Information processing device, information processing method, and program

Abstract

To enable an instructor candidate to select a debut theme suitable for him or her when the instructor candidate takes instructor training.SOLUTION: A server 10 includes a background information acquisition unit 121, a current evaluation value acquisition unit 123, and a theme determination unit 124. The background information acquisition unit 121 acquires, as background information, information indicating at least a part of contents among multiple types of attributes, such as age and gender, and multiple types of experiences, such as work experience, industry experience, and learning experience, regarding instructor candidates for human resource development in cases where instructor human resource development is provided by taking training on one or more training themes. The current evaluation value acquisition unit 123 acquires the current score of a basic business ability diagnostic test for the instructor candidate as a current evaluation value. The theme determining unit 124 determines one or more training themes that are appropriate as the first training theme to be taken from among the one or more training themes based on the instructor candidate's background information and current evaluation value.SELECTED DRAWING: Figure 3

Description

[Technical field]

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

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

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

[0004] However, conventional human resource development support systems are designed for trainees who want to improve their skills, and are not designed to develop instructors who can provide training to trainees.

[0005] To provide an instructor training program for instructor candidates who wish to become instructors, the instructor training program being a program that allows the instructor candidates to select a debut theme for the training program that is suitable for the instructor candidates. [Means for solving the problem]

[0006] In order to achieve the above object, an information processing device according to an embodiment of the present invention comprises: A background information acquisition means for acquiring, as background information, information indicating at least a part of a plurality of types of attributes and a plurality of types of experiences of a lecturer candidate for a prescribed human resource development program in which the lecturer candidate receives one or more courses; a current evaluation value acquisition means for acquiring a current evaluation value of the business ability of the instructor candidate as a current evaluation value; a theme determining means for determining, from among the one or more themes, one or more suitable themes for a first training session based on the background information and the current evaluation value of the instructor candidate; Equipped with. An information processing method and a program corresponding to the information processing device according to one aspect of the present invention are also provided as an information processing method and a program according to one aspect of the present invention. Effect of the Invention

[0007] According to the present invention, when a lecturer candidate who wishes to become a lecturer takes lecturer training, the lecturer candidate can select a debut theme of the training that is suitable for the lecturer candidate. [Brief description of the drawings]

[0008] [Figure 1] 1 shows an overall configuration of an information processing system including a server as an embodiment of an information processing device of the present invention. [Diagram 2] 2 is a block diagram showing a hardware configuration of a server in the information processing system of FIG. 1. [Diagram 3] 3 is a functional block diagram showing a functional configuration of a server having the hardware configuration of FIG. 2. [Figure 4] FIG. 13 is a diagram showing an example of an evaluation result of the skills of individual users associated with the evaluation indexes of business skills. [Diagram 5] FIG. 4 is a diagram showing an example of an instructor training skill map stored in the server of FIGS. 2 and 3. [Figure 6] FIG. 4 is a flowchart showing the operation of determining suitability of a training theme for a lecturer candidate in the server of FIGS. 2 and 3. [Figure 7] FIG. 7 is a diagram showing an outline of the operation shown in the flowchart of FIG. 6. [Figure 8] FIG. 13 is a diagram showing an example of a threshold table in which minimum scores (thresholds) required as an instructor are set. [Figure 9] This is a diagram showing an example [1-1] of judging the suitability of a training topic for a lecturer candidate. [Figure 10] This figure shows an example [1-2] of assessing the suitability of a training topic for a lecturer candidate. [Figure 11] This figure shows an example [2-1] of judging the suitability of a training topic for a lecturer candidate. [Figure 12] This figure shows an example [2-2] of assessing the suitability of a training topic for a lecturer candidate. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

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

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

[0011] The service provider implements human resource development services by having employees participate in training courses as trainees upon application from companies, and by providing online training, etc. The service provider also tests the trainees to check their level of understanding and mastery of the content of the courses and online training they have attended, evaluates the results of the tests, and provides future advice, etc. to the trainees. Furthermore, based on the results of each test taken by multiple employees (participants) belonging to a company or department within that company, the service provider will support the growth of the company or department, etc., and will present optimal solutions for future growth, enabling them to contribute to the development of society.

[0012] In addition, the service provider will implement a human resource development service to train instructors who will give lectures to participants in training sessions. In this human resource development service, instructor candidates select the instructor training they want from one or more training themes and take the training, which allows them to acquire the skills required to be an instructor. The service provider acquires, as background information, information indicating at least some of a plurality of types of attributes and a plurality of types of experiences of the instructor candidates in the instructor training. In addition, the instructor candidates are made to take a diagnostic test on basic business skills in the same manner as the trainees described above, and their current evaluation scores are obtained as their current evaluation scores. Then, based on the acquired background information and current evaluation value of the instructor candidate, the service provider selects one or more training themes that are appropriate as the first training theme from among one or more training themes, and presents them to the instructor candidate. This will allow potential instructors to select training data that is suitable for them from a large number of training themes and take instructor training.

[0013] Here, the business fundamentals diagnostic test (hereinafter simply referred to as the "test") will be specifically described. In this embodiment, the server 10 cooperates with the instructor candidate terminal 20 to carry out the test as follows. That is, the server 10 first transmits to the instructor candidate terminal 20 one or more questions from among a plurality of questions pre-stored in the server 10, and receives answers input by the students to each of the one or more questions.

[0014] The test is administered by the service provider. The test questions are intended to evaluate the basic business skills (business fundamentals) of the trainees, including the instructor candidates, and are set by the service provider for one or more business skills to be evaluated and for one or more themes for each skill. Business fundamentals refers to skills or abilities that are useful in working as a member of society.

[0015] Explain the relationship between skills and themes for evaluating fundamental business skills. There are m skills defined (m is an arbitrary integer value greater than or equal to 1), and each of the one or more skills has p themes defined (p is an arbitrary integer value greater than or equal to 1, independent of m). Note that the theme referred to here is different from the training theme of the instructor training that the instructor candidates will later take. The test will include questions on each topic related to that topic.

[0016] The instructor candidate terminal 20 receives the test transmitted by the server 10. Then, the instructor candidate operates the instructor candidate terminal 20 to input answers to each of the multiple questions that make up the test. The instructor candidate terminal 20 transmits the test answers (a collection of answers for each question) entered by the instructor candidate to the server 10.

[0017] The server 10 sequentially acquires and grades the test answers sent from each of the instructor candidate terminals 20-1 to 20-n. The server 10 also normalizes the results of the grading for each item, and stores and manages the results as scores for each instructor candidate.

[0018] The server 10 sets and stores extraction conditions for extracting scores of a predetermined population from the scores managed for each instructor candidate. The specified population is not particularly limited, and various types of populations can be used, such as a group of instructor candidates who have one or more specified pieces of attribute information matching the various attribute information related to the instructor candidates, or a group of instructor candidates whose scores fall within a certain range. It is assumed that the server 10 manages, for each instructor candidate, a score indicating the grading result and various attribute information of the instructor candidate in association with each other. In this case, the extraction conditions for extracting the scores of a predetermined population may be, for example, the same age, the same sex, the score value, the score range, etc.

[0019] The server 10 extracts the score of a specific instructor candidate and the score of a specific population that includes the specific instructor candidate, and compares the two scores. Specifically, for example, the score of the specific instructor candidate can be compared with the average, maximum, or minimum score of a specific population that includes the specific instructor candidate.

[0020] In addition, the server 10 displays a graph plotting the score of the specified instructor candidate and the score of a specified population that includes the specified instructor candidate on the screen of the instructor candidate terminal 20 of the specified instructor candidate.

[0021] This allows the instructor candidate to easily visually see the degree of growth of the instructor candidate's current skills compared to their past skills and the effectiveness of their training as an instructor from the distribution of the instructor candidate's own score values ​​for each theme of each skill and the score values ​​of a specified population that includes the instructor candidate, on the graph displayed on the screen of the instructor candidate terminal 20.

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

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

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

[0025] The CPU 101, the ROM 102, and the RAM 103 are connected to one another via a bus 104. An input / output interface 105 is also connected to this bus 104. An output unit 106, an input unit 107, a storage unit 108, a communication unit 109, and a drive 110 are connected to the input / output interface 105.

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

[0027] The storage unit 108 is configured with a hard disk, a DRAM (Dynamic Random Access Memory), etc., and stores various data. The communication unit 109 communicates with other devices (the instructor candidate terminal 20 in the example of FIG. 1) via a network NW including the Internet.

[0028] Removable media 111, such as a magnetic disk, an optical disk, a magneto-optical disk, or a semiconductor memory, is appropriately loaded into the drive 110. A program read from the removable media 111 by the drive 110 is installed in the storage unit 108 as necessary. Further, the removable medium 111 can store various data stored in the storage unit 108 in the same manner as the storage unit 108 .

[0029] FIG. 3 is a functional block diagram showing a functional configuration of the server in the information processing system of FIG. As shown in FIG. 3, a skill DB 141 is provided in one area of ​​the storage unit 108 (FIG. 2) of the server 10. Skill DB141 stores information about trainees, including instructor candidates, and logs (hereinafter referred to as "test logs") of the trainees' track record in the training they have taken to date and the results of their business fundamentals diagnostic tests. The information about participants is, for example, information about employees working at a company who take courses or training sessions held by a service provider in order to improve their skills, and the information about participants includes information about the company and industry to which the participants belong.

[0030] Specifically, the instructor candidate information included in the information on the trainees stores information on the instructor candidates that serves as the basis for enabling the instructor candidates who wish to become instructors to select an introductory training topic that is suitable for them when taking the instructor training course.

[0031] The instructor candidate information includes attributes of the instructor candidate such as age and gender. In addition, the instructor candidate information includes career history, etc. The career history may include multiple types of experience such as the instructor candidate's work experience, industry experience, learning experience, etc. In addition, as the instructor candidate information, for example, the score of the instructor candidate in the most recently conducted test (current score (for example, see the example of FIG. 4)) is stored in the skill DB 141. Furthermore, the skill DB 141 stores a skill-specific training theme list, an instructor training skill map (see FIG. 5), etc. In the skill-specific training theme list, a training theme is set for each skill.

[0032] In the instructor training, the instructor candidate can take the training from the training themes in the skill-specific training theme list. Multiple training themes are stored. Training includes, for example, training sessions and seminars that implement training programs, and multiple instructor candidates can participate in multiple training sessions. Each of the multiple training sessions corresponds to one or more training themes.

[0033] The Skill DB 141 stores information regarding tests conducted by service providers. Information regarding tests includes, for example, pairs of one or more questions of the test and correct answers for each question, test results of individual learners including instructor candidates (scores for each skill item), business basic ability evaluation results (scores for each skill), which are comprehensive evaluations thereof, questionnaires to training service-using companies and learners, answers to the questionnaires, the number of training service-using companies, the number of learners, the number of companies starting hierarchical education, the number of learners by training theme and hierarchy, lead time required for decision-making until education introduction, the number of service user ID registrations, and other human resource development log information.

[0034] The score is a numerical value obtained by evaluating scores for each item of the test on, for example, a five-level scale ("1" to "5"), and the total numerical value for each skill is also stored. When there are five items for one skill, the maximum score for one skill is 25 points, and the evaluation for each skill of the learner is shown by the total value of the scores of the individual skill items in this case.

[0035] The Skill DB 141 stores information about companies to which instructor candidates and learners belong (company size (number of employees), organizational structure (hierarchy, etc.), departments, department layout, etc.). In addition, the Skill DB 141 stores information about each employee (learner) in the company (for example, employee name, age, date of joining the company, number of years of service, organizational position, job title, etc.) linked to the individual identification information of the employee such as the employee number. Note that the above-described test logs from one year ago or several years ago are just examples, and even three years ago would be sufficient as long as it is past performance. In addition, the Skill DB 141 stores performance information of companies that take lectures and training (for example, information within the range published in economic information magazines, etc.) in a comparable manner to other companies in the same industry.

[0036] In the CPU 101 of the server 10 (see FIG. 2), when executing processing, as shown in FIG. 3, a background information acquisition unit 121, a test unit 122, a current evaluation value acquisition unit 123, a theme determination unit 124, a recommendation unit 125, and a display control unit 126 function.

[0037] The background information acquisition unit 121 acquires background information indicating at least some of the contents of multiple types of attributes and multiple types of experiences of a lecturer candidate for human resource development when the lecturer candidate is provided with predetermined human resource development (such as training to improve basic business skills) by taking one or more courses. The multiple types of attributes are, for example, gender, age, and sex. The multiple types of experiences are, for example, work experience, industry of experience, learning experience, and the like. Specifically, when training is provided by taking one or more courses, the background information acquisition unit 121 reads at least some of the information on the instructor candidates for the training, such as their personal attributes, such as their age and gender, and their experiences, such as their work experience, industry of experience, and learning experience, from the skill DB 141 and acquires this information as background information.

[0038] The test unit 122 acquires, as a current evaluation value, the current evaluation value (current score) of the subject's business fundamentals. Specifically, information indicating the business fundamentals of one or more employees and instructor candidates belonging to a company organization is acquired via the instructor candidate terminal 20 and stored as a current score in the skill DB 141, so the testing unit 122 reads out the current score from the skill DB 141 and acquires it as a current evaluation value. The information indicating the business fundamentals is, for example, a test score for each theme for evaluating skills for measuring the business fundamentals (e.g., evaluation elements such as P&C, C, T, BK in FIG. 8 ). The test unit 122 creates questions for each theme from among the questions for skill evaluation of the examinee (in this case, the instructor candidate) stored in advance in the skill DB 141, for the examinee (the instructor candidate) to answer by operating the instructor candidate terminal 20. A collection of questions and answers for each theme of each business fundamentals skill created in this way constitutes a test.

[0039] The test section 122 displays the test on the instructor candidate terminal 20 via the communication section 109, thereby presenting the test to the examinee (instructor candidate). The examinee (instructor candidate) operates the instructor candidate terminal 20 to input answers (answers for each question) to the test questions given by the test unit 122. The answers input by the examinee (instructor candidate) are transmitted from the instructor candidate terminal 20 to the server 10.

[0040] The test unit 122 acquires the answers to the test (a collection of answers for each question) transmitted from the instructor candidate terminal 20 via the communication unit 109. The test unit 122 grades the acquired test answers for each question based on a predetermined grading standard. The test unit 122 normalizes (scores) the results of marking each question for each theme of each skill (into a 5-level scale), and stores and manages the scores in the skill DB 141 as evaluation results by linking them to the item names of each theme, for each test taker (instructor candidate), and also stores them as part of the instructor candidate information.

[0041] In response to an evaluation submission request (tabulation instruction) from the instructor candidate terminal 20 of a specific instructor candidate, the test unit 122 acquires the score of the specific instructor candidate and the score of a specific population including the specific instructor candidate from the scores of one or more instructor candidates managed in the skill DB 141, and outputs them to the display control unit 126. Note that the specific instructor candidate may be referred to as the first instructor candidate.

[0042] The predetermined population is extracted according to a predetermined extraction condition previously stored in the skill DB 141. Specifically, as described above, a population can be extracted according to a predetermined extraction condition of an arbitrary combination of the same age, the same sex, or the past scores of a predetermined instructor candidate (including 1).

[0043] The current evaluation value acquisition unit 123 acquires, as a current evaluation value, an evaluation value at the present time of the business-related ability of a predetermined instructor candidate. Specifically, the current evaluation value acquisition unit 123 reads and acquires the score stored as part of the instructor candidate information of the instructor candidate in the skill DB 141, for example, the instructor candidate's score in the most recently administered test (current score (see, for example, the example in Figure 4)), from the skill DB 141, and outputs it to the theme determination unit 124. That is, the current evaluation value acquiring unit 123 reads and acquires the score of the instructor candidate stored in the skill DB 141 as a result of the business fundamentals diagnostic test for the instructor candidate.

[0044] The theme determination unit 124 determines, based on the background information and current evaluation value of the instructor candidate, from among one or more themes, one or more suitable themes as the theme for the training to be taken first. Specifically, the theme determination unit 124 determines one or more themes that are appropriate as the theme for the first training session to be taken based on the instructor candidate's personal attributes, such as age, gender, and multiple types of experience, such as work experience, industry of experience, and learning experience, as well as the test results (current score) of the instructor candidate read from the skill DB 141.

[0045] More specifically, the theme determination unit 124 compares the current evaluation value of the instructor candidate with the achievement level threshold (minimum standard value) stored in the skill DB 141 to determine the achievement level of each of multiple basic skills as an instructor, and determines one or more training themes appropriate as the first training theme for instructor development from among one or more training themes stored in the skill DB 141 based on the achievement level of each of multiple skills (content of speech, expressiveness, etc.) required for an instructor (whether each skill reaches the instructor's level, and if not, to what extent, etc.), attributes, experience, etc. Note that the training theme may be determined by an AI model, etc.

[0046] The degree of achievement is, for example, the percentage of the lower limit threshold (a predetermined minimum standard value for basic skills) at which it can be determined that the minimum level of basic skills has been reached. The degree of achievement can also be considered an indicator of how far one's own score deviates from the minimum level of basic skills as a teacher. This allows instructor candidates to decide which training topic they should start with when taking the instructor training necessary to hone the skills required to become an instructor for human resource development training. In addition, for instructor candidates whose current evaluation value is below the threshold value of the degree of achievement of basic skills, the theme determination unit 124 instructs the recommendation unit 125 to comment on measures necessary to raise the evaluation value of basic skills that do not reach the minimum standard value.

[0047] The recommendation unit 125 recommends to the instructor candidate recommendation information on the instructor training corresponding to one or more training themes that the instructor candidate should first take, as determined by the theme determination unit 124, to the instructor candidate. Specifically, the recommendation unit 125 reads out recommendation information for instructor training corresponding to the training theme from the skill DB 141 based on one or more training themes that the instructor candidate should take first, as determined by the theme determination unit 124, and outputs the recommendation information to the display control unit 126 together with the name of the training theme. Here, the recommendation information is a topic of instructor training suitable for the instructor candidate to take initially (what kind of topic is the initial topic and how the level will increase from that topic) based on one or more attributes of the instructor candidate (gender, age, occupation, industry, job title, etc.) and the current score of the instructor candidate read from the skill DB 141 by the test unit 122. Future plans for instructor training that are associated with the initial training topic in advance may be recommended. For instructor candidates whose current evaluation value is below the threshold of the achievement level of basic skills, the recommendation unit 125 recommends measures (such as studying the relevant training theme or a prescribed textbook) necessary to raise the evaluation value of basic skills that do not reach the minimum standard value among multiple types of basic skills (see FIG. 4). This makes it possible to find a way for instructor candidates whose current evaluation value is below the threshold of the achievement level of basic skills to aim to become instructors. Regarding measures required to raise the evaluation value of basic skills that do not reach the minimum standard value (such as studying the relevant training theme or a specified text), the relevant measures will be read out from the measures previously stored in skill DB 141.

[0048] The display control unit 126 controls the display of the recommendation information output from the recommendation unit 125 on the screen of the instructor candidate terminal 20 .

[0049] In addition, the display control unit 126 controls the display of two line graphs (see, for example, the radar chart in Figure 4) on the screen of the instructor candidate terminal 20 via the communication unit 109, in which the instructor candidate's current score and ideal score output from the recommendation unit 125 are each plotted in a circular display area. In addition, the display control unit 126 controls the display on the screen of the instructor candidate terminal 20 via the communication unit 109 of two superimposed line graphs (see, for example, FIG. 4) in which the current score of the instructor candidate obtained by the testing unit 122 and the score of a specific population that includes the instructor candidate are plotted in a circular display area.

[0050] Here, the indicators for evaluating fundamental business capabilities will be described with reference to FIG. As shown in the graph in Figure 4, for example, indicators for evaluating basic business skills are defined (categorized) into four skills, such as "Business knowledge," "Planning & Control," "Thinking," and "Communication." Skill items are set for each of the four defined (categorized) skills. A skill item is one of the evaluation elements for each skill. Training (courses) are set for each skill item.

[0051] For example, the skill items for measuring basic business skills for the "business knowledge" skill include current affairs, legal affairs, human resources, and labor, finance and accounting, marketing, management, etc. Although not shown in the figure, the skill item legal affairs, human resources, and labor includes sub-items such as human resources and labor and compliance.

[0052] The skill items for measuring the basic business skills of the "planning & control" skill include objectives and goals, planning, business management, review and evaluation, improvement, etc. Although not shown in the figure, the skill item "objectives and goals" includes a sub-item called "goal thinking." In addition, the skill item "planning" includes a sub-item called "action plan creation."

[0053] Skill items for measuring the basic business skills of the "thinking" skill include numerical processing, application of thinking methods, information gathering, problem setting, solution planning, etc. Although not shown in the figure, the theme of application of thinking methods includes a sub-theme of elemental decomposition ability.

[0054] Skill items for measuring basic business skills in the "communication" skill category include negotiation, written communication, oral communication, attentive listening, business etiquette, etc. Although not shown in the figure, the skill item of written communication includes a subitem of slide creation ability.

[0055] Here we will explain how to categorize (divide) skills for evaluating business skills. Skills can be broadly divided into four categories, systematizing the skills necessary for growth in human resource development. In order for people to achieve results, they need planning and control. In order to improve planning and control, they also need thinking skills such as will and judgment, communication skills to build relationships, and business knowledge. By diagnosing basic business skills in this way by dividing them into four skills, it becomes easier to see the characteristics of the skills possessed by the person being assessed.

[0056] Basic business skills are measured in units of individual skill items or courses covering multiple themes, and by attending the training, participants are able to improve their business skills. When participants attend the training, they are given a business fundamentals diagnostic test before, during and after the course.

[0057] Here, the instructor training skill map will be described with reference to FIG. FIG. 5 is a diagram showing an example of an instructor training skill map stored in the server of FIG. 2 and FIG.

[0058] The instructor training skill map shown in Figure 5 includes major items, medium items, minor items, description contents, level 1, level 2, level 3, level 4, etc., and instructor candidates are assigned a level according to the degree of achievement of each content. For example, the first major item on the instructor training skill map is the content of the training talk that the instructor candidate actually gave to the participants (such as those who will evaluate the content of the lecture). The medium-sized items are the current situation and future prospects for the content of the talk. The small items are the current situation of the content of the talk. The written content is the specific content of the talk. Level 1 is when the participants are not taken into consideration, level 2 is when the participants are assumed to be taken into consideration but are vague, level 3 is when the participants are assumed but not appropriately, and level 4 is when the participants are assumed appropriately according to the topic, and a level is assigned to the instructor candidate for each item based on the instructor training skill map.

[0059] Major categories include the content of the training talk as well as expressions, etc. Medium categories include changes in participants as well as overall design and detailed design, etc. Minor categories include the current situation as well as approach methods based on participants' attitude towards the course, overall structure, what the participants are saying, conclusions, reasons, details, and talk development, etc. The contents include the specific talk content as well as training key points, etc. Level 1 includes not being able to anticipate participants as well as not understanding the perspective of test takers. From level 2 onwards, standards are set that go further than level 1 content and determine whether or not a lecturer has the mindset required to be a lecturer. In other words, each item on the instructor training skill map is a check item to evaluate whether instructor candidates are able to design training that not only helps participants understand the training content, but also enables participants to grasp their own current situation and lead to future behavioral changes.

[0060] Here, the operation of the server will be described with reference to FIGS. Fig. 6 is a diagram showing a flowchart showing the operation of determining the suitability of a training theme of a lecturer candidate in the server of Fig. 2 and Fig. 3. Fig. 7 is a diagram showing an outline of the operation shown in the flowchart of Fig. 6.

[0061] As shown in FIG. 6, in step S11 of the server 10, the background information acquisition unit 121 acquires, as background information (see FIG. 7), information indicating at least a part of multiple types of attributes, such as age and gender, and multiple types of experiences, such as work experience, industry of experience, and learning experience, for a candidate instructor for human resource development in the case where the instructor is trained by taking training on one or more training themes.

[0062] In step S12, the test unit 122 of the server 10 administers a business basics diagnostic test to the instructor candidate. Specifically, the test unit 122 presents a test question on the screen of a specified instructor candidate terminal 20 of a specified instructor candidate, judges whether the answer is correct or not based on the correct answer corresponding to the question, and assigns a score according to the judgment result and stores it in the skill DB 141.

[0063] In step S13, in the server 10, the current evaluation value acquisition unit 123 acquires the current score obtained as a result of the business fundamentals diagnostic test for the instructor candidate as a current evaluation value (see FIG. 7). Specifically, the current evaluation value acquiring unit 123 reads out the current score of a given instructor candidate from the skill DB 141 and acquires it as a current evaluation value.

[0064] In step S14, the theme determination unit 124 of the server 10 determines one or more training themes that are suitable as the theme for the first training session based on the background information of the instructor candidate (information including at least one of age, gender, and experience) and the current evaluation value (for example, referring to the scores of each of the four business skills in Figure 4 and the minimum score required for an instructor in Figure 8).

[0065] In step S15, the recommendation unit 125 of the server 10 recommends to the instructor candidate one or more training themes suitable for the instructor candidate, which have been determined by the theme determination unit 124. Specifically, the recommendation unit 125 outputs the training theme and its recommendation information to the instructor candidate terminal 20 of the instructor candidate via the display control unit 126, and displays it on the screen of the instructor candidate terminal 20.

[0066] In this manner, according to the operation of the server 10, background information (personal attributes, experience, etc.) and current score (current evaluation value) of the instructor candidate are acquired, and based on the acquired background information and current evaluation value, one or more themes are determined to be suitable as the first training theme from among a plurality of themes. The instructor candidate can then select and take the first training session from the determined theme, thereby acquiring instructor skills that are suitable for him or her.

[0067] FIG. 8 is a diagram showing an example of a threshold table in which minimum scores (thresholds) required as an instructor are set. The skill DB 141 (see FIG. 3) of the server 10 stores the test scores (current evaluation values) of each instructor candidate, as well as the minimum scores (thresholds) required to be an instructor. For example, in the threshold table 81 shown in FIG. 8, 11 is set as the minimum score for P&C. 14 is set as the minimum score for C. 14 is set as the minimum score for T. 8 is set as the minimum score for BK.

[0068] Next, referring to Figures 9 to 12, we will explain several examples [1-1], [1-2], [2-1], and [2-1] in which the server derives an optimal debut theme from the background information of the instructor candidate and the score of the business basics diagnostic test. First, the first example [1-1] will be described with reference to FIG. FIG. 9 is a diagram showing data 82 of a first example [1-1] for determining the suitability of a training theme for a lecturer candidate.

[0069] In the first case [1-1], as shown in Figure 9, different training topics are recommended to two instructor candidates (Instructor Candidate A and Instructor Candidate B) who have the same scores on the Business Fundamentals Diagnostic Test but different background information.

[0070] As shown in Figure 9, both instructor candidates A and B met the minimum required scores to be an instructor. The two candidates, Instructor A and Instructor B, have the same scores on the Business Basics Diagnostic Test for each skill, and are the same age and gender, but have different industries, occupations, and work experiences. Therefore, different training themes are recommended to each of them.

[0071] Instructor candidate A has experience in the IT industry and experience and qualifications in project management, and is judged to have the elements and knowledge required in the IT industry, as well as the ability to actively promote work. For this reason, the "Project Management Series <Introduction>", which requires specialized knowledge and industry knowledge, is recommended as a training topic. In addition, because he has excellent task management and work management skills, the training topic "Task Decomposition Training" is recommended.

[0072] B Instructor candidate has experience in the recruitment industry, knowledge of the current hiring situation, and experience managing subordinates, so "career design training" is recommended as a training topic based on his past work experience. In addition, he received a high score in listening among the communication items, so "multitasking training" which requires listening skills and logical thinking skills is recommended as a training topic.

[0073] FIG. 10 is a diagram showing data 83 of a second example [1-2] for determining the suitability of a training theme for a lecturer candidate.

[0074] In the second case [1-2], as shown in Figure 10, different training topics are recommended to two instructor candidates (Instructor Candidate C and Instructor Candidate D) who have the same scores on the Business Fundamentals Diagnostic Test but different background information.

[0075] As shown in Figure 10, both instructor candidates C and D met the minimum required scores to be an instructor. The two candidates, Instructor C and Instructor D, have the same scores on the Business Basics Diagnostic Test for each skill, are of the same generation and gender, but have different industries, occupations, and work experiences. For this reason, different training themes are recommended for each of them.

[0076] Instructor candidate C has a high communication score and is also good at interpersonal skills. Since he has experience in the BtoC industry and similar work experience, the training topic "Handling complaints by phone" is recommended. In addition, since he has high negotiation skills, the training topic "Negotiation skills training" is recommended.

[0077] Like Instructor C, Instructor Candidate D has a high communication score and excels in interpersonal skills. On the other hand, Instructor Candidate D has experience in sales and sales administration, and has work experience and communication skills, so "Sales Administration Basics" is recommended as a training topic. In addition, because he has high ability in carrying out tasks that require communication, "Questioning Skills Training" is recommended as a training topic.

[0078] FIG. 11 is a diagram showing data 84 of a third example [2-1] for determining the suitability of a training theme for a lecturer candidate.

[0079] The third case [2-1], as shown in Figure 11, is a case of new graduates in which different training themes are recommended to two instructor candidates (Instructor Candidate E and Instructor Candidate F) who have the same background information but different scores on the Business Fundamentals Diagnostic Test.

[0080] As shown in Figure 11, both instructor candidates E and F met the minimum required scores to be an instructor. The two candidates, Instructor E and Instructor F, are both new graduates who joined the company within the last year, so they have the same background information, but their scores on the Business Basics Diagnostic Test are different. Therefore, different training themes are recommended to each of them depending on their scores.

[0081] Since the E instructor candidate has a high score in communication, "greeting training" is recommended as a training topic. In addition, E instructor candidate has a bright and lively personality.

[0082] Instructor candidate F has a relatively high score in the thinking category and also in the manners category in the communication category. Therefore, "manners training" is recommended as a training topic. FIG. 12 is a diagram showing data 85 of a fourth example [2-2] for determining the suitability of a training theme for a lecturer candidate.

[0083] As shown in Fig. 12, in this fourth case [2-2], the background information is the same, but different training themes are recommended for two candidate lecturers (Candidate Lecturer G and Candidate Lecturer H) with different scores in the Business Basic Competence Diagnostic Test. This is a case of mid-level employees.

[0084] As shown in Fig. 12, both Candidate Lecturer G and Candidate Lecturer H meet the minimum required score to be a lecturer. Candidate Lecturer G and Candidate Lecturer F both have the same industry experience as working adults for the same number of years and both have held leadership positions. The background information is the same, but their scores in the Business Basic Competence Diagnostic Test are different in each item. Therefore, different training themes are recommended according to their scores and work experience.

[0085] Due to Candidate Lecturer G's high score in communication and previous work experience, "coaching training" is recommended as the training theme.

[0086] Due to Candidate Lecturer H's high scores in sinking and business knowledge and previous work experience, "how to set indicators training" is recommended as the training theme.

[0087] As described above, according to the server of the present embodiment, based on the score of the Business Basic Competence Diagnostic Test result and the personal background information (work experience, age, gender, learning experience, etc.), an optimal lecturer debut theme is derived, so that when a candidate lecturer takes a lecturer training course, the candidate lecturer can select a debut theme suitable for himself / herself.

[0088] In addition, it is determined whether the candidate has the basic skills to be a lecturer based on the score of the Business Basic Competence Diagnostic Test, and an optimal training debut theme for that person is presented. For example, if the scores of numerical processing and oral communication are high, it is determined that there is a high possibility of suitability as a lecturer and this is presented to the candidate lecturer. Also, if the score of finance / accounting is high, it is determined that there is a high possibility of suitability for finance training and this is presented to the candidate lecturer.

[0089] The business basics diagnostic test will be the usual one, and no questions or assessment methods will be used specifically for instructors. The test questions and result forms will be the same as usual, but the training debut topic will be decided based on personal attributes and experience in relation to this evaluation, so that instructor candidates can choose a training debut topic that suits them and reflects their own perspectives and ways of thinking.

[0090] Although one embodiment of the present invention has been described above, the present invention is not limited to the above-described embodiment, and modifications, improvements, etc. within the scope that can achieve the object of the present invention are included in the present invention.

[0091] For example, the hardware configuration shown in FIG. 2 is merely an example for achieving the object of the present invention, and is not particularly limited.

[0092] In addition, the functional block diagram of the server 10 shown in Fig. 3 is merely an example and is not particularly limited. In other words, it is sufficient that the information processing device has a function capable of executing the above-mentioned series of processes as a whole, and the functional blocks and databases used by the information processing device to realize this function are not particularly limited to the example in Fig. 3.

[0093] Further, although the functional blocks and databases are arranged in one server 10 in the above example, the arrangement is not limited to that in FIG. 3, and may be distributed among a plurality of information processing devices or may be arbitrarily arranged. Furthermore, each functional block and database may be configured as a single piece of hardware, may be provided in separate pieces of hardware, may be configured as a single piece of software, or may be configured as a combination of these.

[0094] When the processing of each functional block is executed by software, a program constituting the software is read from a network or a recording medium into a computer such as a CPU of an information processing device. The computer may be a computer built into dedicated hardware, or may be implemented in an information processing device capable of executing various functions by reading various programs, such as a server, or a general-purpose smartphone or personal computer.

[0095] The recording medium containing such a program is not only constituted by removable media that is distributed separately from the device body in order to provide the program to each student, but also by a recording medium etc. that is provided to each student in a state in which it is pre-installed in the device body.

[0096] In this specification, the steps of describing a program to be recorded on a recording medium include not only processes that are performed chronologically according to the order, but also processes that are not necessarily performed chronologically but are executed in parallel or individually.

[0097] In addition, in this specification, the term "system" refers to an overall device that is composed of a plurality of devices, a plurality of means, etc.

[0098] For example, in the above-described embodiment, the background information acquisition unit 121 acquired, as background information, information indicating personal attributes such as age and gender and the contents of multiple types of experiences such as work experience, industry of experience, and learning experience for a candidate instructor for human resource development in a case where training to improve basic business skills is provided by taking one or more themes. However, this is merely one example, and it is sufficient to acquire, as background information, information indicating at least some of the contents of multiple types of attributes and multiple types of experiences for a candidate instructor for human resource development in a case where specified human resource development is provided by taking one or more themes.

[0099] In the above-described embodiment, the current evaluation value acquisition unit 123 acquired the current score of the instructor candidate in the business basics diagnostic test as the current evaluation value, but this is only one example, and it is sufficient to acquire the current evaluation value of the subject's business-related abilities as the current evaluation value.

[0100] In the above embodiment, the theme determination unit 124 determined one or more training themes that are suitable as the theme for the first training session based on the instructor candidate's age, gender, industry experience, work experience, learning experience, and current score on the business basics diagnostic test, but other themes may be used, and it is sufficient to determine one or more themes that are suitable as the theme for the first training session based on the instructor candidate's background information and current evaluation value.

[0101] In the above embodiment, other examples are also possible. For example, a company, an organization, or a community may be used, as long as it is an organization. An employee, a company staff member, a police officer, or the like may be used, as long as it is a member. In addition, as information indicating fundamental business skills, tests were conducted for each skill item of each business skill and normalized scores were obtained, but other information, such as the test scores themselves, may also be obtained, and any information indicating fundamental business skills will suffice.

[0102] In the above embodiment, training for improving basic business skills has been described as an example of a human resource development service, but other services are also acceptable as long as the service provides predetermined human resource development.

[0103] In summary, the information processing apparatus to which the present invention is applied is sufficient if it has the following configuration, and can take various different embodiments. That is, an information processing device to which the present invention is applied (for example, the server 10 in FIG. 3, etc.) A background information acquisition unit (e.g., the background information acquisition unit 121 of FIG. 3 ) for acquiring, as background information, information indicating at least a part of a plurality of types of attributes (e.g., age, gender, etc.) and a plurality of types of experiences (e.g., work experience, industry of experience, learning experience, etc.) of a lecturer candidate for a predetermined human resource development (e.g., training for improving basic business skills) by taking one or more courses; A current evaluation value acquisition unit (such as the current evaluation value acquisition unit 123 in FIG. 3 ) for acquiring a current evaluation value of the business-related ability of the instructor candidate as a current evaluation value (such as a current score of a business ability diagnostic test result, etc.); A theme determination means (e.g., theme determination unit 124 in FIG. 3 ) that determines one or more themes that are appropriate as a theme for the first training session from among the one or more themes based on the background information and the current evaluation value of the instructor candidate; Equipped with. This allows a trainer candidate (e.g., a trainer candidate etc.) to determine which trainer training to start with when undergoing the trainer training required to hone the skills necessary to become a trainer for human resource development training, and therefore allows the trainer candidate to select a training topic that suits him / herself from among many training topics and undergo training.

[0104] In the information processing device (for example, the server 10 in FIG. 3 ), The theme determination means (e.g., theme determination unit 124 in FIG. 3, etc.) determines the degree of achievement (e.g., what percentage of a lower limit threshold (a predetermined minimum value of basic skills) at which it is possible to determine that the minimum level of basic skills has been reached or above) of multiple types of basic skills as a lecturer (e.g., numerical processing, oral communication, finance / accounting, etc.) based on the current evaluation value of the lecturer candidate (e.g., lecture candidate, etc.), and determines one or more themes that are appropriate as the theme of the first training (for lecturer development) based on the degree of achievement (level as a lecturer) of each of the multiple types of basic skills (e.g., skills required for a lecturer (content of speech and expressiveness, etc.)) and the background information (e.g., personal attributes, experience, etc.). This allows instructor candidates to determine what level of training topic they should start with when taking the instructor training necessary to hone the skills required to become an instructor of human resource development training.

[0105] In the information processing device (for example, the server 10 in FIG. 3 ), The evaluation value of the business-related abilities (e.g., the current score of the business ability diagnostic test results) is the value of multiple evaluation elements (e.g., "Business Knowledge," "Planning & Control," "Thinking," "Communication," etc. in Figure 4) for evaluating the multiple types of basic skills. This allows us to use the tests we have developed in our human resource development training to recommend training themes for instructor development that suit each instructor candidate, allowing them to take instructor training from among training themes that suit them.

[0106] The information processing device (e.g., the server 10 in FIG. 3) a recommendation unit (e.g., the recommendation unit 125 in FIG. 3 ) for recommending measures (such as a corresponding training theme or learning using a predetermined textbook) necessary to raise the evaluation value of a basic skill that does not reach the threshold among the plurality of types of basic skills to an instructor candidate whose achievement level of the basic skill falls below the threshold; It further comprises: This will enable instructor candidates who fall below the threshold for the level of basic skill achievement to find a way to become instructors.

[0107] In an information processing method executed by an information processing device (for example, the server 10 in FIG. 3 ), A background information acquisition step of acquiring, as background information, information indicating at least a part of a plurality of types of attributes (e.g., age, gender, etc.) and a plurality of types of experiences (e.g., work experience, industry of experience, learning experience, etc.) of a lecturer candidate for a prescribed human resource development program by taking one or more courses; a current evaluation value acquisition step of acquiring a current evaluation value of the business-related ability of the instructor candidate as a current evaluation value (e.g., a current score of a business ability diagnostic test result, etc.); a theme determination step of determining, from among the one or more themes, one or more suitable themes as the theme for the first training based on the background information and the current evaluation value of the instructor candidate; Includes. This allows instructor candidates to determine which instructor training to begin with when undergoing the instructor training required to hone the skills necessary to become an instructor for human resource development training, and allows them to select a training topic that suits them from among many training topics.

[0108] On the computer, A background information acquisition step of acquiring, as background information, information indicating at least a part of a plurality of types of attributes (e.g., age, gender, etc.) and a plurality of types of experiences (e.g., work experience, industry of experience, learning experience, etc.) of a lecturer candidate for a prescribed human resource development program by taking one or more courses; a current evaluation value acquisition step of acquiring a current evaluation value of the business-related ability of the instructor candidate as a current evaluation value (e.g., a current score of a business ability diagnostic test result, etc.); a theme determination step of determining, from among the one or more themes, one or more suitable themes as the theme for the first training based on the background information and the current evaluation value of the instructor candidate; The control process includes: This allows instructor candidates to determine which instructor training to begin with when undergoing the instructor training required to hone the skills necessary to become an instructor for human resource development training, and allows them to select a training topic that suits them from among many training topics. [Explanation of symbols]

[0109] 1 Information processing system, 10 Server, 20, 20-1, 20-n Instructor candidate terminal, 101 CPU, 102 ROM, 103 RAM, 104 Bus, 105 Input / output interface, 106 Output section, 107 Input section, 108 Memory section, 109 Communication section, 110 Drive, 111 Removable media, 121 Background information acquisition section, 122 Test section, 123 Current evaluation value acquisition section, 124 Theme determination section, 125 Recommendation section, 126 Display control section, 141 Skill DB, NW Network

Claims

1. A background information acquisition means for acquiring, as background information, information indicating at least a part of a plurality of types of attributes and a plurality of types of experiences different from the skills themselves, for a candidate instructor for a human resource development program in which the candidate instructor receives one or more courses on the given human resource development program; a current evaluation value acquisition means for acquiring a current evaluation value of a basic business ability composed of a plurality of skills of the instructor candidate; a theme determining means for determining, from among the one or more themes, one or more suitable themes for a first training session based on the background information and the current evaluation value of the instructor candidate; An information processing device comprising:

2. the theme determination means determines the degree of achievement of each of a plurality of basic skills as an instructor based on the current evaluation value of the instructor candidate, and determines one or more themes that are appropriate as a theme for the initial training based on the degree of achievement of each of the plurality of basic skills among the plurality of skills and the background information; The information processing device according to claim 1 .

3. The current evaluation value is a value of a plurality of evaluation elements for evaluating the plurality of types of basic skills. The information processing device according to claim 2 .

4. a recommendation means for recommending to an instructor candidate whose attainment level of the basic skills is below a threshold a measure required to raise an evaluation value of the basic skills that do not reach the threshold among the plurality of types of basic skills; The information processing device according to claim 2 , further comprising:

5. An information processing method executed by an information processing device, A background information acquisition step of acquiring, as background information, information indicating at least a part of a plurality of types of attributes and a plurality of types of experiences different from the skills themselves, for a lecturer candidate for the human resource development in the case where the lecturer candidate is provided with predetermined human resource development by taking one or more courses; a current evaluation value acquisition step of acquiring a current evaluation value of a basic business ability composed of a plurality of skills for the instructor candidate as a current evaluation value; a theme determination step of determining, from among the one or more themes, one or more suitable themes as the theme for the first training based on the background information and the current evaluation value of the instructor candidate; An information processing method comprising:

6. On the computer, A background information acquisition step of acquiring, as background information, information indicating at least a part of a plurality of types of attributes and a plurality of types of experiences different from the skills themselves, for a lecturer candidate for the human resource development in the case where the lecturer candidate is provided with predetermined human resource development by taking one or more courses; a current evaluation value acquisition step of acquiring a current evaluation value of a basic business ability composed of a plurality of skills for the instructor candidate as a current evaluation value; a theme determination step of determining, from among the one or more themes, one or more suitable themes as the theme for the first training based on the background information and the current evaluation value of the instructor candidate; A program that executes control processing including:

Images