Skill diagnosis device, skill diagnosis method, and skill diagnosis program

Abstract

To provide a skill diagnosis device, a skill diagnosis method, and a skill diagnosis program capable of grasping skill of an organization member belonging to each project.SOLUTION: A skill diagnosis device includes: a question storage unit that stores a question for skill diagnosis concerning project management; a diagnosis execution unit for reading the question for the skill diagnosis from the question storage unit and transmitting it to a first terminal used by an organization member to receive an answer result to each question from the first terminal; an answer result storage unit for storing the answer results received from the first terminal; a diagnosis unit for diagnosing skill of the organization member based on the answer results stored in the answer result storage unit; and an output unit for outputting diagnosis results obtained by the diagnosis unit. The diagnosis results include classification of a person property type representing ability capable of causing specific action or action characteristics.SELECTED DRAWING: Figure 8

Description

[Technical Field]

[0001] The present invention relates to a skill diagnosis device, a skill diagnosis method, and a skill diagnosis program. [Background technology]

[0002] A project is a group made up of one or more project members working to solve a specific problem. Project members are selected (assigned) from the organization that oversees the project. The organization leader is the person in charge of overseeing the organization members and multiple projects, such as a section manager, department manager, or CEO. Note that the organization leader may also belong to one or more projects as the leader of one of the projects. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Application Laid-Open No. 2003-030384 Summary of the Invention [Problem to be solved by the invention]

[0004] A project is a fixed-term undertaking undertaken to create a unique product or service. Project management is the activity carried out with the goal of successfully completing a project. Projects can have a variety of characteristics depending on their objectives and content. For example, some projects have clear goals and deliverables that must be completed in a short period of time with high quality. Other projects require innovative thinking and innovative procedures to create new services that do not exist in the world.

[0005] Therefore, the skills required of the organizational members selected as project members may differ depending on the characteristics of the project. Therefore, it is desirable to understand the skills of the organizational members assigned to each project. However, understanding the skills of each organizational member is difficult.

[0006] The present invention has been made in consideration of the above-mentioned problems, and aims to provide a skill diagnosis device, a skill diagnosis method, and a skill diagnosis program that can grasp the skills of organizational members who are to belong to each project. [Means for solving the problem]

[0007] The skill diagnosis device of the present invention comprises a question storage unit that stores questions for skill diagnosis related to project management, a diagnosis execution unit that reads the questions for skill diagnosis from the question storage unit, transmits them to a first terminal used by an organization member, and receives answer results for each question from the first terminal, an answer result storage unit that stores the answer results received from the first terminal, a diagnosis unit that diagnoses the skills of the organization member based on the answer results stored in the answer result storage unit, and an output unit that outputs the diagnosis result of the diagnosis unit, wherein the diagnosis result includes a classification of human resource types that represent abilities or behavioral characteristics that can take specific actions.

[0008] In the above-mentioned skill diagnosis device, the questions for the skill diagnosis may include questions for grasping competency, and the diagnosis unit may diagnose the human resource type based on the answer results to the questions for grasping the competency from among the answer results stored in the answer result storage unit.

[0009] In the above-mentioned skill diagnosis device, the diagnosis execution unit may send at least some of the questions for grasping the competencies to a second terminal used by a member other than the organizational members, receive answers to each question from the second terminal, and the diagnosis unit may reflect the answers received from the second terminal in the diagnosis of the human resource type.

[0010] In the skill diagnosis device, the diagnosis result may include a skill level regarding knowledge and experience related to project management.

[0011] In the above-mentioned skill diagnosis device, the question storage unit stores questions for understanding the mental state of the organizational members regarding the project, the diagnosis execution unit reads the questions for understanding the mental state from the question storage unit, transmits them to the first terminal, and receives answer results to each question from the first terminal, and the diagnosis unit may diagnose the mental state of the organizational members based on the answer results to the questions for understanding the mental state from the answer results stored in the answer result storage unit.

[0012] In the skill diagnosis device, the output unit may transmit a diagnosis result of the diagnosis unit to the first terminal.

[0013] In the above skill diagnosis device, the output unit may transmit to the first terminal a past diagnosis result of the diagnosis unit on the organization member.

[0014] In the above-mentioned skill diagnosis device, the output unit may, in response to a request from any of the terminals, transmit to the any of the terminals the aggregated results of the diagnosis by the diagnosis unit for multiple organizational members belonging to a specific project.

[0015] In the above skill diagnosis device, the output unit may transmit to any one of the terminals the percentage of human resource types determined for each project characteristic.

[0016] The skill diagnosis device may include a determination unit that compares the classification of human resource types diagnosed by the diagnosis unit for multiple organizational members in a specific project to which the multiple organizational members belong with the proportion of human resource types defined for each characteristic of the specific project.

[0017] The skill diagnosis method of the present invention is characterized in that a computer executes the following processes: reading questions for skill diagnosis related to project management from a question storage unit that stores the questions, transmitting the questions to a first terminal used by an organizational member, receiving answers to each question from the first terminal, storing the answers received from the first terminal, diagnosing the skills of the organizational member based on the stored answers, and outputting the diagnosis results; the diagnosis results include a classification of human resource types that represent abilities or behavioral characteristics that can take specific actions.

[0018] The skill diagnostic program of the present invention causes a computer to execute the following processes: read questions for skill diagnostics related to project management from a question storage unit that stores the questions, transmit the questions to a first terminal used by an organizational member, receive answers to each question from the first terminal, store the answers received from the first terminal, diagnose the skills of the organizational member based on the stored answers, and output the diagnostic results; the diagnostic results include a classification of human resource types that represent abilities or behavioral characteristics that can take specific actions. [Effects of the Invention]

[0019] According to the present invention, it is possible to provide a skill diagnosis device, a skill diagnosis method, and a skill diagnosis program that are capable of grasping the skills of organizational members who are to belong to each project. [Brief explanation of the drawings]

[0020] [Figure 1]FIG. 10 is a diagram for explaining the definition of each term in the skill diagnosis. [Figure 2] FIG. 10 is a diagram illustrating the purpose of performing skill diagnosis. [Figure 3] FIG. 10 is a diagram illustrating skill diagnosis. [Figure 4] FIG. 1 is a diagram for explaining the knowledge and experience required for project management. [Figure 5] FIG. 1 is a diagram for explaining the competencies required for project management. [Figure 6] FIG. 1 is a diagram for explaining the competencies required for project management. [Figure 7] 1 is a block diagram of a skill diagnosis system according to an embodiment. [Figure 8] 1A is a block diagram of a member terminal, a skill diagnosis device, and an organization leader terminal, and FIG. 1B is a block diagram for explaining the hardware configuration of the skill diagnosis device. [Figure 9] FIG. 2 is a diagram illustrating an example of a question database stored in a question storage unit. [Figure 10] FIG. 10 is a diagram illustrating an example of a skill diagnosis screen displayed on a display device. [Figure 11] FIG. 10 is a diagram illustrating an example of a mental diagnosis screen displayed on a display device. [Figure 12] FIG. 10 is a diagram illustrating an example of an input result database stored in an answer result storage unit. [Figure 13] FIG. 10 is a diagram for explaining each human resource type. [Figure 14] FIG. 10 is a diagram illustrating an example of a screen showing a personal diagnosis result displayed on a display device. [Figure 15] FIG. 10 is a diagram illustrating an example of a screen showing a personal diagnosis result displayed on a display device. [Figure 16] FIG. 10 is a diagram illustrating an example of a screen showing project diagnosis results displayed on a display device. [Figure 17] FIG. 10 is a diagram illustrating an example of a screen showing project diagnosis results displayed on a display device. [Figure 18]FIG. 10 is a diagram illustrating an example of a screen showing project diagnosis results displayed on a display device. [Figure 19] FIG. 10 is a diagram illustrating an example of a screen showing project diagnosis results displayed on a display device. [Figure 20] FIG. 10 is a diagram illustrating an example of a screen showing tissue diagnosis results displayed on a display device. [Figure 21] FIG. 10 is a diagram illustrating an example of a screen showing tissue diagnosis results displayed on a display device. [Figure 22] FIG. 10 is a diagram illustrating an example of a screen showing tissue diagnosis results displayed on a display device. [Figure 23] FIG. 10 is a diagram illustrating an example of a screen showing tissue diagnosis results displayed on a display device. [Figure 24] 10 is a flowchart illustrating an example of processing executed by a skill diagnosis device. [Figure 25] 10 is a flowchart illustrating an example of processing executed by a skill diagnosis device. [Figure 26] FIG. 10 is a diagram illustrating an example of assignment. [Figure 27] FIG. 10 is a diagram illustrating an example of the proportion of predetermined human resource types. DETAILED DESCRIPTION OF THE INVENTION

[0021] Hereinafter, embodiments will be described with reference to the drawings.

[0022] First, we will explain the definitions of the terms used in the skill assessment according to this embodiment. As shown in Figure 1, "skills" refers to the possession of knowledge, experience, and competency in project management, as well as the skills and techniques that can be appropriately put into practice in actual projects.

[0023] "Knowledge" refers to the awareness and understanding of project management systems, techniques, practice methods, and outputs. It does not matter whether you can put project management systems, techniques, practice methods, and outputs into practice.

[0024] "Experience" refers to the skills gained by participating in a project and actually seeing, hearing, and doing things. These skills may or may not be reproducible.

[0025] "Competency" refers to the ability or behavioral characteristics that enable specific actions to be taken in order to demonstrate high performance and produce results. Competency is an element that increases reproducibility.

[0026] Figure 2 illustrates the purpose of skill assessment. As illustrated in Figure 2, the purpose of skill assessment for individual organizational members is to understand their own project management skills and use the information as reference for self-improvement. Similarly, the purpose of mental assessment for individual organizational members assigned to a project is to help them understand their own mental state.

[0027] The purpose of skill assessments for organizational members is to understand each member's project management skills and use the information as reference for member development and project assignment. "Assignment" refers to the assignment of each member to a project. Furthermore, mental health assessments for each project involve gathering information on the mental state of the organizational members assigned to the project, understanding the status of the project and the organizational members, and determining whether each organizational member has the mental environment necessary to carry out the project.

[0028] The purpose of skills assessment for organizations with multiple projects is to understand the project management skills of each member and use the information as reference for developing each member's development plan. Additionally, the purpose of skills assessment for organizations with multiple projects is to understand the project management skills of the entire organization and use the information as reference for strengthening the organization's management capabilities.

[0029] As mentioned above, "skills" refer to the knowledge, experience, and competency related to project management, as well as the skills and techniques that can be appropriately put into practice in actual projects, so skill assessment can be achieved by standardizing knowledge, experience, and competency and comprehensively evaluating each level, as shown in Figure 3. Furthermore, by adding external factors such as the environment surrounding the project to the assessed skills, it becomes possible to evaluate the outcomes and results of each project.

[0030] The knowledge and experience required for project management can be divided into five areas, as shown in Figure 4. These areas are "Project Management," "Industry / Business," "Technology / Methodology," "Business Management," and "Personal Management." "Project management" knowledge and experience are the most important in project management and are not just self-taught, but also universal and systematic project management knowledge. "Industry / Business" knowledge and experience are knowledge of the target industry, business sector, and business operations, necessary for good communication with end users and the creation of appropriate systems. "Technology / Methodology" knowledge and experience include IT knowledge of the hardware, software, and networks used in projects, as well as software engineering knowledge of design techniques, testing techniques, and estimation techniques. "Business management" knowledge and experience are knowledge of business management, such as building good relationships with customers, proposing new projects, avoiding and mitigating business risks that arise during project execution, and contracts and related laws and regulations. Knowledge and experience in "personal management" includes knowledge of leadership, communication, negotiation, and the management of an organization as a project team.

[0031] Of these five areas, "business management" and "personal management" have a strong relationship with competencies, so in this embodiment they are linked to the results of competencies rather than knowledge and experience.

[0032] In this embodiment, the competencies required for project management are divided into six areas in addition to the perspectives of "business management" and "personal management," as illustrated in Figure 5. The six areas are "communicating," "leading," "managing," "effectiveness," "cognitive ability," and "professionalism."

[0033] As shown in Figure 6, "Communicating" includes "Communication" and "Negotiation" as skill types. "Communication" refers to sending and receiving information and messages using the optimal communication channel and techniques (documentation, presentation) depending on the purpose of communication, while taking timing into consideration, in order to enhance their understanding and penetration. "Negotiation" refers to building relationships and reaching consensus without harming the interests of the other party, as well as the interests of the company and project implementers, in order to achieve the goal.

[0034] "Leading" includes the skills of "visioning," "team dynamics," "leading by example," and "motivation." "Visioning" involves deeply understanding the mission and purpose of a project and communicating the direction (vision) that should be taken to achieve it. "Team dynamics" involves building mutual trust to improve organizational productivity, while also generating positive emotions even in challenging situations and encouraging team members to foster a constructive atmosphere. "Leading by example" involves taking voluntary action when deemed necessary to achieve goals and leading the unity of those around you. "Motivation" involves not only external motivation such as rewards, punishments, commendations, and praise, but also drawing out team members' motivation by understanding their characteristics and influencing their values, curiosity, and interests.

[0035] "Managing" includes the skills of "planning" and "monitoring." "Planning" involves clarifying the allocation of management resources, the way work is carried out, deadlines, and the members who will carry it out. "Monitoring" involves regular monitoring (procurement, deliverables, quality, cost, delivery date, progress, etc.) to ensure goal achievement, analyzing any discrepancies with the plan, and making any necessary course corrections.

[0036] "Effectiveness" includes the skill types of "conflict management," "relationship adjustment ability," and "judgment." "Conflict management" involves clarifying response policies, sharing information, and reviewing communication plans while involving stakeholders in various conflicts in order to maintain and improve productivity and teamwork. "Relationship adjustment ability" is accurately understanding the organizational culture, formal and informal power, and communication channels, and taking the optimal response in carrying out work. "Judgment" is making decisions at an effective time after considering appropriate criteria and solution options.

[0037] "Cognitive ability" includes the skill categories of "holistic strategic perspective," "information gathering," "problem-detecting ability," and "problem-solving ability." "Holistic strategic perspective" refers to the ability to view various phenomena from a broad, medium- to long-term perspective, taking a bird's-eye view of all stakeholders, rather than focusing on one's own organization or short-term perspectives and benefits. "Information gathering" refers to establishing all information sources and routes and quickly, accurately, and widely gathering information needed for project execution and decision-making. "Problem-detecting ability" refers to analyzing collected information and early anticipating and discovering problems and risks that must be resolved for the project to be successful. "Problem-solving ability" refers to evaluating the timing and effectiveness of project issues and finding the optimal solution.

[0038] "Professionalism" includes the skills of "responsibility," "ethics and integrity," and "respect for diversity." "Responsibility" means having a strong sense of mission and commitment to completing the work, role, and goals you've been assigned to achieve. "Ethics and integrity" means having universal standards for judging right and wrong, being thoroughly familiar with the law in corporate activities, and demonstrating a strict adherence to it when carrying out your own work. "Respect for diversity" means recognizing and respecting the various ways of thinking and styles that arise from differences in nationality, culture, personality, etc., and responding and acting appropriately in consideration of these differences.

[0039] FIG. 7 is a block diagram of a skill diagnosis system 100 according to an embodiment. As illustrated in FIG. 7, the skill diagnosis system 100 has a configuration in which one or more member terminals 10 (first terminals) are connected to a skill diagnosis device 20 via a telecommunications line 40 such as the Internet, and one or more organization leader terminals 30 (second terminals) are connected to the skill diagnosis device 20 via the telecommunications line 40. The member terminals 10 transmit and receive information to and from the skill diagnosis device 20 via the telecommunications line 40. The organization leader terminal 30 transmits and receives information to and from the skill diagnosis device 20 via the telecommunications line 40. The member terminals 10 and the organization leader terminals 30 may be terminals such as desktop PCs or notebook PCs, or may be mobile terminals such as smartphones. The skill diagnosis device 20 is a server or the like. The telecommunications line 40 may have a configuration in which wired and wireless connections are mixed.

[0040] FIG. 8(a) is a block diagram of a member terminal 10, a skill diagnosis device 20, and an organization leader terminal 30. As illustrated in FIG. 8(a), the member terminal 10 includes an input device 11, a display device 12, etc. The organization leader terminal 30 includes an input device 31, a display device 32, etc. The input devices 11 and 31 are keyboards, mice, touch panels, etc. The display device 32 is an LCD display, etc. The skill diagnosis device 20 includes a question storage unit 21, a diagnosis execution unit 22, an answer result storage unit 23, a skill diagnosis unit 24, a mental diagnosis unit 25, a type diagnosis unit 26, an output unit 27, a judgment unit 28, etc.

[0041] FIG. 8(b) is a block diagram illustrating the hardware configuration of the skill diagnosis device 20. As illustrated in FIG. 8(b), the skill diagnosis device 20 includes a CPU 101, a RAM 102, a storage device 103, a communication device 104, an input device 105, and the like. These devices are connected via a bus or the like. The CPU (Central Processing Unit) 101 is a central processing unit. The RAM (Random Access Memory) 102 is a volatile memory that temporarily stores programs executed by the CPU 101, data processed by the CPU 101, and the like. The storage device 103 is a non-volatile storage device. For example, the storage device 103 may be a read-only memory (ROM), a solid-state drive (SSD) such as a flash memory, or a hard disk driven by a hard disk drive. The CPU 101 executes a skill diagnosis program stored in the storage device 103, thereby realizing the functions of each unit of the skill diagnosis device 20. Note that the functions of each unit of the skill diagnosis device 20 may be configured using dedicated circuits or the like. The communication device 104 is an interface to the electric communication line 40. The input device 105 is an input device such as a keyboard, a mouse, or a touch panel.

[0042] The question storage unit 21 stores questions. The questions stored in the question storage unit 21 include questions for skill diagnosis and questions for mental health diagnosis. The questions for skill diagnosis are classified into three categories: knowledge questions, experience questions, and competency questions. Knowledge questions are questions for understanding the skill level regarding knowledge related to project management. Experience questions are questions for understanding the skill level regarding experience related to project management. Competency questions are questions for understanding the competency of organizational members. Note that competency questions include questions answered by organizational members belonging to the project and questions answered by people other than the organizational members (for example, organizational leaders who are superiors to the organizational members) about the organizational members. Mental health diagnosis questions are questions for understanding the mental state of each organizational member.

[0043] Fig. 9 is a diagram illustrating a question database stored in the question storage unit 21. As illustrated in Fig. 9, a question ID is stored in association with a question type, an answerer who answers the question, and the question content. The question type is one of knowledge, experience, competency, and mental state. The question ID is an identifier for identifying each question.

[0044] The diagnosis execution unit 22 determines whether to start skill diagnosis. For example, when an organization member makes a request via the member terminal 10, the diagnosis execution unit 22 starts skill diagnosis for the organization member. Alternatively, the diagnosis execution unit 22 starts skill diagnosis for a designated organization member based on a predetermined cycle of days. Alternatively, when an organization leader makes a request via the organization leader terminal 30, the diagnosis execution unit 22 starts skill diagnosis for an organization member designated by the organization leader. In addition, the diagnosis execution unit 22 determines whether to start skill diagnosis in response to a request.

[0045] The diagnosis execution unit 22 reads the knowledge questions, experience questions, and competency questions stored in the question storage unit 21 and displays them on the display device 12 of the member terminal 10. For competency questions, only questions to be answered by organization members are displayed. FIG. 10 is a diagram illustrating an example of a skill diagnosis screen displayed on the display device 12. As illustrated in FIG. 10, each question is displayed sequentially on the display device 12. The organization member uses the input device 11 of the member terminal 10 to select or input an answer to each question.

[0046] Next, the diagnosis execution unit 22 reads the questions for mental diagnosis stored in the question storage unit 21 and displays them on the display device 12. FIG. 11 is a diagram showing an example of a mental diagnosis screen displayed on the display device 12. As shown in FIG. 11, each question is displayed in sequence on the display device 12. Organization members use the input device 11 to select or input answers to each question.

[0047] Next, the diagnosis execution unit 22 reads the questions to be answered by the organization leader who is the superior of the organization members from among the competency questions stored in the question storage unit 21, and displays them on the display device 32 of the organization leader terminal 30. For example, a screen such as that shown in Fig. 10 is displayed, which includes the questions to be answered by the organization leader. The organization leader uses the input device 31 of the organization leader terminal 30 to select or input answers to each question.

[0048] The answer result storage unit 23 stores answers input via the input device 11. FIG. 12 is a diagram illustrating an example of an input result database stored in the answer result storage unit 23. As illustrated in FIG. 12, a diagnosis ID is stored in association with the diagnosis date and time, member ID, organization leader ID, question ID, and input answer result. The diagnosis ID is an identifier for identifying each diagnosis. The member ID is an identifier for identifying each organization member. The organization leader ID is an identifier for identifying each organization leader. The answer result storage unit 23 stores an input result database like that shown in FIG. 12 for diagnosis IDs for the number of times skill diagnosis and mental diagnosis have been performed.

[0049] Next, the skill diagnosis unit 24 reads the answer result for a specific skill diagnosis ID from the answer result storage unit 23, and uses a predetermined algorithm to obtain a skill level corresponding to the answer result for each of the five areas illustrated in FIG. 4. For example, the skill diagnosis unit 24 scores the answer to the question. In this case, for example, the higher the skill level, the higher the score. Regarding competency, rather than scoring, the skill types shown in FIG. 6 are ranked in descending order of behavioral characteristics.

[0050] Next, the mental diagnosis unit 25 reads the answer results for the specific diagnosis ID from the answer result storage unit 23, and uses a predetermined algorithm to obtain the mental state corresponding to the answer results for each predetermined mental category. For example, the answers to the questions are scored. In this case, for example, the better the mental state, the higher the score.

[0051] Next, the type diagnosis unit 26 reads the answer results for the specific diagnosis ID from the answer result storage unit 23 and classifies the organizational member into one of multiple human resource types using a predetermined algorithm. For example, because answers to competency questions tend to reflect abilities or behavioral characteristics that allow for specific actions, the answers to the competency questions can be used to classify the organizational member into one of multiple human resource types. In this embodiment, organizational members are classified into seven types. For example, the seven types include "goal-achieving type," "problem-solving type," "harmony type," "pioneering type," "value-creating type," "value chain type," and "sustainability type."

[0052] Figure 13 is a diagram for explaining each human resource type. As shown in Figure 13, a human resource image is explained for each human resource type. Also, each human resource type is associated with characteristic competencies.

[0053] Next, the output unit 27 displays the skill diagnosis results from the skill diagnosis unit 24, the mental diagnosis results from the mental diagnosis unit 25, and the type diagnosis results from the type diagnosis unit 26 on the display device 12 of the member terminal 10. FIGS. 14 and 15 are diagrams illustrating screens of individual diagnosis results displayed on the display device 12. As illustrated in FIG. 14, a human resource type is displayed. This allows each organizational member to understand their own human resource type. As illustrated in FIGS. 14 and 15, skill diagnosis results are displayed. Specifically, the skill levels for each skill type are displayed for knowledge, experience, and competency. This allows each organizational member to understand the level of skill they have acquired for each skill type. As illustrated in FIG. 15, mental diagnosis results are displayed. This allows each organizational member to understand their own mental state. As illustrated in FIG. 15, a history of past diagnosis results for the organizational member is displayed. This allows each organizational member to understand the diagnosis results in chronological order.

[0054] 14 and 15 on the display device 32 of the organization leader terminal 30 upon request from the organization leader terminal 30. This allows the organization leader to understand in detail the human resource type, skills, and mental state of each organization member. By referring to the human resource type, skill level, and mental state of each organization member, the organization leader can make appropriate assignments. For example, the organization leader can appropriately select project leaders, sub-leaders, non-leaders, etc. from among the organization members.

[0055] Furthermore, upon request from the organization leader terminal 30, the output unit 27 displays, on a project-by-project basis, the skill diagnosis results from the skill diagnosis unit 24, the mental state diagnosis results from the mental diagnosis unit 25, and the type diagnosis results from the type diagnosis unit 26 for the organization members belonging to the project on the display device 32 of the organization leader terminal 30. The organization leader can determine, on a project-by-project basis, whether appropriate organization members have been assigned. Furthermore, by referring to the mental state of each organization member, the organization leader can determine whether the mental environment for each organization member is in place to carry out the project.

[0056] 16 to 19 are diagrams illustrating screens of project diagnosis results displayed on the display device 32. As illustrated in FIG. 16, the aggregated results of skill levels related to knowledge and experience are displayed for each project. In this case, the skill level may be, for example, a statistical value (relative value, average value, median value, mode value, etc.) among the organizational members assigned to the project, of the total value of the skill levels of each skill type of each organizational member assigned to the project. A history of past diagnosis results may also be displayed.

[0057] As shown in the example of Figure 17, the human resource type, skill level, and mental state of each organizational member who belongs to a selected project from the projects included in Figure 16 are displayed. A history of past diagnostic results may also be displayed.

[0058] As shown in the example of Fig. 18, the mental status is displayed for each project. In this case, for example, the mental status can be a statistical value (relative value, average value, median value, mode value, etc.) among the organizational members assigned to each project, of the total mental level of each mental type of the organizational members assigned to each project. A history of past diagnostic results may also be displayed.

[0059] As shown in FIG. 19, the mental states of each organization member who belongs to a selected project from among the projects included in FIG. 18 are displayed.

[0060] In addition, upon request from the organizational leader terminal 30, the output unit 27 displays the skill diagnosis results from the skill diagnosis unit 24, the mental state diagnosis results from the mental diagnosis unit 25, and the type diagnosis results from the type diagnosis unit 26 of members belonging to the organization on the display device 32 of the organizational leader terminal 30, for each organization that has multiple projects.

[0061] 20 and 21 are diagrams illustrating screens of organizational diagnosis results displayed on the display device 32. As illustrated in FIG. 20, the aggregated results of skill levels related to knowledge and experience are displayed for each organization. In this case, for example, the skill level may be a statistical value (relative value, average value, median value, mode value, etc.) among the organizational members of the total value of the skill level of each skill type of each organizational member. A history from past diagnosis results may also be displayed.

[0062] As shown in the example of Figure 21, the human resource type, skill level, and mental state of each organizational member belonging to a selected organization among the organizations included in Figure 20 are displayed. A history of past diagnostic results may also be displayed.

[0063] As shown in Fig. 22, mental states are displayed for each organization. In this case, for example, statistical values ​​(average, median, mode, etc.) among organization members of the total mental level of each mental type for each organization member can be used as the mental state. A history of past diagnosis results may also be displayed.

[0064] As shown in FIG. 23, the mental states of each organization member who belongs to a selected project from among the projects included in FIG. 22 are displayed.

[0065] FIG. 24 is a flowchart showing an example of processing executed by the skill diagnosis device 20. As illustrated in FIG. 24, the diagnosis execution unit 22 reads the knowledge questions, experience questions, and competency questions stored in the question storage unit 21 and displays them on the display device 12 of the specified member terminal 10 (step S1). In this case, for the competency questions, the diagnosis execution unit 22 reads only those questions to be answered by the organization member and displays them on the display device 12. The organization member selects or inputs an answer to each question using the input device 11 of the member terminal 10. The input answers are stored in the answer result storage unit 23.

[0066] Next, the diagnosis execution unit 22 determines whether answers to all the questions displayed in step S1 have been entered (step S2). If the determination in step S2 is "No," step S2 is executed again after a predetermined time has elapsed.

[0067] If the answer in step S2 is "Yes," the diagnosis execution unit 22 reads the questions about mental states stored in the question storage unit 21 and displays them on the display device 12 (step S3). Organization members belonging to the project use the input device 11 of the member terminal 10 to select or input answers to each question. The input answers are stored in the answer result storage unit 23.

[0068] Next, the diagnosis execution unit 22 determines whether answers to all the questions displayed in step S3 have been entered (step S4). If the determination in step S4 is "No," step S4 is executed again after a predetermined time has elapsed.

[0069] If the answer in step S4 is "Yes," the diagnosis execution unit 22 reads the questions to be answered by the organization leader who is the superior of the organization member from among the competency questions stored in the question storage unit 21, and displays them on the display device 32 of the organization leader terminal 30 (step S5). The organization leader inputs answers to each question using the input device 31 of the organization leader terminal 30. The input answers are stored in the answer result storage unit 23.

[0070] Next, the diagnosis execution unit 22 determines whether answers have been entered for all the questions displayed in step S5 (step S6). If the determination in step S6 is "No," step S6 is executed again after a predetermined time has elapsed.

[0071] Next, the skill diagnosis unit 24 reads the answer results from the answer result storage unit 23, and acquires the skill level corresponding to the answer result for each skill type illustrated in FIG. 6 using a predetermined algorithm (step S7).

[0072] Next, the mental diagnosis section 25 reads the answer results from the answer result storage section 23, and uses a predetermined algorithm to obtain the mental state corresponding to the answer result for each predetermined mental category (step S8).

[0073] Next, the type diagnosis unit 26 reads the answer result from the answer result storage unit 23, and classifies the organization member into one of a plurality of human resource types using a predetermined algorithm (step S9).

[0074] Next, the output unit 27 displays the skill diagnosis result by the skill diagnosis unit 24, the mental state diagnosis result by the mental diagnosis unit 25, and the type diagnosis result by the type diagnosis unit 26 on the display device 12 of the member terminal 10 (step S10).

[0075] 25 is a flowchart showing an example of processing executed by the skill diagnosis device 20. The output unit 27 determines whether or not a request to display the skill diagnosis result has been received from the organization leader terminal 30 (step S11). If the determination in step S11 is "No," the output unit 27 executes step S11 again after a predetermined time has elapsed.

[0076] If the answer to step S11 is "Yes," the output unit 27 displays the specified skill diagnosis result on the display device 32 of the organization leader terminal 30 (step S12).

[0077] According to this embodiment, it is possible to grasp the skill level and human resource type for each skill type of organizational members to be assigned to each project. This enables the organizational leader to make appropriate assignments. FIG. 26 is a diagram illustrating an assignment displayed on the display device 32 of the organizational leader terminal 30. As illustrated in FIG. 26, the organizational leader uses the input device 31 to input multiple organizational members for a specific project (an innovative robot project in FIG. 26). The output unit 27 displays on the display device 32 the skill level required for each skill type for the specific project. The output unit 27 also displays the skill level for each skill type of the multiple organizational members that have been input. The sum of The result (relative value, average value, median value, mode, etc.) is displayed as the "user total" on the display device 32. This allows the organization leader to determine whether the overall skill level of the organization members to be assigned to the given project has reached the required skill level.

[0078] The output unit 27 may also transmit to any of the terminals the proportions of human resource types suitable for the project management team, which are predetermined for each project characteristic. For example, the output unit 27 may transmit the proportions of human resource types to the organization leader terminal 30. In this case, the proportions of human resource types are displayed on the display device 32. FIG. 27 is a diagram illustrating an example of the proportions of predetermined human resource types. The organization leader can determine whether appropriate assignments have been achieved by comparing the proportions of human resource types in FIG. 27 with the human resource types of each project member displayed in FIG. 26.

[0079] The ratio of the human resource types may be automatically determined by the determination unit 28. For example, the determination unit 28 may compare the human resource classification diagnosed by the type diagnosis unit 26 for a plurality of project members in a specific project to which the plurality of project members belong with the ratio of the human resource types defined for each characteristic of the specific project. For example, the determination unit 28 may display information on the display device 32 indicating that the higher the similarity between the ratios of the human resource types of both the classifications, the more appropriate the assignment.

[0080] Although the embodiments of the present invention have been described in detail above, the present invention is not limited to such specific embodiments, and various modifications and variations are possible within the scope of the gist of the present invention as described in the claims. [Explanation of symbols]

[0081] 10 Member Terminals 11 Input Devices 12 Display device 20 Skill Diagnostic Device 21 Question storage section 22 Diagnostic execution unit 23 Answer result storage section 24 Skills Assessment Department 25 Mental Health Diagnostics Department 26 Type Diagnosis Department 27 Output section 28 Judgment section 30 Organization Leader Terminal 31 Input Devices 32 Display device 40 Telecommunications Lines 100 Skills Diagnostic System 101 CPU 102 RAM 103 Storage device 104 Communication equipment 105 Input Devices

Claims

1. a question storage unit storing questions for diagnosing skills related to project management; a diagnostic execution unit that reads questions for the skill diagnosis from the question storage unit, transmits the questions to a first terminal used by an organization member, and receives answers to each question from the first terminal; an answer result storage unit for storing the answer result received from the first terminal; an assessment unit that assesses the skills of the organization members based on the answer results stored in the answer result storage unit; an output unit that outputs a diagnosis result of the diagnosis unit, The diagnostic results include a classification of a human resource type that represents an ability or behavioral characteristic that can take specific action; A skill diagnosis device characterized in that the output unit transmits the percentage of human resource types determined for each project characteristic to either the first terminal or a second terminal used by a member other than the organizational member.

2. The questions for the skill diagnosis include questions for grasping competency, The skill diagnosis device described in claim 1, characterized in that the diagnosis unit diagnoses the human resource type based on the answer results to questions for understanding the competencies, among the answer results stored in the answer result storage unit.

3. the diagnostic execution unit transmits at least a part of the questions for grasping the competency to the second terminal, and receives answers to the questions from the second terminal; The skill diagnosis device according to claim 2 , wherein the diagnosis unit reflects the answer result received from the second terminal in the diagnosis of the human resource type.

4. 4. The skill diagnosis device according to claim 1, wherein the diagnosis result includes a skill level regarding knowledge and experience related to project management.

5. the question storage unit stores questions for grasping the mental state of the organization members belonging to the project regarding the project; the diagnosis execution unit reads questions for grasping the mental state from the question storage unit, transmits the questions to the first terminal, and receives answers to the questions from the first terminal; The skill diagnosis device described in any one of claims 1 to 4, characterized in that the diagnosis unit diagnoses the mental state of organizational members belonging to the project based on the answer results to questions for understanding the mental state, among the answer results stored in the answer result storage unit.

6. The skill diagnosis device according to claim 1 , wherein the output unit transmits a diagnosis result from the diagnosis unit to the first terminal.

7. The skill diagnosis device according to claim 6 , wherein the output unit transmits to the first terminal a past diagnosis result of the organization member by the diagnosis unit.

8. The skill diagnosis device described in any one of claims 1 to 7, characterized in that the output unit transmits to any one of the terminals, in response to a request from the terminal, the aggregated results of the diagnosis results by the diagnosis unit for multiple organizational members belonging to a specific project.

9. A skill diagnosis device as described in any one of claims 1 to 8, characterized in that it comprises a judgment unit that compares the human resource type classification diagnosed by the diagnosis unit for multiple organizational members in a specific project to which the multiple organizational members belong with the proportion of human resource types defined for each characteristic of the specific project.

10. a process of reading questions for skill diagnosis related to project management from a question storage unit storing the questions, transmitting the questions to a first terminal used by an organization member, and receiving answers to each question from the first terminal; A process of storing the answer result received from the first terminal; A process of diagnosing the skills of the organization members based on the stored answer results; and outputting a diagnosis result. The diagnostic results include a classification of a human resource type that represents an ability or behavioral characteristic that can take specific action; A skill diagnosis method characterized in that the process of outputting the diagnosis results includes sending the percentage of human resource types determined for each project characteristic to either the first terminal or a second terminal used by a member other than the organizational member.

11. On the computer, a process of reading questions for skill diagnosis related to project management from a question storage unit storing the questions, transmitting the questions to a first terminal used by an organization member, and receiving answers to each question from the first terminal; A process of storing the answer result received from the first terminal; A process of diagnosing the skills of the organization members based on the stored answer results; and outputting the diagnostic results. The diagnostic results include a classification of a human resource type that represents an ability or behavioral characteristic that can take specific action; A skill diagnostic program characterized in that the process of outputting the diagnostic results includes sending the percentage of human resource types determined for each project characteristic to either the first terminal or a second terminal used by a member other than the organizational member.

12. a question storage unit storing questions for diagnosing skills related to project management; a diagnostic execution unit that reads questions for the skill diagnosis from the question storage unit, transmits the questions to a first terminal used by an organization member, and receives answers to each question from the first terminal; an answer result storage unit for storing the answer result received from the first terminal; an assessment unit that assesses the skills of the organization members based on the answer results stored in the answer result storage unit; an output unit that outputs a diagnosis result from the diagnosis unit, the diagnosis result including a classification of a human resource type that represents an ability or behavioral characteristic that can take a specific action; A skill diagnosis device characterized by comprising: a judgment unit that compares the classification of human resource types diagnosed by the diagnosis unit for multiple organizational members in a specific project to which the multiple organizational members belong, with the proportion of human resource types defined for each characteristic of the specific project.

13. a process of reading questions for skill diagnosis related to project management from a question storage unit storing the questions, transmitting the questions to a first terminal used by an organization member, and receiving answers to each question from the first terminal; A process of storing the answer result received from the first terminal; A process of diagnosing the skills of the organization members based on the stored answer results; A process of outputting a diagnosis result including a classification of a human resource type that represents abilities or behavioral characteristics that can take specific actions; A skill diagnosis method characterized by being executed by a computer: a process of comparing the classification of human resource types diagnosed by a process of diagnosing the skills of a plurality of organizational members in a specific project to which the plurality of organizational members belong, with the proportion of human resource types defined for each characteristic of the specific project.

14. On the computer, a process of reading questions for skill diagnosis related to project management from a question storage unit storing the questions, transmitting the questions to a first terminal used by an organization member, and receiving answers to each question from the first terminal; A process of storing the answer result received from the first terminal; A process of diagnosing the skills of the organization members based on the stored answer results; A process of outputting a diagnosis result including a classification of a human resource type that represents abilities or behavioral characteristics that can take specific actions; A skill diagnostic program that executes a process of comparing the classification of human resource types diagnosed by a process of diagnosing the skills of a plurality of organizational members in a specific project to which the plurality of organizational members belong, with the proportion of human resource types defined for each characteristic of the specific project.

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