JP2021136030A - Information processor - Google Patents

Abstract

To promote community building by matching other students who may be helpful in increasing the test score for a given student.SOLUTION: A server 10 is an information processor that manages an educational community, which includes an extraction unit 122. The extraction unit 122 extracts students whose score has increased from the same score as the score included in the examination log of given students based on at least one of the scores included in the test log that confirms the effect of the training taken by a given student, and the answers of each student obtained from the questionnaire on the test score conducted for one or more students.SELECTED DRAWING: Figure 3

Description

The present invention relates to an information processing device.

Traditionally, employee education has been conducted for the purpose of acquiring knowledge and skills related to the company's business for employees.
Therefore, there is a service that diagnoses the skills of employees and gives various advices based on the diagnosis results, and therefore there is a human resources development support system that supports human resources development (see, for example, Patent Document 1). ..

Japanese Unexamined Patent Publication No. 2004-246507

However, the prior art including the technique described in Patent Document 1 described above merely supports human resources education.
Therefore, for example, it was not possible to receive support for what kind of education and support should be received for issues such as how to acquire knowledge and skills in a predetermined industry.
Furthermore, solutions to frustrations and worries that are more important than the acquisition of knowledge and skills are on a case-by-case basis, and uniform solutions cannot be said to be sufficient.
In human resources education, in addition to acquiring individual knowledge and skills, it is important for users to communicate with each other, and providing a place to solve users' worries and problems is also indispensable for human resources development. ..

The present invention has been made in view of such a situation, and an object of the present invention is to promote the creation of a community as a place for solving user's worries and problems.

In order to achieve the above object, the information processing device of one aspect of the present invention is
An information processing device that manages the educational community
Obtained from the grades included in the log of the evaluation test confirming the effect of the educational program taken by one or more users, and the question survey regarding the educational program and the grades of the evaluation test conducted for the one or more users. A user extraction means for extracting other users whose grades have subsequently increased from the grades equivalent to a predetermined user based on at least one of the responses of each user.
To be equipped.
With this configuration, it is possible to match other users who have solutions to predetermined users who have troubles or problems in evaluation tests and grades.
As a result, it is possible to promote the creation of a community as a place to solve user's worries and problems.
An information processing method and program corresponding to the information processing apparatus according to one aspect of the present invention are also provided as an information processing method and program according to one aspect of the present invention.

According to the present invention, it is possible to promote the creation of a community as a place for solving user's worries and problems.

The overall configuration of the information processing apparatus according to the embodiment of the present invention is shown. It is a block diagram which shows the hardware configuration of the server in the information processing system of FIG. It is a functional block diagram which shows the functional configuration of the server in the information processing system of FIG. It is a figure which shows an example which classified the category which evaluates business basic ability. It is a figure which shows the task table. It is a flowchart which shows the user extraction and presentation operation of a server. It is a flowchart which shows the detailed operation of the user extraction and presentation operation of FIG. It is a figure which shows the example of providing the problem-solving type service to an individual in the information processing system of embodiment. It is a figure which shows the example of providing the automatic delivery type service to an individual in the information processing system of embodiment. It is a figure which shows the example of providing the problem-solving type service to a company in the information processing system of embodiment. It is a figure which shows the comparative example of a company having a problem and another company. It is a figure which shows the example of providing the automatic delivery type service to a company in the information processing system of embodiment.

Hereinafter, embodiments of the present invention will be described with reference to the drawings.
FIG. 1 shows the overall configuration of the information processing system 1 according to the embodiment of the present invention.
The information processing system 1 shown in FIG. 1 includes a server 10, n units (n is an arbitrary integer value of 1 or more), student terminals 20-1 to 20-n, and m units (m is an arbitrary integer value of 1 or more). The corporate terminals 30-1 to 30-m (integer values) are connected to each other so as to be communicable with each other via a predetermined network N such as the Internet.
Hereinafter, when it is not necessary to individually distinguish each of the student terminals 20-1 to 20-n, these are collectively referred to as "student terminal 20". Further, when it is not necessary to individually distinguish each of the corporate terminals 30-1 to 30-m, these are collectively referred to as "corporate terminal 30".

The student terminal 20 is an information processing device managed for each student, and is composed of, for example, a personal computer, a tablet terminal, a smartphone, or the like.
The corporate terminal 30 is an information processing device managed by a person in charge of the company, and is composed of, for example, a personal computer, a tablet terminal, a smartphone, or the like.
The server 10 is managed by the service provider. The server 10 executes various processes while controlling each operation of the student terminals 20-1 to 20-n and the corporate terminals 30-1 to 30-m.

This service provider allows employees to participate in the training as trainees and conduct online training, etc., upon application from the company. In addition, the service provider conducts a test on the student in order to confirm the degree of understanding and mastery of the content of the training and online training that the student has taken, evaluates the result of the test, and evaluates the student. We will give future advice to.
Furthermore, this service provider provides growth support to the company or the department, etc., based on the results of each test of the company or multiple employees (students) belonging to the department, etc. within the company. We will present the optimal solution for future growth so that we can contribute to the development of society.

Specifically, in the present embodiment, the server 10 operates in cooperation with the student terminal 20 and the corporate terminal 30 as follows.
That is, the server 10 first transmits a business basic ability diagnostic test (hereinafter, simply referred to as "test") consisting of one or more of a plurality of problems stored in the server 10 or the like to the student terminal 20, and these Receive the answers entered by the students for each of the one or more questions.

The test is conducted by the service provider. The question of the test is to evaluate (diagnose) the basic ability (business basic ability) of the student in the business, and each category and each category to be evaluated by one or more businesses by the service provider. Questions will be given for each of one or more themes. Basic business skills are skills or abilities that are useful for working as a member of society.

Explain the relationship between categories and themes for assessing basic business skills.
The categories are defined as r (r is an arbitrary integer value of 1 or more), and each of the 1 or more categories has t (t is an arbitrary integer value of 1 or more independent of r) themes. It is defined.
In the test, questions related to each of the themes are given item by item.

The student terminal 20 receives the test transmitted by the server 10. Then, the student operates the student terminal 20 and inputs an answer for each of the plurality of questions constituting the test.
The student terminal 20 transmits the test answers (a collection of answers to each question) input by the students to the server 10.
The company terminal 30 is a terminal operated by the person in charge of the company to which the student belongs, receives the company's issues input by the person in charge of the company, and is displayed on the company's My Page of the website opened to the company user by the server 10. Upload.
The corporate terminal 30 displays a solution to the problem of the company that is uploaded to My Page by the server 10.

Each time the test answer is transmitted from each of the student terminals 20-1 to 20-n, the server 10 sequentially acquires the answer and scores it. Further, the server 10 normalizes the scoring result for each of the above items, and stores and manages this as a score for each student.

The server 10 sets and stores extraction conditions for extracting the score of a predetermined population from the score managed for each student.
The predetermined population is not particularly limited, and for example, among various attribute information related to the students, from a group consisting of students who match one or more predetermined attribute information, or from students whose scores are within a certain range. It is possible to adopt various kinds of groups such as a group of people.
Further, as a premise, it is assumed that the server 10 manages each student in association with the score indicating the scoring result and various attribute information of the student.
In this case, as the extraction conditions for extracting the score of a predetermined population, for example, the same age, the same occupation, the same industry, the same job title, the same year of employment, the value and range of the past score, etc. may be adopted. can.

The server 10 extracts the score of the predetermined student and the score of the predetermined population including the predetermined student, and compares both scores.
Specifically, for example, the score of the predetermined student can be compared with the average value, the maximum value, or the minimum value of the score of the predetermined population including the predetermined student.

Further, the server 10 displays a graph plotting the score of the predetermined student and the score of the predetermined population including the predetermined student on the screen of the student terminal 20 of the predetermined student. ..

As a result, the student has the value of the student's own score for each theme of each category on the graph displayed on the screen of the student terminal 20, and the score of the predetermined population including the student. From the distribution with the value of, the degree of growth and the educational effect of the company can be easily visually recognized by comparing the current skill of the student with the past skill.
Information (performance forecast) about the organization or group (company or department within the company) to which the student (employee) belongs can be visually recognized by the person who manages the group (the president or the head of the department).

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

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, and an input unit 107. , A storage unit 108, a communication unit 109, and a drive 110.

The CPU 101 executes various processes according to the program recorded in the ROM 102 or the program loaded from the storage unit 108 into the RAM 103.
Data and the like necessary for the CPU 101 to execute various processes are also appropriately stored in the RAM 103.

The CPU 101, ROM 102, and RAM 103 are connected to each other via the bus 104. An input / output interface 105 is also connected to the 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.

The output unit 106 is composed of a display, a speaker, and the like, and outputs various information as images and sounds.
The input unit 107 is composed of a keyboard, a mouse, and the like, and inputs various information.

The storage unit 108 is composed of a hard disk, a DRAM (Dynamic Random Access Memory), or the like, and stores various data.
The communication unit 109 communicates with other devices (in the example of FIG. 1, student terminals 20-1 to 20-n, corporate terminals 30-1 to 30-m, etc.) via a network N including the Internet. conduct.

A removable media 111 made of a magnetic disk, an optical disk, a magneto-optical disk, a semiconductor memory, or the like is appropriately mounted on the drive 110. The program read from the removable media 111 by the drive 110 is installed in the storage unit 108 as needed.
Further, the removable media 111 can also store various data stored in the storage unit 108 in the same manner as the storage unit 108.

FIG. 3 is a functional block diagram showing a functional configuration of a server in the information processing system of FIG.
As shown in FIG. 3, a student DB 141, an examination DB 142, and a questionnaire DB 143 are provided in one area of the storage unit 108 (FIG. 2) of the server 10.
The student DB 141 stores information about the student as a user who receives the service from the service provider.
The information about the participants is, for example, information for employees of a company to take trainings and courses held by a service provider in order to improve their own skills.

Specifically, the student DB 141 contains the names and ages of employees who take trainings and courses, departments (departments, etc.) within the company, job titles, and information on the trainings and courses to be taken (training names, training numbers, courses). The name, course number, training date, training date, training history, attendance history), etc. are stored corresponding to the information (student ID or student number, etc.) that identifies the individual student.

In addition, the student DB 141 stores information on the company to which the employee belongs as a student (company size (number of people), organizational structure (hierarchy, etc.), department, department allocation, etc.). In addition, in the student DB 141, information on each employee in the company (for example, employee name, age, date of hire, years of employment, organizational position, job title, etc.) is identified as an employee's individual such as an employee number. It is stored in association with the information.
In addition, the student DB 141 stores performance information of the company taking the training (for example, information in the range published in economic information magazines) so that it can be compared with other companies in the same industry.

Among the trainings and courses that the students take, for example, as a course, a plurality of courses are memorized. A course is, for example, a workshop or a workshop for implementing a training program, and it is possible for a plurality of participants to participate in a plurality of courses. The same applies to training.
Course information is information in which one or more evaluation elements correspond to each of a plurality of courses.
The one or more evaluation elements are not particularly limited, but will be described below assuming that the theme or sub-theme is adopted. That is, in the following example, it is assumed that one or more (mainly one) themes or sub-themes are associated with one course.
The theme is a theme that names each of the skill elements of the business and is associated with the course name. A sub-theme is a sub-theme included in the theme, and a course with only the sub-theme is also set. The same applies to training.

Here, the categories (fields) for evaluating the basic business ability will be described with reference to FIG. FIG. 4 is a diagram showing an example of classifying categories (fields) for evaluating basic business ability.
As shown in FIG. 4, there are four categories (fields) such as "Business knowledge", "Planning &Classification","Thinking", and "Communication". It is defined (classified) in. The theme is one of the evaluation factors of each category. Each category has a course that includes one or more themes.

For example, the themes for aiming for basic business skills in the "business knowledge" category include current affairs, legal affairs / personnel / labor, finance / accounting, marketing, and management. Although not shown, the themes of legal affairs / personnel / labor include sub-themes such as personnel / labor and compliance.

Themes that aim for basic business strength in the "Planning & Control" category include objectives and goals, planning, business management, reflection / evaluation, and improvement. Although not shown, the themes of purpose and goal include the sub-theme of purpose thinking. In addition, the theme of planning includes a sub-theme of action planning.

Themes that aim for basic business skills in the "thinking" category include numerical processing, utilization of thinking methods, information gathering, problem setting, and solution planning. Although not shown, the theme of utilizing thinking methods includes a sub-theme of element decomposition power.

Themes that aim for basic business skills in the "communication" category include negotiation, document communication, oral communication, listening, and business etiquette. Although not shown, the theme of document transmission includes a sub-theme of slide creation ability.

Here, we will explain how to divide the categories to evaluate business skills.
The categories are roughly divided into four categories by systematizing the skills necessary for growth in human resource development.
In order for people to produce results, planning and execution ability "planning &control" is required. In order to improve this planning and execution ability, it is necessary to have the idea of intention and judgment "thinking", the communication ability to build human relationships "communication", and the prerequisite knowledge "business knowledge" at the same time.
By diagnosing the basic business ability by dividing it into four categories in this way, it becomes easier to see the characteristics of the skills possessed by the person to be diagnosed.

Basic business skills are units of individual themes or units of courses set by one with multiple themes, and the students can improve their business skills by taking the courses and training.
When a student takes a course or training, a diagnostic test of basic business ability is carried out at any time before, during, or after the course.

Information about the test performed by the service provider is stored in the test DB 142. As for the information related to the test, for example, in addition to the answers corresponding to the test questions, the test results (scores for each theme) and the evaluation results (scores) of each student are stored in the test log.
The test is to confirm the effect of the training that the students take.
The score is a numerical value (“1” to “5”) obtained by evaluating the score for each test theme on a five-point scale, for example, and the total numerical value for each category is also stored. When 5 themes are used in one category, a maximum of 25 points is given in one category, and the total score of each theme in this case (total score, etc.) indicates the evaluation of each student category.

The questionnaire DB 143 includes a questionnaire to the students after taking the basic business ability diagnostic test, a questionnaire to the companies using this service every predetermined period (for example, 3 months), and a company directly used by the consultant. Information on question surveys consisting of questions such as interviews and questionnaires to participants after taking the training, and answers obtained from each questionnaire, and success stories of students and companies included in the answers (for issues) Information (FAQ, etc.) corresponding to the solution) is stored.
That is, the questionnaire DB 143 stores information that other users have solved such problems and problems of the predetermined user in this way (useful solutions to the problems of the predetermined user). In addition, the questionnaire DB 143 also stores information that the problem was not solved even though the problem was done.

In addition, the task table 200 (see FIG. 5) is stored in the questionnaire DB 143.
The task table 200 shown in FIG. 5 is divided into a major classification, a middle classification, and a minor classification.
In addition to the four categories of business skill evaluation factors (business knowledge, planning & control, communication, and thinking) shown in Fig. 4, the major categories are business skills classified from a different perspective from the business skill evaluation factors. , Communication, time management, etc. are included.

The middle classification includes the sub-themes of each category. For example, business knowledge is classified into finance / accounting, marketing, and so on.

The sub-classification includes the tasks of each of the middle-class classification.
For example, in the finance / accounting (middle classification) of business knowledge (major classification), which is an evaluation element of business skills, issues such as wanting to increase the score or stagnant score are set as minor classifications.
In addition, for example, the management ability (middle category) of business skills (major category) is divided into minor categories, for example, subordinates cannot be entrusted with work, authority cannot be transferred, work cannot be planned, listening ability, and speaking ability are weak. Issues such as weak communication with other departments are set.

In the CPU 101 (see FIG. 2) of the server 10, when executing the process, as shown in FIG. 3, the test unit 121, the extraction unit 122, the presentation unit 123, the voting unit 124, the privilege giving unit 125, and the web server unit 126 works.

The test unit 121 carries out a diagnostic test of business skills, and acquires information indicating the basic business ability of each of one or more employees (members) belonging to an organization such as a company. The business skill diagnostic test is an evaluation test that confirms the effect of the training (educational program) that the students take. Information indicating basic business ability is, for example, a test score for each category or theme for evaluating skills.
Specifically, the test unit 121 asks the question for the student to operate the student terminal 20 to answer the question for evaluating the skill of the student, which is stored in advance in the examination DB 142. , Create for each item of each theme. The test is a collection of questions and answers for each theme of each category created in this way.

The test unit 121 sets the test to the student by displaying the test on the student terminal 20 via the communication unit 109.
By operating the student terminal 20, the student inputs an answer (answer for each question) to the test given by the test unit 121. The answer input by the student is transmitted from the student terminal 20 to the server 10.

The test unit 121 acquires the test answers (a collection of answers for each question) transmitted from the student terminal 20 via the communication unit 109.
The test unit 121 scores the answers to the acquired tests for each question based on a predetermined scoring standard.
The test unit 121 normalizes (scores) the scoring results for each question for each theme in each category, stores the score in the examination DB 142 as an evaluation result in association with the item name of each theme, and takes the course. Manage for each person.

The test unit 121 has a predetermined student score and the predetermined student score from among the scores of one or more students managed in the examination DB 142 in response to the evaluation presentation request (table drawing instruction) from the student terminal 20. The score of a predetermined population including the students of the above is acquired and output to the web server unit 126 so that the score can be viewed on the My Page of the predetermined student. In addition, a predetermined student may be paraphrased as the first student.

The predetermined population is extracted under the predetermined extraction conditions stored in advance in the examination DB 142. Specifically, for example, as described above, any number (including 1) of the same age, the same occupation, the same industry, the same job title, the same year of joining the company, or the past score of the predetermined student himself / herself. It is possible to extract a population with the combination of the above as a predetermined extraction condition.

The extraction unit 122 is performed for one or more students and the score included in the results of the business skill diagnostic test (examination log of the examination DB 142, etc.) that confirms the effect of the training that one or more students take. Based on at least one of the responses of each student obtained from the questionnaire regarding the scores of the training and the test, the other students whose scores have subsequently increased are extracted from the scores (grades) equivalent to those of the prescribed students.
The equivalent score (result) refers to a score (result) determined by the server 1 based on a predetermined standard (for example, threshold value, range, AI, etc.).

When extracting a company, the extraction unit 122 extracts, for a predetermined company to which one or more students belong, another company whose score has subsequently increased from a score equivalent to the score included in the examination log of the predetermined company. do.

When extracting a company, the extraction unit 122 has a predetermined score in a hierarchy higher than the hierarchy of the predetermined student, which is similar to the score included in the examination log of the predetermined student in the hierarchy of the predetermined company. Extract other companies whose score included in the examination log of the student's boss is higher than that of other students in the same class as the predetermined student who is lower than the boss of the other company.

When extracting a company, the extraction unit 122 determines that the score of a predetermined category (three of the four categories) is equal to or higher than the predetermined score among a plurality of categories of the tests taken by the students belonging to the predetermined company. , Extract other departments in a predetermined company to which students whose score in the predetermined category is equal to or higher than a predetermined value belong.
The category refers to an area (field) that is the basis of business skills classified into four categories, for example, as shown in FIG. 4, in evaluating basic business skills.

The extraction unit 122 has a problem extraction unit 151 and a solution owner selection unit 152.
There are a first method and a second method as a method of problem extraction executed by the problem extraction unit 151.
The first method is a method in which the task extraction unit 151 automatically extracts a predetermined student having a task from the scores of one or more students.
In this case, the task extraction unit 151 sets a student whose score has not increased in a certain period (for example, 6 months) from the score included in the test log of the test DB 142 as a predetermined student who has a task. Extract.
In the second method, a predetermined student who is aware of the task accesses My Page, selects the task from the task table 200 (see FIG. 5) presented on My Page, and instructs the solution of the task. How to do it.

There are a first method and a second method as a method of selecting the owner of the solution of the problem to be executed by the solution owner selection unit 152.
The first method is to extract students (other students) who have solutions such as solutions and success stories from the scores included in the examination log of the examination DB 142, that is, students other than the predetermined students who have problems. How to do it.
In this case, the solution owner selection unit 152 refers to the examination log of the examination DB 142, and is a successful case in which the result is subsequently improved from the same result as the predetermined student extracted by the task extraction unit 151 (more than a certain level). Extract other students with (individual growth rate).

The second method is to take other courses that have solutions, success stories, etc. from the questionnaire to the students who are conducted before, after the test, or every predetermined period (for example, every 3 months). It is a method of selecting a person.
In this case, the solution owner selection department 152 conducts a question survey such as a questionnaire regarding the attendance of training and the score of the diagnostic test for one or more participants, and answers of each participant obtained from the questionnaire. Use to extract other students who have solutions such as solutions and success stories.

The presentation unit 123 presents information about other students extracted by the extraction unit 122 to a predetermined student. Specifically, the presentation unit 123 uploads information about other students to the My Page of a predetermined student published by the web server unit 126.
Information about other students includes, for example, success stories included in the answers of other users, solutions derived from the success stories, and information that identifies the names of the students and companies that responded. Contact information for contacting other students. The contact information is, for example, information on a community in which other students are participating, information on encouraging the community to participate, and the like.

The voting unit 124 votes for the matching satisfaction of a predetermined student and other students matched by the information presented by the presentation unit 123 (a plurality of questions and their answers to each question are graded). The results of the satisfaction vote are accepted, and the results of each student's satisfaction vote (gradual evaluation for each of multiple questions) are aggregated to determine the satisfaction of each student and other students. Ask.

The voting unit 124 has a first aggregation unit 161 and a second aggregation unit 162.
The first tabulation unit 161 receives a satisfaction vote for matching of a predetermined student and other students matched by the information presented by the presentation unit 123, and receives a vote (voted) for the student. Satisfaction is totaled and the totaled result is output to the presentation unit 123. The presentation unit 123 presents the aggregated result to at least one of a predetermined student and another student.

The second tabulation unit 162 receives a matching satisfaction vote of a predetermined student and other students matched by the information presented by the presentation unit 123, and totals and tabulates the satisfaction of the voted students. The result is output to the presentation unit 123. The presentation unit 123 presents the aggregated result to at least one of a predetermined student and another student.

The privilege granting unit 125 requests the predetermined student to evaluate whether or not the problem is solved by the solution presented by the presentation unit 123, and the task of the predetermined student is determined according to the evaluation result of the predetermined student. Give benefits and incentives to other students who have solved the problem.
By giving benefits and incentives to other students who answered in this way, it is easier to feel the benefits of answering and collect response examples.
In addition, the privilege granting unit 125 grants predetermined benefits (privileges) and incentives to the predetermined students whose problems have been solved by the cooperation of the predetermined students in the evaluation. For the evaluation of each of the predetermined student and other students, the result of the satisfaction vote by the voting unit 124 may be used.

The web server unit 126 publishes a website that provides a part of this service to students.
On the website, membership registration, application for training at actual facilities and online, reservation for attendance, attendance of online training, taking a diagnostic test of basic business ability, etc. are carried out for each student.
In addition, the website will be provided with functions such as My Page for each student and an online community as a place for communication between students.

On My Page, the test results are presented for each student, and questionnaires are given for training attendance, test results, and other concerns.
Specifically, the web server unit 126 includes a line graph in which the scores of one or more employees acquired by the test unit 121 are plotted in a circular display area (see, for example, FIG. 4), and the employee. Control is performed so that the score of the population is superimposed on the line graph plotted on the circular display area and displayed on the screen of the student terminal 20 via the communication unit 109.

The web server unit 126 displays the evaluation value of the business basic ability diagnosis result by plotting the score output from the test unit 121 as a graph.
Specifically, the web server unit 126 graphs the score of a predetermined student output from the test unit 121 and the score of a predetermined population including the predetermined student (see FIG. 4). , Control to display on the screen of the student terminal 20 via the communication unit 109.

Next, the user extraction and presentation operation of the server 10 in the information processing system 1 of this embodiment will be described with reference to FIG. FIG. 6 is a flowchart showing the user extraction and presentation operation of the server 10.

In this case, in step S11 of FIG. 6, the extraction unit 122 refers to the score included in the test log (examination log of the examination DB 142, etc.) for confirming the effect of the training that the student takes, and one or more students. Based on at least one of the responses of each user obtained from the training attendance and the questionnaire regarding the score, other users whose grades have subsequently increased are extracted from the grades equivalent to those of the predetermined trainees.

When extracting other students from the examination log of the examination DB 142, the extraction unit 122 obtains the score of the other person whose initial score is the same as that of the predetermined student and whose score is increased in the subsequent examination. The person who has the score is extracted from the student DB 141.

When extracting other students from the answers to the questionnaire, the extraction unit 122 reads the results of the questionnaire obtained from the students from the questionnaire DB 143, and the score is sluggish and the attendance items described in the questionnaire of the predetermined students. Select other students who have overcome the problems with the same or similar contents, that is, the success stories.

Then, the presentation unit 123 presents the information about the other students extracted by the extraction unit 122 to the predetermined students.
The predetermined users are matched by communicating with each other by joining the community of other students based on the presented information.

After that (after matching), in step S12 of FIG. 6, the voting unit 124 conducts a matching satisfaction vote for the predetermined student and other students. The result of the satisfaction vote is aggregated by the voting unit 124, stored in the questionnaire DB, and presented to the students who voted for the satisfaction.

In this way, by extracting other students who are likely to be helpful for raising the test score or solving the problem for the predetermined student who has troubles and tasks, the predetermined student can be selected. It is possible to match useful people (other students).
That is, it is possible to efficiently match a predetermined user who has a problem with another user who has a solution.

Subsequently, the detailed operation of the user extraction and presentation operation of the server 10 will be described with reference to FIG. 7. FIG. 7 is a flowchart showing detailed operations of user extraction and presentation operations.

In the extraction unit 122, the task extraction unit 151, in step S21 of FIG. 7, based on at least one of the score and the answer to the questionnaire, the task regarding the effect of the training that the predetermined student has (slow score growth and attendance plan). I don't know how to set it up, etc.).

In step S22, the solution owner selection unit 152 selects another student who has a solution such as a successful case or a solution to a predetermined student's problem based on at least one of the score and the answer to the questionnaire. ..

In step S23, the presentation unit 123 provides information about other students (success cases of other students and other information such as community information in which personal information such as the names and organization names of other students is hidden. ) Is presented to the designated students.

An example of providing a service provided by a service provider will be described below.
The services provided by the service provider include problem-solving services and automatic delivery services, and each of these two services will be described.

First, a problem-solving type / personal service will be described with reference to FIG. FIG. 8 is a diagram showing an example of providing a problem-solving service to an individual in the information processing system of the embodiment.

As a premise, it is assumed that the student A and the student B shown in FIG. 8 are registered as members at the service provider S window or the website and are receiving the service of the service provider S.
Student A is one of the students with a low test score and a low score growth rate. Participant A has a problem due to the sluggish growth of the test score. Student B is one of the students with a high test score and a high score growth rate.

In this case, as shown in FIG. 8, in step S41, the student group including the student B takes the test. At this time, the test unit 121 gives a test to the student group including the student B, scores from the obtained answers, and stores the score as the test result of each student in the test log of the test DB 141.

In step S42, after the examination is completed, the extraction unit 122 automatically sends the questionnaire to the student group including the student B to their respective My Page or the e-mail address of the contact.
The questionnaire contains questions that answer, for example, what kind of issues were taken in, specific efforts, and their success points.

In the case of e-mail in step S43, for example, when the questionnaire is received by the student terminal 20-2 of the student B, the student B opens the e-mail and reads the question of the questionnaire.
Then, in step S44, the student B describes the answer to the questionnaire in the reply mail of the questionnaire and returns the reply mail to the address of the service provider S.

In step S45, on the server 10 of the service provider S, the extraction unit 122 receives the answer to the questionnaire of the reply mail returned from the student terminal 20-2 of the student B, and sets the question and the answer of the questionnaire. As a result of the answer, it is stocked (stored) in the questionnaire DB 143.

The problem-solving type / individual service is based on the premise that the student A is aware of his / her own problem. In step S46, the student A uses the server 10 from his / her student terminal 20-1. Access your own published My Page, browse the task table 200 in FIG. 5, and select a task from the categories (major category, middle category, minor category) of the task table 200 that you feel as a task. By manipulating, the request for a solution to the selected problem is executed.

When the server 10 receives the request for the solution transmitted from the student terminal 20-1 of the student A, the extraction unit 122 selects the answer results stocked in the questionnaire DB 143 in step S47. One or more solutions such as a solution suitable as a solution to the problem of the student A and a success case are extracted and presented to the student terminal 20-1 of the student A who requested the answer.

At this time, the extraction unit 122 is a student, a person who has grown from the same level, and a member who have the same demographic attributes such as the same industry, the size of the company to which they belong, the age, the occupation, and the gender, based on the criteria such as AI (Artificial Intelligence). Included in the answer results that are more suitable for the task, based on the conditions such as those who have a large number of good evaluations such as "like" and "useful" in the answers published in the latest answer, etc. Extract one or more solutions.

If the student A who browses one or more received solutions on the solution presentation screen of My Page on the student terminal 20-1 likes the presented solution, in step S48, My Press the "Like" button provided on the solution presentation screen of the page.
In this example, the solution presented to Student A includes the solution described in the answer result of Student B, and Student A likes this solution and likes it. Press the button of.

On the server 10, when the "Like" button is pressed, the voting unit 124 adds 1 point to the point column of the answer result of the student B in the questionnaire DB 143. As a result, in step S49, it is possible to accumulate points for receiving "likes" in the answer results of the questionnaire of the student B.
When the student A presses the "like" button, the voting unit 124 adds one "like" point to the point column of the answer to the subject of the student A in the questionnaire DB 143.

At a predetermined timing (once every three months, etc.), in step S50, the first totaling unit 161 totals the points for each answer by referring to the point column of the answer result of the student of the questionnaire DB 143.
The privilege granting unit 125 selects the "growth award" in descending order of the number of students who received "likes" based on the aggregated results.
Then, the privilege granting unit 125 grants a privilege such as inviting the top 50 of the selected students to a special planning training or the like.

Similarly, at the same timing as above (once every three months, etc.), in step S51, the second tabulation unit 162 refers to the point column of the answer to the subject of the student in the questionnaire DB 143, and for each answer. Aggregate points.
The privilege granting unit 125 selects the "learned grand prize" in the order of the number of students who press and operate the "Like" button based on the totaling result by the second totaling unit 162.
Then, the privilege granting unit 125 grants a privilege such as inviting the selected top 50 students to a special planning training or the like.

Here, some specific examples will be described.
First, the first case of deriving the optimum solution from the score before the increase will be described.
In this case, it is assumed that the student X has an assignment.
As a result of the test, it is assumed that the student X has a low score of 2 points for the theme of "task setting" in the "thinking" category, and wants to improve the score of this "thinking" category.

The group of students whose scores have increased as a result of the previous and current tests in the examination log is divided into several attributes (attributes A to C).
Attribute A is a group of students whose score of "task setting" in the "thinking" category has increased from 2 points to 3 points. Attribute B is a group of students whose score of "task setting" in the "thinking" category has increased from 1 point to 3 points. Attribute C is a group of students whose score of "task setting" in the "thinking" category has increased from 3 points to 4 points.

In conclusion, it is assumed that the appropriate solution to be passed to the student X who has the task is the solution of the student group of attribute A, and from the answer results of the students who tend to increase the score of attribute A, Extract the solution suitable for the task of student X.

The reason for this is that the scores of the same category and theme are increased for the attributes A, B, and C, but the actions (solutions) for increasing the scores are different. By focusing not only on the increase in points but also on the points before the increase, it is possible to derive a more optimal action (solution) to be hit.

Participants who tended to have attribute A took training on "reflection / evaluation" of "planning & control" in order to improve "task setting" in the "thinking" category. This is because he had the skills (thinking ability) necessary to improve "task setting", but did not know the specific speaking method.

Students who tend to have attribute B first take training on "thinking ability" in the "thinking" category and then in the "planning & control" category in order to improve "task setting" in the "thinking" category. I was attending training on "review / evaluation". The method of attending such training is an example of developing both skills (thinking ability) and method, and it cannot be said that it is the optimum solution because measures to develop skills (thinking ability) are unnecessary.

Participants who tended to have attribute C took training on "marketing" in "business knowledge" in order to improve "task setting" in the "thinking" category. This is a measure to improve the score by supplementing the knowledge that is closely related to the work, although the thinking ability and method are known.

Next, a second case of deriving the optimum solution from the score before the increase will be described.
In this case as well, it is assumed that the student X has an assignment.
As a result of the test, it is assumed that the student X has a low score of "oral communication" in the "communication" category of 2 points and wants to improve the score in this "communication" category.

The group of students whose scores have increased as a result of the previous and current tests in the examination log is divided into several attributes (attributes A to C).
Attribute A is a group of students whose "oral communication" score in the "communication" category has increased from 2 points to 3 points. Attribute B is a group of students whose "oral communication" score in the "communication" category has increased from 1 point to 3 points. Attribute C is a group of students whose score of "oral communication" in the category of "communication" has increased from 3 points to 4 points.

In conclusion, it is assumed that the appropriate solution to be passed to the student X who has the task is the solution of the student group of attribute B, and from the answer results of the students who tend to increase the score of attribute B, Extract the solution suitable for the task of student X.

The reason for this is that the scores of the same category and theme are increased for the attributes A, B, and C, but the actions (solutions) for increasing the scores are different. By focusing not only on the increase in points but also on the points before the increase, it is possible to derive a more optimal action (solution) to be hit.

Participants who tended to have attribute A took training on "speaking" in "communication" in order to improve "oral communication" in the "communication" category. This is because he had the skills (information gathering ability, thinking ability (information organization)) necessary to improve oral communication, but did not know the specific speaking method.

Participants who tend to have attribute B first take training on "information gathering" and "utilization of thinking methods" in the "thinking" category in order to improve "oral communication" in the "communication" category, and then "use of thinking methods". I was taking training on "speaking" in the "communication" category. The method of attending such training is effective as a necessary measure for raising the score by two levels, but an unnecessary measure is included as an example for raising the score by one level. Since this is an example of developing both skills (information gathering, thinking ability (information organization)) and methods, measures to improve skills (thinking ability (information organization)) were unnecessary.

Participants who tended to have attribute C took training on "marketing" in "business knowledge" in order to develop "oral communication" in the "communication" category. This is a measure to improve the score by supplementing the knowledge that is closely related to the other party's work, although he knows his thinking ability and method.

Next, a third case of deriving a solution for a student whose score has stagnated for a certain period of time will be described.
In this case as well, it is assumed that the student X has an assignment.
As a result of the test, it is assumed that the student X has a low score of 2 points for the "task setting" in the "thinking" category and wants to increase the score in this "thinking" category.

The group of students whose scores have increased as a result of the previous test, the previous test, and the current test is divided into several attributes (attributes A and B).
Attribute A is a group of students whose score of "task setting" in the "thinking" category has increased from 2 points to 3 points after taking the examination six months later.
Attribute B is a group of students whose score increased from 2 points to 3 points in the examination six months later, although the score of "task setting" in the "thinking" category did not change in the examination six months later.

In conclusion, it is assumed that the appropriate solution to be passed to the student X who has the task is the solution of the student group of attribute B, and from the answer results of the students who tend to increase the score of attribute B, Extract the solution suitable for the task of student X.

The reason for this is that the group that has an immediate effect like attribute A and the group that takes a long time to have an effect like attribute B have different measures to improve the score, so it is appropriate for student X. It can be said that the solution is a group of students with attribute B who also have a stagnation period.

Participants who tended to have attribute A took training on "reflection / evaluation" of "planning & control" in order to improve "task setting" in the "thinking" category. This is because he had the necessary skills (thinking ability) to improve the task setting, but did not know the specific method.

Participants who tended to have attribute B first took training on "review / evaluation" of "planning & control" in order to improve "task setting" in the "thinking" category, but the score did not increase. Therefore, I took a training on "thinking ability" in the "thinking" category. This resulted in an increase in the score.

This does not have a sufficient effect just by taking the training on "reflection / evaluation", which is a method for extending "task setting", and requires skills (thinking ability) to understand "task setting". It can be said that by noticing that there was something and taking training on the theme of "thinking ability" in the "thinking" category, it led to an increase in the score of "task setting" that I wanted to improve.

In this way, according to this problem-solving / individual service, after the examination is completed, a questionnaire is sent to the students including the student B who has a high test score or a high test score growth rate, and the result of the questionnaire is answered. Is accumulated in the questionnaire DB 143, and the test score is high or the test score growth rate is low. From the answer results of the questionnaire DB 143 of the student group including the student B who has a high score growth rate of the test, the solution of the student including the student B whose score has increased thereafter is extracted from the score equivalent to the student A. By presenting to the student A, it is possible to provide the student A with a solution suitable for the student A.

Next, the automatic delivery type / personal service will be described with reference to FIG. FIG. 9 is a diagram showing an example of providing an automatic distribution type service to an individual in the information processing system of the embodiment. In explaining an example of providing this service, the preconditions for the student A and the student B and the like are the same as those in FIG.
Student A is one of the students with a low test score and a low score growth rate. Participant A has a problem due to the sluggish growth of the test score. Student B is one of the students with a high test score and a high score growth rate.

In this case, in step S41 of FIG. 9, the student group including student B takes the test, and then in step S45, the student group including student B answers the questionnaire and asks a pair of questions and answers. The series of processes until the answer result is stocked (stored) in the questionnaire DB 143 is the same as the problem-solving type / personal service shown in FIG. 8, and the description thereof will be omitted.

In the automatic delivery type / personal service, regardless of whether or not Student A is aware of his / her own task, the score that is the result of the test identifies the student who seems to have a task, and the student It is a service that automatically presents useful solutions for you.

Therefore, in the automatic distribution type / individual service, in step S61, the student group including the student A is asked to take the test before or after taking the training as usual.

Next, on the server 10, the extraction unit 122 refers to the examination log of the examination DB 142, and the extraction unit 122 executes the following extraction processing for each student in the student group.
In step S62, for example, for the student A, the extraction unit 122 extracts the tasks in the worst third category, although the gap between the self-analysis result and the test result is large, and is suitable for the tasks as in the service of FIG. From the answer results of the questionnaire for which the answers were obtained, three solutions are selected for each task in each of the categories up to the worst 3rd place, and they are presented to the student A by outputting them to the presentation unit 123. ..

The processing (steps S48 to S51) after presenting the solution to the student A is the same as the problem-solving type / individual service shown in FIG. 8, and the description thereof will be omitted.

Here, a method of finding a person who may have an assignment from the student's examination log will be described.
In this case, in the student's examination log, the score is low compared to other categories, the score is low compared to other themes in the same category, the score is sluggish compared to the past examination results, the same attribute It shall be detected by AI under extraction conditions such as not reaching the average in comparison with.

In addition to presenting the solution to the student A who has the task, in addition to presenting it on the student A's My Page, the solution to the student A (solving the problem) using, for example, the recommendation function performed on the EC site or the like. Method) may be recommended, or an e-mail containing the solution in the body of the e-mail may be sent to the student A for presentation.
At this time, by providing the information in the form of useful information instead of presenting it to the person who has the task, it is possible to present the solution to the task without damaging the student A's feelings.

In this way, according to this automatic distribution type / personal service, tasks are extracted based on the scores of each category of the examination log of the student A, and the response results of the questionnaire DB 143 of the student group including the student B are obtained. By extracting the solutions of the students including the student B whose score has increased from the same score as the student A and presenting it to the student A, the solution suitable for the student A can be obtained by the student A. Can be provided to.

Subsequently, the problem-solving type / enterprise-oriented service will be described with reference to FIG. FIG. 10 is a diagram showing an example of providing a problem-solving service to a company in the information processing system of the embodiment.
As a premise, the company P and the company Q shown in FIG. 10 register the employees of each company as members, that is, students, at the window or website of the service provider S, and provide the service of the service provider S. It is assumed that you have received it.
Participants in Company P shall have a low test score and a low score growth rate. Participants of company P are having problems due to sluggish test scores. It is assumed that the students of Company Q have a high test score and a high score growth rate.

In this case, in step S71 of FIG. 10, a group of students including the students of company Q takes the test. The procedure for storing the test result in the test log is the same as in FIG.
In the problem-solving type / company service, in step S72, a questionnaire is automatically sent to the person in charge of the member company Q once a quarter.
In the questionnaire, for example, specific efforts such as what kind of issues the company has taken in and what kind of efforts have been taken, and questions that answer the points of success of the efforts are described.

In the case of e-mail in step S73, for example, when the questionnaire is received by the company terminal 30-2 of the person in charge of company Q, the person in charge of company Q opens the e-mail and reads the question of the questionnaire.
Then, in step S74, the person in charge of the company Q describes the answer to the questionnaire in the reply mail of the questionnaire and returns the reply mail to the address of the service provider S.

In step S75, on the server 10 of the service provider S, the extraction unit 122 receives the answer to the questionnaire of the reply mail returned from the company terminal 30-2 of the person in charge of the company Q, and the question and the answer of the questionnaire are paired. Is stocked (stored) in the questionnaire DB 143 as the answer result.

The problem-solving type / service for companies is based on the premise that the person in charge of company P is aware of his / her own problem, and the processing after step S76 is the problem-solving type / service for individuals in FIG. It is the same as the one in which the explained student A is replaced with the person in charge of the company P, and the explanation is omitted.

Next, a fourth example of finding the category / theme necessary for the problem of the company will be described with reference to FIG.
FIG. 11 is a diagram showing an example of comparing a company P having a problem with other companies Q, U, and V.
Company P is a company that has problems, and specifically, the person in charge of company P feels that there is a problem in the sales force of the company, but is worried about how to grow it. do.

Companies Q, U, and V are a group of companies that have solutions, and responded in a questionnaire that the same attributes (company size, industry, etc.), sales force was strengthened, and training attendance was due to the strengthening. It shall be a company.
In the table shown in FIG. 11, the average score of each category is entered for each company so that companies can be compared by the same attribute and the same department (sales department).

The companies Q, U, and V have the same overall average score at the time of the first examination and one year later, but the tasks at the time of the first examination are different.
The company group Q had a low score in the "planning &control" category, and took measures to increase it. Since the difference between each category is small, the company group U has taken measures to increase the score evenly. Company group V has a low score in the "thinking" category, and has taken measures to increase it.

Reason (concrete measures)
Even companies with the same sales force, such as companies Q, U, and V, have different measures to be taken depending on the issues they originally had. It can be said that the solution of the company group Q, which has the same problems as the company P, is more appropriate.

Company Q provides participants not only with training in the "Planning & Control" category, but also with training in the "Thinking" category, which is highly relevant to them, in order to develop their skills in the "Planning & Control" category. I was allowed to attend.

As a result, the thinking ability required for "planning & control" has also increased, and the score in the "planning & control" category has increased. In addition, the ability of "planning" and "purpose / goal management" in the "planning & control" category of the participants increased and contributed to the strengthening of sales force.

Company U had the participants take the training in each category evenly because there was no difference in the scores in each category. As a result, the skills of each category have a synergistic effect, leading to an overall improvement. By improving the skills of each category, it contributed to strengthening the sales force.

Company V also made the students take the highly relevant "thinking" category in order to expand the "communication" category of the students. As a result, the students acquired the thinking technique skills necessary for "communication", and the skills such as "document transmission" and "listening ability" in the "communication" category increased, contributing to the strengthening of sales force.

Next, a fifth case will be described in which a member, a boss, and a personnel case are combined and a message tailored to each is delivered.
In this example, it is assumed that the person in charge of the company having the problem is, for example, the person in charge of the personnel department of the company P.

The person in charge of the personnel department of company P is generally weak in the theme of "utilization of thinking methods" in the "thinking" category of bosses and young members. In particular, I feel that there is a problem with "logical thinking ability."

Therefore, in order to develop the theme of "thinking method utilization" in the "thinking" category of young members, the person in charge of the personnel department of company P trains both young and bosses on "thinking method utilization" (example: "logical"). Have students take "thinking ability").
As a result, the skill of the boss who teaches is improved, and it is possible to obtain appropriate support from the boss, such as giving appropriate guidance to young members and setting an example, and "thinking" in the "thinking" category of young members. The score of the theme of "Law utilization" increased.

As a concrete solution, based on the above-mentioned events, it is recommended that the company P take the "thinking method utilization" to the boss as well as the younger ones.

Next, the sixth case of delivering a message tailored to each by combining the cases of members, bosses, and personnel will be described.
In this example, it is assumed that the person in charge of the company having the problem is the person in charge of the personnel department of the company P as in the fifth case.

Specifically, the person in charge of the personnel department of company P has high boss skills, but the theme of "utilization of thinking methods" in the "thinking" category of mid-career and young members is generally weak. In particular, I feel that there is a problem with "logical thinking ability."

The person in charge of the company who has the solution shall be the person in charge of the personnel department of company Y.
In this case, first of all, by having mid-career students take training on "utilization of thinking methods" in the "thinking" category (eg, "logical thinking ability"), they can act as a bridge between their bosses and young people.
The boss and mid-career will give appropriate guidance to young people, set an example, and then have young members take training on "utilization of thinking methods" (eg, "logical thinking ability").

As a result, it is better for younger members to train mid-career members first and then let them take the training, rather than the group in which only younger members took training on "utilization of thinking methods" (eg, "logical thinking ability"). The score of the theme of "utilization of thinking method" in the "thinking" category of the members increased.

As a concrete solution, based on the above events, in order to improve the skills of mid-career and young students of Company P, it is recommended to train mid-career first and then younger students.

In this way, according to the problem-solving type / service for companies, the problems of company P are extracted based on the score of each category of the test log of the students of company P, and the problem of the student group including the person in charge of company Q is extracted. From the answer results of the questionnaire DB 143, the solution of the company Q whose score has increased thereafter is extracted from the score equivalent to the company P, and presented to the person in charge of the company P to find a solution to the problem suitable for the company P. It can be provided to the person in charge of company P.

Next, the automatic delivery type / enterprise service will be described with reference to FIG.
FIG. 12 is a diagram showing an example of providing an automatic distribution type service to a company in the information processing system of the embodiment. In explaining the provision example of this service, the preconditions of the company P, the company Q, and the like are the same as those in FIG. In the description of this automatic distribution type / service for enterprises, the same processing as in FIG. 10 will be performed, and the description thereof will be omitted.

In the case of this automatic delivery type / enterprise service, steps S71 to S75 are the same processes as in FIG.
In step S76, the students of company P are asked to take the examination. The timing of the examination is the same as in step S61 of FIG.

After the test, the extraction unit 122 extracts the problem of the company P based on the score of the test log of the test DB 142, and presents the solution suitable for the extracted problem to the person in charge of the company P.
Specifically, in step S77, the extraction unit 122 extracts three solutions for each of the five items in the category for the category in which the total score is particularly low in the entire organization, and the extraction unit 122 of the company P through the presentation unit 123. It is presented to the person in charge's corporate terminal 30.
For example, if the total score of the "thinking" category is lower than a predetermined value compared to other categories (for example, there is a difference of 5 points or more compared to other categories), the "thinking" category A total of 15 solutions are presented, 3 for each of "numerical processing", "thinking utilization method", "information gathering", "problem setting", and "solution planning".
In addition, as described in step S62 of FIG. 9, for a category having a large gap with the self-analysis of the students of the company P, a solution for increasing the score of the category is presented. ..

The processing (steps S48 to S51) after the presentation to the company terminal 30 of the person in charge of the company P is the same as in FIG.

Here, we will explain how to find a company that may have a problem and automatically present a solution.
In this case, in the examination log of the students of the company, there is a category with a low score compared to other categories, there is a category with a low score compared to other themes of the same category, compared with the past examination results It is assumed that the score is detected by AI under the extraction conditions such as the score is sluggish and the average is not reached compared with the same attribute.

In addition to presenting the solution to the person in charge of the company who has the problem on My Page of the person in charge of the company, for example, the recommendation function performed on the EC site etc. is used to present the solution to the person in charge of the company. Alternatively, an e-mail containing the solution in the body of the e-mail may be sent to the person in charge of the company for presentation.
At this time, by providing information in the form of useful information instead of presenting it to the person who has the problem, it is possible to present the solution to the problem without damaging the mindset of the person in charge of the company. ..

In this way, according to the automatic delivery type / service for companies, the issues of company P are extracted based on the score of each category of the test log of the students of company P, and the group of students including the person in charge of company Q From the response results of the questionnaire DB 143, the solution of the company Q whose score has increased thereafter is extracted from the score equivalent to that of the company P, and presented to the person in charge of the company P to provide a solution suitable for the company P. Can be provided to the person in charge.

The matching mechanism and how to create a community will be explained below.
First, the matching mechanism unique to offline will be described.
Matching examples unique to offline For example, in industries that are closely related to the region (food and beverage, construction, etc.), matching places in the same industry are effective.
When creating a community, assuming that it will be extracted from the test score, we will send an email to attract customers to personnel personnel and students who meet the conditions of the community and provide a place.
As a result, loyalty can be increased by getting hints for solving problems and empathizing with worries.

Community 1: Examples of creating a community where the issues you are worried about are the same ・ As a group of companies, the size of the company is the same.
・ Create workshop groups in different industries.
・ I feel a problem in the same category.
We will create a community that can be enjoyed by sharing features and worries.
・ Share your worries and discuss and report on measures to solve and improve together.
・ The merit of creating a group in a different industry is that it does not become a rival, so it is possible to create an environment where it is easy to give examples.
Case study ・ The number of employees is in the range of 50 to 100 people.
・ I feel a problem in management due to the low "communication" skills of managers.
・ Input knowledge for problem solving from the instructor.
・ Receive input, hold workshops, and build relationships among participants. Share measures to solve problems. Inputs include introducing the company and sharing issues.

Community 2: Example of creating a community that complements the issues ・ The size of the company is the same as the group of companies.
・ The type of business is different.
・ I have a problem with categories that have a complementary relationship.
Features ・ By sharing each other's strengths, we will create a community that complements each other's worries.
・ By sharing the success stories that are the strengths of the company, while sharing the success stories of other companies for the issues of the company, we will create a community that will build a complementary relationship for the participants.
Case:
・ Employee scale: Range of 50 to 100 people.
・ Collect companies with the following strengths and issues.
Company group A: Managers have high ability to set issues and have ability to carry out work, but they have low communication skills, so they feel that there are issues in management.
Company group B: Management is functioning because the communication skills of managers are high, but there are problems in business execution due to low task setting ability.
・ Input knowledge for problem solving from the instructor.
Receive input and hold workshops to build relationships with participants.
For input, arrange groups so that companies with different issues have the same number.
Input is to introduce the company and share issues.
The input will be sharing of measures for solving problems.

Community 3: Example of creating a community with different company sizes 3-1 As a group of companies, large companies x small and medium-sized companies.
-Combine companies of different sizes (large companies are speakers, small and medium-sized companies are participants).
・ SMEs should be a group of companies with the same issues.
・ Large companies should be companies that have successful cases for issues.
・ SMEs can clearly imagine the next step (the way the company has grown) by listening to the issues and success stories of large companies.
・ Although there is no merit for large companies, it can be appealed as their own corporate activity.

3-2 As a group of companies, large companies x venture companies.
・ The company scale will be a combination of different scales (large companies are speakers, venture companies are participants).
・ Venture companies should be a group of companies with the same issues.
・ Large companies should be companies that have successful cases for issues.
・ Venture companies can clearly imagine the next step (the way the company has grown) by listening to the issues and success stories of large companies, and can connect with large companies.
・ Large companies can use it as a place to find companies that will grow in the future, find partners, and appeal as their own corporate activities.

3-3 The group of companies is a long-established company x a venture company.
-Combine companies of different sizes (for example, a long-established company is a speaker, a venture company is a participant, etc.).
・ Venture companies should be a group of companies with the same issues.
・ Long-established companies should be companies that have successful cases for issues.
・ Venture companies can clearly imagine the next step (the way the company has grown) by listening to the issues and success stories of large companies, and can connect with long-established companies.
・ Long-established companies can use it as a place to find companies that will grow in the future, find partners, and appeal as their own corporate activities.

Community 4: Creating a community in the same industry ・ As a group of companies, use the same industry.
・ Activities in other areas.
・ The strengths or issues shall be the same.
・ By sharing success stories and issues, solutions and worries can be shared.
・ Because the activity areas are different for each, such as the restaurant industry and the construction industry, we will target industries that do not compete even if we share activities.

Community 5: Example of creating a community of individual participation 5-1 A group of individuals with similar working history and years of employment.
・ The strengths and issues are the same, or the strengths and issues are complementary.
・ By sharing success stories and issues, solutions and worries can be shared.
5-2 Job title ・ A group of individuals with similar job titles.
・ The strengths and issues are the same, or the strengths and issues are complementary.
・ By sharing success stories and issues, solutions and worries can be shared.
5-3 Occupations ・ A group of individuals with similar occupations.
・ The strengths and issues are the same, or the strengths and issues are complementary.
・ By sharing success stories and issues, solutions and worries can be shared.

Next, we will explain how to promote community building.
(Case 1) On My Page, which is open to members by the web server section 126 of Surge 10, a person in charge of personnel at a member company (prescribed company) has a problem with "personnel" in the same industry or industry. accept. The worries are, for example, sluggish growth of the score of the examination log.
Based on such concerns, we will limit the questionnaire to personnel managers of the same industry and member companies (other companies) in the same industry, and accept the answers. The questionnaire is conducted with the company name etc. hidden.

When the answers to the questionnaire are obtained, the answers are totaled, and the totaled results are transferred to the terminal of the personnel manager of the specified company, and the best answer is selected from the totaled results.
Based on the response log including the best answer, the company that answered the good answer is commended (for example, the annual grand prize).
Benefits (for example, attendance points) and incentives (such as walking alloys and incentives) will be given to the award-winning companies.
The company name and individual name of the company selected as the company that gave a good answer cannot be identified, and the award result is presented to the person in charge of the member company, that is, delivered to the My Page of the person in charge of the member company.

(Case 2) Accept the worries of the "boss" in a company in the same industry and industry, and send the worries to all the members of the group work in the same way as above.
(Case 3) As candidates for respondents, for example, there is no problem between companies in different industries, so it is possible to smoothly invite them to exchange meetings and off-site meetings.
Gather multiple personnel / bosses who have similar concerns and hold a roundtable discussion of multiple respondent personnel / bosses (including groups).
It is also possible to guide other students by appropriately disclosing information on various communities of roundtable discussions and exchange meetings to members on the website.

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, and the like within the range in which the object of the present invention can be achieved are included in the present invention. Is.

In the above embodiment, a questionnaire about the test score is sent to one or more students to obtain an answer, but other question surveys may be used, and each of the questionnaires obtained from the question survey regarding the results of the evaluation test may be used. The user's answer is sufficient.

In the above embodiment, the trainees who take the training are described as an example of the users who receive the service, but if the person is registered as a member of the service, for example, the person in charge of the personnel of an organization such as a company or a company. It may be a person, a boss of the department to which the student belongs, and these are also included in the user.

In the above embodiment, the user who is the target of providing this service that matches the student who has a problem and the student who has a solution is described as a student (individual), but in addition to this, the user is an organization such as a company. It may be an organization including, and a user is sufficient.

In the above embodiment, the timing of conducting the questionnaire and the satisfaction vote has been described as before and after the examination, at intervals of 3 months, and the like, but the timing may be other than the illustrated timing, and a predetermined timing is sufficient.

In the above embodiment, training and the like are illustrated as an example of an educational program, but in addition to this, for example, a lecture, a course, a study session, a cram school, etc. may be used, and an educational program is sufficient.

In the above embodiment, a predetermined user who has a task and another user who has a solution suitable for the task are described as, for example, an individual student, an organization such as a company, or a person in charge of personnel of a company. , The user is not limited to the scope of the above disclosure, and any user is sufficient.

In the above embodiment, as the service providing method, for example, services such as problem-solving type / for individuals, automatic distribution type / for individuals, problem-solving type / for companies, and automatic distribution type / for companies are exemplified, but other services are exemplified. It may be a method of providing a service.

In the above embodiment, the user who has the solution of the problem is selected from the test score, the questionnaire, etc., but the individual student, the company, etc. who has the solution from the activities of the consultant as a part of the service provided by the service provider. The person in charge (personnel) of the organization or company may be selected.

In the above embodiment, the solution is collected from the score of the test, the questionnaire, etc., but in addition, the solution may be collected by the consultant directly interviewing the company about the participants after taking the test.

In the above embodiment, a predetermined student evaluates the presented solution as "like", "useful", etc., thereby giving benefits (privileges) and incentives to other students. However, the solution may be ranked by not only the evaluation such as "like" and "useful" but also the evaluation in a stepwise expression. For example, a predetermined student who is a counselor may evaluate the solution as "best answer" or the like so that the rank of the solution is higher than the others and the point award rate or the like is also higher.

In the above embodiment, the solution suitable for the problem is extracted from the test score, the questionnaire, etc., but the population is created by multiplying the industry, company information, position, department and the problem, and the individual or organization having the problem. Solutions may be extracted from a group with the same attributes as (personnel). When such many conditions are taken in, the optimum solution can be extracted by utilizing AI in particular.

In the above embodiment, when the predetermined student recognizes the task and desires a solution, he / she is asked to select the task to be solved from the categorized tasks (for example, the task table 200 in FIG. 5). , The solution suitable for the task is extracted, but in addition to this, for example, the solution may be shared in a training format by attracting customers based on the categorized task.

Further, for example, the above-mentioned series of processes can be executed by hardware or software.
In other words, the functional configuration of FIG. 3 is merely an example and is not particularly limited.
That is, it suffices if the information processing system is provided with a function capable of executing the above-mentioned series of processes as a whole, and what kind of functional block and database is used to realize this function is particularly limited to the example of FIG. Not done. Further, the location of the functional block and the database is not particularly limited to FIG. 3, and may be arbitrary. For example, the functional block and database of the server may be transferred to a student terminal, a corporate terminal, or the like. On the contrary, the functional blocks and the database of the student terminal and the corporate terminal may be transferred to the server or the like.
Further, one functional block and database may be configured by a single piece of hardware, a single piece of software, or a combination thereof.

When a series of processes are executed by software, the programs constituting the software are installed on a computer or the like from a network or a recording medium. The computer may be a computer embedded in dedicated hardware.
Further, the computer may be a computer capable of executing various functions by installing various programs, for example, a general-purpose smartphone or a personal computer in addition to a server.

The recording medium containing such a program is not only composed of a removable medium (not shown) distributed separately from the main body of the device in order to provide the program to the user or the like, but also a user in a state of being preliminarily incorporated in the main body of the device. It is composed of a recording medium or the like provided to the above.

In the present specification, the steps for describing a program to be recorded on a recording medium are not necessarily processed in chronological order, but also in parallel or individually, even if they are not necessarily processed in chronological order. It also includes the processing to be executed.
Further, in the present specification, the term of the system means an overall device composed of a plurality of devices, a plurality of means, and the like.

In other words, it is sufficient that the information processing apparatus to which the present invention is applied has the following configuration, and various various embodiments can be taken.
That is, the information processing device to which the present invention is applied (for example, the server 10 in FIG. 3) is
An information processing device that manages the educational community
Grades (scores, etc.) included in the log (test log, etc. of the test DB 142) of the evaluation test (business skill diagnostic test, etc.) that confirms the effect of the educational program (training, etc.) that the user takes, and the above 1 or more users Based on at least one of the answers of each user obtained from the attendance of the educational program (training, etc.) and the question survey (questionnaire, etc.) regarding the grades (scores, etc.) of the evaluation test. A user extraction means (for example, extraction unit 122 in FIG. 3) for extracting other users whose grades have subsequently increased from the grades equivalent to those of the users.
To be equipped.
As a result, a person who is beneficial to the predetermined user by extracting other users who are likely to be helpful for improving the evaluation test results for the predetermined user who has a problem or a problem or for solving the problem. Can be matched.
That is, it is possible to efficiently match a predetermined user who has a problem with another user who has a solution.

If the grades included in the evaluation test log of a predetermined user have not increased for a predetermined period, the users whose grades included in the evaluation test log have not increased for a period similar to the predetermined period should be extracted. Therefore, it is possible to match other users whose past grades themselves are similar and whose grades are not increasing. As a result, it is possible to contribute to the creation of a community of users who have the same worries and problems.

The user extraction means (for example, the extraction unit 122 in FIG. 3) is
Based on at least one of the above grades (scores) or the answers (questionnaire), issues related to the effects of educational programs (training, etc.) possessed by a predetermined user (predetermined student) (slow score growth and how to make a course plan) A task extraction means (for example, the task extraction unit 151 in FIG. 3) for extracting (for example, I do not understand) and
Other users (others) who have solutions (success cases, solutions, etc.) to the task of the predetermined user (predetermined student) based on at least one of the grade (score) or the answer (questionnaire). Selection means for selecting (students) (for example, Solution Owner Selection Department 152 in Fig. 3) and
To be equipped.
In this way, the tasks of the predetermined user (predetermined student) are extracted from at least one of the grades (scores) or answers (questionnaire) of the predetermined user (predetermined student), and the solutions (success cases and success stories) to the tasks are extracted. By selecting other users (other students) who have solutions), it is possible to encourage the specified users to participate in the same community as other users, and to communicate in the community. Can be solved. In addition, a predetermined user may be encouraged to create a new community, which can promote community creation.

For a predetermined organization (predetermined company) to which one or more users (students) belong, from the grade (score) equivalent to the grade (score) included in the evaluation test log (examination log) of the predetermined organization (predetermined company). After that, a first tissue extraction means (for example, extraction unit 122 in FIG. 3) for extracting other organizations (other companies) whose performance has improved,
To be equipped.
In this way, by extracting the organization (other company) whose grade (score) has increased thereafter from the grade (score) equivalent to that of the predetermined organization (prescribed company), the unit of the organization (company, company, etc.) Persons in charge can be matched in the same way as individuals. This can contribute to the creation of communities between organizations (companies).

The predetermined user (predetermined student) is the first user at the lower level of the hierarchy of the predetermined organization (predetermined company), and the grade (score) included in the log of the evaluation test of the first user. The grades (scores) included in the evaluation test log of the second user (boss) who is similar and higher than the hierarchy of the first user (predetermined student) are the other users (others). Second tissue extraction means (for example, extraction unit 122 in FIG. 3), which extracts other tissues higher than those of the participants.
Further prepare.
This makes it possible to match an ideal organization in which a boss performs better than his subordinates.

In addition, when the grades of the predetermined category among the plurality of categories of the evaluation test (test) of the user (predetermined student) belonging to the predetermined organization (predetermined company) are equal to or higher than the predetermined category, the predetermined category A second organization extraction means (for example, in FIG. 3) for extracting another organization (predetermined department) of the predetermined organization (predetermined company) to which another user (person in charge of another company) whose grade is equal to or higher than a predetermined value belongs. The extraction unit 122 and the like) are further provided.
As a result, when the grade (score) of the evaluation test of a predetermined user (predetermined student) for each category is equal to or higher than the predetermined value, another organization (predetermined student) in which the skill of the user (predetermined student) may live. Since other companies and other departments within the same company can be matched, it is possible to contribute to the mutual exchange of each user of the organization as well as the creation of a community between the organizations.

When the grade (score) of a predetermined category among a plurality of categories of the evaluation test of a user (student) belonging to the predetermined organization (predetermined company) is equal to or higher than the predetermined category, the grade (score) of the predetermined category is obtained. A third organization extraction means (for example, extraction unit 122 in FIG. 3) for extracting another organization (other departments in the company) of the predetermined organization (predetermined company) to which the user (student) of the predetermined number or more belongs. ,
Further prepare.
This makes it possible to match with other users in another organization within the organization to which the user belongs.

Information about the other users (other students) (success cases of other students and other information such as community information that hides personal information such as the names and organization names of other students) Presentation means (for example, presentation unit 123 in FIG. 3) to be presented to the predetermined user (predetermined student),
Further prepare.
By presenting the information of the community in which other users (other students) are participating to the predetermined users (predetermined students) in this way, the personal information of the other users (other students) is protected. At the same time, a predetermined user (predetermined student) can communicate with another user (other student).

In addition, the first aggregation that accepts matching satisfaction votes (for example, including questionnaires in addition to voting) and presents the aggregation result of the satisfaction that received the vote to at least one of the predetermined user and the other user. The result presenting means (for example, the voting unit 124 of FIG. 3, the first tabulation unit 161 and the presentation unit 123, etc.) is further provided.
As a result, users and organizations that have contributed to improving the results of evaluation tests (for example, scores) can be commended (which can be used as a basis for benefits and incentives).

In addition, a second aggregation result presenting means (for example, FIG. 3) that accepts a matching satisfaction vote (for example, a questionnaire) and presents the aggregated result of the voted satisfaction to at least one of the predetermined user and the other user. The voting unit 124, the second tabulation unit 162, the presentation unit 123, etc.) are further provided.
This makes it possible to commend users and organizations that have worked to improve their grades in the evaluation test by learning through matching (which can be used as a basis for benefits and incentives).

1 ... Information system, 10 ... Server, 20, 20-1, 20-n ... Student terminal, 30, 30-1, 30-m ... Corporate terminal, 101 ... CPU , 102 ... ROM, 103 ... RAM, 104 ... Bus, 105 ... Input / output interface, 106 ... Output unit, 107 ... Input unit, 108 ... Storage unit, 109.・ ・ Communication part, 110 ・ ・ ・ Drive, 111 ・ ・ ・ Removable media, 121 ・ ・ ・ Test part, 122 ・ ・ ・ Extraction part, 123 ・ ・ ・ Presentation part, 124 ・ ・ ・ Voting part, 141 ・ ・ ・Student DB, 142 ... Examination DB, 143 ... Questionnaire DB, 151 ... Problem extraction department, 152 ... Solution owner selection department, 161 ... First tabulation department, 162 ... 2nd tabulation department, N ... network

Claims (8)

An information processing device that manages the educational community
Obtained from the grades included in the log of the evaluation test confirming the effect of the educational program taken by one or more users, and the question survey regarding the educational program and the grades of the evaluation test conducted for the one or more users. A user extraction means, which extracts other users who have a solution whose grade is higher than that of a predetermined user based on at least one of the answers of each user.
Information processing device equipped with. The user extraction means
A task extraction means for extracting a task related to the effect of the educational program possessed by the predetermined user based on the grade or at least one of the answers.
A selection means for selecting the other user who has a solution to the problem of the predetermined user based on at least one of the results and the answer.
The information processing apparatus according to claim 1. A tissue extraction means for extracting another tissue to which the one or more users belong from the results equivalent to the results included in the evaluation test log of the predetermined organization.
The information processing apparatus according to claim 1 or 2. A presenting means for presenting information about the other user to the predetermined user,
The information processing apparatus according to any one of claims 1 to 3, further comprising. Satisfaction votes of the predetermined user and the other users matched by the information presented by the presenting means are accepted, and the aggregated result of the satisfaction received by the vote is collected among the predetermined user and the other users. First aggregation result presentation means to be presented to at least one side,
The information processing apparatus according to any one of claims 1 to 4. The satisfaction vote of the matching of the predetermined user and the other user matched by the information presented by the presentation means is accepted, and the aggregated result of the voted satisfaction is among the predetermined user and the other user. Second tabulation result presentation means to be presented to at least one side,
The information processing apparatus according to any one of claims 1 to 5, further comprising. In the information processing method executed by the information processing device that manages the community related to education
Obtained from the grades included in the log of the evaluation test confirming the effect of the educational program taken by one or more users, and the question survey regarding the educational program and the grades of the evaluation test conducted for the one or more users. A step of extracting from the same grades as a given user the other users who have subsequently improved the grades based on at least one of the answers of each user.
Information processing methods including. To the computer that controls the information processing device that manages the educational community
Obtained from the grades included in the log of the evaluation test confirming the effect of the educational program taken by one or more users, and the question survey regarding the educational program and the grades of the evaluation test conducted for the one or more users. A step of extracting from the same grades as a given user the other users who have subsequently improved the grades based on at least one of the answers of each user.
A program that executes control processing including.

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