Information processing device

Abstract

To support a user (student) to be able to take a course suitable for improving business skills of the student.SOLUTION: In selecting and attending a desired course from one or more courses that a plurality of users take for the purpose of improving their skills, when a first user among the plurality of users designates a first evaluation element among a plurality of evaluation elements for evaluating the skills, a course attendance recommendation unit 129 outputs one or more second evaluation elements that the first user should improve in cooperation with the first evaluation element, based on personal attributes of the first user.SELECTED DRAWING: Figure 3

Description

[Technical Field]

[0001] The present invention relates to an information processing device. [Background technology]

[0002] BACKGROUND ART Conventionally, there have been human resource development support systems that diagnose the business execution capabilities (business skills) of employees in a company or other enterprise and support human resource development based on the results of the diagnosis (see, for example, Patent Document 1). When diagnosing business skills using such conventional systems, the standard is the employee's own self-evaluation, so when an employee takes a course to improve their business skills, they have to select the evaluation elements that need improvement from the many evaluation elements available and take the appropriate course. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Application Laid-Open No. 2004-246507 Summary of the Invention [Problem to be solved by the invention]

[0004] However, the course that an employee (participant) chooses may not necessarily be suitable for improving their skills, and if they do not see any results after taking the course for several months, they will end up taking a different course.

[0005] The present invention has been made in view of the above circumstances, and aims to support students so that they can take courses that are suitable for improving their business skills. [Means for solving the problem]

[0006] In order to achieve the above object, an information processing device according to one embodiment of the present invention comprises: an evaluation element output means for outputting, when a first user of the plurality of users selects and takes a desired course from one or more courses that the user is taking with the aim of improving their respective skills and the first user specifies a first evaluation element among a plurality of evaluation elements for evaluating the skills, one or more second evaluation elements that the first user should improve in cooperation with the first evaluation element, based on the personal attributes of the first user; Equipped with. In this way, for a first theme specified by the user when taking a course, a second theme that should be improved in conjunction with the first theme is output based on the personal attributes of the first user, and a course recommendation is made to the user, thereby helping the user to take a course that is suitable for improving their skills. The evaluation element output means When the first evaluation element is specified by the first user, the second evaluation element is output based on the evaluation results of the first user regarding the first evaluation element and the past evaluation results of the multiple users that include the first evaluation element. In this way, by using the score of the first theme that the user received when taking the course and the past scores of multiple users, the system can numerically recommend to the user a second theme that should be taken in conjunction with the first theme, thereby helping the user to take a course that is suitable for improving their business skills. The evaluation element output means The second evaluation element is output based on the past course attendance history of the plurality of users that includes the first evaluation element designated by the first user. In this way, a second theme that will help improve the skills of a user is selected from the past course attendance records of multiple users and recommended to that user, allowing the user to take a course that is suitable for improving their skills. The evaluation element output means The second evaluation element is output together with the first evaluation element. This allows users to sign up for a course on a second theme at the same time as taking a course on a first theme, allowing users to take a course that is suitable for improving their own skills. The evaluation element output means The second evaluation element is output based on the evaluation result before or after taking the course. This allows users to take a course on a second theme before or after taking a course on a first theme, allowing them to take courses in an order that suits their own skill development. The evaluation element output means a receiving means for receiving a range into which the plurality of evaluation elements are classified, for the first evaluation element to be improved; Further provided with This allows users to receive course recommendations by field or category, allowing them to take the courses they need to improve their skills. an improvement calculation means for calculating an improvement status of the second evaluation element and the first evaluation element when the first user takes a course including the second evaluation element and the first evaluation element output by the evaluation element output means for a certain period of time; Further provided with This allows the user to know how much skill improvement the user will have in the future if he or she takes the recommended course, which can increase the user's motivation.

[0007] The information processing device includes: Further comprising a department, The display control unit can control the display. [Effects of the Invention]

[0008] According to the present invention, it is possible to support students so that they can take courses that are suitable for improving their business skills. [Brief explanation of the drawings]

[0009] [Figure 1]1 shows the overall configuration of an information processing apparatus according to an embodiment of the present invention. [Figure 2] FIG. 2 is a block diagram showing a hardware configuration of a server in the information processing apparatus of FIG. 1. [Figure 3] 2 is a functional block diagram showing a functional configuration of a server in the information processing device of FIG. 1. FIG. [Figure 4] FIG. 10 is a diagram showing an example of a display area of ​​a graph before the score values ​​are plotted. [Figure 5] 10A and 10B are diagrams illustrating examples of graphs and comments displayed on a user terminal. [Figure 6] 4 is a flowchart showing a course recommendation operation in the server of FIG. 3. DETAILED DESCRIPTION OF THE INVENTION

[0010] Hereinafter, an embodiment of the present invention will be described with reference to the drawings.

[0011] 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) user terminals 20-1 to 20-n with each other via a predetermined network N such as the Internet. In the following description, when there is no need to distinguish between the user terminals 20-1 to 20-n, they will be collectively referred to as "user terminal 20."

[0012] The user terminal 20 is an information processing device managed for each user, and is configured, for example, by a smartphone. The server 10 is a server that executes various processes to manage the operations of the user terminals 20-1 to 20-n.

[0013] Specifically, in this embodiment, the server 10 manages each operation of the user terminal 20 as follows. That is, the server 10 first transmits to the user terminal 20 a test consisting of questions that have been stored in advance in the server 10 or the like.

[0014] The questions included in the test are created for each of the user's basic business skills (hereinafter simply referred to as "skills"). Specifically, m skills (m is any integer value greater than or equal to 1) are defined, and p items (p is any integer value greater than or equal to 1, independent of m) are further defined for each skill, and questions related to each of these items are created for each item. Basic business skills refer to techniques or abilities that are useful in working as a member of society. Specific examples of skills and items will be described later with reference to FIG.

[0015] The user terminal 20 receives the test sent by the server 10. Then, the user operates the user terminal 20 to input answers to each of the questions that make up the test. The user terminal 20 transmits the test answers (a collection of answers to each question) entered by the user to the server 10.

[0016] The server 10 sequentially acquires and grades the test answers sent from each of the user terminals 20-1 to 20-n. The server 10 also normalizes the graded results for each item, and stores and manages them as scores for each user.

[0017] The server 10 sets and stores extraction conditions for extracting scores of a predetermined population from the scores managed for each user. The predetermined population is not particularly limited, and various kinds of populations can be adopted, such as a group of users who match one or more predetermined pieces of attribute information among various kinds of attribute information related to users, or a group of users whose scores are within a certain range, etc. It is assumed that the server 10 manages, for each user, a score indicating the scoring result and various kinds of attribute information of the user in association with each other. In this case, extraction conditions for extracting scores from a predetermined population can be, for example, the same age, the same occupation, the same industry, the same position, the same year of joining the company, past score values ​​or ranges, etc.

[0018] The server 10 extracts the score of a predetermined user and the score of a predetermined population that includes the predetermined user, and compares the two scores. Specifically, for example, the score of the predetermined user can be compared with the average, maximum, or minimum score of a predetermined population that includes the predetermined user.

[0019] Furthermore, the server 10 can create a comment as information for supporting the predetermined user based on the result of the comparison. The specific form of the comment to the predetermined user will be described later with reference to FIG.

[0020] In addition, the server 10 can display, along with the comment, a graph plotting the score of the specified user and the score of a specified population that includes the specified user, on the screen of the user terminal 20 of the specified user. The specific aspects of the graph will be described later with reference to FIG.

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

[0022] Furthermore, by reading the comments displayed on the screen of the user terminal 20, the user can easily formulate a specific course of action to improve his or her own skills. The details of these processes executed by the server 10 will be described later with reference to FIG.

[0023] FIG. 2 is a block diagram showing the hardware configuration of a server in the information processing system 1 of FIG.

[0024] 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.

[0025] 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.

[0026] The CPU 101, ROM 102, and 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.

[0027] 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 made up of a keyboard, a mouse, etc., and is used to input various types of information.

[0028] 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 (user terminal 20 in the example of FIG. 1) via a network N including the Internet.

[0029] Removable media 120, such as a magnetic disk, optical disk, magneto-optical disk, or semiconductor memory, is appropriately attached to the drive 110. A program read from the removable media 120 by the drive 110 is installed in the storage unit 108 as needed. Furthermore, the removable medium 120 can also store various data stored in the storage unit 108 in the same manner as the storage unit 108 .

[0030] FIG. 3 is a functional block diagram showing the functional configuration of the server in the information processing system of FIG.

[0031] 3, the CPU 101 (FIG. 2) of the server 10 functions as a test creation unit 121, a test question setting unit 122, an answer acquisition unit 123, a grading unit 124, a scoring unit 125, a score acquisition unit 126, a comment creation unit 127, a display control unit 128, a course recommendation unit 129, and an improvement status calculation unit 130. The course recommendation unit 129 has a reception unit 150 and a theme selection unit 151. In one area of ​​the storage unit 108 (FIG. 2), a question DB 141, a marking result DB 142, a population DB 143, and a course DB 144 are provided. Information on a plurality of courses is stored in the course DB 144. A course is, for example, a training session or seminar that implements a training program, and a plurality of users can participate in a plurality of courses. The course information stored in the course DB 144 is information in which one or more evaluation elements (hereinafter referred to as "theme" or "sub-theme") correspond to each of multiple courses. One theme or sub-theme may be associated with one course. A sub-theme is a small theme included in a theme, and courses with only a small theme may also be set. The theme is one of the evaluation elements for measuring basic business skills, which are divided into four areas, such as business knowledge, planning and control, thinking, and communication, as shown in the graph in Figure 4. Each divided area has courses that include one or more themes. For example, themes that measure basic business skills in the field of business knowledge include current affairs, legal affairs, human resources, labor, financial management, marketing, management, etc. Although not shown in the figure, the legal affairs, human resources, labor theme includes sub-themes such as human resources, labor, and compliance. The themes for measuring basic business skills in the field of planning and control include objectives and goals, planning, business management, review and evaluation, and improvement. Although not shown, the objectives and goals theme includes a subtheme called goal-based thinking. Furthermore, the planning theme includes a subtheme called action plan creation. Themes for measuring basic business skills in the field of thinking 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 called the ability to decompose into elements. Themes for measuring basic business skills in the field of communication include negotiation, written communication, oral communication, listening, business etiquette, etc. Although not shown, the theme of written communication includes a sub-theme of slide creation ability. The basic business skills assessed by this information processing system are improved by having the student take a course set up for each theme or for multiple themes. Before taking the course, participants will be given a diagnostic test on their basic business skills before, during and after the course.

[0032] In the server 10, the test creation unit 121 creates questions for each item of each skill from among questions for evaluating the user's skills that are stored in advance in the question DB 141, for the user to answer by operating the user terminal 20. A collection of questions for each item of each skill created in this way is a test. The test setting unit 122 sets the test to the user by displaying the test created by the test creation unit 121 on the user terminal 20 via the communication unit 109.

[0033] The user operates the user terminal 20 to input answers (answers for each question) to the tests set by the test setting unit 122. The answers input by the user are transmitted from the user terminal 20 to the server 10.

[0034] The answer acquisition unit 123 of the server 10 receives the test answers (a collection of answers for each question) sent from the user terminal 20 via the communication unit 109. The marking unit 124 marks the test answers acquired by the answer acquisition unit 123 for each question based on predetermined marking criteria.

[0035] Scoring unit 125 normalizes (scores) the results of scoring for each question by scoring unit 124 for each theme in each field, and stores the scores in scoring result DB 142 to manage for each user.

[0036] The score acquisition unit 126 acquires the score of a predetermined user and the score of a predetermined population including the predetermined user from the scores of each user managed in the score result DB 142. The predetermined user may also be referred to as the first user. The predetermined population is extracted according to predetermined extraction conditions stored in advance in the population DB 143. Specifically, as described above, a population can be extracted using predetermined extraction conditions that include any combination of any number (including 1) of the same age, same occupation, same industry, same job title, same year of joining the company, or the past scores of a predetermined user.

[0037] The comment creation unit 127 compares the score of a specified user acquired by the score acquisition unit 126 with the score of a specified population that includes the specified user, and creates a comment as information to support the specified user based on the result of the comparison.

[0038] The comments may include comments regarding the user's suitability for at least one of the user's occupation, industry, and position, as well as the correspondence between the occupation and each of the skills and items, comments regarding recommended actions to enhance the strengths of the specified user's occupation, and comments regarding recommended actions to overcome the weaknesses of the specified user's occupation.

[0039] When a first theme among multiple themes for evaluating skills is specified by a specific user among the multiple users when the multiple users select and take a desired course from one or more courses that the users are taking with the aim of improving their respective skills, the course recommendation unit 129 outputs a second theme that the specific user should work on improving in conjunction with the first theme, based on the evaluation results (score) of the specific user's evaluation of the first theme, the past evaluation results (scores) of the multiple users that include the first theme, and the past course attendance history of the multiple users that includes the first theme specified by the specific user (changes in behavior and differences in test scores due to combinations of themes taken). For example, if the course history of multiple users includes a first theme and a second theme, and the score for the first theme when multiple users take courses on multiple themes is higher than the score when a specific user takes the first theme, the system outputs the second theme to the specific user as a theme that should be improved in collaboration with the specific user.

[0040] The method of taking the second theme is suggested based on the course history of multiple users. For example, there are cases where it is considered better to take the first theme and the second theme together, and there are also cases where it is considered better to take the first theme and the second theme at different times. Furthermore, there are also cases where it is more effective to take the first theme first and then the second theme, and vice versa. In the above embodiment, the score of a specific user, the past scores of multiple users, and the past course records of multiple users are all used as criteria for judgment, but one or more of these may also be used as criteria for judgment.

[0041] That is, when a first theme is specified by a specific user, the course recommendation unit 129 may output a second theme that the specific user should improve in conjunction with the first theme (a theme that improves the user's skills when taken in combination with the first theme) based on the evaluation results of the specific user's evaluation of the first theme (test scores when taking the course that the user signed up for) and the past evaluation results of multiple users that include the first theme (differences in test scores when taking the course of the first theme and courses of other themes, and when not taking the course). In addition, the course recommendation unit 129 may output a second theme that the specified user should work on improving in conjunction with the first theme, based on the past course attendance history of multiple users that includes a first theme specified by the specified user (courses in which there was a change in behavior when taking a course on the first theme and a course on another theme, and when not taking the course).

[0042] The receiving unit 150 receives a designation of a first theme that a predetermined user has determined should be improved from among a plurality of themes that are diagnostic items for the business fundamentals. Note that the designation of the first theme may be a designation of a range (field, category, etc.) that includes a plurality of themes. Based on the first theme of a specified user accepted by the acceptance unit 150, the score acquisition unit 126 acquires from the scoring result DB 142 the score of the business fundamentals diagnostic test for the specified user's first theme and the scores of past business fundamentals diagnostic tests of multiple users that include the first theme.

[0043] The theme selection unit 151 selects one or more second themes that the specified user should improve in relation to the first theme from among the multiple themes stored in the course DB 144 based on the score of the first theme of the specified user acquired by the score acquisition unit 126, the past scores of multiple users that include this first theme, and the past course attendance history of the multiple users, and outputs the selected second themes to the display control unit 128.

[0044] More specifically, the theme selection unit 151 compares the score of a specified user's first theme with the past scores of multiple users, and if the score of the specified user is lower than the past scores of the multiple users, selects one or more second themes that are combined with the first theme for which multiple users have high scores from the past course attendance histories of the multiple users (combinations of the first theme and other themes) stored in the course DB 144. For example, in the past course attendance history of multiple users, the system checks whether there has been a change (effect) in the user's skills from the difference between the score when the first theme and other themes are taken and the score when the first theme and other themes are not taken, and selects as the second theme a theme that has been combined with the first theme to have had a change (effect) in the skill.

[0045] The improvement status calculation unit 130 calculates the improvement status of the skills of the second theme and the first theme after a certain period of time (e.g., three months) has passed since a specified user took a course including the second theme and the first theme output by the course recommendation unit 129, and outputs the calculation result to the display control unit 128. Specifically, the improvement status calculation unit 130 calculates the improvement status, for example, three months from now (in the future) (change in score on the business basics diagnostic test when taking a course including the recommended theme for example for three months), and displays it on the screen and presents it to the user via the display control unit 128. As a method for presenting the improvement status (score on the theme to be taken) to the user, for example, the monthly score may be shown in a graph, or alternatively, for example, a simulation may be performed using a moving image.

[0046] The display control unit 128 controls the display on the screen of the user terminal 20 via the communication unit 109 of a graph plotting the score of a specified user acquired by the score acquisition unit 126 and the score of the population including the specified user in a specified display area.

[0047] Furthermore, the display control unit 128 controls the display of the comment created by the comment creating unit 127 on the screen of the user terminal 20 via the communication unit 109 . Specific examples of comments displayed on the screen of the user terminal 20 will be described later with reference to FIG.

[0048] Furthermore, the display control unit 128 controls the display of one or more second themes output from the course recommendation unit 129 on the screen of the user terminal 20 via the communication unit 109 together with (simultaneously with) the first theme or at a time staggered from the first theme. The timing for outputting one or more second themes from the course recommendation unit 129 may be before or after a predetermined user takes a course on the first theme. In other words, the course recommendation unit 129 outputs the second theme before or after a predetermined user takes a course on the first theme. By staggering the timing of course recommendations in this way, course recommendations can be presented to the user in the order in which the user's skills improve.

[0049] FIG. 4 is a diagram showing an example of the display area of ​​the graph before the score values ​​are plotted.

[0050] As shown in Figure 4, skills can be defined in four areas as the user's basic business skills (hereinafter referred to as "basic business skills"), and items can be set for each area under six themes. Specifically, the four areas of fundamental business skills can be defined as business knowledge, planning and control, communication, and thinking.

[0051] In addition, there are five themes set for each field. For example, the skills in the field of "Business Knowledge" can be set up under the themes of current affairs, legal affairs, human resources, and labor, financial management, marketing, and management. The legal affairs, human resources, and labor theme includes sub-themes such as human resources and labor and compliance. The skills in the "Planning and Control" field can be divided into themes of objectives and goals, planning, work management, review and evaluation, and improvement. The objectives and goals theme includes a sub-theme of goal-based thinking. The planning theme also includes a sub-theme of action plan creation. The skills in the "communication" category can be set up under the themes of negotiation, written communication, oral communication, listening, and business etiquette. The written communication theme includes the subtheme of slide creation skills. In the "thinking" category, skills can be set up under the themes of numerical processing, application of thinking methods, information gathering, problem setting, and solution planning. The theme of application of thinking methods includes the sub-theme of the ability to decompose into elements.

[0052] The server 10 then administers individual tests to the user for each of the items set for each skill, obtains the results of the tests, scores the results based on the predetermined scoring criteria for each item for each skill, normalizes (scores) the results, obtains them as scores, and displays a graph on the user terminal 20 in which the scores are plotted in a predetermined display area.

[0053] Specifically, the four skills are evenly allocated to the outer periphery of the concentric display area shown in Figure 4, and each item set for each skill is arranged at equal intervals on the periphery, with the minimum score (0 (zero)) obtained by the normalization being allocated to the center of the concentric circle and the maximum score (5) being allocated to the outer periphery. Also, concentric circles are arranged in the display area for each of the possible values ​​(1 to 5) of the score.

[0054] The server 10 then displays on the user terminal 20 a graph in the display area that plots one or more combinations of the score of a specific user from the scores managed for each user and the scores of a specific population that includes the specific user, such as people of the same age, occupation, industry, position, year of joining the company, or the person's past results.

[0055] This makes it possible to visualize the distribution of score values ​​for each item for each skill, allowing the specified user to easily see their current skills, the degree of growth compared to past skills, and the effectiveness of the company's training. The graph on which the scores of each item for each skill are actually plotted will be described with reference to FIG.

[0056] FIG. 5 is a diagram showing an example of a test result diagnostic sheet (hereinafter referred to as "test result sheet") that summarizes graphs and comments displayed on a user terminal.

[0057] The server 10 displays the graphs and comments created by each user on each of the user terminals 20-1 to 20-n. Specifically, as illustrated in Figure 5, a test result sheet containing graphs and comments of a specific target user (hereinafter referred to as the "target user") can be displayed on the user terminal 20 operated by the target user.

[0058] Furthermore, the score values ​​plotted on the graph on the test result sheet are not limited to the score values ​​of each item of the target user, but can also plot the score values ​​of a population of users of the same age, occupation, industry, position, and year of joining the company as the target user, or the person's past results. In the example of Figure 5, the average score values ​​of users of the same age as the target user and the average score values ​​of users of the same occupation and age as the target user are plotted.

[0059] This allows the target user to easily see the level of their own business skills, as well as the level of business skills of users of the same age as the target user and users of the same occupation and age as the target user, thereby allowing the target user to understand the level of their own business skills in relative terms. Therefore, the target user can easily understand the skills that should be improved as the target user's own strengths and the skills that should be improved as the target user's own weaknesses.

[0060] As shown in the example of FIG. 5, the comments written on the test result sheet can be made up of comments at each item level, comments on strengths and weaknesses, and a summary comment.

[0061] Specifically, in the example of Figure 5, for the item "Problem Setting" set for the skill "Thinking," the summary is written as "Basic knowledge of problem setting required of business people," and the score for the specified user is written as "2." Furthermore, the average score of other users for the same item is recorded as "3," which indicates that the skill of the specified user is inferior to that of other users. Then, as a comment on the item in question, a comment such as, "You lack the basic knowledge of problem setting required of business people. Please make sure to acquire this knowledge in your future studies." will be written.

[0062] In addition, for the item "Business Manners" set under the skill "Communication," the summary is written as "Basic business manners that leave a good impression on the other person," and the score is written as "5." Furthermore, the average score of other users for the same item is recorded as "3," which indicates that the skill of the specified user is superior to that of other users.

[0063] Then, as a comment on the item, for example, if the server 10 determines that the person has sufficient knowledge of business etiquette but is slightly lacking in consideration for others, a comment such as, "In business etiquette, which is the basis of building relationships, consideration for others is the most important thing. You have acquired the knowledge firmly, so please do not forget to be considerate and continue to be conscious of it." will be written.

[0064] In this way, comments are written as information to support the user in accordance with the content of each user's answer to the test given to the user.

[0065] In addition, comments about strengths and weaknesses are written based on the results of comparing the target user's score with the scores of the population to which the target user belongs, and include recommended actions to enhance the strengths of the target user's occupation and recommended actions to overcome the weaknesses of the target user's occupation.

[0066] Specifically, as shown in the test result sheet in Figure 5, the areas where the candidate has strengths and areas where the candidate has weaknesses are listed, along with comments on recommended actions. For example, if the candidate has strengths in the areas of legal affairs and labor, a comment such as "To further develop your strength in XX, we recommend that you learn by doing actual work. If you are in XX occupation, you will likely learn by taking on a task like XX." is listed as a recommended action.

[0067] For example, if there is a weakness in the category of purpose and goals, a comment such as, "To overcome XX, in addition to self-study such as reading, it would be good to solidify knowledge through discussion. We recommend that you talk with experts or participate in workshops at seminars" may be written as a recommended action.

[0068] This allows the target user to easily know what he or she should specifically do in order to work in the current job category.

[0069] In addition, the summary comment includes the target user's suitability for the job type and the correspondence between the job type and each skill, based on the comparison result between the target user's score and the score of the population to which the target user belongs.

[0070] Specifically, as shown in the test result sheet in Figure 5, the summary comments include phrases such as "This will broaden your possibilities as a salesperson" to indicate the user's suitability for the job type, and the summary comments include phrases such as "You seem to excel in business etiquette and written communication. By further developing your strengths," and "You appear to have issues with your objectives, goals, and basic thinking skills. These are generally required elements for a sales position," to indicate the correspondence between the job type and each skill.

[0071] By reading the comments, users can easily plan specific action plans to improve their skills. Also, by knowing their current aptitude for a job, they can easily know which skills and which items are their strengths for that job, and conversely, what is needed to improve their aptitude for that job.

[0072] In addition to the graphs and comments, the test result diagnostic sheet can also include the test date, company name, user name, occupation, age, and total score. This allows information about the target user's score to be easily viewed.

[0073] Next, the course recommendation operation of the server 10 in this information processing system 1 will be described with reference to Fig. 6. Fig. 6 is a flowchart showing the course recommendation operation of the server 10. In this case, when a first theme that should be improved among multiple themes related to business skills is specified by a specified user who selects and takes a course including a desired theme from multiple courses taken by multiple users, the course recommendation unit 129 outputs one or more second themes that the specified user should improve in conjunction with the first theme, based on the evaluation results (scores on the business basics diagnostic test) of the specified user regarding the first theme, the past evaluation results (scores on the business basics diagnostic test) of multiple users whose courses include the first theme, and the past course attendance history of the multiple users (changes in behavior and differences in test scores when taking a course on the first theme in combination with a course on another theme and when not taking the course, etc.).

[0074] Specifically, in step S11 of FIG. 6, when the reception unit 150 receives a designation of a first theme that a specified user aims to improve from among multiple evaluation elements included in the diagnostic items of business fundamentals, the score acquisition unit 126 acquires the score of the first theme of the specified user received by the reception unit 150 and the past scores of multiple users that include the first theme. Next, in step S12, the theme selection unit 151 selects one or more second themes that the specified user should improve in relation to the first theme from the themes related to the multiple courses stored in the course DB 144, based on the score of the specified user's first theme acquired by the score acquisition unit 126, the past scores of multiple users that include this first theme, and the past course attendance history of the multiple users. Then, in step S13, the theme selection unit 151 outputs the one or more selected second themes to the user terminal 20 via the display control unit 128. The user terminal 20 displays the second theme to be taken together with the specified first theme on the screen and presents it to the user. In this way, the second theme to be taken together with the first theme can be recommended to the user.

[0075] When a user wants to know how much improvement will occur if they take a course recommended by the course recommendation unit 129, the user operates an improvement status confirmation button (not shown) on the screen displayed on the user terminal 20. The improvement status calculation unit 130 calculates the improvement status for the second theme and the first theme when a predetermined user takes a course including the second theme and the first theme output by the course recommendation unit 129 for a certain period of time, and outputs the calculation result to the display control unit 128. As a result, the screen of the user terminal 20 displays the future improvement status of the skill in that theme when the recommended course is taken for a certain period of time, so the user can know how much their skill will improve if they take a course on that theme.

[0076] An example of recommending a course to a student is explained below. There are four criteria for making course recommendations: (1) Judgment based on the scores of the business fundamentals diagnostic test before and after the course (2) Judgment is based on the difference in achievement level after a certain period (e.g., three months) from the declaration of implementation after the course. (3) Judging from the satisfaction level of the questionnaire (items on satisfaction with learning, correction comments, etc.) (4) The effectiveness of the program is judged by the tendency to take the course consistently at the appropriate frequency and timing.

[0077] First, we will explain an example of making a judgment based on the scores of the business fundamentals diagnostic test before and after taking the course (1).We will explain examples in (1-1) to (1-5) below, where the suitability of a course is judged based on the difference in score increase in the business fundamentals diagnostic test, and a course recommendation is made. First, (1-1) an example of determining the suitability of a course based on the difference in score increase before and after taking the course (pre-attendance example) will be described. In order to more effectively develop skills when taking a course on the sub-topic "Slide Creation Skills" within the theme "Written Communication" in the field of "Communication," we recommend that you first take a course on the sub-topic "Purpose and Thinking" within the theme "Purpose and Objectives" in the field of "Planning and Control." <Verification data> Comparison subjects: People group A and group B -Same industry, same job type, same age (we do not have data on job titles, so we assume that people of the same age have similar roles) -Each participant took a business basics diagnostic test before and after attending a course on the sub-theme of "slide creation skills." A: Before taking the course on the subtopic of "Slide Creation Skills," I took the course on the subtopic of "Purpose and Thinking." B: The student has not taken the course on the subtopic "Purpose and Thinking" before taking the course on the subtopic "Slide Creation Skills." Business Basics Diagnostic Test Results Before taking the course on the sub-theme of "Slide Creation Skills" → After taking the course A: Theme "Communication, Document Delivery" 2.5 points → 3.2 points B: Theme "Communication, Document Delivery" 2.5 points → 2.7 points <Result> Group A (those who had taken the recommended courses in advance) had a higher rate of increase in the relevant topics than Group B. <Conclusion> To improve your "Written Communication" skills, it is more effective to take a course on the topic of "Planning and Control Objectives and Goals" beforehand.

[0078] (1-2) An example of determining the suitability of a course based on the difference in the increase in the score of the business fundamentals diagnostic test before and after taking the course (pre-taking example) will be explained. <Recommended Courses> In order to more effectively develop skills when taking a course on the topic of "Action Plan Formulation" in the field of "Planning & Control, Planning," we recommend that you first take a course on the topic of "Ability to Break Down into Elements," which is in the field of "Thinking, Utilizing Thinking Methods." <Verification data> Comparison subjects: People group A and group B -Same industry, same job type, same age (we do not have data on job titles, so we assume that people of the same age have similar roles) -Each participant took a business basics diagnostic test before and after taking the course on the topic of "Action Plan Development." A: I took the course on "Action Plan Creation" before taking the course on "Ability to Decompose into Elements." ·B: The student did not take the "Action Plan Creation" course before taking the "Ability to Decompose" course. Business Basics Diagnostic Test Results Before and after the course on the theme of "Action Plan Creation" A: Category "Planning & Control" 15.5 points → 20.2 points B: Category "Planning & Control" 15.5 points → 16.8 points <Result> Group A (those who had taken the recommended courses in advance) had a higher rate of increase in the relevant category than Group B. <Conclusion> In order to improve your "planning and control" skills, it is more effective to take a course on the topic of "thinking and applying thinking methods" beforehand.

[0079] (1-3) An example (pre-attendance example) of determining the suitability of a course to be taken by a user based on the difference in the increase in the score of a business fundamentals diagnostic test before and after taking the course will be described. <Recommended Courses> In order to more effectively develop skills when taking a course on the sub-topic "Human Resources and Labor" within the theme "Legal Affairs, Human Resources and Labor" in the field of "Business and Knowledge," we recommend that you first take a course on the sub-topic "Compliance" within the theme "Legal Affairs, Human Resources and Labor" in the same field of "Business and Knowledge." <Verification data> Comparison subjects: People group A and group B -Same industry, same job type, same age (we do not have data on job titles, so we assume that people of the same age have similar roles) -Each participant took a business basics diagnostic test before and after attending a course on the sub-theme of "Human Resources and Labor." A: I took a course on the sub-topic of "Compliance" before taking a course on the sub-topic of "Human Resources and Labor." · B: The course on the sub-topic of "Compliance" was not taken before taking the course on the sub-topic of "Human Resources and Labor." Business Basics Diagnostic Test Results Before taking the course on the sub-theme of "Human Resources and Labor" → After taking the course A: Category "Business & Knowledge, Legal, Human Resources, Labor" 2.2 points → 3.1 points B: Category "Business & Knowledge, Legal, Human Resources, Labor" 2.2 points → 2.4 points <Result> Group A (those who had taken the recommended courses in advance) had a higher rate of increase in the relevant category than Group B. <Conclusion> In order to improve skills in the "Human Resources and Labor" sub-topic within the "Legal, Human Resources and Labor" theme in the "Business & Knowledge" field, it is more effective to take a course on another sub-topic within the same theme in the same field beforehand, such as the sub-topic "Compliance."

[0080] (1-4) An example of determining the suitability of a course based on the difference in the increase in the score of a business fundamentals diagnostic test before and after taking the course (simultaneous taking example) will be explained. <Recommended Courses> In the field of "Planning & Control," if you want to improve your skills in a certain category, such as the theme of "Improvement," you can effectively develop your improvement skills by simultaneously improving your skills in a category in the field of "Thinking," such as the theme of "Problem Setting." Specific examples We recommend that you take a course on the sub-theme of "PDCA" within the theme of "Improvement" in the field of "Planning & Control," as well as a course on the sub-theme of "Logical Thinking Skills" within the theme of "Problem Setting" in the field of "Thinking." <Verification data> Comparison subjects: People group A and group B -Same industry, same job type, same age (we do not have data on job titles, so we assume that people of the same age have similar roles) -Each participant took a business basics diagnostic test before and after taking the PDCA course. A: At the same time as taking the PDCA course, I am also taking a course on the topic of logical thinking. B: I have not taken a course on the topic of "logical thinking" at the same time as "PDCA." Business Basics Diagnostic Test Results Before taking a course on the theme of "improvement" → After taking the course A: Category "Planning & Control, Improvement" 2.6 points → 3.1 points B: Category "Planning & Control, Improvement" 2.6 points → 2.7 points <Result> Group A (those who had taken the recommended courses in advance) had a higher rate of increase in the relevant category than Group B. <Conclusion> To improve your skills in the area of ​​"improvement," which is included in the field of "planning and control," you can also take a course on the topic of "problem setting" in the field of "thinking" at the same time to improve your "problem setting" skills, which will effectively develop your "improvement" skills.

[0081] (1-5) An example of determining the suitability of a course based on the difference in the increase in the score of the business basics diagnostic test before and after taking the course (simultaneous taking example) will be explained. <Recommended Courses> To improve your skills in the "planning" section of the "planning and control" field, you can also take a course in the "planning and control" section on the "reflection and evaluation" topic at the same time to improve your "reflection and evaluation" skills, which will effectively develop your "planning" skills. Specific examples We recommend taking a course on the sub-theme "Action Plan" within the theme "Planning" within the field of "Planning & Control," as well as a course on the sub-theme "PDCA" within the theme "Reflection and Evaluation" within the field of "Planning & Control." <Verification data> Comparison subjects: People group A and group B -Same industry, same job type, same age (we do not have data on job titles, so we assume that people of the same age have similar roles) -Each participant takes a business basics diagnostic test before and after taking the "Plan" course. A: I am taking the "Reflection and Evaluation" course at the same time as "Planning". · B: "Reflection and Evaluation" was not taken at the same time as "Planning". Business Basics Diagnostic Test Results Before taking the "Planning & Control" course → After taking the course A: Category "Planning & Control" 15.8 points → 20.8 points B: Category "Planning & Control" 15.8 points → 17.2 points <Result> Group A (those who had taken the recommended courses in advance) had a higher rate of increase in the relevant category than Group B. <Conclusion> To improve your skills in the topic of "planning" which is included in the field of "planning and control," you can also take a course on the topic of "reflection and evaluation" in the same field of "planning and control" at the same time to improve your "reflection and evaluation" skills, which will effectively develop your "planning" skills.

[0082] Next, (2) an example will be described in which the suitability of a course is determined based on the difference in achievement level three months after the declaration of implementation after taking the course. <Recommended Courses> To improve your skills in the area of ​​"improvement," which is included in the field of "planning and control," you should also improve your skills in the area of ​​"problem setting," which is included in the field of "thinking." This will effectively develop your "improvement" skills. Specific examples We recommend taking a course on a sub-theme such as "PDCA" in a category under the theme "Improvement" in the field of "Planning & Control" at the same time as taking a course on a sub-theme such as "Logical Thinking Skills" in a category under the theme "Problem Setting" in the field of "Thinking." <Verification data> Comparison subjects: Persons A and B -Same industry, same job type, same age (we do not have data on job titles, so we assume that people of the same age have similar roles) -Compare the difference in achievement level after three months against the action declarations set by each participant after the course A: I am taking courses in the fields of "improvement" and "problem setting" at the same time. · B: Not taking courses in the fields of "improvement" and "problem setting" at the same time. Achievement results ·A: 2.5 pieces ·B: 1.8 pieces The degree of achievement will be determined based on whether or not the goal was achieved as declared. If you can do it, mark it as O, if you can't, mark it as X, and judge based on the average number of O's. The maximum number is 3. <Result> Group A (those who had taken the recommended courses in advance) had a higher rate of increase in the relevant category than Group B. <Conclusion> To improve your skills in the area of ​​"improvement," which is included in the field of "planning and control," you should also improve your skills in the area of ​​"problem setting," which is included in the field of "thinking." This will effectively develop your "improvement" skills.

[0083] Next, (3) an example of determining the suitability of a course from the satisfaction level of a questionnaire (items of satisfaction with learning, correction comments, etc.) will be described. <Recommended Courses> To improve your skills in the area of ​​"planning" which is included in the field of "planning and control," you should also improve your skills in the area of ​​"reflection and evaluation" which is also included in the field of "planning and control." This will effectively develop your "planning" skills. Specific examples We recommend taking a course on the sub-theme "PDCA" within the theme of "Reflection and Evaluation" in the field of "Planning & Control" as well as a course on the sub-theme "Action Plan" within the theme of "Planning & Control." <Verification data> Comparison subjects: People group A and group B -Same industry, same job type, same age (we do not have data on job titles, so we assume that people of the same age have similar roles) -Compare the difference in achievement level after three months against the action declarations set by each participant after the course A: I am taking a course in the field of "planning" and a course in the field of "reflection and evaluation" at the same time. · B: I am not taking courses in the fields of "planning" and "reflection and evaluation" at the same time. Results of a satisfaction survey conducted through a questionnaire Before taking the "Planning & Control" course → After taking the course A: Category "Planning & Control" 15.8 points → 20.8 points B: Category "Planning & Control" 15.8 points → 17.2 points <Result> Group A (those who had taken the recommended courses in advance) had a higher rate of increase in the relevant category than Group B. <Conclusion> To improve your skills in the topic of "planning" which is included in the field of "planning and control," you can also take a course on the topic of "reflection and evaluation" in the same field of "planning and control" at the same time to improve your "reflection and evaluation" skills, which will effectively develop your "planning" skills.

[0084] Finally, (4) we will explain an example of how taking a course can be beneficial by determining whether there is a consistent tendency to take the course at an appropriate frequency and timing. In this example, artificial intelligence and machine learning engines are used to determine the appropriate frequency and timing for taking a course (a period of time after taking the course when not taking another course). People who select and take courses at their own pace tend to find it difficult to feel the benefits of their learning and their learning pace slows down. In this example, an AI or machine learning engine determines the appropriate interval for each student based on the student's progress in their skill development to date (course attendance status, test results and changes in Biz SCORE FollowUP tests, workplace evaluations, etc.) and other similar examples from the past. In this way, people who take courses at appropriate intervals as determined by AI, machine learning, etc. tend to continue taking courses at the appropriate frequency and timing even after taking the course, making it easier for them to improve their skills.

[0085] 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 of achieving the object of the present invention are included in the present invention.

[0086] 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.

[0087] 3 is merely an example and is not particularly limited. That is, it is sufficient for the information processing device to have the function of executing the above-described series of processes as a whole, and the type of functional block used to realize this function is not particularly limited to the example in FIG.

[0088] Furthermore, the locations of the functional blocks are not limited to those shown in FIG. 3 and may be arbitrary. Furthermore, one functional block may be configured as a single piece of hardware, a single piece of software, or a combination thereof.

[0089] When the processing of each functional block is performed by software, the program that constitutes the software is installed into a computer or the like from a network or a recording medium. The computer may be a computer built into dedicated hardware, or may be a computer capable of executing various functions by installing various programs, such as a server, a general-purpose smartphone, or a personal computer.

[0090] The recording medium containing such a program may not only be composed of removable media that is distributed separately from the device itself in order to provide the program to each user, but may also be composed of recording media that are provided to each user in a state where they are pre-installed in the device itself.

[0091] In this specification, the steps describing the program to be recorded on the recording medium include not only processes that are performed in chronological order, but also processes that are not necessarily performed in chronological order but are performed in parallel or individually.

[0092] In addition, in this specification, the term "system" refers to an overall device that is made up of a plurality of devices, a plurality of means, and the like.

[0093] For example, in the above-described embodiment, the skills are four types: business knowledge, planning and control, communication, and thinking skills. However, this is merely an example. In other words, any m skills (m is an integer value of 1 or more) related to basic business abilities can be adopted. In this case, the items provided for each skill are not particularly limited to the examples in the above-described embodiment, and any p items (p is an integer value of 1 or more independent of m) can be adopted.

[0094] In the above embodiment, the course recommendation unit 129 selected the second theme based on the score difference between a combination of multiple themes that multiple users have taken in the past, their course history, etc., but the second theme may also be selected based on the personal attributes of a specific user. Furthermore, in the above embodiment, the course was intended to improve business skills, but it may also be intended to simply improve the practical skills and techniques that users use in their daily lives, and business skills, practical skills, and other skills are collectively referred to as skills. Furthermore, the term "course" also includes the meanings of training sessions, seminars, lectures, etc. In this case, when a desired course is selected from one or more courses that multiple users are taking with the aim of improving their respective skills and a first theme from multiple themes for evaluating skills is specified by a specific user among the multiple users, the course recommendation unit 129 outputs one or more second themes that the first user should work on improving in conjunction with the first theme, based on the personal attributes of the specific user. To be more specific, for example, if a specific user specifies the first theme of "presentation," statistically speaking, it would be more effective to take a course including the theme of "vocalization" beforehand. However, if the user's personal attributes (past experience studying vocalization at school, career history, etc.) indicate that they are already good at "vocalization," the course recommendation unit 129 determines that it would be better for them to take a course on "gestures" or "hand gestures," and outputs that theme. Further, for example, in the above-described embodiment, the receiving unit 150 receives the designation of a theme by limiting the first theme that a predetermined user should improve, but the first theme that should be improved may be received by specifying a range (field, category, etc.) into which multiple themes are classified. Also, the first theme may be received by specifying a course. The user's personal attributes may include the user's past experience, career history, adaptability to evaluation factors, and other attributes that are not directly related to the course, such as the user's hobbies, personality, physical characteristics, family structure, lifestyle, etc.

[0095] In summary, the information processing apparatus to which the present invention is applied is sufficient if it has the following configuration, and can take on a variety of different embodiments. That is, an information processing device to which the present invention is applied (for example, the server 10 in FIG. 3) When a plurality of users selects and takes a desired course from one or more courses that the users take with the aim of improving their respective skills, and a first evaluation element (first theme) is designated by a first user (predetermined user) among the plurality of users, the first evaluation element (first theme) is designated from among a plurality of evaluation elements (themes) for evaluating the skills. An evaluation element output means (e.g., course recommendation unit 129 in FIG. 3 ) outputs one or more second evaluation elements (second themes) that the first user should improve in conjunction with the first evaluation element (first theme) based on the personal attributes (his / her career history) of the first user. Equipped with. With this configuration, when a user takes a course with a set theme and specifies a first theme that the user should improve on, a second theme that should be taken in conjunction with the first theme is selected from the user's personal attributes and recommended to the user, thereby supporting the user in taking a course that is suitable for improving the user's skills. The evaluation element output means (for example, the course recommendation unit 129 in FIG. 3 ) When the first evaluation element (first theme) is specified by the first user (specified user), the second evaluation element (second theme) is output based on the evaluation results (scores of the business fundamentals diagnostic test) of the first user (specified user) on the first evaluation element (first theme) and the past evaluation results (scores of the business fundamentals diagnostic test) of the multiple users that include the first evaluation element (first theme). In this way, by using the score of the first theme that the user received when taking the course and the past scores of multiple users, the system can numerically recommend to the user a second theme that should be taken in conjunction with the first theme, thereby helping the user to take a course that is suitable for improving their business skills. That is, when a first theme is specified by the user, a second theme that is statistically likely to lead to skill improvement is selected and recommended to the user, allowing the user to take a course that is suitable for improving their skills. The evaluation element output means (for example, the course recommendation unit 129 in FIG. 3 ) The second evaluation element is output based on the past course attendance history of the multiple users (courses in which the score changed when the course on the first theme and courses on other themes were taken or not taken) that includes the first evaluation element (first theme) specified by the first user (specified user). In this way, a second theme that will help improve the skills of a user is selected from the past course attendance records of multiple users and recommended to that user, allowing the user to take a course that is suitable for improving their skills. The evaluation element output means (for example, the course recommendation unit 129 in FIG. 3 ) outputting the second evaluation element (second theme) together with the first evaluation element (first theme); This allows you to apply for a course on the second topic at the same time as taking a course on the first topic. The evaluation element output means (for example, the course recommendation unit 129 in FIG. 3 ) outputting the second evaluation element based on the evaluation results before or after taking the course; This allows users to take a course on the second theme before or after taking a course on the first theme, allowing them to take courses in an order that suits their own skill development. The evaluation element output means (for example, the course recommendation unit 129 in FIG. 3 ) a receiving unit (e.g., the receiving unit 150 in FIG. 3 ) that receives the first evaluation element (first theme) by specifying a range (field or category) into which the plurality of evaluation elements are classified; Further provided with This allows users to receive course recommendations by field or category, allowing them to take the courses they need to improve their skills. an improvement calculation means (e.g., the improvement status calculation unit 130 in FIG. 3 ) for calculating an improvement status of the second evaluation element (second theme) and the first evaluation element (first theme) when the first user takes a course including the second evaluation element (second theme) and the first evaluation element (first theme) for a certain period of time, the course being output by the evaluation element output means (e.g., the course recommendation unit 129 in FIG. 3 ); By further providing this, the user can know the future state of skill improvement of the user if he / she takes the recommended course, which can increase the user's motivation. [Explanation of symbols]

[0096] 1. Information processing device 10. Server 20, 20-1, 20-n... User terminal 101 CPU 102··· ROM 103 RAM 104 Bus 105 Input / Output Interface 106 Output section 107 Input section 108... Storage section 109··· Communications Department 110··· Drive 120 Removable Media 121··· Test Creation Department 122··· Test Question Section 123... Answer acquisition part 124··· Scoring Department 125 Scoring section 126 Score Acquisition Section 127··· Comment Creation Section 128 Display control unit 129··· Course Recommendation Department 130 Improvement status calculation unit 141... Problem DB 142···Scoring result DB 143 Population DB 144... Course DB 150··· Reception 151··· Theme Selection Department N··· Network

Claims

1. When a plurality of users select and take a desired course from one or more courses that the users take for the purpose of improving their respective skills, and a first user of the plurality of users specifies a first evaluation element among a plurality of evaluation elements for evaluating the skills, Acquiring past experiences or career history of the first user as personal attributes of the first user; Using the acquired personal attributes, identify a skill area that the first user is presumed to have already acquired; extracting candidate evaluation elements to be linked to the first evaluation element from the past evaluation results or course histories of a plurality of other users including the first evaluation element, taking into consideration that the first user has already mastered the skill area; an evaluation element output means for determining one or more second evaluation elements that the first user should improve in cooperation with the first evaluation element from among the extracted candidate evaluation elements; a recommendation timing determination means for determining a timing for recommending attendance of the course of the second evaluation element relative to a reference timing, the reference timing being a timing when the first user attends the course of the first evaluation element; Equipped with The evaluation element output means outputs the one or more second evaluation elements at the course recommendation timing. Information processing device.

2. The evaluation element output means and determining the one or more second evaluation elements based on an evaluation result in which the first user has received an evaluation on the first evaluation element and past evaluation results of the plurality of users including the first evaluation element. The information processing device according to claim 1 .

3. The evaluation element output means and determining the one or more second evaluation elements based on the past course attendance histories of the plurality of users that include the first evaluation element designated by the first user.

3. The information processing device according to claim 1 or 2.

4. The evaluation element output means outputting the one or more second evaluation elements together with the first evaluation element; The information processing device according to claim 1 .

5. The evaluation element output means determining the one or more second evaluation elements based on an evaluation result of the first evaluation element before or after taking the course; The information processing device according to any one of claims 1 to 4.

6. The evaluation element output means a receiving means for receiving, for the first evaluation element, a range into which the plurality of evaluation elements are classified by designation; The information processing device according to claim 1 , further comprising:

7. an improvement calculation means for calculating an improvement status of the second evaluation element and the first evaluation element when the first user takes a course including the one or more second evaluation elements and the first evaluation element output by the evaluation element output means for a certain period of time; The information processing device according to claim 1 , further comprising:

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