JP2009139506A - Human resource development system, human resource development method, and human resource development program - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide a human resource development system, a human resource development method, and a human resource development program capable of reducing a load on a system and shortening a training period of a trainee. <P>SOLUTION: The human resource development system (100) includes: a curriculum storage means (11) for storing a plurality of curriculums including one or more subjects; a presentation means (12) for presenting any of the subjects stored in the curriculum storage means to the trainee via a plurality of terminals; and a curriculum control means (13) for sequentially selecting some of the plurality of curriculums one by one for respective prescribed periods and causing the presentation means to select the subjects from among the selected curriculums to present them via the plurality of terminals. <P>COPYRIGHT: (C)2009,JPO&INPIT

Description

  The present invention relates to a human resource development system, a human resource development method, and a human resource development program.

  In the in-house human resource development process, it is necessary to make employees acquire the necessary knowledge, technology, and skills. In this case, human resources can be trained by conducting in-house education, in-house training, etc. regularly or as needed. In recent years, computers have been increasingly used in such human resource development processes. For example, when the electronic education system described in Patent Document 1 is used, a new problem can be presented to the student according to a problem that has been asked in the past.

JP 2007-033808 A

  However, each student does not attend the curriculum at the same time. In this case, management by the system becomes complicated and the burden on the system increases. Further, whether or not each student's ability reaches a desired level may depend on the qualities of each student. As a result, there is a possibility that the period for acquiring necessary educational items may become longer depending on the student.

  SUMMARY OF THE INVENTION An object of the present invention is to provide a human resource development system, a human resource development method, and a human resource development program that can reduce the burden on the system and reduce the education period of students.

  The human resource development system according to the present invention is a curriculum storage means for storing a plurality of curriculums including one or more assignments, and for presenting any of the assignments stored in the curriculum storage means to a student via a plurality of terminals. A presenting means, a curriculum control means that selects one from a plurality of curriculums in order for each predetermined period, selects a problem from the selected curriculum, and causes the presenting means to present it via a plurality of terminals; It is characterized by providing.

  The human resource development system according to the present invention is easy to operate because problems are selected from the same curriculum at each terminal. Specifically, since the curriculum to be presented to the student at each terminal is the same, the range of assignment selection is reduced. Thereby, the burden of the human resource development system according to the present invention is reduced. In addition, each student can take each curriculum regardless of the start time of the course. In addition, it is assumed that a plurality of students start taking a curriculum at different start times. In this case, a composition is formed in which a student who has started taking a lecture first serves as a lecturer for a student who starts taking a course later. Thereby, the acquisition efficiency of the student who starts taking a course later improves. In addition, students who have started taking classes can deepen their own understanding by becoming lecturers. From the above, each student can learn the acquisition items in a short period of time.

  The terminal may further include an input unit for inputting an answer to the task.

  The human resource development system according to the present invention may further include setting means for setting a predetermined input means among the input means to be non-inputable when the same problem is presented at a plurality of terminals. In this case, the student who uses the input means that can be input summarizes the opinions of other students and demonstrates leadership. Therefore, this student can acquire the ability as a leader.

  The human resource development system according to the present invention further includes a determination unit that determines the nature of the student based on the answer input to the input unit, and the curriculum control unit presents a task according to the determination result to the presentation unit. You may let them. In this case, each student can be made to learn the learned matters efficiently.

  The determination means may determine the nature of the student according to the degree of completion of the answer input to the input means. The determining means may determine the nature of the student according to the time from when the assignment is presented by the presenting means until the answer is input to the input means. The presenting means further includes an information providing means for providing information regarding the assignment to the student according to the operation of the student via the terminal, and the determining means provides information to the student by the information providing means. The nature of the student may be determined according to the presence or absence. In these cases, each student can learn the learned items efficiently.

  The human resource development system according to the present invention further includes volume measuring means for measuring the volume of each student, and the setting means is assigned to the student having the lowest volume among the students based on the measurement result of the volume measuring means. The input means of the given terminal may be set to disable input. In this case, the student with the lowest volume can be made to acquire the ability as a leader.

  The curriculum control means may select an assignment to be presented in the second and subsequent curriculums among a plurality of curriculums based on the nature of the student. In this case, for example, as the curriculum progresses, the presentation of a task with a low difficulty level can be omitted. As a result, each student can be made to learn each learning item in a short period of time.

  The curriculum control means may select the second and subsequent curriculum assignments according to the nature of the student. Further, the curriculum control means may select the second and subsequent curriculum assignments based on the student's answer results in the curriculum that the student has already taken.

  Each of the plurality of curriculums may include a plurality of tasks divided into one or more levels. Further, the curriculum control means may select the same or different tasks among the tasks included in the selected curriculum.

  The human resource development method according to the present invention includes a selection step of selecting a plurality of curriculums including one or more tasks in order for each predetermined period, and selecting a task from the selected curriculum and attending via a plurality of terminals A presentation step to be presented to a person.

  In the human resource development program according to the present invention, a computer provides a presentation means for presenting any assignment from a plurality of curriculums including one or more assignments to a student via a plurality of terminals, and the plurality of curriculums at predetermined intervals. Are selected in order and selected as a curriculum control means for selecting a task from the selected curriculum and presenting it in the presenting step.

  According to the present invention, the burden on the system can be reduced and the education period of the students can be shortened.

  Hereinafter, the best mode for carrying out the present invention will be described.

  FIG. 1 is a schematic diagram showing the overall configuration of a human resource development system 100 according to the first embodiment of the present invention. As shown in FIG. 1A, the human resource development system 100 includes a server 10 and a plurality of terminals 20. Note that the plurality of terminals 20 are not necessarily installed in the same office. For example, as illustrated in FIG. 1B, a plurality of terminals 20 may be installed in different offices, and each terminal 20 may be connected to the server 10.

  FIG. 2 is a schematic diagram for explaining transmission and reception of electrical signals between the server 10 and the terminal 20. As illustrated in FIG. 2A, the terminal 20 accesses the server 10 and receives a task. In this case, the terminal 20 causes the display unit 21 to display the assignment received from the server 10. When an answer is input to the input means 22 by the student, the terminal 20 transmits the input answer to the server 10 as shown in FIG.

  FIG. 3 is a diagram for explaining the details of the configuration of the server 10 and the terminal 20. FIG. 3A is a device configuration diagram of the server 10 and the terminal 20. FIG. 3B is a functional block diagram of the server 10 and the terminal 20.

  As shown in FIG. 3A, the server 10 includes a CPU (Central Processing Unit), a RAM (Random Access Memory), a ROM (Read Only Memory), an interface, and the like. The server 10 stores a human resource development program for operating the human resource development system 100 in storage means such as a ROM or a hard disk. The terminal 20 includes a CPU, RAM, ROM, interface, display, input device, and the like. The input device is a mouse, a keyboard, or the like. The server 10 and the terminal 20 are connected via electrical communication means such as a LAN (Local Area Network) and the Internet.

  As illustrated in FIG. 3B, the server 10 functions as a curriculum storage unit 11, a presentation unit 12, a curriculum control unit 13, a setting unit 14, a determination unit 15, and an information providing unit 16. In the present embodiment, the CPU of FIG. 3A functions as the presentation unit 12, the curriculum control unit 13, the setting unit 14, the determination unit 15, and the information providing unit 16. The ROM in FIG. 3A functions as the curriculum storage unit 11. These means are realized in the server 10 by executing the human resource development program. Further, the display of FIG. 3A corresponds to the display means 21, and the input device of FIG. 3A corresponds to the input means 22.

  The curriculum storage means 11 stores a plurality of curriculums including one or more tasks. The presenting means 12 presents one of the tasks stored in the curriculum storage means 11 to the student via the display means 21 of the plurality of terminals 20. The curriculum control means 13 controls the presentation means 12. The setting unit 14 sets one of the input units 22 of the plurality of terminals 20 to be input enabled or disabled. The determination unit 15 determines the nature of the student based on the information input to the input unit 22. The information providing unit 16 provides the student with information that promotes the solution of the problem via the display unit 21 of each terminal 20 according to the operation of the student.

  Hereinafter, the details of each of the above means will be described. The curriculum mentioned above refers to the items that should be learned by the students divided according to the field. Participants will learn what they have learned by taking each curriculum. Each curriculum is independent of each other and can be learned regardless of the order. Therefore, each curriculum may be taken in a different order for each student. FIG. 4 is a schematic diagram for explaining the details of the curriculum. As shown in FIG. 4, each curriculum includes one or more tasks. For example, the curriculum 1 includes tasks 1-A, 1-B, 1-C, and the like. Each task may be classified according to one or more levels.

  Next, the detail of operation | movement of the presentation means 12 is demonstrated. The presenting means 12 causes the display means 21 to display any assignments included in the curriculum stored in the curriculum storage means 11. If an answer to the assignment is input to the input means 22, the presentation means 12 determines whether the answer is acceptable, and further causes the display means 21 to display the assignment. As a result, students will learn what they have learned through the resolution of each curriculum issue. FIG. 5 shows an example of a flowchart executed by the human resource development system 100.

  As shown in FIG. 5, first, the presentation unit 12 displays the assignment 1-A on the display unit 21 (step S1). Next, the presenting means 12 waits until a student inputs an answer to the input means 22 (step S2). When an answer is input to the input unit 22, the presenting unit 12 determines whether the answer is acceptable (step S3). When it is determined in step S3 that the answer is incorrect, the presentation unit 12 executes step S1 again.

  When it is determined in step S3 that the answer is correct, the presentation unit 12 causes the display unit 21 to display the task 1-B (step S4). Next, the presentation unit 12 waits until an answer is input to the input unit 22 by the student (step S5). When the answer is input to the input unit 22, the presenting unit 12 determines whether the answer is acceptable (step S6). When it is determined in step S6 that the answer is incorrect, the presentation unit 12 executes step S4 again. If it is determined in step S6 that the answer is correct, the presenting unit 12 ends the flowchart.

  In this way, the student can learn the acquired items through solving each problem. In FIG. 5, the same problem is presented again when the answer to the problem is incorrect, but the present invention is not limited to this. For example, the following problem may be presented regardless of whether the answer is correct or incorrect. The same applies to other curriculums.

  Next, details of the operation of the curriculum control means 13 will be described. In the present embodiment, the curriculum control means 13 selects a plurality of curriculums in order for each predetermined period, selects a task from the selected curriculum, and causes the presentation means 12 to present it via the plurality of terminals 20. . Therefore, assignments are presented to students from the same curriculum within the same period. 6 and 7 are schematic views for explaining the execution of the curriculum.

  For example, as shown in FIG. 6, the curriculum control means 13 causes the subjects included in the curriculum 1 to be assigned to the students in each terminal 20 (terminal A to terminal D in FIG. 6) in the first week. The presenting means 12 is controlled so as to be presented. In this case, the tasks presented in each terminal may not necessarily be the same as long as the tasks are included in the same curriculum. Similarly, the curriculum control means 13 controls the presenting means 12 so that the assignments included in the selected curriculum are presented to the student after the next week.

  In the terminal A, the student A has started to attend from the first week. In this case, the student A takes the course from the curriculum 1 to the curriculum 4 in order. In the terminal B, the student B has started taking classes from the second week. In this case, the student B takes the curriculum 1 after taking the curriculum 2 to the curriculum 4 in order.

  As described above, each student can acquire all curriculums regardless of the order of attendance of each curriculum. Accordingly, the student can learn each learning item in the same period regardless of the start time of the course. Moreover, since the subject is selected from the same curriculum in each terminal, the operation by the server 10 is easy. Specifically, since the curriculum to be presented to the student at each terminal is the same, the range of assignment selection is reduced. Thereby, the burden on the server 10 is reduced. In addition, management of answers input to the input unit 22 is facilitated.

  Here, consider a case where a student takes a curriculum after another student takes a curriculum. For example, as shown in FIG. 7, when learner A finishes taking two curriculums and takes the third curriculum (curriculum 2 in FIG. 7), learners B and C start taking the curriculum. Assume that.

  In this case, the students A to C take the curriculum 2 at the same time. Since the student A is in the third week of the course, a composition is formed in which the student A becomes a lecturer of the students B and C who are junior students. Thereby, the acquisition efficiency of the students B and C is improved. As a result, the students B and C can learn the acquisition items in a short period of time. In addition, the learners B and C can learn with less points without being deviated sideways by being taught by a person who has previously attended. Furthermore, the student A can deepen his or her own understanding by acting as a lecturer for those who will take the course later. Thereby, the student A can learn the learned items in a short period of time. By forming such a composition, a student who has already started attendance can become a lecturer, so there is no need to establish a specialized lecturer.

  Similarly, a composition is formed in which students B and C become lecturers for students D and E who will start taking the curriculum later. Therefore, the human resource development system 100 according to the present embodiment is more effective in improving the acquisition efficiency of the student and the acquisition level of the student as the number of students increases.

  In FIGS. 6 and 7, the curriculum is selected on a weekly basis, but is not limited thereto. For example, the curriculum may be selected in an arbitrary time unit such as a day unit, a week unit, or a month unit. In addition, the period during which each curriculum is selected may not be the same. Thus, one curriculum may end in one week and the other curriculum may end in three days.

  Next, details of the operation of the setting means 14 will be described. The display unit 14 sets the input unit 22 of any of the plurality of terminals 20 to input enabled or disabled. Specifically, the display unit 14 may disable the input unit 22 by prohibiting transmission of an answer from the input unit 22 to the server 10, and may disable the input unit 22 by operating the input unit 22. 22 may be disabled. FIG. 8 shows an example of a flowchart executed by the human resource development system 100. As shown in FIG. 8, first, the presenting means 12 presents the same task to the student via the display means 21 of each terminal 20 (terminal A to terminal D in FIG. 8) (step S11). Next, the setting unit 14 sets the answer of the terminal A to allow input, and sets the terminals B to D to disable input (step S12).

  Next, the presentation unit 12 waits until a student inputs an answer to the input unit 22 of the terminal A (step S13). When the answer is input to the input means 22 of the terminal A, the presenting means 12 determines whether the answer is acceptable (step S14). If it is determined in step S14 that the answer is incorrect, the presentation unit 12 executes step S11 again. When it is determined in step S14 that the answer is correct, the presentation unit 12 ends the flowchart.

  By executing such a flowchart, only the student using the terminal A (the student A in the description of FIG. 8) can input an answer. In this case, among the students using the terminals A to D, the student A gathers the opinions of the students A to D. That is, the student A demonstrates leadership. Thereby, the student A can acquire the ability as a leader. The terminal that enables input may be set randomly or may be set intentionally. Thereby, the student who does not demonstrate the ability as a leader can acquire the ability as a leader.

  FIG. 9 is a diagram illustrating an example of a flowchart executed by the human resource development system 100. As shown in FIG. 9, the presenting means 12 presents the same task to the student via the display means 21 of the plurality of terminals 20 (step S21). The problem in this case is that an answer is input to any one of the input means 22. Next, the presentation unit 12 stands by until an answer is input to any of the input units 22 (step S22).

  When an answer is input to any of the input means 22, the presenting means 12 presents the same task to the student via the display means 21 of the plurality of terminals 20 (step S23). Next, the setting unit 14 sets the input unit 22 of the terminal to which an answer has been input in the previous task to disable input (step S24). Next, the presentation unit 12 waits until an answer is input to any input unit 22 that can be input (step S25). When the answer is input to any input unit 22 that can be input, the human resource development system 100 Ends the execution of the flowchart.

  In the flowchart of FIG. 9, the input means to which an answer is input cannot be input when the next assignment is presented. Therefore, each student will demonstrate leadership in turn. As a result, each student can acquire the ability as a leader.

  Next, details of the operation of the determination means 15 will be described. The determination unit 15 determines the nature of the student based on the information input to the input unit 22. FIG. 10 shows an example of a flowchart executed by the human resource development system 100. As shown in FIG. 10, the determination unit 15 waits until basic information is input to the input unit 22 by the student (step S31). Here, the basic information refers to information such as a student's ability, personality, and items desired to be acquired. When basic information is input to the input means 22, the determination means 15 determines the nature of the student (step S32).

  Next, the curriculum control means 13 selects an optimal assignment included in the selected curriculum, and controls the presentation means 12 to present the assignment to the student (step S33). The presenting means 12 stands by until a student inputs an answer to the assignment to the input means 22 (step S34). When the answer is input to the input means 22, the presenting means 12 determines whether the answer is acceptable (step S35).

  If it is determined in step S35 that the answer is correct, the human resource development system 100 ends the execution of the flowchart. When it is determined in step S35 that the answer is incorrect, the determination unit 15 executes step S32 again. In this case, the determination unit 15 determines the nature of the student including the answer status by the student. Thereby, the curriculum control means 13 can select a more optimal task.

  Thus, by selecting a task according to the nature of the student, the student can efficiently take the curriculum. As a result, the student can acquire necessary abilities in a short period of time. For example, by including the acquisition level acquired by the student as the curriculum progresses in the basic properties, it is possible to select an optimal task according to the acquisition level of the student.

  FIG. 11 is a schematic diagram illustrating an example of a relationship between the progress of a student's curriculum and the level (difficulty level) of an assignment. In FIG. 11, the horizontal axis indicates the progress of the curriculum, and the vertical axis indicates the level of the task. For example, it is assumed that the student A solves the problem from a low level at the start of the course. In this case, the acquisition level of the student A improves as the problem is solved. Therefore, by sequentially improving the task level according to the flowchart of FIG. 10, the acquisition level of the student can be improved efficiently.

  Also, consider the case where the student A is to solve a problem at a level exceeding the ability of the student A from the start of the class. In this case, it is difficult for the student A to solve the problem. Therefore, it is necessary to reduce the problem level according to the flowchart of FIG. In this case, as shown by the broken line in FIG. 11, the level of the task presented to the student A is lowered, but the level of the task can be improved along with the improvement of the ability of the student A. Therefore, by improving the level of assignments from the middle of the curriculum, it is possible to efficiently improve the acquisition level of the students.

  Furthermore, it is assumed that the student B has a high ability from the start of the class. In this case, the student B can solve the problem even if the student B presents a high-level problem from the start of the class. Therefore, the acquisition level of the student B can be improved efficiently by improving the level of the task according to the flowchart of FIG.

  Thus, even if each student has different abilities at the start of the course, the level of acquisition of each student can be improved to a predetermined level or more as the curriculum progresses. Further, by increasing the level of the task according to the learning level of the student according to the flowchart of FIG. 10, it is not necessary to present the low-level task to the student. Therefore, the number of tasks presented to the student can be reduced. As a result, the acquisition level of the student can be raised efficiently in a short period of time.

  Hereinafter, another example of the student property determination will be further described. FIG. 12 is a schematic diagram for explaining an answer situation by each student. As shown in FIG. 12, the student A has not input an answer to the assignment. Therefore, the determination unit 15 determines that the student A has not solved the problem. Student B has made some mistakes, but has entered answers that are almost correct. Therefore, the determination means 15 determines that the student B has almost solved the problem. Student C has entered the correct answer. Therefore, the determination unit 15 determines that the student C has solved the problem. The student D inputs additional items in addition to the correct answer. Therefore, the determination unit 15 determines that the student D has the additional ability. As described above, the determination unit 15 may determine the nature of the student according to the completeness of the answer to the task.

  The completeness of the answer may be determined based on whether or not the entire answer text matches the correct answer, or may be determined based on whether or not the keyword included in the answer matches the correct keyword. The same applies to the additional items.

  FIG. 13 is a schematic diagram illustrating a problem selected by the curriculum control unit 13 based on the determination result of the determination unit 15. As shown in FIG. 13, for the student A, the curriculum control means 13 selects the same problem, and the presentation means 12 presents the same problem and presents the material to be examined to the student. For the student B, the curriculum control means 13 selects an assignment at the same level, and the presentation means 12 presents the assignment and presents an indication of the wrong place. For the student C, the curriculum control means 13 selects a higher level assignment, and the presentation means 12 presents the assignment. For the student D, the curriculum control means 13 selects a more advanced problem, and the presentation means 12 presents that the answer is good and presents the problem.

  Thus, by selecting a task according to the degree of completion of a student's answer, the student can efficiently take the curriculum according to the ability. As a result, the student can acquire necessary abilities in a short period of time.

  FIG. 14 is a schematic diagram for explaining the time until an answer and the answer situation. As shown in FIG. 14, the student A has a short time to answer and does not answer the assignment correctly. Therefore, the determination means 15 determines that the student A is wrong without thinking carefully. The student B takes a long time to answer and does not answer the assignment correctly. Therefore, the determination means 15 determines that the student B has an incorrect answer as a result of thinking. Participant C takes a long time to answer and is answering the problem correctly. Therefore, the determination means 15 determines that the student C is correct as a result of thinking. Participant D has a short time to answer and corrects the task. Therefore, the determination means 15 determines that the student D is correct after understanding it well. As described above, the determination unit 15 may determine the nature of the student according to the time from when the assignment is presented by the presentation unit 12 until the answer is input to the input unit 22.

  FIG. 15 is a schematic diagram illustrating a problem selected by the curriculum control unit 13 based on the determination result of the determination unit 15. As shown in FIG. 15, for the student A, the curriculum control means 13 selects the same assignment, and the presentation means 12 presents the same assignment and presents the material to be examined to the student. For the student B, the curriculum control means 13 selects an assignment at the same level, and the presentation means 12 presents the assignment and presents an indication of the wrong place. For the students C and D, the curriculum control means 13 selects a higher level problem, and the presentation means 12 presents the problem.

  In this way, by selecting the task according to the time required until the answer, it is possible for the student to efficiently attend the curriculum according to the ability. As a result, the student can acquire necessary abilities in a short period of time.

  Next, details of the operation of the information providing means 16 will be described. As shown in FIG. 16A, in the present embodiment, the information providing unit 16 causes the display unit 21 of each terminal 20 to display a hint about the problem. For example, when the student clicks “hint” using the mouse, the hint is displayed on the display means 21. Thereby, the student can obtain information necessary for solving the problem. Thereby, the solution of the problem is promoted.

  The determination unit 15 may determine the nature of the student depending on whether the information providing unit 16 provides information. FIG. 16B is a diagram illustrating an example of a flowchart executed by the human resource development system 100. As shown in FIG. 16B, the presenting means 12 presents the assignment to the student (step S41). Next, the presenting means 12 stands by until an answer is input to the input means 22 by the student (step S42). When an answer is input to the input unit 22, the presenting unit 12 determines whether the answer is acceptable (step S43). When it is determined in step S43 that the answer is incorrect, the presentation unit 12 executes step S41 again.

  When it is determined in step S43 that the answer is correct, the determination unit 15 determines whether information is provided by the information providing unit 16 (step S44). When it is determined in step S44 that information has been provided, the curriculum control means 13 selects a problem that needs to be investigated by itself, and the presentation means 12 presents the problem (step S45). Thereafter, the human resource development system 100 ends the execution of the flowchart. If it is determined in step S44 that no information has been provided, the curriculum control means 13 selects the next assignment, and the presentation means 12 presents the assignment (step S46). Thereafter, the human resource development system 100 ends the execution of the flowchart.

  In this way, by selecting a task according to whether or not information is provided by the information providing means 16, it is possible to make the student learn efficiently. As a result, the student can acquire necessary abilities in a short period of time.

  As described above, by using the human resource development system 100 according to the present embodiment, the burden on the system can be reduced and the education period of the students can be shortened.

  Subsequently, a human resource development system 100a according to a second embodiment of the present invention will be described. FIG. 17 is a schematic diagram showing the overall configuration of the human resource development system 100a. As shown in FIG. 17, the human resource development system 100 a is different from the human resource development system 100 of FIG. 1 in that a sound volume measuring unit 30 is further provided. The volume measuring means 30 is a device that measures the volume of each student. The volume measuring means 30 may have a microphone in the vicinity of each terminal 20. In this case, the volume measuring means 30 can measure the volume of the student using each terminal 20. The volume measuring means 30 may measure the volume of each student by analyzing the frequency of each student's voice.

  Next, details of the operation of the sound volume measuring means 30 will be described. FIG. 18 is a diagram illustrating an example of a flowchart executed by the human resource development system 100a. As shown in FIG. 18, the presenting means 12 presents the same assignment to the student via the display means 21 of the plurality of terminals 20 (step S51). The problem in this case is that an answer is input to any one of the input means 22. Next, the volume measuring unit 30 starts measuring the volume of each student's voice (step S52).

  The presentation unit 12 stands by until an answer is input to any of the input units 22 (step S53). When an answer is input to any of the input means 22, the sound volume measuring means 30 determines a person with the lowest sound volume (step S54). Next, the presenting means 12 presents the same assignment to the student via the display means 21 of the plurality of terminals 20 (step S55). Next, the setting means 14 allows only the input means 22 used by the student whose volume is the lowest, and disables the other input means 22 (step S56). Thereafter, the human resource development system 100a ends the execution of the flowchart.

  Here, it is presumed that the student whose volume is small does not exhibit much leadership among the students. Therefore, by making it possible to input only the input means used by the student whose volume is low, the student can acquire the ability as a leader. In this way, each student can acquire the ability as a leader.

It is a mimetic diagram showing the whole personnel training system composition concerning the 1st example of the present invention. It is a schematic diagram for demonstrating transmission / reception of the electrical signal between a server and a terminal. It is a block diagram which shows the detail of a server. It is a schematic diagram for demonstrating the detail of a curriculum. It is a figure which shows an example of the flowchart performed by a personnel training system. It is a schematic diagram for demonstrating execution of a curriculum. It is a schematic diagram for demonstrating execution of a curriculum. An example of the flowchart performed by the personnel training system is shown. It is a figure which shows an example of the flowchart performed by a personnel training system. An example of the flowchart performed by the personnel training system is shown. It is a schematic diagram which shows an example of the relationship between a student's curriculum progress and the level of a subject. It is a schematic diagram for demonstrating the reply condition by each student. It is a schematic diagram explaining the subject which a curriculum control means selects based on the determination result of a determination means. It is a schematic diagram for demonstrating the time to an answer and an answer condition. It is a schematic diagram explaining the subject which a curriculum control means selects based on the determination result of a determination means. It is a figure for demonstrating the detail of operation | movement of an information provision means. It is a schematic diagram which shows the whole structure of the personnel training system which concerns on 2nd Example of this invention. It is a figure which shows an example of the flowchart performed by a personnel training system.

Explanation of symbols

DESCRIPTION OF SYMBOLS 10 Server 11 Curriculum storage means 12 Presentation means 13 Curriculum control means 14 Setting means 15 Judgment means 16 Information provision means 20 Terminal 21 Display means 22 Input means 30 Volume measuring means 100 Human resource development system

Claims (15)

Curriculum storage means for storing a plurality of curriculums including one or more tasks;
Presenting means for presenting any of the tasks stored in the curriculum storage means to a student via a plurality of terminals;
Curriculum control means for selecting one by one from the plurality of curriculums in order for each predetermined period, selecting a problem from the selected curriculum, and causing the presenting means to present it via the plurality of terminals, Human resource development system characterized by having   The human resource development system according to claim 1, wherein the terminal further includes input means for inputting an answer to the task.   The human resource development system according to claim 2, further comprising a setting unit configured to set a predetermined input unit among the input units so as not to be input when the same problem is presented at the plurality of terminals. A determination means for determining the nature of the student based on the information input to the input means;
The human resource development system according to claim 2, wherein the curriculum control unit causes the presentation unit to present a task according to the determination result.   The human resource development system according to claim 4, wherein the determination unit determines the nature of the student according to the degree of completion of the answer input to the input unit.   The determination means determines the nature of the student according to a time from when the assignment is presented by the presentation means to when an answer is input to the input means. The listed human resource development system. The presenting means further includes an information providing means for providing information regarding the assignment to the student according to a student's operation via the terminal,
The human resource development system according to claim 4, wherein the determination unit determines the nature of the student according to whether the information is provided to the student by the information providing unit. It further comprises a volume measuring means for measuring the volume of each student,
The said setting means sets the input means of the said terminal assigned to the student with the lowest sound volume among the said students based on the measurement result of the said sound volume measuring means as input impossible. The listed human resource development system.   5. The human resource development system according to claim 4, wherein the curriculum control unit selects a subject to be presented in a second or subsequent curriculum among the plurality of curriculums based on the nature of the student.   The human resource development system according to claim 9, wherein the curriculum control unit selects a subject of the second and subsequent curriculums according to the nature of the student.   10. The human resource development system according to claim 9, wherein the curriculum control unit selects a subject of the second and subsequent curriculums based on a response result of the student in the curriculum that the student has taken. .   The human resource development system according to claim 1, wherein each of the plurality of curriculums includes a plurality of tasks divided into one or more levels.   The human resource development system according to any one of claims 1 to 12, wherein the curriculum control means selects the same or different tasks among the tasks included in the selected curriculum. A selection step of sequentially selecting a plurality of curriculums including one or more assignments for each predetermined period;
And a presentation step of selecting an assignment from the selected curriculum and presenting it to a student through a plurality of terminals. Computer
Presenting means for presenting any assignment from a plurality of curriculums including one or more assignments to a student via a plurality of terminals;
A human resource development program that functions as curriculum control means that sequentially selects the plurality of curriculums for each predetermined period, selects a problem from the selected curriculum, and presents the curriculum in the presenting step. .

Images