JP2024079217A - Information processing apparatus, information processing method, and program - Google Patents

Abstract

To support a trainee to get knowledge from training.SOLUTION: A server 10 includes a past result information acquisition unit 121, a recommendation information generation unit 122, and a transmission control unit 123. The past result information acquisition unit 121 acquires first past result information on a behavior, a posture, a skill, or the like of a trainee who receives training, for predetermined training (e.g., training A1) of a plurality of training classes A1, A2, A3 which are scheduled to be held 3 times in three months. The recommendation information generation unit 122 generates, for each of persons concerned, as recommendation information, on the basis of the first past result information of the trainee, information including a content to be recommended to the trainee from the persons concerned with the trainee, such as a superior, an instructor, or colleagues. The transmission control unit 123 executes control to transmit the recommendation information to an instructor terminal 30, a superior terminal 40, and a colleague terminal 50, etc., of the persons concerned.SELECTED DRAWING: Figure 4

Description

The present invention relates to an information processing device, an information processing method, and a program.

There have been human resource development support systems that assess users' skills and support human resource development based on the assessment results (see, for example, Patent Document 1).

JP 2004-246507 A

However, with these conventional human resource development support systems, it is difficult for trainees to acquire the knowledge gained from training simply by attending the training for a set period of time. Trainees are also required to put the training content into practice on a daily basis outside of training, but it is difficult for them to put it into practice daily based solely on their own attitude.

The present invention was made in consideration of such circumstances, and aims to help trainees acquire the knowledge they have gained from the training provided to them.

In order to achieve the above object, an information processing device according to an embodiment of the present invention comprises:
a performance information acquiring means for acquiring first performance information on a predetermined training course among a plurality of training courses for a subject who is scheduled to undergo predetermined human resource development for a predetermined period of time by attending the plurality of training courses;
A recommendation means for generating, as recommendation information, information including content to be recommended to the subject by a related person of the subject based on the first performance information of the subject;
and a transmission control means for executing control to transmit the recommendation information to the terminal of the related person.
In the present invention, performance information on a specific training among multiple trainings is acquired for a subject who is scheduled to undergo a specific human resource development for a specific period of time by attending multiple trainings, and information including contents to be recommended to the subject by related parties of the subject is generated as recommendation information based on the performance information of the subject, and control is executed to transmit the recommendation information to the related parties, so that the related parties make a recommendation to the participant. Therefore, the participant can obtain support not only from the participant himself, but also from related parties around the participant, and the participant can continue to practice every day, so that the effect of the training can be sustained and the knowledge acquired in the training can be solidified as the participant's own knowledge.
An information processing method and a program corresponding to the information processing device according to one aspect of the present invention are also provided as an information processing method and a program according to one aspect of the present invention.

The present invention can help trainees acquire the knowledge they need through the training provided to them.

1 shows an overall configuration of an information processing system including a server of an embodiment of an information processing device according to the present invention. FIG. 2 is a block diagram showing a hardware configuration of a server in the information processing system of FIG. 1 . FIG. 3 is a diagram showing elements of recommendations related to participants in a training program to which the server of FIG. 2 is applied. 3 is a functional block diagram showing a functional configuration of a server having the hardware configuration of FIG. 2. 3 is a flowchart showing a behavior change process in the server of FIG. 2. FIG. 3 is a diagram showing elements of behavior change in a training program to which the server of FIG. 2 is applied. FIG. 3 is a diagram showing details of the training content of a training program to which the server of FIG. 2 is applied. FIG. 13 is a diagram showing the timing at which a recommendation is made to a student. FIG. 13 is a diagram showing the timing of recommendations made by a lecturer. FIG. 13 is a diagram showing the timing of a recommendation to a superior. FIG. 3 is a diagram showing an example of a training program to which the server of FIG. 2 is applied, showing the first training session A1. FIG. 3 is a diagram showing an example of a training program to which the server of FIG. 2 is applied, including a second training session A2. FIG. 3 is a diagram showing an example of a training program to which the server of FIG. 2 is applied, including a third training session A3.

Hereinafter, an embodiment of the present invention will be described with reference to the drawings.
FIG. 1 shows the overall configuration of an information processing system according to an embodiment of the present invention.
The information processing system 1 shown in FIG. 1 is configured by connecting a server 10 and n (n is any integer value equal to or greater than 1) participant terminals 20-1 to 20-n to each other via a predetermined network NW such as the Internet.

The student terminals 20-1 to 20-n are information processing devices managed for each student, and are composed of, for example, tablet terminals or smartphones. In the following, when there is no need to distinguish between the student terminals 20-1 to 20-n, they will be collectively referred to as "student terminals 20."

The instructor terminal 30 is an information processing device managed by the instructor, and is, for example, a tablet terminal or a smartphone.

The superior terminal 40 is an information processing device managed by the superior of the participant's company, and is configured, for example, as a tablet terminal or a smartphone.

The colleague terminal 50 is an information processing device managed by a colleague of the participant at his/her company, and is configured, for example, as a tablet terminal or a smartphone.

The server 10 is managed by the service provider. The server 10 executes various processes while controlling the operation of each of the student terminals 20, the instructor terminal 30, the superior terminal 40, and the colleague terminal 50.

Specifically, in this embodiment, the server 10 operates in conjunction with the student terminal 20 and the terminals of other related parties (the instructor terminal 30, the supervisor terminal 40, the colleague terminal 50, etc.).

Here, the training programs offered by this service provider will be described.
The training program is, for example, an online training program called "XX training" that is held for a certain period of time, for example, once (1 day) per month, a total of three times over three months. Note that this is just an example, and the training program may be held once (1 day) per two months, a total of three times over six months, and is not limited to a specific period or number of times.

In response to an application from a company, the service provider has employees participate in the training as trainees of the training program, and provides online training, etc. for the trainees. In addition, the service provider acquires the attitude, posture, skills, etc. of the trainee before and after the training at the training center or online training that the trainee receives, generates recommendation information for each related person including contents to be recommended to the trainee by the related person of the trainee, such as a supervisor, instructor, colleague, etc., based on the first performance information, and executes control to transmit the recommendation information to the terminals of each related person (the instructor terminal 30, the supervisor terminal 40, the colleague terminal 50, etc.).
In this way, participants acquire knowledge through training, and by recommending to those around them that they give appropriate advice to the participants before, during, and between each training session, they can appropriately influence the participants, thereby promoting behavioral change in the participants.

The training program will have a common theme for all participants, and individual themes (work and assignments) will be set for each participant as the training progresses.
A sub-theme is set for each session of the common theme for all participants. Of the common theme, the sub-theme for the first training session is "Understanding a schedule," the sub-theme for the second training session is "How to write on a schedule," and the sub-theme for the third training session is "How to use time based on a schedule." Each of the three training sessions is held for one day. Training is held on one day out of each month. The training on the first day is a lecture by an instructor using worksheets or a training video. On the other days, tasks are given to help participants retain the knowledge they gained from the training, and they put it into practice in their daily lives.

In this online training, the server 10 acquires from the participant terminal 20 video and audio of the participant watching a training video (hereinafter referred to as the "training video") that is distributed to the participant terminal 20, and measures and judges whether the participant is engaging with the training, keeping up, etc., based on the participant's attitude, posture, and skills contained in the video and audio regarding the content explained by the instructor in the training video.
In the initial stage of the first training session, the trainee's initial skills are measured based on how the trainee approaches the training. To assess the trainee's skills, multiple check items (for example, four items) are set.
The four check items are, for example, [1] awareness check, [2] behavior check, [3] consciousness check, [4] numerical check, etc. In the training video, checkpoints (scenes) are built in accordance with each check item.

In the training program, in the first training session, the server 10 transmits a training video on the sub-theme of "Understanding a Schedule" to the participant's participant terminal 20.

When the training video transmitted from the server 10 is received by the student terminal 20, the student terminal 20 displays the received training video on the screen and transmits to the server 10 an image (hereinafter referred to as the "captured image") of the student viewing the training video and captured by a camera (including a camera built into the terminal) or microphone connected to the student terminal 20. The size of the image of the student contained in the captured image is set to a size large enough to allow the facial expression to be seen, for example, about the size of a bust image.

The server 10 uses AI to analyze the facial expressions, attitude, posture, skills, etc. of the trainee contained in the captured image received from the trainee terminal 20, and judges whether the trainee is facing the training and keeping up from the trainee's reactions at the above checkpoints in the training video, and stores the attitude, posture, and skills as part of the trainee's performance information in the server 10. Note that skills include not only ability values (skill levels) but also feelings toward the skills, etc.
Emotions toward a skill are, for example, the emotions of a learner toward a skill, such as positive, negative, relieved, optimistic, confident, etc. Emotions toward a skill may also be expressed as skill emotions.

After the first online training session is completed, the server 10 evaluates the attitude, posture, and skills of the participant during the first training session.

Next, the server 10 calculates the difference (level up) in the skill level of the trainee between the start and end of the first online training session, and calculates the growth speed (growth rate) from the relationship between the level up and the training time. The skill level is evaluated on a scale of, for example, 5 or 10 depending on the level of understanding of the training.
The server 10 regards the skill level of the participant at the end of the first online training session as the current skill level, and sets the target level (goal) to be achieved for the second training session based on the current skill level and growth speed (growth rate).

Then, based on the set target level to be achieved, the server 10 sets the work (textbook, text, etc.) that the purchaser should work on during the second training session, and the assignments (question sets, etc.) that the purchaser should complete after the second training session and until the next training session (third training session).
The common theme has preset (standard) goals, work and assignments for the first, second and third training sessions. However, this training program is characterized by the fact that the content of the training, such as the goals, work and assignments for the next session, changes according to the level improvement of the participants in each training session.
For example, if the skill level or growth speed (growth rate) of the trainee as a result of the first training session is lower than a preset threshold, work and tasks are set according to that level and growth rate. On the other hand, if the skill level or growth rate of the trainee is higher than the threshold, work and tasks with a higher level of difficulty are set accordingly.
In this embodiment, both the work and the assignment are set, but it may be either one of them.

The server 10 continues to perform these operations from the second training session onwards, generating recommendations based on the trainee's shortcomings and achievements at appropriate times and presenting them to the trainee. It also presents recommendations generated separately from the trainee to those related to the trainee, encouraging them to take steps to maintain and further improve the effectiveness of the training.

The server 10 to which this training program is applied sets goals for each training session according to the skills of each trainee, and assigns tasks (work) to be carried out during the training session to achieve those goals, as well as assignments to be given until the next training session. Through these tasks and assignments, the server 10 encourages the trainees to change their own behavior and solidify their knowledge.
Another feature of this training program is that participants take the training at the same time as others who have similar challenges, which creates a synergistic effect as the participants have a positive influence on each other, promoting behavioral change.
Furthermore, according to the system configuration of the information processing system 1 of this embodiment, in a training program consisting of multiple training sessions, the participants can acquire and retain knowledge by having the relevant people around them provide appropriate encouragement to them before, during, and after each training session, which can help them acquire and retain knowledge. By recommending appropriate encouragement to the relevant people around them and presenting comments to the participants themselves, it is possible to promote behavioral changes in the participants.

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

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

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

The CPU 101, ROM 102, and RAM 103 are interconnected via a bus 104. An input/output interface 105 is also connected to this bus 104. An output unit 106, an input unit 107, a memory 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, etc., and outputs various information as images and sounds.
The input unit 107 is composed of a keyboard, a mouse, etc., and is used to input various information.

The storage unit 108 is configured with a hard disk, a dynamic random access memory (DRAM), etc., and stores various data.
The communication unit 109 communicates with other devices (the student terminal 20 in the example of FIG. 1) via a network NW including the Internet.

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

Now, recommendations to students and related parties will be described with reference to FIG.
FIG. 3 is a diagram showing recommendation elements related to participants in a training program to which the server of FIG. 2 is applied.
In this case, the server 10 generates recommendations for each related party, such as other participants, instructors, superiors, colleagues, etc., to be made to the participant himself/herself, and transmits these recommendations to each of the related parties (the participant terminals 20 of other participants, the instructor terminal 30, the superior terminal 40, the colleague terminal 50, etc.).
In this training program, as shown in Figure 3, recommendations are made to other participants, instructors, superiors, colleagues, and other related parties involved with the participant during the first, second, and third training sessions. The related parties who receive the recommendations can then take appropriate action to encourage the participant from their surroundings.
For example, the system will make recommendations to students to support their growth. It will send (present) advice, case studies, and recommendation information to other students to boost their competitive spirit. It will send (present) recommendation information to instructors to praise, encourage, pressure, and prevent dropout. It will send (present) recommendation information to superiors and colleagues to encourage daily feedback, etc.

FIG. 4 is a functional block diagram showing the functional configuration of the server in the information processing system of FIG.
As shown in FIG. 4, an examination DB 141 is provided in one area of the storage unit 108 (FIG. 2) of the server 10.
The examination DB 141 stores information about the trainee and a log of the training results that the trainee has taken up to now (hereinafter referred to as the "examination log").
The information about participants is, for example, information about employees working at a company who take courses or training sessions held by a service provider in order to improve their skills, and the information about participants includes information about the company and industry to which the participants belong.

Specifically, the examination DB 141 stores basic attributes such as the name, age, sex, and occupation of employees taking training services at a company or other enterprise, their current and past departments (divisions, etc.) within the company, their job titles, the industry of the enterprise, and information about the courses and training courses taken (course name and course number, training name and training number, attendance date, attendance history), etc., in correspondence with information that identifies the individual participants (participant ID or participant number, etc.).

In the examination DB 141, as one piece of training information in the examination log of the trainee, for example, a training program consisting of multiple training sessions (e.g., three sessions) conducted in the past and its contents, a predetermined goal in the training program, and work and assignments for reaching the predetermined goal are set. Multiple pieces of work and assignments are set according to difficulty level.
In addition, the examination DB 141 stores the measured skill level (ability value) of the participant, the difference in skill level before and after and the growth rate (growth speed) derived from the training period, the target level (goal) to be achieved set for each participant according to the skill level, and recommendation information generated by the recommendation information generation unit 122 described below.
In addition, the examination DB 141 stores performance information about each trainee during the training and before and after each training.
The performance information includes first performance information, second performance information, and third performance information. The first performance information includes the attitude, posture, skills, etc. of the trainee attending the training. The second performance information includes information showing the status of other trainees attending the training at the same time. The third performance information includes the results of measuring the retention of knowledge in a confirmation test conducted a specified period (e.g., three months) after the end of the training, the degree of goal achievement of each training session, etc.

The attitudes and behaviors of trainees when attending training include, for example, positive, proactive, fulfilling, busy, guilty, negative, reflective, etc., and skills include not only skill level but also feelings toward the skills.
These attitudes, postures, and skills are stored in the examination DB 141 together with the timestamps of when they were acquired.

In the CPU 101 of the server 10 (see FIG. 2), when processing is executed, as shown in FIG. 4, a performance information acquisition unit 121, a recommendation information generation unit 122, a transmission control unit 123, a learning status determination unit 124, and a learning unit 125 function.

The performance information acquisition unit 121 acquires first performance information (e.g., the attitude, posture, skills, etc. of the trainee when attending the training) regarding a specific training session (e.g., the first training session A1) among multiple training sessions for a trainee who is scheduled to receive three training sessions A1, A2, A3, etc. over a period of three months under this training program.
The performance information acquisition unit 121 acquires, as first performance information, at least one of the results of a participant awareness survey conducted before and after the specified training, and information showing the state of the participants taking the specified training (such as judging the participants' inner feelings such as motivation and enthusiasm during the training in terms of their attitude, posture, and skills).
In this way, recommendations are made based on the trainees' attitude surveys taken before and after the training, as well as their behavior during the training (AI is used to determine the trainees' motivation, enthusiasm, etc. during the training).When the trainees check the recommendations made, this has a positive impact on improving their own attitude and behavior, thereby increasing the effectiveness of the training and further promoting behavioral change.
The performance information acquisition unit 121 acquires the attitude, posture, skills, etc. of the trainee attending the training (the trainee's learning status) as first performance information.
The performance information acquisition unit 121 further acquires second performance information (such as the status of other trainees taking the training at the same time) regarding the specified training for other trainees who have taken the specified training.
The performance information acquisition unit 121 acquires, as third performance information, the state of the trainees after reaching out to them through the recommendation function of the recommendation information generation unit 122, the status of skill acquisition, and the results of measuring retention through a confirmation test conducted three months after the end of the training, as well as the degree of goal achievement of each training session.

The performance information acquisition unit 121 includes a capability measurement unit 131 , an attainment level setting unit 132 , a work assignment setting unit 133 , and a training configuration setting unit 134 .
The ability measurement unit 131 measures the ability level of a trainee regarding each of the multiple training courses before the course starts.
Specifically, the ability measurement unit 131 measures the skill level of the trainee once before the start of the training program or at the initial stage of the first training session, and thereafter measures the skill level of the trainee after each training session of the training program and before the next training session. Note that, although the skill level is measured once in this embodiment, the number of times of measurement is not limited.
Furthermore, the ability measurement unit 131 measures the ability level of the trainee after the completion of the third training session (the final training session) of the training program.

In this way, by measuring the trainee's skill level for each of the multiple training sessions before the start of each session, the trainee's skill level at that point in time is known, and various information regarding subsequent training sessions (target level to be achieved, training structure, work and assignments, etc.) can be set according to the trainee's skill level.
In addition, by measuring the skill level while the participants are performing tasks between training sessions, it is possible to ensure that the work used for the training is appropriate for the participants when the next training session begins.

The achievement level setting unit 132 sets a target achievement level for a training session for a trainee (subject) who is scheduled to take this training program (prescribed human resource development), which is a practical continuous program that involves taking multiple training sessions, three times (prescribed period) over a six-month period, etc., based on the ability level (current ability level for the training session) indicating how many of the training approach check items the trainee satisfies at the start of each of the multiple training sessions (shorter than the start of the training or in the early stages of starting the training, etc.).
Specifically, the attainment level setting unit 132 reads out the current ability level of the trainee stored in the examination DB 141, and sets the attainment target level as the goal of the training from the current ability level. Note that a table that associates the current ability level with the attainment target level corresponding to this ability level may be stored for each trainee, and the current ability level of the trainee may be read out from the table.
In this way, before the trainee begins a specified training course, the target level to be achieved for the target person is set based on the ability level before the start of the specified training course, the common target to be achieved that has been set in advance for the specified training course, and past data related to the specified training course. This allows the trainee to be provided with work and tasks that are appropriate for the target level to be achieved, enabling the trainee to easily understand the content of the training course and to solidify the knowledge gained in the training course.

The work task setting unit 133 sets at least one of the work to be performed by the trainee during the training and the task to be performed by the trainee after the training, based on the target level to be achieved in the training.
For example, the work assignment setting unit 133 sets at least one of the content, difficulty, and number of works to be performed by the trainee based on the difference between the skill level of the trainee measured by the ability measuring unit 131 after the completion of the training and the target level to be achieved. This allows the trainee to receive training using works suitable for his/her own skill level in the next training session.
In this way, by setting tasks based on the actual level and the target level that the trainee has actually reached after completing one of the multiple training sessions, the work and tasks become suitable for stepping up from the trainee's actual level to the target level, enabling the trainee to reach the goal of the target level.

After each of the multiple training sessions is completed and before the next training session begins, the training configuration setting unit 134 sets the configuration of the next training session (such as what kind of training video to use in the next training session) based on the actual skill level (actually achieved level) and the target level to be achieved (the goal level calculated from the actual skill level at that time).
In this way, after each of the multiple training sessions is completed, the structure of the next training session can be set based on the actual level and the target level, so that the next training session will be suitable for the trainee, allowing the trainee to easily understand the content of the training and solidify the knowledge gained in the training.

The recommendation information generation unit 122 generates a specific recommendation regarding this training program (specific human resource development) based on the skill level of the participant measured by the ability measurement unit 131 after the completion of the training and the target level to be achieved in the final training.
In addition, the recommendation information generation unit 122 generates a specific recommendation regarding this training program (specific human resource development) based on the skill level of the participant measured by the ability measurement unit 131 after the completion of the training and the target level to be achieved in the final training.
Specifically, if there are any weak points or tendencies throughout the training program, the recommendation information generation unit 122 can present recommendations on points that should be focused on in daily work in order to overcome the weak points, thereby encouraging the trainee to maintain the benefits of the training while further improving the knowledge gained in the training.
In addition, the recommendation information generation unit 122 generates recommendation information for each related party, including information that should be recommended to the trainee by the trainee's related parties such as the trainee's superiors, instructors, colleagues, etc. (praising, encouraging, inspiring (pressuring), etc.) based on the trainee's attitude during the training and the status of skill acquisition (the trainee's first performance information).
The recommendation information generation unit 122 generates recommendation information for each person involved based on the attitude, posture, and skills of the trainee attending the training, as well as the status of other trainees taking the training at the same time (second performance information).
In this way, the recommendation information generation unit 122 generates recommendation information based on the situations of other trainees taking the training at the same time acquired by the performance information acquisition unit 121 and the trainee's own attitude, posture, skills, etc., when taking the training. Therefore, by knowing not only his or her own situation but also the state of the other trainees, the trainee can improve his or her own attitude and posture and acquire skills, which can further promote behavioral change by enhancing the effectiveness of the training.
The recommendation information generating unit 122 generates recommendation information using the results of predetermined machine learning by the learning unit 125. These recommendations are presented by the learning unit 125 based on the trainee's attitude during the training and the skill acquisition status (an example of first performance information), as well as past history data, the results of measuring retention in a confirmation test conducted three months after the end of the training, the degree of goal achievement of each training session, and the like (an example of third performance information), and therefore the learning unit 125 learns and presents appropriate comments to the trainee, so that it becomes possible to present more appropriate comments to the trainee as the learning progresses.

The generation (drafting) of recommendations is performed by an AI model.
The recommendations made by the AI model take into account the difference between a student's actual skill level and the desired level.
Specifically, recommendations regarding training programs are generated and presented to participants based on the skill level measured after each training session and the target level to be achieved in the final training session. This allows participants to follow the recommendations and take actions that are conscious of the knowledge they gained in the training in order to improve their own abilities even after completing the final training session, thereby maintaining the benefits of the training.

The transmission control unit 123 executes control to transmit the recommendation information generated by the recommendation information generation unit 122 to the student terminal 20 and to terminals of related parties related to the student, such as the instructor terminal 30, the boss terminal 40, and the colleague terminal 50.
In this way, by generating recommendations and presenting them to participants after completing the training program, participants can follow the recommendations and take actions that are conscious of the knowledge they gained in the training in order to improve their own capabilities even after completing the final training session, thereby maintaining the benefits of the training.

The learning status determination unit 124 determines the learning status of the trainee regarding the knowledge to be acquired in the specified training based on at least some of the results of the work carried out during the specified training and the assignments given after the specified training.
In this way, the level of mastery of the training content can be assessed based on the results of the work completed during the training and the assignments completed after the training, and recommendations can be presented based on the assessment of the level of mastery, which has a positive impact on the trainees' own skill acquisition and increases the effectiveness of the training, further promoting behavioral change.

The learning unit 125 performs a predetermined machine learning using, as learning data, the attitude of each of the trainees during the training and the skill acquisition status (first performance information) for each of the multiple trainees who have taken multiple training courses in the past, recommendation information for the trainees and their related parties, and the results of measuring retention in a confirmation test conducted a specified period (e.g., three months) after the end of the training and the degree of goal achievement for each training session (third performance information).
Specifically, the learning unit 125 performs machine learning using the learning data and updates the AI model stored in the examination DB 141, thereby enabling it to provide recommendations that are suitable for the student's growth.

The operation of the server will now be described with reference to FIG.
FIG. 5 is a flowchart showing the operation of the server of the embodiment of the information processing device according to the present invention.
As shown in FIG. 5, in step S11, in the server 10, the performance information acquisition unit 121 acquires first performance information such as the attitude, posture, skills, etc. of a trainee who is scheduled to receive training courses A1, A2, and A3 three times over a three-month period, the training courses being A1, A2, and A3, for example, training course A1.

In step S12, the recommendation information generation unit 122 generates recommendation information for each related party, including information that should be recommended to the participant by the participant's related parties, such as the participant's superiors, instructors, and colleagues, based on the participant's attitude, posture, skills, etc. (praising, encouraging, inspiring (pressuring), etc. the participant).

In step S13, the transmission control unit 123 executes control to transmit the recommendation information for each related party generated by the recommendation information generation unit 122 to the terminals of each related party (lecturer, superior, colleague, etc.), such as the lecturer terminal 30, superior terminal 40, colleague terminal 50, etc.

In this manner, according to the operation of the server 10 of the information processing system 1 of the embodiment, first performance information such as the attitude, posture, skills, etc. of the trainee is acquired, and based on the first performance information, recommendation information including content to be recommended to the trainee by related parties such as superiors, lecturers, and colleagues is generated and transmitted to the respective terminals of the related parties (lecturer terminal 30, superior terminal 40, colleague terminal 50, etc.), so that advice can be given to the trainee by related parties such as superiors, lecturers, and colleagues during the training period or in between, etc., thereby helping the trainee to acquire knowledge from the training.

A training program to which the server of an embodiment of the information processing device according to the present invention is applied will be described below with reference to FIGS.
FIG. 6 is a diagram showing elements of behavioral change in a training program to which the server of FIG. 2 is applied.
FIG. 7 is a diagram showing details of the training content of the training program to which the server of FIG. 2 is applied.

As shown in FIG. 6, the server 10 applied to the training program sets goals G1, G2, and G3 for each training session A1, A2, and A3 according to the skill level of each participant, and assigns tasks (work) during the training for participants aiming for the respective goals G1, G2, and G3, as well as assignments given between training sessions (until the next training session). By assigning such work and assignments, the participants are encouraged to change their own behavior and to solidify the knowledge they have gained in the training.

In addition, the server 10 also varies the composition of the next training session based on the growth speed (growth rate) D of the skill level during each training session that is conducted multiple times for the trainee and the difference between the skill level of the trainee after taking the training session and the target goals G1, G2, G3.
Specifically, for trainees with a high growth rate D, the scope of the training is broadened, making the work and tasks more difficult, encouraging them to understand the same training theme more deeply. For trainees with a low growth rate D, the scope of the training is limited, encouraging them to steadily solidify the knowledge gained from the training. Although the growth rate D is given the same symbol for each session here, because the growth rate of each trainee is different, it may be changed to a symbol indicating a different growth rate, for example growth rates D1, D2, D3, etc.

Specifically, as shown in FIG. 6, the server 10 measures the initial skill level C1 of the trainee when the first training session A1 starts or at an early stage of the training session.
Next, the server 10 sets the final (end of training) goal of the trainee (the target skill level that the trainee should reach: target level G) based on the measured initial skill level C1 of the trainee.
For example, in a training program, a preset target level G is set for each training session. The target level G is set at a level that an average trainee can reach based on the past training history.

If the initial skill level C1 measured from the participant is within the average level range, the final (end of training) target level G is set to the preset target level G and the mini-goal G1 of the first training session A1.

Then, when the first training A1 is completed, the server 10 calculates the level-up growth speed (growth rate) D from the difference between the initial skill level C1 and the skill level C2 at the end of the first training, and the time it took to achieve that difference.

Furthermore, the server 10 sets the target level G2 (mini-goal G2) for the next second training A2 based on the determined growth speed (growth rate) D and the skill level C2 at the end of the training, and sets the training content (tasks to be completed after the first training A1 and work to be used in the second training A2, etc.) to reach this target level G2. In this way, after the first training A1 is completed, tasks appropriate to the trainee's skill level at that time are given, and after a specified period of time, the second training A2 and third training A3 are implemented in that order.

As shown in FIG. 7, if the training program has a training title such as "Questioning Assumptions" and the common theme of the first training session is such as "Understanding the Point of View," the server 10 measures the skill level C1 for this common theme at the start of the first training session A1, and sets the goal G1 at the end of the first training session A1 from the skill level C1.

In this training program, after the first training session A1 is conducted, the server 10 measures the skill level C2 of the trainee after the first training session A1 is completed.
The server 10 calculates the degree of achievement by calculating the difference or ratio between the measured skill level C2 of the trainee after the end of the first training and the goal G1 of the first training, and sets a task T1 according to the degree of achievement for the goal G1. As a result, a task T1 different from the task K1 linked to the initial goal G1 is given.

Additionally, work, tasks, and goals may be set based on progress and level of learning as follows:
(Example of setting from elongation rate)
That is, at the end of the first training A1, the server 10 determines the growth rate D by calculating the difference or ratio between the skill level C1 measured at the start of the training and the skill level C2 measured at the end of the training. Then, the server 10 reads out a task that matches the determined growth rate D from the examination DB 141, and sets it as the task T1 to be practiced by the next, second training A2.
Then, when the trainee actually performs the task T1 during the period from the end of the first training A1 to the next training A2, the server 10 sets the content, difficulty, number, etc. of the work W2 to be given in the next second training A2 according to the trainee's progress in performing the task T1 (the achievement rate of the task K1, etc.). This changes the content, difficulty, number, etc. of the work W2.

(Example of setting based on learning level)
When the trainee actually performs the task T1 during the period from the end of the first training A1 to the next training A2, the server 10 judges the degree of mastery of the work W1 and task T1 performed throughout the first training A1. Note that the method of judging the degree of mastery differs depending on the type of training.

The server 10 sets a goal G2 for the second training A2 based on the determined level of learning, and sets the content, difficulty, number, etc. of the work W2 given in the training based on the set second goal G2. This changes the content, difficulty, number, etc. of the work W2 given in the second training A2.
In addition, the server 10 issues a subsequent assignment K1 according to the level of learning determined at the end of the work W1 of the first training A1.
Specifically, the server 10 judges the degree of learning by practicing the work W1 and the assignment T1 carried out through the training A1 during the first training. Note that the method differs depending on the type of training.
The server 10 sets the second goal G2 based on the determined level of mastery, and sets the content, difficulty, number, etc. of the work W3 to be given in the third training A3 based on the second goal G2. This changes the content, difficulty, number, etc. of the work W3 to be given in the third training A3.

Then, after the third training A3 is conducted and the work W3 is practiced, the server 10 judges the level of learning at the end of the third training A3.
The server 10, based on trends throughout all three training sessions A1 to A3 (progressions in skill level, degree of achievement for each goal G1 to G3, growth rate D, degree of mastery, etc.), outputs to the trainee's terminal 20 recommendations on actions and approaches that should be taken in order to maintain, solidify, and further improve the skill level acquired by the trainee in the training, thereby encouraging behavioral change in the trainee.

In addition, the server 10 makes a recommendation when all three training sessions A1 to A3 are completed, and then outputs a recommendation for maintaining the effectiveness of the training to the trainee's trainee terminal 20 after a predetermined period of time has passed (e.g., after three months have passed), thereby instilling in the trainee an awareness of continuing to acquire the knowledge gained in the training.

In this way, goals G1 to G3 are set for each training session A1 to A3 according to the skill level of each participant, and the content of the next training session (work W1 to W3, tasks T1, T2, goals G1 to G3, etc.) is changed according to at least one of the achievement, learning level, and growth rate of the work W1 to W3 (efforts) during the training to achieve those goals and the tasks K1 and K2 (daily practice) given by the next training session. This encourages behavioral change by implementing training that is suited to the participant through multiple training sessions A1 to A3, and makes recommendations to help participants maintain the knowledge they gained in the training even after all training sessions have ended, thereby helping to solidify the knowledge gained in the training.

This training program will be recommended to participants and their associates when they make a reservation to take the training, before the training, during the training, and at the end of the training.
When making a reservation, the training will be recommended to the trainee and their supervisor. Before the training, the training will be recommended to the trainee and the instructor. During the training, the training will be recommended to the instructor. At the end of the training, the training will be recommended to the trainee and the instructor. Until the next training session, the training will be recommended to the trainee and their supervisor. After the training is completed, the training will be recommended to the trainee and their supervisor.

Recommendations are generated based on two factors: the student's "attitude" and "skills."
Attitude and behavior are assessed based on surveys of trainees taken before and after the training, and their behavior during the training (their attendance status is assessed based on their motivation and enthusiasm in videos), etc. Skills are the degree of acquisition of the training content assessed based on the results of work carried out during the training and assignments after the training.

In addition, recommendations are generated not only from the trainee's own attitude, posture, and skills, but also from a comparison with the situations of other trainees taking the training at the same time (second performance information).
By receiving the recommendations generated in this way, participants can learn not only about their own situation but also the situation of other participants, which has a positive effect on improving the participants' own attitudes and behavior and acquiring skills, thereby increasing the effectiveness of the training and further promoting behavioral change.

These recommendations can present appropriate comments by the learning unit 125 having the AI model learn from the trainee's attitude during the training, the progress of skill acquisition, and past historical data.
Specifically, the effectiveness of the recommendations will be measured based on the participants' reactions after reaching out to them through the recommendation function, their progress in acquiring skills, the results of a confirmation test administered three months after the end of the training to measure retention, and the degree to which goals are achieved at each session, and the results will be accumulated as data.

Hereinafter, the subjects to whom recommendations are presented and the contents of the recommendations in the training program will be described with reference to FIGS. 8 to 10. FIG.
First, with reference to FIG. 8, a description will be given of a target person to whom a recommendation is presented, the student himself/herself, and the timing at which a recommendation is made to the student himself/herself.
FIG. 8 is a diagram showing the timing at which a recommendation is made to a student himself/herself.
The system (recommendation information generating unit 122) sends a comment to the student himself/herself.

As shown in FIG. 8, all participants are presented with recommendations for building readiness “at the time of reservation” when they make a reservation to attend the training course, and “before the course begins” just before the training course begins.
In addition, at the end of the first training session, the trainee will be given a recommendation of their strengths and weaknesses based on their attitude and skills as a result of taking the first training session.
During the "time until the next training session" between training sessions, participants will be given recommendations to put into practice what they learned in the first training session in their daily work, depending on their progress in the assignments completed after the first training session.
Just before the second training session begins, "before the course," participants are presented with recommendations to help them build their readiness for the second training session.
At the end of the second training session, the trainee will be given a recommendation of their own strengths and weaknesses in terms of their attitude and skills as a result of taking the second training session.
During the "time until the next training session" up to the third training session, participants will be recommended to put into practice what they learned in the second training session in their daily work, depending on their progress in the assignments following the second training session.
Just before the third training session begins, participants are presented with recommendations to help them build their readiness for the third training session.
At the end of the third training session, the trainee will be given a recommendation of their own strengths and weaknesses in terms of their attitude and skills as a result of taking the third training session.
Three months after the end of the training, the trainees will be recommended points such as good points and areas for improvement based on the results of the training confirmation test. In addition, points to put into practice in daily work will be recommended.
In this way, by making recommendations to participants before and after each training session and three months after the training ends, it is possible to encourage participants to retain the knowledge and skills they have acquired through the training.

Next, with reference to FIG. 9, a description will be given of a target person to whom a recommendation is presented, the instructor, and the timing at which the recommendation is given to the instructor.
FIG. 9 is a diagram showing the timing of recommendations to the instructor.
The recommendation information generating unit 122 recommends appropriate comments to the instructor (instructor terminal 30) on how the instructor should speak to the student to promote the student's skill acquisition.
As shown in FIG. 9, recommendations for building readiness are presented to the instructor “before the course begins” immediately before each training session begins.
While each training session is in progress, the instructor will be given recommended comments to promote the participants' skill acquisition, such as strengths and weaknesses in terms of attitude and skills.
At the end of each training session, the instructor will provide recommendations on good points and areas of weakness in terms of attitude and skills, and will provide comments that will help participants acquire skills.
In the "until next training session," the instructor will be recommended comments that will help participants approach the presented tasks in a positive manner.

Next, with reference to FIG. 10, a description will be given of a target person to whom a recommendation is presented, the boss, and the timing at which a recommendation is made to the boss.
FIG. 10 is a diagram showing the timing of a recommendation to a superior.
The recommendation information generating unit 122 recommends appropriate comments to the superior (superior terminal 40) on how the superior should speak to the student to promote the student's skill acquisition.
As shown in FIG. 10, at the time of "reservation" when a trainee makes a reservation to attend a training course, a comment that will encourage the trainee to take a positive approach to the training course is recommended to the supervisor.
The recommendation will be made by your supervisor "before the training session begins," just before each training session begins.
The supervisor will receive recommended comments to ensure that the trainees work on the tasks presented to them in accordance with their progress "until the next training session," and that they put into practice what they have learned in the training in their daily work.
Three months after the end of the training, the trainees' strengths and weaknesses are reported to their superiors based on the results of the test to confirm their success. In addition, the superiors are also given advice on how to put the training into practice in their daily work, and the superiors are also given recommendations to pass on to the trainees.
In addition to the participants themselves, any good initiatives will be shared back with the organization, and comments that will encourage the growth of the organization will be recommended to their superiors.

An example of a training program will now be described with reference to FIGS.
11 to 13 are diagrams showing examples of training programs to which the server of FIG. 2 is applied.
An example of this case is a training program called "Time Management Training," in which participants are given practical assignments such as watching an assigned video (training video) and "submitting a schedule on the due date."
This training program has a common theme (goal) for the entire training, such as "making it a habit to schedule work."
In addition to the overall training goal, a common theme (mini-goal) for the first training session A1 is "understanding the schedule," a common theme (mini-goal) for the second training session A2 is "creating a schedule," and a common theme (mini-goal) for the third training session A3 is "making it a habit to write in the schedule."

In this training program, a common theme (mini-goal) is set for each of the three training sessions (1st to 3rd), and participants are expected to change their behavior and solidify their knowledge by carrying out tasks and assignments in line with this common theme (mini-goal).
In the training program, participants are judged on whether or not they have acquired skills through the training based on their attitude, behavior, and skills at each training session, and are given challenges regarding the training topic.

Recommendations for the first training session A1 will be described with reference to FIG.
FIG. 11 shows an example of a training program to which the server of FIG. 2 is applied, showing the first training session A1.
In the first training session A1, the state of the participant and the corresponding recommendation judgment content (conditions) are derived at times such as "at the time of booking,""before the training,""during the training," and "at the end of the training," and recommendations are made to the participant's related parties and the participant himself/herself based on the judgment content (conditions).

At the time of reservation, the attitude and behavior of the student is judged to be "positive." The student's skills are judged to be "none."
The participants have a positive attitude towards the training and feel that there are challenges in the training topic, so they want to acquire skills through the training.
The criteria for making recommendations are that attitude and posture are "uniform" and that skills are "none."
In this case, the system (server 10) makes the following recommendations:
For example, for managers, examples of comments that will motivate them to build readiness are provided, and recommendations are presented to encourage them to speak to participants.
In addition, the participants themselves need to be motivated, and motivational comments are provided to build their readiness.

[1st time] Before the training, the trainee's attitude and behavior were judged to be "positive." The trainee's skills were judged to be "none."
The participants have a positive attitude towards the training and feel that there are challenges in the training topic, so they want to acquire skills through the training.
The criteria for making recommendations are that attitude and posture are "uniform" and that skills are "none."
In this case, the system (server 10) makes the following recommendations:
For example, instructors need to motivate students, and in terms of attitude and stance, instructors are given examples of comments that will encourage motivation and build readiness, and are recommended to encourage instructors to speak to students.
The participants themselves need support, and positive comments will be given to help them get through all three sessions.

[1st time] During the training, the trainee's attitude and behavior are deemed to be "positive." The trainee is positive about the training and actively engages in the work.
In addition, the participants' skills were "proactive" and not far off from the recommended goal; if they continued at this pace, it seemed likely that they would be able to master the skills without any problems over the course of all three training sessions.
The criteria (conditions) for making recommendations are as follows: attitude and behavior are based on the student's attitude toward the course and their participation in the work, while skills are based on the student's deviation from the goal, starting skill level, and degree of growth during the training.
In this case, the system (server 10) makes the following recommendations:
For example, it is recommended that instructors praise students for their good attitude toward class and their work.
It is also recommended that trainees be praised for their skills, and that instructors be praised for their good start compared to the skill level at the start.

At the end of the first training session, the trainees' attitude and behavior is deemed to be "fulfilled." After completing the first training session, the trainees feel a sense of fulfillment, as they have acquired knowledge and are beginning to understand what they need to do next.
The trainees' skills are "relieved," and they are relieved that they were able to achieve most of their goals in the first session. The trainees themselves also feel a sense of accomplishment.
The criteria (conditions) for making recommendations are as follows: attitude and behavior are based on the student's attitude toward the course and their participation in the work, while skills are based on the student's deviation from the goal, starting skill level, and degree of growth during the training.
In this case, the system (server 10) makes the following recommendations:
For example, it is recommended that instructors praise and thank participants for their good attitude toward the class and their work. They should be congratulated for completing the first training session in a good way.
In addition, the trainees' skills need to be "praised and encouraged," and they are recommended to be praised for having made a better start than their starting skill level.
The participants themselves need to be praised and encouraged, and in terms of their attitude and behavior, they should be thanked for participating in the first training session and encouraged to attend subsequent sessions, including working on the assignments.
The trainee's skill is "praise," and a recommendation is presented praising the trainee for achieving the first goal.

Between the first and second training sessions, the trainee's attitude and behavior are deemed to be "busy." The trainee is so busy with his/her regular work that he/she cannot find time to start the tasks. He/she puts off the tasks.
In addition, the skills acquired by the trainees are "practical" and although they have the desire to incorporate them into their work, they are unable to do so for the reasons mentioned above.
The criteria (conditions) for making recommendations are as follows: attitude and posture are based on whether each student has started working on their assignments and whether they are likely to complete the assignments by the deadline, while skills are considered to be "none."
In this case, the system (server 10) makes the following recommendations:
For example, the supervisor is advised to interview the trainee and, as for his/her attitude, to encourage him/her to interview the trainee about the progress of the assignment and the stumbling block, since the trainee is not working on the assignment.
In addition, the trainees' skills need to be "recommended," and they are encouraged to incorporate what they learned in the first training session into their daily work.
For the students themselves, concrete improvement measures are necessary, and concrete improvement measures for securing time as attitude and posture are presented.
The skills of the participants are "recommended," and recommendations are presented encouraging them to incorporate what they learned in the first session into their daily work.

Recommendations for the second training session A2 will be described with reference to FIG.
FIG. 12 shows an example of a training program to which the server of FIG. 2 is applied, showing the second training session A2.
In the second training session A2, the state of the participant and the corresponding recommendation judgment content (conditions) are derived at times such as "between the first and second training sessions,""before the second training session,""during the second training session," and "at the end of the second training session," and recommendations are made to the participant's related parties and the participant himself/herself based on the judgment content (conditions).

The attitude and behavior of the trainees during the "between the first and second training sessions" is deemed to be "busy." The trainees are so busy with their regular work that they are unable to find time to work on the tasks. They put off the tasks.
In addition, the participants' skills will be "practical."
Although the trainees have the desire to incorporate the training into their work, they are unable to do so due to the reasons mentioned above.
The recommendation criteria (conditions) are whether the student is working on the assignments for each student and whether the assignments are likely to be completed by the deadline. The recommendation criteria are "none."
In this case, the system (server 10) makes the following recommendations:
For example, the supervisor may be prompted to conduct an interview with the trainee, and specifically, because the trainee's attitude and behavior are not conducive to tackling the tasks, a recommendation may be made to encourage the supervisor to interview about the progress of the tasks and any stumbling blocks.
In addition, the trainee is presented with a concrete plan for improving their attitude and posture, such as a concrete improvement plan for securing time. As for skills, a recommendation is presented to incorporate what they learned in the first session into their daily work.

[2nd session] Before the training, the trainee's attitude was judged to be "guilty." The trainee felt guilty about not having enough time to complete the assignment.
In addition, the trainee's skills are deemed "uneasy."
The trainees are positive about the training and feel that there are issues with the training theme, so they want to acquire skills through the training. In addition, the trainees are somewhat worried about whether they will be able to keep up with the second training session, as they do not have enough time to put the assignments into practice in the workplace before the second training session.
The criteria for making recommendations are "the status of working on the tasks" for attitude and "the completeness and accuracy of the tasks" for skills, with the completeness and accuracy of the content being looked at depending on the task.
In this case, the system (server 10) makes the following recommendations:
For example, the instructor may be given a sympathetic comment in terms of attitude and behavior, saying that it is unfortunate that the trainees have not been able to complete the assignments or put them into practice, but that there are circumstances for the trainees as well. In addition, based on the trainees' attitude and learning in the first training session, the instructor may be given a comment to encourage them again by telling them that there is still a chance to make up for it. In terms of skills, the instructor may be given a comment to point out what is lacking in the assignment and what needs to be improved.
For the participants themselves, encouragement is required in terms of attitude and posture, and encouraging comments are presented so that they can enjoy participating in the second session. As for skills, it is necessary to present goals, and a common goal is presented. This has the effect of increasing motivation.

[2nd session] During the training session, the trainee's attitude was judged to be "passive." The trainee was not motivated to participate in the training and was not actively engaged in the work.
Also, the trainee's skills are "aggressive" and there is a gap relative to the recommended goal, so the level of work needs to be lowered slightly.
The criteria (conditions) for making recommendations are as follows: attitude and behavior are based on the student's attitude toward the course and their participation in the work, while skills are based on the student's deviation from the goal, starting skill level, and degree of growth during the training.
In this case, the system (server 10) makes the following recommendations:
For example, instructors are given comments that call for attention to the attitude and behavior of participants, encouraging them to concentrate on the training and take a positive approach, such as by being proactive in their work.
In addition, as a skill, it is necessary to encourage the participants, and the instructor is provided with encouraging comments to help the participants steadily acquire skills.

At the end of the second training session, the trainees' attitudes and behaviors are deemed to be "reflective." The trainees were being held back by their problems, but with the appropriate encouragement from the instructor during the second training session, they were able to approach things more positively in the second half of the session. They are reflecting on their negative attitudes in the first half of the session.
In addition, the participants' skills are "positive," and although they have not yet made up for the slight delay they had at the start of the second training session, they are now in a positive frame of mind.
The criteria (conditions) for making recommendations are as follows: attitude and behavior are based on the student's attitude toward the course and their participation in the work, while skills are based on the student's deviation from the goal, starting skill level, and degree of growth during the training.
In this case, the system (server 10) makes the following recommendations:
For example, it is recommended that instructors praise, appreciate, and encourage participants in terms of their attitude and behavior. They should praise participants for their change in attitude after being encouraged during the training. They should praise participants for not giving up and taking the training seriously. They should encourage participants to stay positive and try their best next time.
In addition, the recommendation states that the trainees' skills require "presentation of specific actions," and that since there is a slight delay, specific actions to be taken by the third training session will be presented.
For the trainees themselves, it is necessary to show appreciation and encouragement in terms of their attitude and behavior. For example, the system will show appreciation for participating in the training for the second time. Support them in attending the training for the third time, including the assignments. Encourage them to stay positive and work hard from the next time onwards.
The skills of the participants require "presentation of specific actions," and since there is a slight delay, specific actions to be taken (for example, applying for the next assignment) will be presented by the third training session.

[Between the second and third training sessions], the attitude and behavior of the trainees are deemed to be "positively put into practice." Trainees are given specific measures (such as applying for the next assignment) to tackle the assignments even when they are busy, both by the system and by the instructor, so they try to incorporate them.
In addition, the skill of the participants is "positive practice," and since both the system and the instructors have presented specific measures for catching up, they actually try applying for the next assignment.
The criteria (conditions) for making recommendations are as follows: attitude and posture are based on whether each student has started working on their assignments and whether they are likely to complete the assignments by the deadline, while skills are considered to be "none."
In this case, the system (server 10) makes the following recommendations:
For example, the supervisor is advised to encourage the trainee in terms of attitude and behavior, praise the trainee for his/her positive attitude in tackling the assignments early, and encourage him/her to encourage the trainee for the remaining one class.
In addition, the recommendation states that support is needed for the skills of the trainees, and that specific initiatives should be communicated to superiors and feedback should be provided in daily work.
For the trainees themselves, concrete measures to improve their attitude and behavior are required, and it is recommended that they incorporate what they learned in the first training session into their daily work.
The skills of the participants are "recommended," and recommendations are presented encouraging them to incorporate what they learned in the first session into their daily work.

Recommendations for the third training session A3 will be described with reference to FIG.
FIG. 13 shows an example of a training program to which the server of FIG. 2 is applied, showing the third training session A3.
In the third training session A3, the state of the participant and the corresponding recommendation judgment content (conditions) are derived at times such as "between the second and third training sessions,""before the third training session,""during the third training session," and "at the end of the third training session," and recommendations are made to the participant's related parties and the participant himself/herself based on the judgment content (conditions).

Between the second and third training sessions, the attitude and behavior of the trainees are deemed to be "positively put into practice." The trainees are given specific measures (such as applying for the next assignment) to tackle the assignments even when they are busy, both by the system and the instructor, so they try to incorporate them into their work.
In addition, participants will be expected to "proactively put into practice" their skills.
The system and the instructor provide specific steps for the participants to catch up on their learning (for example, applying for the next assignment), so the participants actually try applying for the next assignment.
The recommendation criteria (conditions) are whether the student is working on the assignments for each student and whether the assignments are likely to be completed by the deadline. The recommendation criteria are "none."
In this case, the system (server 10) makes the following recommendations:
For example, the recommendation is presented to the supervisor that the supervisor should show support for the trainee in terms of attitude and behavior, praise the trainee for his/her positive attitude in tackling the assignments early, and encourage him/her to support the trainee for the remaining one training session.
Additionally, the students themselves will be given recommendations that include praise for their attitude and behavior, as well as praise for making good progress on their assignments.

[Third session] Before the training, the trainee's attitude and posture are judged to be "positive." The trainee is accustomed to a positive attitude, having fully engaged in the tasks. He is determined to complete the final training session. In addition, the trainee's skills are "proactive." The trainee is determined to make up for the delay he/she experienced at the end of the second training session and firmly establish his/her skills. The trainee is aware of his/her own shortcomings.
The contents (conditions) of the recommendation are "attitude" and "status" and when the assignment was started and submitted. "Skill" and "subjectivity and accuracy of the assignment" and "subjectivity and accuracy of the content are looked at depending on the assignment."
In this case, the system (server 10) makes the following recommendations:
For example, it is recommended that instructors praise students for their attitude and behavior, praise them for completing assignments, and praise them for their positive attitude.
In addition, the trainees' skills require "encouragement," and comments are provided to motivate them so that they will steadily acquire the skills.
For the participants themselves, encouragement is required in terms of attitude and behavior, and encouraging comments are presented so that they can enjoy participating in the second session. As for skills, it is necessary to present goals, and a common goal is presented. This has the effect of increasing motivation.

[3rd session] During the training, the trainee's attitude and behavior are deemed to be "positive." The trainee is positive about the training and actively engages in the work.
In addition, the participants' skills are "proactive" and are not far off from the recommended goal; if they continue at this pace, it is likely that they will be able to achieve their goal in all three sessions.
The criteria (conditions) for making recommendations are as follows: attitude and behavior are based on the student's attitude toward the course and their participation in the work, while skills are based on the student's deviation from the goal, starting skill level, and degree of growth during the training.
In this case, the system (server 10) makes the following recommendations:
For example, it is recommended that instructors should encourage students in a way that will encourage them to see things through to the end.
In addition, skills require the presentation of specific actions, and instructors are given specific examples of what participants should focus on in order to achieve their goals.

At the end of the third training session, the trainees' attitudes and behaviors were deemed to be "fulfilling." Although there were negative moments along the way, the trainees felt a sense of fulfillment for having completed all three sessions.
In addition, participants have gained confidence in their skills and can visualize themselves achieving the goals of all three sessions and applying what they have learned to their actual work.
The criteria (conditions) for making recommendations are as follows: attitude and behavior are based on the student's attitude toward the course and their participation in the work, while skills are based on the student's deviation from the goal, starting skill level, and degree of growth during the training.
In this case, the system (server 10) makes the following recommendations:
For example, it is recommended that instructors should praise, encourage, and motivate participants in their attitude and behavior, and that they should praise and motivate participants for completing the course three times. They should encourage participants to remain positive even after the training is over.
In addition, with regard to the skills of the trainees, "concrete actions" are required, and even if the goal is achieved, specific actions are presented on how to approach the task in actual work.
For the trainees themselves, praise, encouragement and encouragement are necessary as attitudes and behaviors. For example, the system will present comments of appreciation and praise for completing the training three times. In addition, recommendations will be made to encourage them to continue working positively even after the training ends.
The skills of the trainees require them to "present specific actions," and although the goal has been achieved, specific actions are presented on how to approach this in actual work.

After the training ends, for example, three months (a predetermined period) later, the server 10 administers a simple test to the trainee to determine the trainee's level of mastery of the assignments.
Then, based on the test results (the results of judging the degree of mastery of the tasks), the server 10 presents appropriate recommendations for maintaining the effectiveness of the training to the participant's participant terminal 20 and the participant's supervisor's supervisor terminal 40 (the terminal of the relevant person).
Specifically, the server 10 presents to the boss terminal 40, for example, a recommendation to the boss that the attitude/position is "none," and that the skills require sharing of examples, encouraging the sharing of good examples.
A message is displayed on the trainee's terminal 20 to indicate that the trainee's attitude/position is "none," and that specific actions are required to be confirmed regarding skills, and to confirm whether the trainee is able to apply the skills in their actual work.

Thus, according to this case study, in a training program, the attitude, behavior, and skill status of the trainees are assessed before, during, and between each training session, and based on the results of this assessment, recommendations are made to the trainees and those related to them (instructors, superiors, etc.) to maintain and improve their training knowledge, making it possible for the trainees to tackle new challenges that would not have been possible if they had relied on their own attitude alone.

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

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

The functional block diagram of the server 10 shown in FIG. 4 is merely an example and is not particularly limited. In other words, it is sufficient that the information processing device is provided with a function that can execute the above-mentioned series of processes as a whole, and the functional blocks and databases that the information processing device uses to realize this function are not particularly limited to the example in FIG. 4.

Further, although an example in which the functional blocks and the database are arranged on one server has been described, the arrangement location is not limited to that shown in FIG. 3, and the functional blocks and the database may be arranged in a distributed manner on a plurality of information processing devices or may be any other location.
Furthermore, each functional block and database may be configured as a single piece of hardware, may be provided in separate hardware, may be configured as a single piece of software, or may be configured as a combination of these.

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

The recording medium containing such a program is not only configured as a removable medium that is distributed separately from the device body in order to provide each student with the program, but also configured as a recording medium etc. that is provided to each student in a state where it is already installed in the device body.

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

In addition, in this specification, the term "system" refers to an overall device that is composed of multiple devices, multiple means, etc.

For example, in the above embodiment, an example was given of performance information acquisition unit 121 that acquires the attitude, posture, and skills of a trainee who is scheduled to undergo a training program three times over a three-month period by taking training courses A1, A2, and A3. However, this is merely one example, and any performance information acquisition means that acquires first performance information regarding a specified training course out of multiple training courses for a subject who is scheduled to receive specified human resource development for a specified period of time by taking multiple training courses will suffice.
In the above-described embodiment, an example was given of the recommendation information generation unit 122 which generates recommendation information for each related party, such as praising, encouraging, or pressuring the participant, as information including content that should be recommended to the participant by a supervisor, instructor, colleague, etc. based on the participant's first performance information. However, other information may be used, and any recommendation means that generates information including content that should be recommended to the participant by related parties of the participant based on the participant's first performance information will suffice.
In the above-described embodiment, a transmission control unit 123 is exemplified which executes control to transmit the recommendation information of each of the instructors, superiors, and colleagues to their respective terminals (instructor terminal 30, superior terminal 40, colleague terminal 50, etc.), but other means may be used, and any transmission control means which executes control to transmit the recommendation information of each of the related parties to their respective terminals will suffice.

In the above embodiment, the training target level indicates the same scale (directly comparable) as the ability value. However, the target level does not have to be directly comparable, and does not necessarily have to be the same scale.

In the above embodiment, the subjects of the human resource development training may be employees working for a company, but the training is not limited to this and may be various natural persons or corporations.
For example, the target person may be a company, a business, an organization, or a community, and may be any person who receives training within the organization. The target person may be, in addition to the trainee, a member, employee, staff member, or police officer who has signed up for the training program (the service), and may be any person who receives training.

In the above embodiment, it has been described that the AI model sets goals (target levels) for the measurement results of the skill levels of trainees based on watching training videos, plans the content of recommendations for trainees, and judges the acquisition status of knowledge gained through training. However, the determination may be made mechanically based on whether the situation of the training video meets pre-set conditions, without being limited to the AI model.
A group of training videos may be used as a dataset, and a large number of datasets may be used as learning data, and machine learning may be performed to generate or update an AI model.
In addition, the AI model may be capable of, for example, inputting the "current ability level for the training at the initial stage of the training" and outputting the "target level to be achieved in the training" and setting it in memory.
Not limited to AI models, the above-mentioned numerous data sets may be used to generate or update rule-based logic that outputs a "target level to be achieved in each of the training courses" when "a trainee's current ability level in each of the multiple training courses before the start of each course" is input.

In summary, an information processing device to which the present invention can be applied is sufficient if it has the following configuration, and can take a variety of different forms.

That is, an information processing device to which the present invention is applied (for example, the server 10 in FIG. 4, etc.)
A performance information acquisition unit (e.g., performance information acquisition unit 121 in FIG. 4 ) for acquiring first performance information (e.g., attitude, posture, skills, etc. of a trainee attending a training course) on a target person (e.g., a trainee) who is to be provided with a predetermined human resource development program (e.g., a training program such as a practical collaboration program) for a predetermined period (e.g., three training courses in three months) by attending multiple training courses (e.g., training courses A1, A2, A3, etc.), regarding a predetermined training course among the multiple training courses;
A recommendation means (e.g., the recommendation information generating unit 122 in FIG. 4 ) that generates information including contents to be recommended to the target person (e.g., the student) by related persons (supervisors, lecturers, colleagues, etc.) of the target person based on the first performance information of the target person (e.g., the student), as recommendation information for each related person (e.g., praising, encouraging, or inspiring the student, etc.);
A transmission control unit (e.g., the transmission control unit 123 in FIG. 4 ) that executes control to transmit the recommendation information for each of the related parties to the terminals of the related parties (e.g., the instructor terminal 30, the boss terminal 40, the colleague terminal 50, etc.);
Equipped with.
In this way, first performance information (e.g., the attitude, posture, skills, etc. of the trainee toward the training) regarding a specific training among multiple training sessions for the target person (e.g., the trainee, etc.) is obtained, and based on the first performance information of the target person (e.g., the trainee, etc.), recommendation information (praising, encouraging, inspiring the trainee, etc.) including content to be recommended to the target person (e.g., the trainee, etc.) is sent to the relevant parties (supervisor, instructor, colleague, etc.) of the target person (e.g., the trainee, etc.) at their terminals (e.g., the instructor terminal 30, the supervisor terminal 40, the colleague terminal 50, etc.). This allows the relevant parties around the target person (e.g., the trainee, etc.) to give advice, etc. before and after each training session and between training sessions, thereby further promoting the acquisition and retention of knowledge by the target person (e.g., the trainee, etc.).
In other words, by not only making recommendations to the target person (e.g., a student) himself/herself, but also by recommending appropriate actions to those around him/her, it is possible to promote behavioral change in the student.

In the information processing device (such as the server 10 in FIG. 4 ),
The performance information acquisition unit (e.g., the performance information acquisition unit 121 in FIG. 4 )
At least one of the results of a survey of the subjects' attitudes conducted before and after the specified training and information indicating the state of the subjects (e.g., participants) taking the specified training is obtained as the first performance information.
In this way, recommendations are made based on the trainees' attitude surveys taken before and after the training, as well as their behavior during the training (AI is used to determine the trainees' motivation, enthusiasm, etc. during the training).When the trainees check the recommendations made, this has a positive impact on improving their own attitude and behavior, thereby increasing the effectiveness of the training and further promoting behavioral change.

In the information processing device (such as the server 10 in FIG. 4 ),
A learning status determination means (e.g., the learning status determination unit 124 in FIG. 4 ) for determining the learning status (degree of understanding of the training content, etc.) of the knowledge acquired in the specified training based on at least some of the results of the work performed during the specified training and the tasks assigned to the subject after the specified training;
Further equipped with
The performance information acquiring means (eg, the performance information acquiring unit 121 in FIG. 4, etc.) acquires the learning status of the subject (eg, a student, etc.) as the first performance information.
In this way, the level of mastery of the training content is assessed based on the results of the work completed during the training and the assignments after the training, and recommendations are presented based on the results of the assessment of the level of mastery, which has a positive impact on the trainee's own skill acquisition and increases the effectiveness of the training, further promoting behavioral change.

In the information processing device (such as the server 10 in FIG. 4 ),
The performance information acquisition means (e.g., the performance information acquisition unit 121 in FIG. 4, etc.) further acquires second performance information (status of other trainees simultaneously taking the training) regarding the specified training for other subjects who have taken the specified training,
The recommendation means (e.g., the recommendation information generation unit 122 in Figure 4) generates the recommendation information based on the first performance information (e.g., the attitude, posture, skills, etc. of the trainee attending the training) and the second performance information (the status of other trainees taking the training at the same time).
In this way, the recommendation means (such as the recommendation information generation unit 122 in Figure 4) generates recommendation information based on the second performance information (such as the status of other trainees taking the training at the same time) acquired by the performance information acquisition means (such as the performance information acquisition unit 121 in Figure 4) and the first performance information (such as the trainee's attitude, posture, skills, etc. toward the training). Therefore, by knowing not only his or her own situation but also the status of other trainees, the trainee can improve his or her own attitude and posture and acquire skills, which in turn enhances the effectiveness of the training and further promotes behavioral change.

In the information processing device (such as the server 10 in FIG. 4 ),
The performance information acquisition means (e.g., the performance information acquisition unit 121 in FIG. 4 ) further acquires third performance information after the predetermined training for the subject who received the recommendation from the related person (e.g., the result of measuring retention in a confirmation test conducted three months after the end of the training, the degree of goal achievement of each training session, etc.),
Further comprising a learning means (e.g., the learning unit 125 in FIG. 4 ) for performing a predetermined machine learning using the first performance information, the recommendation information, and the third performance information as learning data for each of a plurality of subjects who have previously taken the plurality of training courses;
The recommendation means (e.g., the recommendation information generating unit 122 in FIG. 4, etc.) generates the recommendation information using the result of the predetermined machine learning by the learning means (e.g., the learning unit 125 in FIG. 4, etc.).
These recommendations are made by a learning means (e.g., learning unit 125 (AI model)) learning from the target person's (e.g., participant's) attitude during training and skill acquisition status (one example of the first performance information) as well as past historical data (the participant's first performance information and third performance information) and presenting appropriate recommendations, so that as learning progresses, it becomes possible to present more suitable recommendations to the target person (e.g., participant).

The information processing method executed by the information processing device (such as the server 10 in FIG. 4) is as follows:
A performance information acquisition step (e.g., performance information acquisition step S11 in FIG. 5 ) for acquiring first performance information (e.g., attitude, posture, skills, etc. of a trainee attending a training course) on a target person (e.g., a trainee) who is to receive a predetermined human resource development program (e.g., a training program such as a practical collaboration program) for a predetermined period (e.g., three training courses in three months) by attending multiple training courses (e.g., training courses A1, A2, A3, etc.);
A recommendation step (e.g., recommendation step S12 in FIG. 5 ) of generating information including content to be recommended to the subject by related parties of the subject based on the first performance information of the subject (e.g., the attitude, posture, and skills of the participant when attending the training) as recommendation information for each related party (e.g., praising, encouraging, and inspiring the participant, etc.);
A transmission control step (e.g., a transmission control step S13 in FIG. 5 ) for executing control to transmit the recommendation information for each of the participants to the terminals of the participants (e.g., the instructor terminal 30, the boss terminal 40, the colleague terminal 50, etc.);
including.
According to this information processing method, the relevant parties (instructors, superiors, colleagues, etc.) can provide advice to the target person (e.g., trainees, etc.) before and after each training session and between training sessions, thereby further promoting the acquisition and retention of knowledge by the target person (e.g., trainees, etc.).
In other words, by making recommendations not only to the target person (e.g., the student himself/herself), but also to those around him/her (instructors, superiors, colleagues, etc.), it is possible to promote behavioral change in the target person (e.g., the student, etc.).

The program includes:
On the computer,
A performance information acquisition step (e.g., performance information acquisition step S11 in FIG. 4 ) for acquiring first performance information (e.g., attitude, posture, skills, etc. of a trainee attending a training course) on a target person (e.g., a trainee) who is to be provided with a predetermined human resource development program (e.g., a training program such as a practical collaboration program) for a predetermined period (e.g., three training courses in three months) by attending multiple training courses (e.g., training courses A1, A2, A3, etc.);
A recommendation step (e.g., recommendation step S12 in FIG. 5 ) of generating information including content to be recommended to the subject by related parties of the subject based on the first performance information of the subject (e.g., the attitude, posture, and skills of the participant when attending the training) as recommendation information for each related party (e.g., praising, encouraging, and inspiring the participant, etc.);
A transmission control step (e.g., a transmission control step S13 in FIG. 5 ) for executing control to transmit the recommendation information for each of the participants to the terminals of the participants (e.g., the instructor terminal 30, the boss terminal 40, the colleague terminal 50, etc.);
The control process includes:
According to this program, those around the target person (e.g., trainer, superior, coworker, etc.) can provide advice to the target person (e.g., trainee, etc.) before, after, and between training sessions, thereby further promoting the target person's (e.g., trainee, etc.) acquisition and retention of knowledge.
In other words, by making recommendations not only to the target person (e.g., the student himself/herself), but also to those around him/her (instructors, superiors, colleagues, etc.), it is possible to promote behavioral change in the target person (e.g., the student, etc.).

1: Information processing system, 10: Server, 20, 20-1, 20-n: Student terminal, 101: CPU, 102: ROM, 103: RAM, 104: Bus, 105: Input/output interface, 106: Output unit, 107: Input unit, 108: Storage unit, 109: Communication unit, 110: Drive, 111: Removable media, 121: Performance information acquisition unit, 122: Recommendation information generation unit, 123: Transmission control unit, 124: Learning status determination unit, 125: Learning unit 125: Display control unit, 141: Examination DB, NW: Network

Claims (7)

a performance information acquiring means for acquiring first performance information on a predetermined training course among a plurality of training courses for a subject who is scheduled to undergo predetermined human resource development for a predetermined period of time by attending the plurality of training courses;
A recommendation means for generating information including contents to be recommended to the subject from related persons of the subject as recommendation information for each related person based on the first performance information of the subject;
A transmission control means for executing control to transmit the recommendation information for each related person to a terminal of each of the related persons;
An information processing device comprising: The performance information acquisition means
At least one of the results of an awareness survey of the subject conducted before and after the predetermined training and information showing the state of the subject taking the predetermined training is acquired as the first performance information.
The information processing device according to claim 1 . a learning status determination means for determining a learning status of the subject of the predetermined training based on at least a part of the results of the work performed during the predetermined training and the tasks assigned after the predetermined training,
The performance information acquisition means acquires the learning status of the subject as the first performance information.
The information processing device according to claim 1 . The performance information acquisition means further acquires second performance information regarding the specified training for other subjects who have taken the specified training,
The recommendation unit generates the recommendation information based on the first performance information and the second performance information.
The information processing device according to claim 1 . The performance information acquisition means further acquires third performance information after the predetermined training regarding the subject who has received the recommendation from the related person;
Further comprising a learning means for performing a predetermined machine learning using the first performance information, the recommendation information, and the third performance information for each of a plurality of trainees who have previously attended the plurality of training courses as learning data;
The recommendation means generates the recommendation information by using a result of the predetermined machine learning by the learning means.
The information processing device according to claim 1 . An information processing method executed by an information processing device,
a performance information acquisition step of acquiring performance information on a predetermined training among a plurality of training courses for a subject who is scheduled to undergo predetermined human resource development for a predetermined period of time by attending the plurality of training courses;
a recommendation step of generating information including content to be recommended to the subject by related parties of the subject as recommendation information for each related party based on the performance information of the subject;
A transmission control step of executing control to transmit the recommendation information for each related person to a terminal of each of the related persons;
An information processing method comprising: On the computer,
a performance information acquisition step of acquiring performance information on a predetermined training among a plurality of training courses for a subject who is scheduled to undergo predetermined human resource development for a predetermined period of time by attending the plurality of training courses;
a recommendation step of generating information including content to be recommended to the subject by related parties of the subject as recommendation information for each related party based on the performance information of the subject;
A transmission control step of executing control to transmit the recommendation information for each related person to a terminal of each of the related persons;
A program for executing control processing including:

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