 showing a problem of a policy under the control of the processing control unit 23. In FIG. 11, the image G9 showing the problem of a policy has a strip-shaped image portion G9a showing which step the problem being answered by the student is at, a first image portion 41 showing a plurality of answer fields C provided for each problem of the policy, and a second image portion 42 which is a simulation image showing an answer simulation result based on the input result in the answer field C. In this example, the answer field C is shown as a radio button type option, but may be in the form of a text input, and is not limited thereto. The second image portion 42 may or may not display an answer simulation result depending on the problem, and for the problem of a policy, the answer simulation result is not displayed in the second image portion 42. In the image G9 showing the policy problem, the following steps are shown in a band-shaped step image section G9a: STEP 1 for answering the question on "policy", STEP 2 for answering the question on initial investment, STEP 3 for answering the question on annual cost, STEP 4 for answering the question on employment plan, STEP 5 for answering the question on sales plan, STEP 6 for answering the question on management cost, STEP 7 for answering the question on scale expansion, and STEP 8 for answering the question on fund raising. In FIG. 11, the background of "policy" as STEP 1 is hatched with dots to distinguish it from the other steps, and each of the other steps is also hatched with dots to distinguish it from the other steps. The image G9 showing the policy problem further has a button B9b for requesting the display of the next problem and a button B9c for requesting the display of the previous work order, and when the buttons B9b and B9c are selected, the display control section 33 switches and displays the policy problem, for example.

[0054] When the answer input operation (selection operation on options in the form of radio buttons) for all policy questions is completed, the answers and a notification of completion of answering are transmitted from the student terminal 14 to the display control unit 33, and the display control unit 33 sends the answers acquired from the student terminal 14 to the variable factor calculation unit 32. When the button B9b is selected, the display control unit 33 transmits an image showing the initial investment question to the student terminal 14.

[0055] In FIG. 12, an image G10 showing an initial investment problem has a strip-shaped image section G9a showing which step the problem being answered by the student is, a first image section 41 showing multiple answer columns C provided for each initial investment problem, and a second image section 42 which is a simulation image showing an answer simulation result based on the input result in the answer column C. Regarding the initial investment problem, when an initial investment question request is acquired from the student terminal 14, in response to this acquisition, the initial investment problem stored in the storage section 31 is read out, an image showing the initial investment problem is generated, and transmitted to the student terminal 14. The first image section 41 displays multiple questions related to the initial investment and their answer columns C, and the variable element calculation section 32 simulates (calculates) the value of the variable element based on the answers acquired for each problem, displays the second image section 42 as the answer simulation result, and transmits the answer simulation result to the student terminal 14 via the display control section 33. As a result, the answer simulation result for the question about the initial investment is displayed as reference information in the second image section 42 on the display section 22 of the student terminal 14, and the student can understand the answer simulation result. In this example, the first image section 41 is configured to allow selection of questions such as "land", "house construction site", "house area", "house type", "farm building", and "shipment adjustment work area" in the radio button format as the answer column C. The first image section 41 is configured to be displayed in a scrolling manner.

[0056] According to the student's answer to each question of the initial investment, the variable element calculation unit 32 calculates an answer simulation result, and a simulation image (second image section 42) is displayed together with the variable elements associated with the planning elements. The answer simulation result is displayed in a table or a graph, but is not limited to these. The variable elements associated with the initial investment include land and facilities, machinery, monitoring equipment, and environmental control equipment, and the answer simulation results are displayed as a simulation image. The student can check how the answer to each question affects the answer simulation result using the second image section 42. The answer simulation result calculated by the variable element calculation unit 32 can be checked each time in the second image section 42 while re-entering the answer in the answer column C displayed in the first image section 41. In this way, by encouraging the student to make trial and error during the simulation, it is expected that the student's business plan formulation skill will surely improve in a short period of time without managing a real business. Furthermore, the answer simulation result is based on real data, and the real data is real data from the business operator terminal 16 or a numerical value based on the real data, so that the answer simulation result based on the business operator's real data is displayed on the student terminal 14. This allows the student to compare the answer simulation results with actual data that reflects the business learning of the business operator and perform analysis, improving the business learning as something more realistic. Image G10 further has a button B10b for requesting the display of the next question and a button B10c for requesting the display of the question on the previous policy, and when the buttons B10b and B10c are selected, for example, the display control unit 33 switches to and displays a question on the initial investment.

[0057] When answer input operations (selection operations in radio button format options) for all the initial investment questions are completed, the answers and a notification of answer completion are transmitted from the student terminal 14 to the display control unit 33, and the display control unit 33 sends the answers acquired from the student terminal 14 to the variable factor calculation unit 32. The variable factor calculation unit 32 then sends all the answers and the answer simulation results calculated by the variable factor calculation unit 32 to the storage unit 31. When button B10b is selected, the display control unit 33 transmits an image showing the annual cost question to the student terminal 14. When button B10b is selected when there is an item left unfilled in the answer column C, an error is displayed in the unfilled item, and the next question is not displayed until input operations are performed in all answer columns C.

[0058] The image (not shown) showing the annual cost problem has a strip-shaped image portion (not shown) showing which step the problem being answered by the student is at, a first image portion (not shown) which is a question image in which the answer field for the annual cost problem is shown as a radio button type option, and a second image portion (not shown) which is a simulation image showing the answer simulation result based on the input result in the answer field. Regarding the annual cost problem, when a question request for the initial investment is acquired from the student terminal 14, in response to this acquisition, the annual cost problem stored in the storage portion 31 is read out, an image showing the annual cost problem is generated, and transmitted to the student terminal 14. The first image portion displays the question about the annual cost and its answer field. For the annual cost problem, nothing is displayed in the second image portion 42. The image showing the annual cost problem further has a button (not shown) for requesting the display of the next problem and a button (not shown) for requesting the display of the previous initial investment problem, and when these buttons are selected, the display control portion 33 switches and displays the annual cost problem, for example. When answer input operation (selection operation from options in the form of radio buttons) for all annual cost questions is completed, the answers and a notification of completion of answering are sent from the student terminal 14 to the display control unit 33, and the display control unit 33 sends the answers acquired from the student terminal 14 to the variable factor calculation unit 32. The variable factor calculation unit 32 then sends all the answers and the answer simulation results calculated by the variable factor calculation unit 32 to the storage unit 31. When a button is selected to request the display of the next question, the display control unit 33 sends an image showing the employment plan question to the student terminal 14.

[0059] In FIG. 13, an image G11 showing an employment plan problem has a strip-shaped image section G9a showing which step the problem being answered by the student is, a first image section 41 showing multiple answer columns C provided for each employment plan problem, and a second image section 42 which is a simulation image showing an answer simulation result based on the input result in the answer column C. Regarding the employment plan problem, when a question request for the employment plan is acquired from the student terminal 14, in response to this acquisition, the employment plan problem stored in the storage section 31 is read out, an image showing the employment plan problem is generated, and transmitted to the student terminal 14. The first image section 41 displays multiple questions related to the employment plan and their answer columns C, and the variable factor calculation section 32 simulates (calculates) the value of the variable factor based on the answers acquired for each problem, displays the second image section 42 as the answer simulation result, and transmits the answer simulation result to the student terminal 14 via the display control section 33. As a result, the answer simulation result for the employment plan problem is displayed as reference information in the second image section 42 on the display section 22 of the student terminal 14, and the answer simulation result is understood by the student. In this example, the first image section 41 has answer columns C for questions such as "Number of employees or family workers," "Monthly remuneration of the president or family business representative," "Monthly salary of employees or family workers," "Number of cultivation consultants and their employment status," "Average daily working hours of cultivation consultants," "Average number of working days per month of cultivation consultants," and "Monthly salary of cultivation consultants and whether or not they receive bonuses," which can be selected and input using pull-down menus and radio buttons. The first image section 41 is displayed in a scrolling manner.

[0060] According to the student's answer to each question in the employment plan, the variable element calculation unit 32 calculates an answer simulation result, and a simulation image (second image section 42) is displayed together with the variable elements associated with the plan elements. The answer simulation result is displayed in a table or graph, but is not limited to this. The variable elements associated with the employment plan include the monthly man-hours required for cultivation, and the answer simulation result is displayed in a graph. The graph is displayed with the total for each month and year on the horizontal axis and the man-hours (hours) on the vertical axis. If there is a shortage of working hours, a suggestion is displayed to the student to review the employment plan. The student can check how the answer to each question affects the answer simulation result using the second image section 42. The student can check the answer simulation result calculated by the variable element calculation unit 32 in the second image section 42 each time while re-entering the answer in the answer column C displayed in the first image section 41. In this way, by encouraging the student to make trial and error during the simulation process, it is expected that the student's business plan formulation skill will surely improve in a short period of time without actually managing a business. Furthermore, since the answer simulation results are based on real data, and the real data is real data from the business operator terminal 16 or a numerical value based on the real data, the answer simulation results based on the real data of the business operator are displayed on the student terminal 14. This allows the student to compare the answer simulation results with the real data reflecting the business operator's business learning and perform an analysis, improving the business learning as something more realistic. The image G11 further has a button B11b for requesting the display of the next question and a button B11c for requesting the display of the previous annual cost question, and when the buttons B11b and B11c are selected, for example, the display control unit 33 switches to and displays the employment plan question.

[0061] When answer input operations (selection operations for options in the pull-down menu and radio button menu) for all employment plan questions are completed, the answers and a notification of answer completion are sent from the student terminal 14 to the display control unit 33, and the display control unit 33 sends the answers acquired from the student terminal 14 to the variable factor calculation unit 32. The variable factor calculation unit 32 then sends all answers and the answer simulation results calculated by the variable factor calculation unit 32 to the storage unit 31. When button B11b is selected, the display control unit 33 sends an image showing the sales plan question to the student terminal 14. When button B11b is selected when there is an item left unfilled in the answer column C, an error is displayed in the unfilled item, and the next question will not be displayed until all answers have been entered.

[0062] Each image (not shown) showing the problems of sales plan, management cost, scale expansion and fund raising has a band-shaped image portion (not shown) showing which step the problem being answered by the student is, a first image portion (not shown) showing a plurality of answer columns provided for each problem of each step, and a second image portion (not shown) which is a simulation image showing the answer simulation result based on the input result of the first image portion. Regarding the problems of each step, when a question request for each problem is acquired from the student terminal 14, in response to this acquisition, each problem stored in the storage portion 31 is read out, an image showing each problem is generated, and transmitted to the student terminal 14. The first image portion displays a plurality of questions and answer columns for each step, and the variable element calculation portion 32 simulates (calculates) the value of the variable element based on the answer acquired for each problem, displays a simulation image as the second image portion as the answer simulation result, and transmits the answer simulation result to the student terminal 14 via the display control portion 33. As a result, the answer simulation results for each question are displayed as reference information in the second image area on the display unit 22 of the student terminal 14, and the student can understand the answer simulation results.

[0063] When the answer input operation (selection operation in the options of the pull-down method, radio button method, and text input method) for all questions in each step is completed, the answers and a notification of completion of the answers are transmitted from the student terminal 14 to the display control unit 33, and the display control unit 33 transmits the answers acquired from the student terminal 14 to the variable factor calculation unit 32. The variable factor calculation unit 32 then transmits all the answers to the questions in each step and the answer simulation results calculated by the variable factor calculation unit 32 to the storage unit 31. When a button is selected to request the display of the next question, the display control unit 33 transmits an image showing the next question to the student terminal 14. When there is an item left unfilled in the answer column and the button is selected to request the display of the next question, an error is displayed in the unfilled item, and the next question is not displayed until all answers are input.

[0064] When the input operation of answers to all questions in each step (selection operation in the options of the pull-down method, the radio button method, and the text input method) is completed, the answers and a notification of completion of the answers are sent from the student terminal 14 to the display control unit 33, and the display control unit 33 sends the answers acquired from the student terminal 14 to the variable factor calculation unit 32. The variable factor calculation unit 32 sends all answers and the answer simulation results calculated by the variable factor calculation unit 32 to the storage unit 31. Then, when a button for requesting the display of the business plan result image is selected, the display control unit 33 sends an image showing the simulation result of the profit and loss statement for five years to the student terminal 14. In FIG. 14, the image G12 showing the business plan result image has a tab image section G12a showing which image is the simulation result of the profit and loss statement, the investment plan, the cash flow statement, and the production and sales plan, and an image section G12b showing an image of any one of the profit and loss statement, the investment plan, the cash flow statement, and the production and sales plan, and an image showing the result for the achievement goal. The image section G12b is shown in a table and a graph, and each display year can be selected and displayed using a radio button. In this example, all of the images of the income statement, investment plan, cash flow statement, and production and sales plan, as well as the image showing the results for the achievement goal, are displayed, but any one of them may be displayed. The image G12 further has a button B12a for requesting to return to the answer to the problem, and a button B12b for requesting to display a list of problems. When the buttons B12a and B12b are selected, the display control section 33, for example, switches and displays the answer screen for the problem. This allows the student to virtually try out the business plan by checking the business plan result image and then returning to the answer screen to re-enter the answer, and the student's business learning is surely improved in a short period of time without managing a real business.

[0065] It is preferable that all of the students' answers and their results are stored in the memory unit 31 (see FIG. 2) so that the students can check their own training content and results. It is preferable that all of the students' answers and their results are compiled and stored in the memory unit 31 as tables and graphs so that the instructor can check the tables and graphs that compile the students' answers and their results. It is also preferable that the instructor can check each student's individual answers and their results. In this example, both are done in this manner.

[0066] The support device 18 can also manage the business operator's budget and actual results. Using the support device 18, the business operator learns how to formulate a business plan while comparing the business plan he or she made with the business operator's own performance and the performance of a model producer of the same scale. For example, the budget values ​​of important items (sales, profits, etc.) to be compared with the forecast and actual results are compared with the allowable range of the model producer and the business operator's performance, and learning is advanced while determining whether or not they are within the allowable range. Actual data such as the business operator's own performance and the performance of a model business operator of the same scale is transmitted from the business operator terminal 16 to the storage unit 31 for storage. The actual data can be stored in the storage unit 31 by transmitting it as a CSV file or by linking it with an arbitrary accounting system. [Explanation of symbols]

[0067] 10. Management Learning Support System 12 Teacher's terminal 14A, 14B, 14C,... Student terminals 16 Operator terminal 18 Management learning support device 31 Storage section 32 Variable Element Calculation Section 33 Display control section 41 First Image Section 42 Second Image Section

Claims

1. A storage unit that stores a plurality of planning elements of a management plan and variable elements that cause fluctuations in a management profit and loss plan in association with each other; a variable factor calculation unit that acquires answers regarding each of the plurality of planning elements and calculates a value of the variable factor based on the acquired answers; a display control unit that displays, on a student's terminal, an image having a first image section that displays the plurality of plan elements and answer columns related to these plan elements, and a second image section that displays the variable element associated with the plan elements and a calculated value of the variable element according to the answer related to the plan element; A management learning support device comprising:

2. The management learning support device of claim 1, wherein the display control unit displays on the student terminal an image having, for each step formed by dividing the multiple planning elements into multiple steps, a first image unit that displays the planning elements corresponding to each step and an answer field related to the planning elements, and a second image unit that shows the variable elements and the calculated values ​​associated with the planning elements corresponding to each step.

3. The management learning support device of claim 1 or 2, wherein the display control unit, when obtaining all answers for each of the plurality of planning elements, calculates the values ​​of the variable elements based on all the answers obtained, and further displays on the student's terminal a management plan result image having one of an income statement, an investment plan, a cash flow plan, and a production and sales plan.

4. 3. The management learning support device according to claim 1, wherein the variable factor calculation unit acquires variable factors for the plan elements from an instructor's terminal and determines the variable factors and the profit and loss plan.

5. A storage unit that stores a plurality of planning elements of a management plan and variable elements that cause fluctuations in a management profit and loss plan in association with each other; a variable factor calculation unit that acquires answers regarding each of the plurality of planning elements and calculates a value of the variable factor based on the acquired answers; a display control unit that displays, on a student's terminal, an image having a first image section that displays the plurality of plan elements and answer columns related to these plan elements, and a second image section that displays the variable element associated with the plan elements and a calculated value of the variable element according to the answer related to the plan element; A management learning support device having an instructor-side terminal to which the plurality of plan elements and the variable elements are input and which transmits a registration request for the plurality of plan elements and the variable elements to the storage unit; a student terminal on which the answer field is displayed, the answer is input, and the first image portion and the second image portion are displayed; A management learning support system equipped with:

6. a storage step of storing a plurality of planning elements of the management plan and variable elements that cause fluctuations in the management profit and loss plan in association with each other; a variable factor calculation step of acquiring answers regarding each of the plurality of planning elements and calculating a value of the variable factor based on the acquired answers; a display control step of displaying on a student's terminal an image having a first image portion displaying the plurality of plan elements and answer columns related to the plan elements, and a second image portion showing the variable element associated with the plan elements and a calculated value of the variable element according to the answer related to the plan element; A management learning support method.

7. a storage step of storing a plurality of planning elements of the management plan and variable elements that cause fluctuations in the management profit and loss plan in association with each other; a variable factor calculation step of acquiring answers regarding each of the plurality of planning elements and calculating a value of the variable factor based on the acquired answers; a display control step of displaying on a student's terminal an image having a first image portion displaying the plurality of plan elements and answer columns related to the plan elements, and a second image portion showing the variable element associated with the plan elements and a calculated value of the variable element according to the answer related to the plan element; A management learning support program that runs the above on a computer.

Images