Information processing device, information processing method, and program

Abstract

Provide specific support to trainees so that they can achieve their growth goals after a predetermined period (N years). [Solution] The server 10 includes an attribute acquisition unit 120, a test unit 121, and a recommendation unit 122. The attribute acquisition unit 120 acquires one or more attributes (e.g., gender, age, occupation, industry, position, etc.) for each of the one or more participants (prospective participants) who are scheduled to receive training by taking one or more courses. The test unit 121 acquires the results of a business basic skills diagnostic test for one or more prospective participants and records their current score as the current score. The recommendation unit 122 generates recommendation information, including a course enrollment plan for one or more appropriate courses, based on one or more attributes (e.g., gender, age, occupation, industry, position, etc.) and current scores of one or more prospective participants.

Description

Technical Field

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

Background Art

[0002] Conventionally, there has been a human resource development support system that diagnoses a user's skills and supports human resource development based on the diagnosis results (see, for example, Patent Document 1).

Prior Art Documents

Patent Documents

[0003]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0004] However, although it is understood that training for conventional human resource development leads to an improvement in the skills of individual users by taking the training, it is not known how much the current skills will grow in the future by the time the training is conducted.

[0005] The present invention has been made in view of such a situation, and an object thereof is to provide specific support for a training target person to achieve a growth target after a predetermined period (N years).

Means for Solving the Problems

[0006] To achieve the above object, an information processing apparatus according to an embodiment of the present invention includes attribute acquisition means for acquiring one or more attributes for each of one or more target persons for whom predetermined human resource development is scheduled to be performed over a predetermined period by taking one or more lectures; current evaluation value acquisition means for acquiring, as a current evaluation value, a current evaluation value of the ability related to business for each of the one or more target persons; A recommendation means that generates recommendation information, including a course enrollment plan for one or more appropriate courses, based on the one or more attributes and current evaluation values ​​of each of the one or more subjects, It is equipped with. In this invention, attributes are acquired for each of the one or more individuals who are scheduled to undergo predetermined human resource development over a predetermined period by taking one or more courses. For each of the one or more individuals, the current evaluation value of their business abilities is acquired as the current evaluation value. Based on the one or more attributes and current evaluation value of each of the one or more individuals, recommendation information is generated, which includes a course attendance plan for one or more appropriate courses. In this way, by creating a concrete roadmap for training participants to achieve their desired future (score growth), including the necessary training courses, their order of completion, and the required duration (e.g., N years), and generating recommendation information (including a plan for taking appropriate courses), it becomes possible to provide concrete support for training participants to achieve their growth goals after a predetermined period (N years). An information processing method and program corresponding to the above-mentioned information processing apparatus according to one aspect of the present invention are also provided as an information processing method and program according to one aspect of the present invention. [Effects of the Invention]

[0007] According to the present invention, it is possible to provide concrete support to trainees so that they can achieve their growth goals after a predetermined period (N years). [Brief explanation of the drawing]

[0008] [Figure 1] This shows the overall configuration of an information processing system according to one embodiment of the present invention. [Figure 2] This block diagram shows the hardware configuration of the server in the information processing system shown in Figure 1. [Figure 3] Figure 1 is a functional block diagram showing the functional configuration of the server in the information processing system. [Figure 4] This figure shows an example of the evaluation results of individual users' skills, correlated with business skill evaluation metrics. [Figure 5]It is a flowchart showing the operation of predicting and recommending the growth of users in the servers of FIGS. 2 and 3. [Figure 6] It is a diagram showing an overview of the recommendation calculation logic in the server. [Figure 7] It is a diagram showing the operation of the recommendation section when the user has an image of the future they want to become. [Figure 8] It is a diagram showing the operation of the recommendation section when the user does not have an image of the future they want to become. [Figure 9] It is a diagram showing an example of the user's attribute information. [Figure 10] It is a diagram showing a specific example of a table in which recommended training themes and their order of receipt are set. [Figure 11] It is a flowchart showing an overview of the operation related to the formulation of a training participation plan. [Figure 12] It is a flowchart showing the process of extracting training participation target items from the test results. [Figure 13] It is a flowchart showing the process of extracting training participation target items from the test results. [Figure 14] It is a flowchart showing the process of extracting the training theme of the training service to be received. [Figure 15] It is a diagram showing an example of a list of training themes by item. [Figure 16] It is a diagram showing an example of a list of training themes by item. [Figure 17] It is a flowchart showing the process of setting the order of receipt of training themes. [Figure 18] It is a diagram showing the attribute information of a user with an ideal image (Case 1: When wishing to transfer to a different industry). [Figure 19] It is a diagram showing the score of a user having the attribute information of FIG. 18. [Figure 20] It is a diagram showing the attribute information of a user with an ideal image (Case 2: When wishing to transfer to a different job type). [Figure 21] It is a diagram showing the score of a user having the attribute information of FIG. 20. [Figure 22]This is a diagram showing an example of a recommendation for a user without an ideal image (Case 3: When there are no particular hopes for occupation, industry, etc.). [Figure 23] This is a diagram showing the business skill characteristics (graph) in which the current score and ideal score of the user are displayed in a comparable manner. [Figure 24] This is a diagram showing an output example of an appropriate lecture attendance plan formulated by the recommendation section. [Figure 25] This is a diagram showing an output example of an appropriate lecture attendance plan formulated by the recommendation section. [Figure 26] This is a diagram showing an example of the user's attribute information. [Figure 27] This is a diagram showing the score of a user having the attribute information of FIG. 26.

Mode for Carrying Out the Invention

[0009] Hereinafter, embodiments of the present invention will be described with reference to the drawings. FIG. 1 shows the overall configuration of an information processing system 1 according to an 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 an arbitrary integer value of 1 or more) attendee terminals 20-1 to 20-n to each other via a predetermined network NW such as the Internet. In the following, when there is no need to individually distinguish each of the attendee terminals 20-1 to 20-n, these are collectively referred to as "attendee terminal 20".

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

[0011] The service provider will arrange for employees to participate in courses or online training sessions as trainees upon application from companies. The service provider will also administer tests to trainees to assess their understanding and mastery of the course or online training content, evaluate the test results, and provide advice and guidance to the trainees for future improvement. Furthermore, the service provider will support the growth of the company or department based on the test results of multiple employees (trainees) belonging to that company or department, and will present the optimal solution for future growth, thereby contributing to the development of society.

[0012] Specifically, in this embodiment, the server 10 operates in cooperation with the student terminal 20 as follows. Specifically, server 10 first sends a business basic skills diagnostic test (hereinafter simply referred to as "the test") consisting of one or more questions pre-stored on server 10 to the participant terminal 20, and receives the answers entered by the participant for each of these one or more questions.

[0013] The test will be administered by the service provider. The test questions are designed to assess the participant's fundamental business skills (basic business skills), and will be prepared by the service provider for one or more business skills to be evaluated, and for one or more themes within each skill. Basic business skills refer to the skills or abilities that are useful for working as a professional.

[0014] This section explains the relationship between skills and themes used to assess fundamental business abilities. A skill is defined in m units (where m is any integer greater than or equal to 1), and for each of the one or more skills, p units (where p is any integer greater than or equal to 1, independent of m) of themes are defined. The test will consist of questions covering topics related to each theme, presented item by item.

[0015] The student terminal 20 receives the test sent by the server 10. The student then operates the student terminal 20 to input their answers to each of the multiple questions that make up the test. The student terminal 20 sends the test answers (a collection of answers to each question) entered by the student to the server 10.

[0016] Server 10 sequentially retrieves and grades the test answers as they are sent from each of the student terminals 20-1 through 20-n. Server 10 also normalizes the grading results for each item and stores and manages them as scores for each student.

[0017] Server 10 sets and stores extraction conditions for extracting scores from a predetermined population from the scores managed for each student. The specified population is not particularly limited, and various groups can be adopted, such as a group consisting of students whose various attribute information matches one or more specified attribute information, or a group consisting of students whose scores fall within a certain range. It is assumed that, for each student, server 10 manages various attribute information associated with that student, along with the score indicating the scoring result. In this case, the extraction criteria for extracting scores from a given population could include, for example, the same age, same occupation, same industry, same position, same year of joining the company, and past score values ​​or ranges.

[0018] Server 10 extracts the score of a designated student and the score of a designated population that includes that student, and compares the two scores. Specifically, for example, the score of a designated participant can be compared with the mean, maximum, or minimum score of a designated population that includes that participant.

[0019] Furthermore, the server 10 displays a graph plotting the score of the designated student against the score of the designated population that includes the designated student, on the screen of the designated student's student terminal 20.

[0020] This allows participants to easily visualize their current skill level compared to their past skill level, as well as the effectiveness of the company's training, by looking at the distribution of their own score values ​​for each skill theme and the score values ​​of a predetermined population to which they belong, as shown in the graph displayed on the screen of the participant terminal 20.

[0021] In this way, among existing trainees who have already received training for N years, those with the same or similar attributes as the trainee scheduled to receive training are designated as similar attribute individuals. The growth record of scores over the past N years (test logs) for one or more similar attribute individuals is read, attribute coefficients are generated to correct the current score based on the test logs, and the current score of the trainee scheduled to receive training is corrected using a set of coefficients including these attribute coefficients. The corrected score is then predicted as the trainee's score N years from now, and by presenting the trainee with a predicted score for when they continue to receive training and reach N years from now, the trainee will understand that they can achieve results in N years if they continue the training, and this can motivate the trainee to continue the training towards their future N years from now.

[0022] Figure 2 is a block diagram showing the hardware configuration of the server in the information processing system 1 shown in Figure 1.

[0023] Server 10 includes a CPU (Central Processing Unit) 101, ROM (Read Only Memory) 102, RAM (Random Access Memory) 103, a bus 104, an input / output interface 105, an output unit 106, an input unit 107, a storage unit 108, a communication unit 109, and a drive 110.

[0024] The CPU 101 executes various processes according to the program recorded in the ROM 102 or the program loaded into the RAM 103 from the storage unit 108. RAM103 also stores data and other information necessary for the CPU101 to perform various processes.

[0025] The CPU 101, ROM 102, and RAM 103 are interconnected 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.

[0026] The output unit 106 consists of a display, speakers, etc., and outputs various information as images and sounds. The input unit 107 consists of a keyboard, mouse, etc., and is used to input various types of information.

[0027] The memory unit 108 consists of a hard disk, DRAM (Dynamic Random Access Memory), etc., and stores various types of data. The communication unit 109 communicates with other devices (in the example in Figure 1, the student terminal 20) via a network NW, including the Internet.

[0028] A removable media 111, such as a magnetic disk, optical disk, magneto-optical disk, or semiconductor memory, is appropriately mounted in the drive 110. Programs read from the removable media 111 by the drive 110 are installed in the storage unit 108 as needed. Furthermore, the removable media 111 can store various types of data stored in the storage unit 108, just as the storage unit 108 can store them.

[0029] Figure 3 is a functional block diagram showing the functional configuration of the server in the information processing system shown in Figure 1. As shown in Figure 3, a test DB 141 is provided in one area of ​​the storage unit 108 (Figure 2) of the server 10. The examination database (DB141) stores information about the trainees, as well as logs (hereinafter referred to as "examination logs") of their training history, results from business basic skills diagnostic tests, and other relevant information. Information about participants includes, for example, information about employees working for a company who take courses or training programs offered by service providers to improve their skills. This information includes details such as the company and industry to which the participant belongs.

[0030] Specifically, the examination database 141 stores basic attributes of employees who take training services at a company, such as their name, age, gender, and occupation; their current and past departments (divisions, etc.) within the company; their job title; the industry of the company; information about the courses and training they are taking (course name and course number, training name and training number, date of attendance, attendance history); and sets of questionnaires (questions) and answers given by the service provider to each participant, all of which are stored in correspondence with information that identifies the individual participant (participant ID or participant number, etc.).

[0031] The examinee database (DB141) stores the attributes of examinees, divided into current and ideal basic attributes (primary attributes such as age, gender, and occupation) and other additional attributes (secondary attributes such as job title and industry) (see Figure 9 for specific examples). Basic attributes are registered for all examinees. Additional attributes are registered optionally through active input from examinees. Note that examinee attributes and scores are sometimes referred to as examinee information. Regarding ideal attributes, only participants who have an ideal attribute will register. The more information available about the ideal attribute, the more accurate the recommendations can be. If the ideal attributes are not registered, recommended attributes and suggestions will be presented based on the current score and attribute information. The examination database (DB141) stores a list of training themes by category (see Figure 15). This list contains training themes assigned to each item within each category.

[0032] Participants can choose to attend training sessions from a selection of training themes. Multiple training courses are stored in the system. These courses are, for example, training sessions or workshops that implement training programs, and multiple participants can attend multiple courses. Each of these courses is associated with one or more evaluation elements. While there are no particular limitations on the number of evaluation elements, the following explanation assumes that a theme or sub-theme is adopted. That is, in the following examples, one or more (mainly one) themes or sub-themes are associated with each course. The theme is a subject that names each element of business skills and corresponds to the course name. Sub-themes are smaller themes included within the main theme, and courses focusing solely on these sub-themes are also offered. The same applies to training programs.

[0033] The indicators for evaluating fundamental business skills are defined (categorized) into four skills, such as "Business knowledge," "Planning & Control," "Thinking," and "Communication," as shown in the graph in Figure 4. Each of these four defined (categorized) skills has skill items set for it. Skill items are one of the evaluation elements for each skill. Training (courses) are set for each skill item.

[0034] For example, skill items used to measure fundamental business skills in the "business knowledge" skill category include current events, legal affairs, human resources, labor relations, finance, accounting, marketing, and management. Although not shown in the diagram, the legal affairs, human resources, and labor relations skill item includes sub-items such as human resources, labor relations, and compliance.

[0035] The skill items used to measure the fundamental business skills of "Planning & Control" include objectives and goals, planning, task management, review and evaluation, and improvement. Although not shown in the diagram, the skill item "Objectives and Goals" includes a sub-item called "Purpose-Oriented Thinking." Also, the skill item "Planning" includes a sub-item called "Action Plan Development."

[0036] Skill items used to measure fundamental business skills related to "thinking" include numerical processing, application of thinking methods, information gathering, problem setting, and solution planning. Although not shown in the diagram, the theme of application of thinking methods includes the sub-theme of element decomposition ability.

[0037] Skill items used to measure fundamental business skills in "communication" include negotiation, written communication, oral communication, active listening, and business etiquette. Although not shown in the diagram, the written communication skill item includes a sub-item, slide creation ability.

[0038] Here, we will explain how to categorize (classify) skills for evaluating business skills. Skills, when considered in the context of talent development, can be broadly categorized into four main types based on the skills necessary for growth. For people to achieve results, planning and execution skills are necessary. To improve these planning and execution skills, thinking skills such as willpower and judgment, communication skills for building relationships, and foundational knowledge such as business knowledge are all necessary simultaneously. By diagnosing business fundamentals by dividing them into these four skills, the characteristics of the skills possessed by the person being assessed become easier to see.

[0039] Business fundamentals are developed through training sessions that cover individual skill items or multiple themes, aiming to improve participants' business skills. Business fundamentals assessment tests will be administered to participants before, during, and after the training.

[0040] The examination database (DB141) stores information about tests conducted by service providers. This information includes, for example, test questions, answers, individual participant test results (scores for each skill item) and their overall business fundamentals assessment results (scores for each category), surveys of companies using the training service and participants, responses to the surveys, the number of companies using the training, the number of participants, the number of companies that have started hierarchical training, the number of participants by training theme and hierarchical level, the lead time for decision-making regarding the introduction of training, and human resource development log information including the number of registered service user IDs. The score is a numerical value (from "1" to "5") that evaluates the score for each test item, for example on a 5-point scale, and the total score for each skill is also stored. If there are five skill items in one category, the maximum score for each category is 25 points, and the participant's evaluation for each category is shown by the sum of the scores for each individual skill item in this case.

[0041] The examinee database 141 stores information about the company to which the examinee belongs (company size (number of employees), organizational structure (hierarchy, etc.), department and division placement, etc.). In addition, the examinee database 141 stores information about each employee (examinee) within the company (for example, employee's name, age, date of joining the company, length of service, organizational position, job title, etc.), linked to employee identification information such as employee number. Please note that the exam logs from one year or several years ago shown above are just examples; past performance data from three years ago is also sufficient. In addition, the examination database (DB141) stores performance information of companies that take courses or training programs (for example, information that is publicly available in economic magazines, etc.) in a way that allows for comparison with other companies in the same industry.

[0042] In the CPU 101 of server 10 (see Figure 2), when processing is executed, the following functions operate as shown in Figure 3: attribute acquisition unit 120, test unit 121, recommendation unit 122, target evaluation value acquisition unit 123, target period acquisition unit 124, similar performance acquisition unit 125, and display control unit 126.

[0043] The attribute acquisition unit 120 acquires one or more attributes of a target person (for example, a company employee or other prospective participant) who is scheduled to receive a predetermined human resource development over a predetermined period (for example, 3 years) by taking one or more courses. The one or more attributes consist of basic attributes and additional attributes. Basic attributes include, for example, gender, age, occupation, industry, and position. Additional attributes include the employee's position within the company and the company's industry.

[0044] Test Unit 121 obtains the current evaluation value (score from the Business Basics Diagnostic Test) of the target individual's business-related abilities (basic business skills) as the current evaluation value. Specifically, information indicating the basic business skills of one or more employees belonging to the company's organization is acquired via the trainee terminal 20 and stored in the examination database 141. This information indicating basic business skills includes, for example, the scores of tests on various themes to evaluate business abilities and skills. The testing unit 121 creates questions for each theme item, selected from questions pre-stored in the examinee database 141 for evaluating the learner's skills, for the learner to answer by operating the learner terminal 20. The collection of questions and answers created in this way for each theme of each skill constitutes the test.

[0045] The testing unit 121 presents the test to the student by displaying it on the student terminal 20 via the communication unit 109. The student inputs their answers (answers for each question) to the test presented by the test unit 121 by operating the student terminal 20. The answers entered by the student are sent from the student terminal 20 to the server 10.

[0046] The testing unit 121 receives the test answers (a collection of answers for each question) transmitted from the student terminal 20 via the communication unit 109. The testing unit 121 scores each question based on the answers to the acquired tests according to the prescribed scoring criteria. The test unit 121 normalizes (scores) the scoring results for each question for each theme of each skill, stores these scores in the examinee database 141 as evaluation results linked to the item names of each theme, and manages them for each participant.

[0047] In response to an evaluation presentation request (table creation instruction) from the participant terminal 20, the system retrieves the score of a specified participant and the score of a specified population that includes that participant from among the scores of one or more participants managed in the examination DB 141, and outputs them to the display control unit 126. Note that the specified participant may be referred to as the first participant.

[0048] The specified population is extracted according to predetermined extraction conditions that are pre-stored in the examination database 141. Specifically, for example, as described above, a population can be extracted using any number (including 1) of any combination of the following predetermined extraction conditions: same age, same occupation, same industry, same position, same year of joining the company, or the past scores of the specified test taker.

[0049] Test Unit 121 obtains the current scores of individuals who are scheduled to receive training for improving their basic business skills over a period of N years, evaluating their basic business skills. Specifically, the test unit 121 obtains the current scores of prospective students by reading their scores from the examination database 141, based on their plans to take courses or training programs for N years.

[0050] The recommendation unit 122, based on one or more attributes and current scores of prospective students (including existing students), plans a course schedule for one or more appropriate courses that the prospective student should take and recommends them to the prospective student. Specifically, the recommendation unit 122, based on one or more attributes of the prospective student (gender, age, occupation, industry, position, etc.) and the prospective student's current score read from the examination database 141 by the test unit 121, formulates a course schedule (see Figure 22, a plan outlining the order in which courses or training sessions should be taken to reach a target score in N years) and recommends the formulated course schedule to the prospective student. The course plan will be developed using an AI model. The AI ​​model's creation of a study plan takes into account not only the prospective student's attributes and current scores, but also trends based on those attributes, scoring trends across the four business skill categories (business skill aptitude), and target scores entered by the prospective student themselves. In addition to the AI ​​model, the study plan may also be created based on a pre-set algorithm.

[0051] The target evaluation value acquisition unit 123 acquires the target score for business skills after N years have passed, if the target score has been entered by the prospective participant through their own operation. Specifically, if the target score is included in the participant information of the prospective participant in the examination DB 141, the target score is read from the examination DB 141, acquired as the target evaluation value, and output to the recommendation unit 122.

[0052] The target period acquisition unit 124 acquires the target period as the target period when the target period is entered as a predetermined period by the participant. Specifically, if the target period is included in the participant information of the prospective participant in the examination DB 141, the target period is read from the examination DB 141, acquired as the target period, and output to the recommendation unit 122. As a result, the recommendation unit 122 formulates a study plan based on one or more attributes and current scores of the prospective student, as well as the target score and target period entered by the prospective student, and also calculates an appropriate period for the study, and recommends it to the prospective student.

[0053] The similar performance acquisition unit 125 acquires performance information for one or more similar individuals, selecting existing participants who have already received human resource development before the target period for the prospective participant and who have the same or similar attributes as the prospective participant, and acquiring performance information including their respective business skill scores before and after the human resource development for the target period. Specifically, the similar performance acquisition unit 125 acquires performance information from the examination DB 141 for one or more existing participants (similar attribute participants) who have the same or similar attributes as the prospective participant, and outputs it to the recommendation unit 122. As a result, the recommendation unit 122 formulates a study plan based on one or more attributes and current scores of the prospective student, as well as the performance information of one or more existing students (with similar attributes). It also calculates a target score to be achieved after a predetermined period and recommends it to existing students (with similar attributes).

[0054] The display control unit 126 controls the display of the course plan devised by the recommendation unit 122 on the screen of the student terminal 20.

[0055] Furthermore, the display control unit 126 controls the display of two line graphs (see, for example, the radar chart in Figure 22) on the screen of the student terminal 20 via the communication unit 109. These graphs plot the current score and ideal score of the prospective student, output from the recommendation unit 122, in a circular display area. In addition, the display control unit 126 controls the superimposition of two line graphs (see, for example, Figure 4) plotting the current score of the prospective student obtained by the test unit 121 and the score of a predetermined population to which the prospective student belongs, in a circular display area, and displays them on the screen of the student terminal 20 via the communication unit 109.

[0056] Now, let's explain the server's operation with reference to Figure 5. Figure 5 is a flowchart showing the operation of the server. As shown in Figure 5, in step S11, the attribute acquisition unit 120 of the server 10 acquires one or more attributes (information including at least age, gender, and occupation from among age, gender, occupation, position, and industry) of prospective trainees who will receive predetermined human resource development for a predetermined period (e.g., 3 years, etc.) by taking one or more courses. In step S12, the test unit 121 obtains the current evaluation value of the subject's business abilities (basic business skills) as the current score (the score for each of the four business skills from the basic business skills diagnostic test). In step S13, the recommendation unit 122, based on one or more attributes of the prospective student (including existing students) (information including at least age, gender, occupation, position, and industry) and their current score (score for each of the four business skills), formulates a course plan for one or more courses that the prospective student should take and recommends them to the prospective student.

[0057] According to the operation of server 10 in this manner, one or more attributes and current scores of prospective trainees are obtained, and based on the obtained attributes and current scores, a training plan for one or more appropriate courses that the prospective trainee should take is formulated and recommended to the prospective trainee. This allows for concrete support to be provided to trainees in achieving their growth goals after a predetermined period (N years).

[0058] Next, the operation of the recommendation unit (detection recommendation logic) in the server will be explained with reference to Figures 6 to 8. Figure 6 shows an overview of the operation of the recommendation section on the server. As shown in Figure 6, in the server 10, if the current score and attributes of prospective students (hereinafter referred to as "users") stored in the examination DB 141, and the attributes of the user's desired future self (ideal) have been previously entered by the user and stored in the examination DB 141, then the attributes of the desired future self (ideal) are read from the examination DB 141 and entered into the recommendation unit 122. The score for the desired future state (ideal) will be the average of the top 20% of scores among existing students (existing users) who possess the attributes of the user's desired future state (ideal). The average of the top 20% shown here is just an example, and other values ​​may be used.

[0059] The recommendation unit 122 compares the user's current score with their desired score for each of the 20 business skills (e.g., 4 categories x 5 items), and generates a training plan (recommended period and recommended training) based on the difference in scores for each item between the current and desired state. Recommended training programs include, for example, training themes, the order in which to take the training courses, and books to read in conjunction with the training. The recommended duration is calculated as the number of years, for example, N years or N.5 years, needed to reach the desired score.

[0060] Now, referring to Figure 7, we will explain how the recommendation unit (training recommendation logic) works when the user has a desired future state in mind. Figure 7 shows how the recommendation section works when the user has a desired future state in mind. If the user has a desired future self, the operation is similar to the overview shown in Figure 6. The recommendation unit 122 compares the user's current score for each of the 20 business skills (e.g., 4 categories x 5 items) with the score for the desired self, and generates a training plan (recommended period and recommended training) based on the difference in scores for each item between the current self and the desired self. Recommended training programs include, for example, training themes, the order in which to take the training courses, and recommended books to read alongside them. The recommended duration is calculated as the number of years, for example, N years or N.5 years, needed to reach the desired score.

[0061] Next, referring to Figure 8, we will explain how the recommendation unit (training recommendation logic) works when the user does not have a desired future state in mind. Figure 8 shows how the recommendation section works when the user does not have a desired future state in mind. If the user does not have a desired future state, as shown in Figure 8, the user is asked to decide on a target period (N years), and that period (N years) is entered by the user into the server 10 via the learner terminal 20.

[0062] On server 10, the current score and attributes of the user in the examination DB 141 are read, and the read current score and attributes, along with the period (N years) entered by the user, are entered into the recommendation unit 122.

[0063] The recommendation unit 122 identifies existing users who have already received training for N years and who have the same or similar attributes as the user scheduled to receive training, and reads the performance information (score trend from N years ago to the present) for one or more similar users over the past N years (-N years to the present). In this example, performance information for three similar users is read. As performance data, the recommendation unit 122 obtains the score of each person with similar attributes after N years, once they have achieved their ideal attributes (job type, position, etc.).

[0064] Next, the recommendation unit 122 generates one or more training plans (three training plans in this example) based on the scores of three similar individuals and the user's current score. The recommendation unit 122 then displays the ideal scores for each of the three generated training plan patterns on the trainee's terminal screen via the display control unit 126, according to the degree of match with the user's score and attributes, and presents them to the user. In this way, one or more (three in this example) feasible future scenarios for the user are presented, each with a high degree of matching, allowing the user to choose the future they want to become from among the one or more presented scenarios.

[0065] The following are specific examples. Figure 9 shows an example of user attribute information. As shown in Figure 9, user attribute information is managed with corresponding current and ideal information for each attribute item. Attributes include, for example, basic attributes and additional attributes. Basic attributes are gender, age, and occupation. Additional attributes are industry and job title (role). In this example, the user's basic attributes are male, current age 26, and current occupation programmer. The ideal occupation entered is sales. The current additional attributes show that the industry is IT and the current position is general staff. The ideal industry is also IT, and the ideal position is also general staff. Other positions such as leader, manager, and executive can also be entered.

[0066] Figure 10 shows a concrete example of a table that sets recommended training themes and the order in which they should be taken. Business skills are divided into four categories, with five items for each category, totaling 20 items. For each item, a recommended order of courses and books are set to maximize training effectiveness. For example, in the table shown in Figure 10, the item "Purpose / Goals" under "Planning & Control" has item ID_P1 set as item identification information, and item ID_T4 ("Issue Setting" under "Thinking") is set as a prerequisite item that is recommended to take before taking the training related to item ID_P1 (to enhance the effectiveness of the training). Additionally, item ID_P1 has one training theme for those in their 20s and one for those in their 30s, and books that are recommended to read in conjunction with the training are set, such as "Purpose and Objectives." The recommendation unit 122 refers to this table and generates a training plan, including recommended training themes and their order of attendance, based on the difference between the current and future (ideal) scores for each item.

[0067] The process of planning a training course will be explained with reference to Figures 11 to 15. Figure 11 is a flowchart outlining the process of developing a training participation plan. As shown in Figure 11, in step S101, the recommendation unit 122 reads information such as the score and attributes of the user (target person) who is scheduled to take the course from the examination DB 141.

[0068] In step S102 (major processing [1]), the recommendation unit 122 extracts items for training from the examination DB 141 based on the read scores and attributes and sets the order of those items. In this process, the participant's current score is compared to their ideal score, and the score difference (current - ideal) for each item is calculated.

[0069] In step S103, the recommendation unit 122 extracts items from the 20 business skills items where the score difference is -1 or less and no training order has been assigned, and generates a list of items to be taken as training. All items on the list of items to be taken as training are areas where training is recommended.

[0070] In step S104 (major processing [2_1]), the recommendation unit 122 extracts training themes that the user (target person) should take, based on the list of training items.

[0071] In step S105 (major processing [2_1]), the recommendation unit 122 sets the order in which the extracted course themes will be taken, based on predetermined conditions (see step S119 in Figure 13, described later).

[0072] Figures 12 and 13 are flowcharts detailing the steps involved in planning a training course. As shown in Figure 12, in step S111 [process 1], the recommendation unit 122 extracts items that meet a predetermined condition (the difference between the current score and the ideal score is -1 or less) as items for which training should be taken.

[0073] In step S112, the recommendation unit 122 extracts items from the 20 business skills items for which the difference between the current score and the ideal score is -1 or less and which have not been assigned a training order, and generates the first training target item list (1).

[0074] In step S113 [processing 2_1], the recommendation unit 122 narrows down the items in the first training target item list (1) based on the first condition (items where the preceding item is blank) and sets a flag. This reveals that there are no items that need to be cleared in advance, and therefore, those items can be included in the training examination.

[0075] In step S114 [processing 2_2], the recommendation unit 122 narrows down the items in the first training target item list (1) and sets a flag based on the second condition (items for which there is a value in the preceding item and all target preceding items have a score difference of -1 or less between the current score and the ideal score [(actual - ideal) ≤ -1]). This allows you to see if there are items that need to be cleared first, and whether those items have already been cleared.

[0076] In step S115 [processing 2_3], the recommendation unit 122 narrows down the items in the first training target item list (1) and sets a flag based on the third condition (items for which there is a value in the preceding item and which have not been extracted in the processing of step S114). This allows us to identify items that may need to be cleared first, but which can be included in the course depending on the conditions.

[0077] In step S116, the recommendation unit 122 generates a second training target item list (2) of the items extracted above.

[0078] Next, in step S117 [Process 3] in Figure 13, the recommendation unit 122 extracts the absolute value of the score difference between the current score and the ideal score for each item from the second training target item list (2).

[0079] In step S118, the recommendation unit 122 generates a list (3) of items to be taken in the third training course based on the extracted items.

[0080] In step S119 [process 4], the recommendation unit 122 assigns an order to the items from the generated third training item list (3) that have flags set in the process of step S113 and the process of step S114, based on predetermined conditions. The conditions in this process include that items with larger absolute differences have higher priority, and items on the left of the list have higher priority. Based on these conditions, items with flags are assigned an order.

[0081] In step S120, the recommendation unit 122 generates a list of items to be taken in the fourth training course, based on the items that have been assigned an order as described above.

[0082] The process of extracting specific training themes for the major processing [2-1] described in Figure 11 will be explained with reference to Figures 14 to 16. Figure 14 is a flowchart of the process for extracting the training themes for the training services to be taken. Figures 15 and 16 are examples of a list of training themes by category. Note that Figures 15 and 16 are originally a single figure, but have been separated to correspond to the application form.

[0083] In step S131 [Process 5] in Figure 14, the recommendation unit 122 reads the list of training themes by item stored in the examination DB 141 (see Figures 15 and 16), and extracts training titles for training items that match the extraction condition (the number of absolute values ​​of the score difference between the current score and the ideal score) from the read list of training themes by item. For example, if the score difference is -2, two training titles are extracted. Here, for each item in the list of training themes by category, we extract the recommended training titles that match the extraction criteria.

[0084] In step S132, the recommendation unit 122 checks the user's (target person's) age from their attributes. If, as a result of this check, the user's (target person's) age is 30 or older, then in step S133, it extracts training titles from a list of titles for people 30 and over. Furthermore, if the user (target person) is not 30 years old or older as a result of the confirmation in step S132, in step S134, the recommendation unit 122 extracts training titles from the list of titles for people in their 20s.

[0085] In step S135, the recommendation unit 122 checks whether the extracted training title has already been extracted for another item. This is a process to prevent users from taking the same training multiple times.

[0086] If, as a result of the verification in step S135, the extracted training title has already been extracted in another item, the recommendation unit 122 deletes the extracted training title in step S136.

[0087] Furthermore, if the results of the confirmation in step S135 show that the extracted training title has not been extracted in any other category, the recommendation unit 122 terminates the process of extracting training themes.

[0088] Here, the process of setting the order in which training themes are taken, as explained in Figure 11 [2-2], will be explained with reference to Figure 17. Figure 17 is a flowchart of the process of setting the order in which training themes are taken.

[0089] In step S141 [processing 6] in Figure 17, the recommendation unit 122 assigns numbers to the extracted training titles in order from the top item in the training theme list, thereby numbering the order in which the training will be taken.

[0090] In step S142 [processing 7], the recommendation unit 122 sets the order of the items in the training target item list that have not yet been ordered. Furthermore, if the score difference (ideal score - current score) is greater than the number of training themes in the training theme list, the system will recommend that the user read books related to the topics. In other words, if there is a lack of training, the deficiency will be substituted with books.

[0091] Next, we will explain specific examples with reference to Figures 18 to 22. Figure 18 shows the attribute information of a user with an ideal profile (Case 1: When a user wishes to change to a different industry). Figure 19 shows the score of a user with the attribute information of Figure 18. Figure 20 shows the attribute information of a user with an ideal profile (Case 2: When a user wishes to change to a different occupation). Figure 21 shows the score of a user with the attribute information of Figure 20. Figure 22 shows an example of a recommendation for a user who does not have an ideal profile (Case 3: When a user has no particular preferences regarding occupation, industry, etc.).

[0092] The first case involves a user who has an ideal vision and desires to change jobs within the same industry or a different industry, such as moving from the retail industry to the IT industry. In this case, the user's attribute information, as shown in Figure 18, for example, includes basic attributes such as gender (male), current age (32 years old), and current occupation (sales). The ideal occupation is also listed as sales. The current industry listed in the additional attributes is retail. The ideal industry is IT. The current job title is general staff. The ideal job title is also general staff.

[0093] As shown in Figure 19, the user's score, with the attribute information in Figure 18, has both a current score and an ideal score set for each category item, and the difference between these scores is also set. The difference can be calculated by reading the current and ideal scores and subtracting them from each other. In this case, the recommendation unit 122 calculates the difference between the current score and the score of the ideal attribute (average of the top 20%) and recommends the time (N years) needed to grow to the ideal state, as well as the necessary training plan (order of training, related books, etc.).

[0094] Here, we will explain the thought process when the recommendation unit 122 is an AI model. A notable characteristic of the IT industry is its high scores in the categories of "Planning & Control" and "Thinking." Furthermore, given the nature of sales positions, a high score in the "communication" domain is required in the ideal attributes, and it is evident that users have already reached the required score. To reach the level required in the IT industry, users are recommended to take training courses related to areas where their (current - ideal) scores are negative, particularly in "Planning & Control" and "Thinking."

[0095] The ideal score will be the average of the top 20% of past test scores for the target attribute.

[0096] The second case involves a user who has an ideal career path in mind and wishes to switch from sales administration to accounting within the same industry. In this case, the user's attribute information, as shown in Figure 20, for example, includes basic attributes such as gender (female), current age (26 years old), and current occupation (sales assistant). The ideal occupation is entered as accounting. The current industry in the additional attributes is manufacturing, and the ideal industry is also manufacturing. The current job title is general staff, and the ideal industry is also general staff.

[0097] As shown in Figure 21, the user's score, with the attribute information in Figure 20, has both a current score and an ideal score set for each item in each category, and the difference between these scores is also set. In this case, the recommendation unit 122 calculates the difference between the current score and the score of the ideal attribute (average of the top 20%) and recommends the time (N years) needed to grow to the ideal state, as well as the necessary training plan (order of training, related books, etc.).

[0098] Here, we will explain the thought process when the recommendation unit 122 is an AI model. One characteristic of accounting staff is that their scores in the "Business Knowledge" category are higher compared to other job types. This is presumably because they handle financial statements on a daily basis, resulting in high scores in the management aspects of "Business Knowledge." Furthermore, their scores in the "Thinking" area are also high. Therefore, to reach the level required for an accounting position, it is recommended that users take training courses focusing on "Business Knowledge" and "Communication," particularly in areas where their (current - ideal) scores are negative.

[0099] The third case involves a situation where the user does not have an ideal image of themselves. In this case, the user's attribute information, as shown in Figure 22, for example, is as follows: basic attribute is gender is female, current age is 25, current occupation is clerical. Additional attribute is current industry is service industry, and current position is general staff. In this case, the recommendation unit 122 recommends multiple attributes (recommendations (1), (2), (3), etc.) that are suitable for the user at the moment, along with the number of years required to acquire those attributes and a training plan (order of training, related books, etc.) based on the user's current attributes and the score read from the examination database 141.

[0100] When a user compares their current test score with their ideal score, the recommendation unit 122 outputs the current score read from the test database 141 and the ideal score to the student terminal 20 via the display control unit 126.

[0101] As a result, on the participant terminal 20, as shown in Figure 23, the user's current score and ideal score are displayed as later charts, respectively, and are graphically displayed as business skill characteristics that can be compared by area. By viewing these business skills characteristics, users can see at a glance which areas of their business skills lag behind their ideal score and to what extent, making it easier to determine which areas they should focus on developing their skills in.

[0102] Here, we will explain an example of the output of an appropriate course enrollment plan devised by the recommendation unit 122, referring to Figures 24 and 25. Figures 24 and 25 are diagrams showing an example of the output of an appropriate course enrollment plan devised by the recommendation unit 122. Note that Figures 24 and 25 are originally a single diagram, but have been separated to correspond to the application form.

[0103] A suitable course schedule is output in the form of a table, as shown in Figures 24 and 25. In addition, the time required to achieve the ideal score on the test is indicated in specific years, such as "5 years." The left-hand column of the table contains existing information such as category, item, current status, ideal status, and score difference. The center of the table contains columns for one or more recommended training courses (e.g., Recommended Training Courses 1 through 3). Each column for Recommended Training Courses 1 through 3 contains the training name and the order in which the training courses should be taken. In addition, the center of the table contains a section listing books that are recommended to read in conjunction with the training. Each section of the books includes the start date, end date, and related keywords. The right-hand column of the table lists the duration of each training course to be taken, and the names of the training courses are arranged sequentially, corresponding to the rows of the columns.

[0104] For example, if the initial (first) training period is "4 months later," the name of the training course to be taken is "[Basic] Logical Thinking" located in the row with item ID_T5. The next (second) training period is "8 months from now," and the name of the training course to be taken is "[For Young Professionals] Idea Generation Techniques" located in the row with item ID_T5. The next (third) training period is "1 year later," and the name of the training course to be taken is placed in the row for item ID_C1, such as "Business Manners Training 1 <Elements for Building Good Relationships>." From here on, the names of the training courses to be taken are placed in the rows for each item so that the training period and order of training can be seen.

[0105] By viewing the training plan table devised by the recommendation unit 122 on the screen of the training terminal 20, users (those scheduled to receive training) can see how much longer they need to take which courses and in what order to reach their ideal score (achieve their growth goal) in a few years. This allows for concrete support to be provided to those scheduled to receive training.

[0106] In the above embodiment, we described how to plan and recommend an appropriate course schedule for an individual user (prospective participant) who is scheduled to take a course to improve their basic business skills over a three-year period. However, it is also possible to recommend an appropriate course schedule not only to individual prospective participants, but also to the entire company or a specific organization.

[0107] The second embodiment will be described below with reference to Figures 26 and 27. Figure 26 shows an example of user attribute information. Figure 27 shows the scores of users with the attribute information shown in Figure 26. The second embodiment is, for example, an embodiment that recommends future training plans to the entire company. When describing the second embodiment, configurations from the first embodiment that have different functions will be described using the configuration names shown in Figure 3, but will not be shown as part of the second embodiment.

[0108] In the second embodiment, the test unit 121 shown in Figure 3 acquires a current score (current evaluation value) that indicates the basic business skills of employees belonging to each of the multiple employee layers (such as junior employees, mid-career employees, and management employees) that make up the company.

[0109] The attribute acquisition unit 120 shown in Figure 3 acquires one or more attributes (e.g., gender, age, occupation, industry, position, etc.) for each of the one or more target individuals (e.g., employees of a company, etc., who are scheduled to receive a predetermined level of training over a predetermined period (e.g., 3 years, etc.) by taking one or more courses. The recommendation unit 122 shown in Figure 3 generates recommendation information that includes a course enrollment plan for one or more appropriate courses, based on one or more attributes (e.g., gender, age, occupation, industry, position, etc.) and current scores of one or more employees. Specifically, the recommendation unit 122 includes an employee tier score calculation unit (not shown). The employee tier score calculation unit calculates the average score of employee tiers within a company, which are divided into categories such as junior employees, mid-career employees, and managers. Specifically, the employee average score calculation unit calculates the average (representative value) of each employee's current score (current evaluation value) and their ideal score (ideal evaluation value) to be achieved after a predetermined period (e.g., 3 years), based on information read from the examination DB141, for each employee group to which they belong (junior employee group, mid-career employee group, management group).

[0110] The recommendation unit 122 generates recommendation information, which includes a course enrollment plan for one or more courses that employees belonging to each employee group should take, based on the average values ​​of the current score and the ideal score for each employee group calculated by the employee group average value calculation unit, and recommends this recommendation information to employees belonging to each of the multiple employee groups. Here, the mean value was used as a representative value to illustrate the characteristics of each employee group's score, but other values ​​such as standard scores or other numerical values ​​may also be used. In other words, any representative value that illustrates the characteristics of each employee group's score is acceptable. In the example above, employees were categorized into employee levels (junior, mid-career, management, etc.), but they could also be categorized by other factors, such as department or age, as long as they are grouped into predetermined units.

[0111] To illustrate with the example of user skill evaluation results in Figure 4, the recommendation unit 122 generates recommendation information, including the themes of recommended courses and the order in which they should be taken, based on the difference in scores (differences in trends) between the current score and the future score (ideal score) for each of the 20 items, which consist of four categories representing basic business skills and five items (course topics, etc.) included in each category. For example, for an employee whose current score is low relative to their future score in a certain item, the recommendation unit 122 generates recommendation information that includes the topics and order in which to take courses to improve their skills in that item, and recommends this recommendation information. The recommendation unit 122 determines the trends in items where current scores are low relative to the ideal future score, not only for individual employees but also for each employee group, from the business skill characteristics graph (distribution chart) in Figure 23, and recommends information for each employee group, including the themes of courses to take and the order in which to take them, in order to improve the skills in the low-scoring items.

[0112] In other words, in this second embodiment, for the entire organization, the difference between the current score and the ideal score is used to recommend the time (N years) required for the organization to reach the ideal score and the course schedule (courses to be taken and the order in which they will be taken, related books to be read, etc.) as recommendation information. Furthermore, since the skills and approaches necessary for growth differ depending on factors such as rank (junior employee, mid-career employee, manager) and age, recommendations can also be provided for specific ranks or target groups within the organization, such as junior employees, mid-career employees, managers, etc., or by age group. In this case, the current score and the ideal score are calculated using data from the same attributes.

[0113] The required period (N years) and course schedule (e.g., order of courses, relevant books, etc.) are planned based on the difference between the current score for each attribute (the average score of individuals belonging to each attribute) and the future score (e.g., the ideal score for the individuals, such as the average of the top 20% of scores in the same attribute). By recommending appropriately planned learning plans for each hierarchical level, it is possible to promote growth at each level and accelerate the growth of the entire organization. The logic for planning the learning plans that leads to the recommendations is the same as in the first embodiment (in the case of an individual user).

[0114] The following explains an example of presenting recommendations for employees with specific attributes or for each employee group, based on specific cases (employee attributes in Figure 26 (IT industry, technical positions) and scores shown in Figure 27). In this case, the entire company is assumed to have attribute information common to all levels, consisting of existing attributes and additional attributes, as shown in Figure 26, for example. Let's assume that the company-wide testing resulted in the scores shown in Figure 27.

[0115] As shown in Figure 27, when we look at the average scores of employees by employee group based on their test results, the scores for Planning & Control and Thinking, which are characteristic of the IT industry, are high. Furthermore, a characteristic (tendency) of low scores in "communication" is also evident among those in technical positions. As a result, the organization as a whole generates and recommends information that includes course plans focused on "communication," an area where scores are low.

[0116] Furthermore, across all levels, a characteristic of high scores in "Planning & Control" and "Thinking" is evident in all young and mid-level managers. Since the score results for each item differ depending on the tier, it is recommended that users take the appropriate course for their respective tier. Because younger employees tend to score particularly low in "communication," they are offered courses specifically designed for young professionals that focus on "communication." Mid-level and management-level employees are also recommended to participate in training programs related to "communication" and "business knowledge," tailored to their respective hierarchical levels.

[0117] Thus, according to this second embodiment, recommendation information is generated that includes a course enrollment plan for one or more appropriate courses, based on one or more attributes and current scores of each employee. As a result, recommendation information including appropriate course enrollment plans that should be taken in the future is generated and recommended for each employee or employee group to which the employee belongs (junior, mid-career, management, etc.), thereby promoting the growth of each employee group and accelerating the growth of the entire organization. In the example above, employee levels (junior, mid-career, management, etc.) were used as an example of a hierarchy, but other levels are also acceptable. For example, organizational levels could be divided by departments or divisions.

[0118] Although one embodiment of the present invention has been described above, the present invention is not limited to the embodiments described above, and any modifications, improvements, etc. that can achieve the objectives of the present invention are included in the present invention.

[0119] For example, the hardware configuration shown in Figure 2 is merely an example for achieving the objectives of the present invention and is not particularly limited.

[0120] Furthermore, the functional block diagram of server 10 shown in Figure 3 is merely illustrative and not particularly limiting. In other words, it is sufficient for the information processing device to have the functionality to execute the series of processes described above as a whole, and the functional blocks and databases used by the information processing device to realize this functionality are not particularly limited to the example in Figure 3.

[0121] Furthermore, although the example of placing the functional blocks and database on a single server was described, the placement location is not limited to Figure 3, and can be distributed across multiple information processing devices, or any other location is acceptable. Furthermore, a single functional block and database may consist of hardware alone, on separate hardware, as software alone, or as a combination of these.

[0122] When the processing of each functional block is to be executed by software, the programs that make up that software are read from the network or storage medium into the computer, such as the CPU of the information processing device. A computer may be one that is embedded in dedicated hardware. Alternatively, a computer may be implemented in an information processing device capable of executing various functions by loading various programs, such as a server, or in a general-purpose smartphone or personal computer.

[0123] Recording media containing such programs consist not only of removable media distributed separately from the main device to provide the program to each participant, but also of recording media provided to each participant in a state where they are pre-installed in the main device.

[0124] In this specification, the step of describing a program to be recorded on a recording medium includes not only processes that are performed chronologically in that order, but also processes that are not necessarily performed chronologically, but are executed in parallel or individually.

[0125] Furthermore, in this specification, the term "system" refers to an overall system composed of multiple devices, means, etc.

[0126] For example, in the embodiment described above, an attribute acquisition unit 120 was shown as acquiring one or more attributes of a prospective participant (user) who is scheduled to receive predetermined human resource development over a predetermined period (e.g., 3 years) by taking one or more courses. However, this is only one example, and any attribute acquisition means that acquires one or more attributes of a target person who is scheduled to receive predetermined human resource development over a predetermined period by taking one or more courses is sufficient.

[0127] In the embodiment described above, a test unit 121 was provided as an example to acquire the user's current score of basic business skills. However, this is only one example, and any means for acquiring current evaluation values ​​that acquires the current evaluation value of the subject's business abilities as the current evaluation value would suffice.

[0128] In the first embodiment described above, the recommendation unit 122 formulates a course study plan for one or more appropriate courses based on the user's attributes (e.g., gender, age, occupation, industry, position, etc.) and current and ideal scores, and then recommends the formulated course study plan (see the table in Figure 23) to the user. However, the example shown there is only one example, and as in the second embodiment, it is sufficient to generate recommendation information (courses to be taken, the order in which to take the courses, the duration of study, etc.) that includes a course study plan for one or more appropriate courses based on one or more attributes and current evaluation values ​​of one or more target individuals.

[0129] In the above embodiment, business skills were divided into four categories, such as business knowledge, planning and control, communication, and thinking, as skills for evaluating fundamental business abilities, but this is merely an example. In other words, any m skills (where m is an integer of 1 or more) related to basic business skills can be adopted. In this case, the skill items provided for each skill are not particularly limited to the examples of the embodiments described above, and any p skill items (where p is an integer of 1 or more independent of m) can be adopted.

[0130] In the above embodiment, information indicating the basic business skills of one or more individuals belonging to a company was obtained, for example, by obtaining normalized scores from a business basic skills diagnostic test for each item in one or more skills that evaluate business skills. However, other examples are also possible. For example, the target of recommendation information may be not only users, but also employees, staff, officers, or designated groups to which users belong. These designated groups may include companies, organizations, or communities, and may be departments, job functions, or positions within those organizations; any designated group is sufficient. Furthermore, as information demonstrating fundamental business skills, tests were conducted for each skill item in each category, and normalized scores were obtained. However, other methods, such as obtaining the test scores themselves, would also suffice, as long as the information demonstrates fundamental business skills.

[0131] In the above embodiment, we explained that the AI ​​model plans the learning schedule for the target student. However, for example, for a given learning schedule, a set of information such as one or more attributes of the student, the student's score before the course (current score), the student's score after the course, and the course duration may be used as a dataset, and a large number of datasets may be used as training data to perform machine learning, thereby generating or updating the AI ​​model. This AI model takes "one or more attributes and current evaluation values ​​of one or more subjects" as input and outputs "an appropriate training plan for one or more subjects or a specified group to which one or more subjects belong." Furthermore, not limited to AI models, for example, a rule-based logic may be generated or updated that, when "one or more attributes and current evaluation values ​​of the subject" are input, outputs "an appropriate learning plan for the subject," using the numerous datasets mentioned above.

[0132] In summary, the information processing device to which the present invention applies only needs to have the following configuration, and various embodiments can be adopted. In other words, the information processing device to which the present invention is applied (for example, the server 10 in Figure 3) is: An attribute acquisition means (for example, the attribute acquisition unit 120 in Figure 3) acquires one or more attributes (for example, gender, age, occupation, industry, position, etc.) for each of the one or more target individuals (for example, employees of a company, etc., who are scheduled to receive predetermined human resource development over a predetermined period (for example, 3 years, etc.) by taking one or more courses, For each of the one or more subjects mentioned above, a means for acquiring the current evaluation value (e.g., the test unit 121 in Figure 3) is used to acquire the current evaluation value of their business abilities (basic business skills) as the current evaluation value, A recommendation means (for example, the recommendation unit 122 in Figure 3) generates recommendation information, including a course enrollment plan for one or more appropriate courses, based on the one or more attributes (for example, gender, age, occupation, industry, position, etc.) and current evaluation value (current score) of each of the one or more target persons (prospective course takers, etc.), It is equipped with. In this way, for each of the one or more target individuals (e.g., prospective trainees such as company employees: users) who are scheduled to receive the prescribed human resource development for a prescribed period (e.g., 3 years), one or more attributes (e.g., gender, age, occupation, industry, position, etc.) are acquired. For each of the one or more target individuals, the current evaluation value of their business abilities (basic business skills) (score from a basic business skills diagnostic test) is acquired as the current evaluation value. Based on the one or more attributes (e.g., gender, age, occupation, industry, position, etc.) and current evaluation value (current score) of each of the one or more target individuals (prospective trainees, etc.), information including a plan to take one or more appropriate courses is generated as recommendation information. This makes it possible to provide concrete support to help target individuals (prospective course takers) or the prescribed group to which they belong (company employee group) to achieve their growth goals after a prescribed period (N years).

[0133] With respect to the subject, if the subject inputs a target evaluation value for their business capabilities after the predetermined period has elapsed, the target evaluation value acquisition means (for example, the target evaluation value acquisition unit 123 in Figure 3, etc.) acquires that evaluation value as the target evaluation value. Furthermore, The recommendation means (for example, the recommendation unit 122 in Figure 3) generates recommendation information that includes an appropriate period as the predetermined period, along with the course plan, based on the target evaluation value in addition to the one or more attributes and current evaluation value of the target person. In this way, the recommendation system (for example, the recommendation unit 122 in Figure 3) generates recommendation information that includes a predetermined period along with a training plan, based on one or more attributes and current evaluation values ​​of one or more target individuals (users), as well as a target evaluation value. This enables highly accurate recommendations, including the training period, to help target individuals (users) or predetermined groups (company employee demographics) to achieve their growth goals.

[0134] When the target period is entered as the predetermined period through the operation of the subject, the target period acquisition means (for example, the target period acquisition unit 124 in Figure 3, etc.) acquires that period as the target period, A similar performance acquisition means (for example, the similar performance acquisition unit 125 in Figure 3, etc.) acquires the performance information of one or more similar attribute individuals, including the respective evaluation values ​​of their business abilities before and after the human resource development was implemented during the target period, among those who have already received the aforementioned human resource development before the target period, and who have the same or similar attributes as the target individual, as similar attribute individuals, and acquires the performance information of each of the one or more similar attribute individuals, Furthermore, The recommendation means (for example, the recommendation unit 122 in Figure 3) generates recommendation information that includes the target evaluation value as the target evaluation value when the predetermined period has elapsed, along with the course plan, based on the performance information of each of the one or more similar attribute persons of the target person, as well as the one or more attribute persons of the target person and the current evaluation value. In this way, the recommendation system (for example, the recommendation unit 122 in Figure 3) formulates a training plan based on one or more attributes and current evaluation value (current score) of the target person (user), as well as the performance information (scores from N years ago to the present) of one or more similar attribute individuals. It also calculates a target evaluation value (ideal score) to be used when a predetermined period has elapsed and recommends it to the target person. This allows for concrete support to be provided to target people (users) who do not have a goal, enabling them to achieve their growth goal after a predetermined period (N years).

[0135] The evaluation value (score) for the aforementioned business ability is the value of multiple evaluation elements for evaluating the aforementioned business skills (for example, a total of 20 evaluation elements represented by the four categories and five items in each category shown in the table in Figure 4). In this way, a target evaluation value (ideal score) is calculated based on multiple evaluation elements (20 evaluation elements) of the individual's business skills. This allows for the recommendation of more specific support measures (training plans), including the selection of courses to be taken, to help the trainee achieve their growth goals after a predetermined period (N years).

[0136] The aforementioned one or more individuals belong to a designated group classified according to a predetermined criterion (groups such as young employees, mid-career employees, and managers within a company), The recommendation means (for example, the recommendation unit 122 in Figure 3) generates the recommendation information for the predetermined group using information (for example, the average score of multiple employees for each employee level such as junior employees, mid-career employees, and managers) generated using the information (attributes and scores) of one or more target persons (for example, employees) as the basis for generating the recommendation information. This allows recommendations to be presented not only to individual employees, but also to the entire company, specific organizations, or even subgroups within those organizations. By providing appropriate recommendations to each group (employee segment) in this way, it is possible to promote the growth of each group (employee segment) and, furthermore, to accelerate the growth of the entire organization (company). Here, "information that forms the basis for generating recommendation information" refers to attributes and current evaluation values ​​if the recommendation information includes "a plan for taking an appropriate course." Furthermore, if the recommendation information also includes "course plan & appropriate duration," then "information that forms the basis for generating the recommendation information" refers to attributes, current evaluation values, and target evaluation values. [Explanation of Symbols]

[0137] 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 unit, 107... Input unit, 108... Storage unit, 109... Communication unit, 110... Drive, 111... Removable media, 120... Attribute acquisition unit, 121... Test unit, 122... Recommendation unit, 123... Target evaluation value acquisition unit, 124... Target period acquisition unit, 125... Similar performance acquisition unit, 126... Display control unit, 141... Examination DB, NW... Network

Claims

1. An attribute acquisition method for acquiring one or more attributes of a target person, A means for obtaining the current evaluation value for the aforementioned subject, which obtains the current evaluation value of their business abilities as the current evaluation value, When a target period is entered as a predetermined period through the operation of the subject, a target period acquisition means acquires that period as the target period, A similar performance acquisition means that acquires the performance information for one or more of the aforementioned similar attribute individuals, with existing participants who have already received human resource development through participation in one or more courses prior to the aforementioned target period, and who have the same or similar attributes as the aforementioned target individuals, and who have information including the respective evaluation values ​​of their business abilities before and after the human resource development during the aforementioned target period as performance information, and the performance information for one or more of the aforementioned similar attribute individuals, A recommendation means that, based on the one or more attributes and current evaluation value of the subject, and the performance information of the one or more similar attribute persons, calculates a representative value of the evaluation value after the target period has elapsed from the performance information of the one or more similar attribute persons as the target evaluation value, and generates recommendation information including a course attendance plan to achieve the target evaluation value. An information processing device equipped with the following features.

2. The recommendation means calculates the degree of fit between the one or more attributes and current evaluation value of the target person and the performance information of the one or more similar attribute persons as the degree of match, and generates one or more recommendation pieces of information according to the level of the degree of match. The information processing apparatus according to claim 1.

3. The recommendation means generates a plurality of recommendation pieces with different levels of matching, and outputs the target evaluation values ​​included in each of the plurality of recommendation pieces in a way that allows the target person to select one. The information processing apparatus according to claim 2.

4. The aforementioned evaluation value for business ability is the value of multiple evaluation elements for evaluating business skills. The means for acquiring similar performance data acquires, for each of the one or more persons with similar attributes, the evaluation values ​​of each of the multiple evaluation elements before and after the human resource development during the target period, as performance data. The recommendation means generates the course plan included in the recommendation information based on the relationship between the current evaluation value for each of the multiple evaluation elements and the target evaluation value calculated from the performance information. The information processing apparatus according to claim 1.

5. The aforementioned recommendation information further includes, as part of the course plan, the order in which the courses to be taken and the period necessary to achieve the aforementioned target evaluation value. The information processing apparatus according to claim 1.

6. In an information processing method executed by an information processing device, An attribute acquisition step to acquire one or more attributes of the target person, For the aforementioned individuals, the current evaluation value acquisition step is to obtain the current evaluation value of their business abilities, When a target period is entered as a predetermined period through the actions of the subject, the target period acquisition step is performed to acquire that period as the target period, A similar performance acquisition step involves acquiring the performance information for one or more of the aforementioned similar individuals, with existing participants who have already received human resource development through participation in one or more courses prior to the target period, and who have the same or similar attributes as the aforementioned target individuals, and acquiring the performance information for one or more of the aforementioned similar individuals, including the respective evaluation values ​​of their business abilities before and after the human resource development during the target period, as performance information. A recommendation step in which, based on the one or more attributes and current evaluation value of the subject, and the performance information of the one or more similar attribute persons, a representative value of the evaluation value after the target period has elapsed is calculated as the target evaluation value from the performance information of the one or more similar attribute persons, and information including a course attendance plan to achieve the target evaluation value is generated as recommendation information, Information processing methods including

7. In the computer that controls the information processing device, An attribute acquisition step to acquire one or more attributes of the target person, For the aforementioned individuals, the current evaluation value acquisition step is to obtain the current evaluation value of their business abilities, When a target period is entered as a predetermined period through the actions of the subject, the target period acquisition step is performed to acquire that period as the target period, A similar performance acquisition step involves acquiring the performance information for one or more of the aforementioned similar individuals, with existing participants who have already received human resource development through participation in one or more courses prior to the target period, and who have the same or similar attributes as the aforementioned target individuals, and acquiring the performance information for one or more of the aforementioned similar individuals, including the respective evaluation values ​​of their business abilities before and after the human resource development during the target period, as performance information. A recommendation step in which, based on the one or more attributes and current evaluation value of the subject, and the performance information of the one or more similar attribute persons, a representative value of the evaluation value after the target period has elapsed is calculated as the target evaluation value from the performance information of the one or more similar attribute persons, and information including a course attendance plan to achieve the target evaluation value is generated as recommendation information, A program that executes control processes, including those mentioned above.

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