JP7485395B1 - Information processing device, information processing method, and program - Google Patents

Abstract

[Problem] In supporting human resource development through training provided for a prescribed period of time, it is possible to solidify the knowledge acquired through the training in trainees attending the training. [Solution] A server 10 includes an attainment level setting unit 122 and a work assignment setting unit 123. For a subject (e.g., a trainee) who is scheduled to receive prescribed human resource development for a prescribed period of time (e.g., three times in six months) by attending multiple training courses, the attainment level setting unit 122 sets a target level for the training based on the current ability level for the training before each of the multiple training courses begins. The work assignment setting unit 123 sets work to be performed by the trainee during the training and assignments to be performed by the trainee after the training, based on the target level for the training. [Selected Figure] Figure 3

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 results of the assessment (see, for example, Patent Document 1).

JP 2004-246507 A

However, such conventional human resource development support systems have the problem that it is difficult for trainees to retain the knowledge they gain from training within the training period alone.

The present invention was made in light of this situation, and aims to support human resource development through training that is conducted over a specified period of time, by helping trainees solidify the knowledge they gain through the training.

In order to achieve the above object, an information processing device according to an embodiment of the present invention comprises:
A level-attainment setting means for setting a target level of each training course based on a current ability level of each training course before each training course starts for a subject who is scheduled to undergo predetermined human resource development for a predetermined period of time by taking multiple training courses;
A work task setting means for setting at least one of a work to be performed by the subject during the training and a task to be performed by the subject after the training based on the target level of the training;
Equipped with.
In the present invention, for a subject who is scheduled to receive specified human resource development over a specified period of time by taking multiple training courses, a target level to be achieved for the training is set based on the subject's current ability level for that training before the start of each of the multiple training courses, and at least one of the work to be performed by the subject during the training and the tasks to be performed by the subject after the training are set based on the target level to be achieved for the training.This makes it possible to provide work and tasks appropriate to the ability level of the subject based on the subject's situation before and after the training, thereby enabling the trainees to solidify the knowledge they have gained through the training.
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.

According to the present invention, when supporting human resource development through training conducted for a specified period of time, it is possible to help trainees solidify the knowledge they acquire through the training.

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 . 2 is a functional block diagram showing a functional configuration of a server in the information processing system of FIG. 1 . 4 is a flowchart showing a behavior change process in the server of FIGS. 2 and 3. FIG. 4 is a diagram showing elements of behavioral change in a training program to which the servers of FIGS. 2 and 3 are applied. FIG. 4 is a diagram showing details of training content of a training program to which the servers of FIGS. 2 and 3 are applied.

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.
In the following description, when there is no need to distinguish between the student terminals 20-1 to 20-n, they will be collectively referred to as the "student terminal 20."

The student terminal 20 is an information processing device managed for each student, and is configured, for example, as a tablet terminal or a smartphone.
The server 10 is managed by the service provider and executes various processes while controlling the operations of the student terminals 20-1 through 20-n.

In response to an application from a company, the service provider allows employees to participate in training as trainees, or provides online training for trainees. In addition, the service provider measures the skill level of the trainee before and after the training or online training, and sets the target level to be achieved for the training based on the ability level obtained as a result of the measurement, and based on the target level to be achieved, sets at least one of the work to be performed by the trainee during the training and the assignment to be performed by the trainee after the training, applies the work and assignment to the next training, and makes appropriate recommendations to the trainee after the last training session to help them maintain the effects of the training.

Specifically, in this embodiment, the server 10 operates in conjunction with the student terminal 20 as follows.

The training program is, for example, an online training called "XX training" (questioning assumptions), and is conducted for a certain period, for example, once (1 day) per month, a total of three times over three months. Note that this is just one example, and the training may be conducted 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.
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 the focal points," for the second training session is "Noticing in simple situations," and for the third training session is "Noticing in complex situations." Each of the three training sessions is held for one day. Training is held one day out of each month. The one-day training session is a lecture by an instructor using exercises. On the other days, tasks are given to help participants retain the knowledge they gained from the training, and they put them into practice in their daily lives.

In this online training, participants watch training videos (hereinafter referred to as "training videos") distributed from server 10 to participant terminals 20 and identify inappropriate interactions between people contained in the training videos.
In the initial stage of the first training session, the trainee's initial skill level is measured based on the trainee's approach to the training, etc. In order to determine the trainee's skill level, multiple check items (for example, four items) are set.
The four check items are, for example, recognition check [1], behavior check [2], consciousness check [3], and numerical check [4]. The training video includes five check points (scenes) for each check item.

In a training program, in the first training session, the server 10 transmits a training video on the sub-theme of "Understanding the Focus Points" to the trainee's terminal 20.
The training video contains a predetermined number (for example, five) of scenes (checkpoints) in which inappropriate interactions take place between performers for each of the four check items.

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) connected to the student terminal 20. The size of the image of the student contained in the captured image is about the size of a bust.

The server 10 uses AI to analyze the facial expressions, attitude, posture, etc. of the trainee contained in the captured image received from the trainee terminal 20, and judges whether the trainee noticed inappropriate interactions in the training video based on the trainee's reaction at the above checkpoints in the training video, counts the number of times the trainee noticed them for each check item, and stores them in the examination DB 141 as part of the training information for that trainee.

After the online training ends, the server 10 compares the number of awareness counts counted in one training session with a threshold value to determine the skill level for each check item.
For example, if the threshold for a certain check item is 3 and the count value at the end of the training is 3 or more (3, 4, 5), the server 10 considers that the trainee's skill level has reached a certain level for that check item (has gained awareness).If the count value is 1 or 2, the server 10 considers that the trainee's skill level has not reached a certain level for that check item (has lacked awareness).
In this manner, the server 10 determines the skill level of the student at the end of the first online training session (current time).

Next, the server 10 calculates the difference (level up) in the skill level of the participant between the start of the first online training session and the 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 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, and when the third training session is completed, generates recommendations based on the points that are lacking and the points that have been achieved in the above four check items and presents them to the trainee, encouraging them to make efforts to maintain and further improve the effectiveness of the training.

Thus, according to the system configuration of the information processing system 1 of this embodiment, when a trainee takes a training program consisting of multiple training sessions, the server 10 measures the trainee's skill level for the training at the beginning (initial stage of the training) and end (end of the training) of the training, and sets the target level to be achieved for the next training session based on the current skill level and growth speed (growth rate), and sets the work and assignments for the next training session according to the skill level and target level to be achieved. Therefore, a training program can be provided to the trainee that corresponds to the changes in the trainee's skill level (behavioral changes) as the training sessions progress.

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 .

FIG. 3 is a functional block diagram showing the functional configuration of the server in the information processing system of FIG.
As shown in FIG. 3, 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 (three) training sessions conducted in the past and its contents, a predetermined goal in the training program, and work and assignments to reach 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 skill level (ability level) measured for each trainee during and before and after each training, the growth rate (growth speed) derived from the difference in skill level before and after and the training period, the target level (goal) to be achieved set for each trainee according to the skill level, and recommendations generated when the last training session is completed.

The examination DB 141 contains one or more check items (e.g., check items numbered "1" through "4") for determining the skill level of each trainee in each training session, and a threshold value for determining whether the trainee has achieved the goal based on how many of the five checkpoints (inappropriate interactions hidden in the training video) the trainee has noticed (e.g., 4/5 or more for check item "1", or 3/5 or more).
For example, if the threshold is 4/5 or more, if the number of things you notice in the "1" check item is 3 out of 5, it will be determined that you do not notice enough, meaning that you have not reached your goal. On the other hand, if you notice 4 or 5 things, it will be determined that you notice enough, meaning that you have reached your goal.
The average number of check items "1" to "4" reached may be used to determine whether the target has been achieved, or whether each check item has been achieved or not.

In the CPU 101 of the server 10 (see FIG. 2), when executing processing, as shown in FIG. 3, a capability measurement unit 121, an attainment level setting unit 122, a work assignment setting unit 123, a training configuration setting unit 124, a recommendation unit 125, and a display control unit 126 function.

The ability measurement unit 121 measures the ability level of a trainee regarding each of the multiple training courses before the course starts.
Specifically, the ability measurement unit 121 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 measurements is not limited.
Furthermore, the ability measuring unit 121 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 122 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 122 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 123 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 123 sets at least one of the content, difficulty level, 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 121 after the completion of the training and the target level to be achieved. This allows the trainee to take the 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 124 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 unit 125 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 121 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 unit 125 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 acquired in the training.
The creation (drafting) of recommendations is carried out 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 display control unit 126 controls the display of the recommendations generated by the recommendation unit 125 on the screen of the student terminal 20 .
In this way, by generating recommendations and presenting them to participants after completing the training program, participants can follow the recommendations to 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 operation of the server will now be described with reference to FIG.
FIG. 4 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. 4, in step S11, the ability measurement unit 121 of the server 10 measures the ability level of a trainee regarding each of a plurality of training courses before the course starts.
In step S12, for a participant (subject) who is scheduled to take a practical continuous program (prescribed human resource development) by taking multiple training courses three times (prescribed period) over six months, the attainment level setting unit 122 sets the target level to be reached through the training, i.e., the attainment target level, before the start of each of the multiple training courses, based on the skill level (current ability level for the training course) indicating, for example, how many of the check items regarding the participant's approach to the training are satisfied.
Specifically, the attainment level setting unit 122 reads out the current skill 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 skill level. Note that a table that associates the current skill level with the corresponding attainment target level (goal) may be stored for each trainee, and the current skill level of the trainee may be read out from the table.
The attainment level setting unit 122 sets, for example, a target level B (see FIG. 6) to be reached by the end of this training program (1 to 3 training sessions) from the current skill level as the target level to be reached in the training, and also sets target levels B1, B2, and B3 to be reached at the end of each training session.

In step S13, the work task setting unit 123 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 of the training set by the achievement level setting unit 122.
In this embodiment, the work task setting unit 123 sets, based on the target level to be achieved for each training session, works W1, W2, W3 (see Figure 6) to be performed by the trainee in the first, second, and third training sessions, respectively, and tasks K1, K2 (see Figure 6) to be performed by the trainee between the first and second training sessions, between the second and third training sessions, etc.

In this way, according to the operation of the server 10, after one of the multiple training sessions is completed, the target level to be achieved in the next training session is set based on the actual level that the trainee has actually reached (the current skill level) and the rate of growth, and at least one of the work and assignments for the next training session is set based on the target level to be achieved, so that the work and assignments are suitable for stepping up from the actual level to the target level of the trainee, enabling the trainee to reach the goal of the target level to be achieved.

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. 5 is a diagram showing elements of behavioral change in a training program to which the servers of FIGS. 2 and 3 are applied.

As shown in FIG. 5, 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 students with a high growth rate D, the scope of the training is broadened, making the work and assignments more difficult, encouraging them to understand the same training theme more deeply. For students 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 student is different, it may be changed to a symbol indicating a different growth rate, such as growth rates D1, D2, D3, etc.

Specifically, as shown in FIG. 5, 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 skill level of the trainee 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.

Here, each function of the server 10 will be described.
First, the goal setting function will be described.
The server 10 measures the skill level of the trainee at the beginning of the training.
The server 10 uses the measurement results of the skill level and a common goal as a standard to determine from past data whether the skill level can be reached or not, and whether the skill level can be further improved, and sets a goal for each student.
In addition, from the second training session onwards, skill level may be measured not only from the work done during the training, but also from tasks given between training sessions.

Explain the work that will be done during the training (questions, textbooks, texts, etc.).
The server 10 determines the content, difficulty, number (quantity), etc. of the work to be given based on the goal set for each student. This allows the student to be provided (asked) with work that matches his/her level. By incorporating this work into the training, the student can more easily master the skills.
Specifically, students who set high goals are given worksheets with medium to applied difficulty levels, while students who do not are given worksheets with beginner to intermediate difficulty levels.
In addition, in this training program, the server 10 determines the content, difficulty level, number, etc. of the work to be used in the next training session depending on the speed at which the trainee grasps the training content (learning speed) during the training session.
Specifically, students who answer quickly will be given more work. However, there are cases where the number of questions is intentionally reduced based on the correct answer rate, etc.

Explain the task setting function.
The server 10 measures the skill level of the trainee at the end of each training session.
In this case, the server 10 derives the difference between the work being trained and the goal.
Then, the server 10 presents the next work and assignment based on the derived difference, with the degree of difficulty, number, theme, etc., suited to each student and the training theme.

We will explain the recommendation function for maintaining behavioral change.
The training program aims to have participants undergo and maintain behavioral change through the three training sessions A1, A2, and A3 and the practical assignments they undertake in between.
The server 10 actually measures changes in the skill level of the trainees through this training program, and improves the skill level of the trainees by changing the training content and practical tasks in accordance with the changed skill level. At the end of all three training sessions A1, A2, and A3, the server 10 recommends efforts and mindsets for maintaining the knowledge and skill level acquired in the training, as well as the content learned.
In addition, once a specified period of time (e.g., three months) has passed since the last training session, the trainees will be tested and recommendations will be made based on the test results to help them retain and maintain the knowledge and skills they acquired in the training. This will enable trainees to acquire, retain, and maintain the knowledge and skill levels they acquired in the training session, even if some time has passed since the last training session.

FIG. 6 is a diagram showing details of the training content of the training program to which the servers of FIGS. 2 and 3 are applied.
As shown in Figure 6, the server 10 first measures the skill level C1 at the start of the first training session A1 for the common theme of the first training session of this training program, "Understanding the Point of View," and sets a 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 can instill in the trainee an awareness of continuing to acquire the knowledge gained in the training by outputting to the trainee's trainee terminal 20 recommendations for maintaining the effectiveness of the training after a predetermined period of time has elapsed (e.g., after three months have elapsed) since the initial recommendation.

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, tasks T1, T2, goals, etc.) is changed according to at least one of the achievement, learning level, and growth rate of the work W1 to W3 (approach) 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 maintain the knowledge gained in the training even after all training sessions have ended, thereby helping to solidify the knowledge gained in the training.

Hereinafter, a first example and a second example will be described as examples of training with reference to FIG.
First, the first case will be described.
The first example is, for example, a training program called "Questioning Assumptions," in which practical assignments are given, such as watching an assigned video (training video) and identifying inappropriate interactions.
This training program has a common theme (goal) for the entire training, which is to "question assumptions and be able to recognize inappropriate interactions in writing and conversation."
In addition to the overall training goal, the common theme (mini-goal) for the first training session A1 is "understanding the key points," the common theme (mini-goal) for the second training session A2 is "being able to notice things in simple situations," and the common theme (mini-goal) for the third training session A3 is "being able to notice things in complex situations."

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).
The training video contains five checkpoints (scenes) of inappropriate interactions in four check items. The check items are, for example, recognition check [1], behavior check [2], consciousness check [3], and numerical check [4], and the degree of achievement of the trainee is judged based on how many of the five checkpoints the trainee noticed from the perspective of these four check items.

The first training session A1 will be explained.
The common theme of the first training A1 is "Understanding the points of interest," and the check items [1] to [4] are each set with a threshold of "3/5 or more" as a condition for achieving the first training A1. In the first common theme, the common goal is to notice the above check items at the threshold or more.
Assume that when the skill level C1 of a trainee is measured at the initial stage of the first training session, the measurement results are [1] 1/5, [2] 2/5, [3] 2/5, and [4] 4/5.
In this case, the measurement results for check items [1], [2], and [3] do not meet the threshold, and the trainee does not have enough awareness, while the trainee has already achieved a high level of awareness in check item [4]. Therefore, the server 10 newly sets the goal G1 of the first training session A1 as, for example, [1] 3/5, [2] 3/5, [3] 3/5, [4] 5/5, etc.

By setting the goal G1 as above, the work W1 during the first training session A1 is distributed as follows:
For example, since the student has already achieved a high level of awareness in check item [4], a task with a higher level of difficulty is given in check item [4].
After completing work W1 in the first training session A1, the trainee's skill level C2 is measured, and the measurement results are: [1] 2/5, [2] 3/5, [3] 3/5, [4] 5/5.

Comparing the trainee's initial skill level C1 with the skill level C2 at the end of the workshop, it was found that the trainee's skill level had improved in all areas, but he/she was unable to reach the newly set goal G1 in check item [1].
As a result, the following assignment T1 is given to each individual participant in the first training session A1.
Task 1: List N examples from within your work in which you felt the assumptions made were incorrect from the perspective of approach "1" (a scenario that includes elements of the first training session).
Task 2: Cite N examples from within your work in which you felt the assumptions made were incorrect from the perspective of approach “4” (a scenario that includes elements of the second training session).
Assignment 1 is for reviewing items that have not yet achieved goal G1. Assignment 2 is for preparing items that have exceeded the goal. The number of assignments is not fixed.
After the first training session A1, participants will practice tasks 1 and 2 described above before the start of the next training session A2, and then take part in the second training session A2.

The second training session A2 will now be explained.
The common theme of the second training A2 is "notice in simple situations", and as a condition for achieving the second training A2, a threshold of "3/5 or more" is set for each of the check items [1] to [4]. In the second common theme, the common goal is to notice the above check items at the threshold or more.
In the second training A2, worksheets including the first common theme and worksheets including the second common theme are given to determine how much knowledge has been retained through the first training and assignments for the first theme, and the skill levels at the start of the first and second themes are measured.

Assume that the server 10 measures the skill level C1 of the trainees based on the common theme of the first training session in the initial stage of the second training session A2, and obtains the following measurement results: [1] 2/5, [2] 3/5, [3] 3/5, [4] 5/5. Assume also that the server 10 measures the skill level C1 of the trainees based on the common theme of the second training session, and obtains the following measurement results: [1] 2/5, [2] 2/5, [3] 2/5, [4] 3/5.
In this case, for the first common theme, it appears that the skill level was established for check items [2], [3], and [4], but it can be seen that there was a slight gap in check item [1].
Therefore, the server 10 newly sets goals G2 for the second training session A2, such as [1] 3/5, [2] 3/5, [3] 3/5, [4] 4/5, etc.

By setting the above goal G2, the work W2 during the second training session A2 is distributed as follows:
For example, since the student has already achieved a high level of awareness in check item [4], a task with a higher level of difficulty is given in check item [4].
In addition, because there is a check item [1] that has not been achieved in the common theme of the first training A1, for this check item [1], we will give work with a slightly lower level of difficulty to a medium level. Also, we will increase the number of works compared to other items.

Then, after the second training session A2, in which the work settings (contents) were changed, the skill level C2 at the end of the training was measured. The check item [1] for the first common theme remained unchanged at 2/5.
Regarding the second common theme, the measurement results were: [1] 2/5, [2] 3/5, [3] 4/5, and [4] 4/5.

Comparing the initial skill level C1 of the trainees in the second training A2 with the skill level C2 at the end of the workshop, we see that they were unable to achieve the goal in the common theme of the first and second workshops in check item [1]. On the other hand, they were able to achieve a higher level of awareness than the target value in check item [2], and a higher level of awareness than the target in check items [3] and [4].
As a result, the following assignments will be given after work W2 in the second training session A2:
Although the skill level increased in all items, the newly set goal G1 could not be reached in check item [1].

As a result, the following assignment T1 is given to each individual participant in the first training session A1.
Task 1: List N examples of work in which you felt the premise was incorrect from the perspective of the above check item [1]. (Set a scene that includes elements from the first and second times.)
Task 2: List N examples of cases in which you felt the premise was incorrect from the perspective of the above check items [3] and [4] during your work. (Set a scene that includes the second element)
Task 1 is a review of items that have not achieved goal G2.
Task 2 is set (preparation) for items that have been achieved beyond goal G2. Note that the number of tasks is not fixed.
After the second training session A2, participants will practice tasks 1 and 2 described above before the start of the next training session A3, and then take part in the third training session A3.

The third training session A3 will now be explained.
The common theme of the third training A3 is "Being able to notice in complex situations", and the threshold of "3/5 or more" is set for each of the check items [1] to [4] as the achievement condition of the third training A3. In the third common theme, the common goal is to notice the above check items at the threshold or more.
In the third training A3, worksheets including the first common theme, the second common theme, and the third common theme are given to determine how much knowledge has been retained through the first and second trainings and assignments for the first and second themes, and the skill levels at the start of the first through third themes are measured.

Assume that the server 10 measures the skill level C1 of the trainee based on the common theme of the first training session at the initial stage of the third training session A3, and obtains a measurement result of [1] 3/5.
In addition, when the skill level C1 of the participants was measured based on the second common theme, the measurement results were [1] 2/5, [2] 3/5, [3] 4/5, and [4] 5/5.
Furthermore, when the skill level C1 of the trainees was measured based on the third common theme, the measurement results were [1] 1/5, [2] 2/5, [3] 2/5, and [4] 2/5.
In this case, for the second common theme, the skill level seems to have been established for check items [2], [3], and [4], but it can be seen that there is a slight lack in check item [1]. Also, for the third common theme, there is a lack of awareness in all check items [1] to [4].
Therefore, the server 10 newly sets goals G3 for the third training session A3, such as [1] 3/5, [2] 3/5, [3] 3/5, and [4] 4/5.

By setting the above goal G3, the work W3 during the third training session A3 is distributed as follows:
For example, participants showed a tendency to have difficulty noticing the elements of check item [1] throughout the course, and to have difficulty noticing them in complex situations.
As a result, the server 10 presents points on which to focus in daily work in relation to these two tendencies as recommendations at the end of the training, thereby encouraging efforts to maintain and further enhance the effects of the training.

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, the server 10 presents appropriate recommendations for maintaining the effectiveness of the training to the student's student terminal 20 based on the test results (the results of judging the level of mastery of the assignments).
The server 10 generates appropriate recommendations for maintaining the effectiveness of the training, for example, based on the skill level of a trainee measured after the completion of the training and the target level to be achieved in the final training, and presents the recommendations to the trainee's trainee terminal 20.
Specifically, the server 10 judges the skill level acquisition status (changes in skill level, etc.) from the skill level measured after the end of the training and the test results (determination results of the acquisition status of the assignment), and presents appropriate recommendations for maintaining the effect of the training according to the acquisition status to the student's student terminal 20. For example, if the skill level has decreased as a result of the determination of the skill level acquisition status, a recommendation in the direction of raising the skill level is generated and presented (output) to the student.

Thus, according to this first example, in the training program called "questioning assumptions," participants acquire the skills to recognize inappropriate interactions among those included in the training videos, and the recommendations presented to participants after the training allow them to retain and solidify the knowledge of "questioning assumptions" that they gained in the training.

Next, the second example will be described.
The second example is a training program called "How to Communicate," which includes practical assignments such as learning speaking patterns and checking items to confirm whether the skills have been acquired.
This training program has a common theme (goal) for the entire training, such as "thinking about how to communicate a story in a way that is understood and accepted, and how to structure the story."
In addition to the overall training goal, the common theme (mini-goal) for the first training session A1 is "knowing the basic structure," the common theme (mini-goal) for the second training session A2 is "how to speak according to the situation," and the common theme (mini-goal) for the third training session A3 is "speaking in a way that is easy to understand."

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).
This training program has, for example, seven check items and five pieces of work are given during the training. The level of completion of the training is judged by determining whether the trainees have completed the check items based on the content of the text written by the trainees or videos filmed of the trainees.
The seven check items are, for example, (1) is the speech organized? (2) is there any inconsistency in the speech? (3) is the speech concise? (4) does the speech contain the necessary information? (5) is the speech in an OWH format? (6) are the conjunctions appropriate? (7) are there any catchphrases?
In each training session, participants are given five medium-difficulty worksheets in sequence, with the common goal being for them to clear each of the above check items by the fifth worksheet.

The first training session A1 will be explained.
The common theme (mini-goal) of the first training session A1 is "Knowing the basic structure." In the first training session A1, if each of the check items [1] to [7] is cleared, it is judged as "O," and if it is not cleared, it is judged as "X." The achievement condition is set so that all items are marked as "O."

In this training program, the first training session A1 is started, and the skill level C1 of the participant is measured during the first work (initial stage). The measurement results are [1] x, [2] x, [3] O, [4] O, [5] x, [6] O, and [7] x.
In this case, three out of seven items have been completed, so the goal G1 is set by the server 10 so that all items can be cleared by the fourth out of the five works, and for the fifth work, even the more difficult work can be cleared.

By setting the goal G1 as described above, the difficulty level of the work W1 during the first training A1 is varied according to the degree of passing the check items as follows:
For example, in terms of difficulty, the first work may be basic, the second work may be basic, the third work may be medium, the fourth work may be medium, and the fifth work may be advanced, etc.

After completing work W1 in the first training session A1, the skill level C2 of the trainees was measured and the measurement results were as follows: the first basic work was rated 3/7, the second basic work was rated 6/7, the third medium difficulty work was rated 3/7, the fourth medium difficulty work was rated 5/7, and the fifth applied work was changed to medium difficulty and was rated 6/7.
In this case, if you have completed six or more tasks, you will be given a task of the next level of difficulty.
The original goal was to have the participants tackle applied problems on the fifth try, but since they were unable to complete them on the fourth try, the difficulty level of the fifth work was changed to medium.

Comparing the trainee's initial skill level C1 with the skill level C2 at the end of the work, the trainee has cleared the medium-level work, which is the goal, in the first training session A1, so the server 10 issues the following assignment T1.
Assignment 1: An applied level assignment will be given on the first common theme.
Assignment 2: Give basic level assignments on the second common theme.
Assignment 1 is an assignment (review) to help students better grasp the common theme of the first class. Assignment 2 is an assignment (preparation) to look ahead to the common theme of the second class. The assignments will be provided in advance via video. The number of assignments will not be fixed.

The second training session A2 will now be explained.
The common theme of the second training A2 is "How to speak according to the situation", and the achievement conditions of the second training A2 are the same as those of the first training. In addition, in the second training A2, five pieces of work are given during the training, and whether or not the contents of the above check items are completed is judged by text and video.

The server 10 checks the initial stage of the second training A2, i.e., the submitted assignments in advance, and measures the skill level C1 of the trainees based on the common theme of the second training. The measurement results are as follows: Assignment 1: [1] O, [2] X, [3] O, [4] O, [5] X, [6] O, [7] O; and Assignment 2: [1] X, [2] X, [3] O, [4] O, [5] X, [6] O, [7] O.

In this case, it is clear that the skills are still lacking when it comes to applied situations, as seen in Task 1. However, because four items were cleared in Task 2 as well, it can be said that the basic concepts have been established. Also, because check items [2] and [5] were not achieved in both Tasks 1 and 2, they can be said to be priority issues.

Therefore, as the goal G2 of the second training A2, for example, the difficulty of the work is newly set by the server 10, with the first work being basic, the second work being medium (work specialized in items [2] and [5]), the third work being medium, the fourth work being advanced, the fifth work being advanced, etc.

After the second training A2, in which the work was newly set (content), was conducted, the skill level C2 at the end of the work was measured, and the measurement results were obtained as follows: the first basic work was 4/7, the second basic work was 6/7, the third medium difficulty work was 3/7, the fourth medium difficulty work was 5/7, and the fifth applied work was 6/7. If six or more tasks are completed, the next level of difficulty work will be presented.
As a result of the judgment, since the goal G2 was cleared as set, no change in the plan is made.

As a result, the following assignment T2 is given to each individual participant in the second training session A2.
Task 1: This will be an applied level task within the second common theme.
Assignment 2: A medium level assignment on the third common theme. Assignment 1 is an assignment (review) to help students better grasp the second common theme. Assignment 2 is an assignment (preparation) that looks ahead to the third common theme. Assignments will be submitted in advance as videos. The number of assignments will not be fixed.
After the second training session A2, participants will practice tasks 1 and 2 described above before the start of the next training session A3, and then take part in the third training session A3.

The third training session A3 will now be explained.
The common theme of the third training session A3 is "Speaking in a way that is easy to understand," and the conditions for achieving this are the same as for the first and second training sessions: five medium-difficulty tasks are given to the trainees in sequence, and the common goal is to have them clear each of the above check items by the fifth task.

The server 10 checks the initial stage of the third training session A3, i.e., the submitted assignments in advance, and measures the skill level C1 of the trainees based on the common theme of the third session. The measurement results are as follows: Assignment 1: [1] O, [2] O, [3] O, [4] O, [5] X, [6] O, [7] O; and Assignment 2: [1] X, [2] X, [3] O, [4] O, [5] X, [6] O, [7] O.

In this case, we can see that the skill level is much more established than in Task 1, and that the weak point check item [2] has also been cleared. In addition, since four check items have been cleared from Task 2, it can be said that the basic thinking has been established.
In addition, check item [5] was not implemented in each training session, which can be said to be a priority issue.

Therefore, as the goal G3 of the third training A3, for example, the difficulty of the work is newly set by the server 10 as follows: the first work is medium (work specialized in item [5]), the second work is medium, the third work is medium, the fourth work is applied, the fifth work is applied, etc.

Then, after the third training session A3, in which new work was set (content), was conducted, the skill level C2 at the end of the work was measured, and the measurement results were as follows: the first medium-difficulty work (work specializing in item [5]) was 5/7, the second medium-difficulty work (changed to work specializing in item [5]) was 7/7, the third medium-difficulty work was 6/7, the fourth medium-difficulty work was 6/7, and the fifth applied work was 7/7. If six or more items have been cleared, work of the next level of difficulty will be presented.

As a result of the evaluation, since the first work was not cleared, the second work was changed and the trainee cleared it on the fourth try, but in order to further solidify the knowledge acquired in the training, a memorandum is stored in the test DB 141 that the applied work will be asked again when the trainee takes the next training program.

In this training program, after completing the first to third training sessions, the trainee has a high level of learning and can be said to have sufficiently established individual skills. However, since it is good to output in order to further improve the skill level, the server 10 presents the trainee with a recommendation to create an opportunity for output, such as OJT for those around him.
In addition, because there is instability regarding check item [2] throughout the training program, the server 10 presents recommendations for further solidifying the skill of check item [2].

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.
The server 10 generates recommendations for the trainee regarding the training program, for example, based on the trainee's skill level measured after the completion of the training and the target level to be reached in the final training.
Specifically, the server 10 judges the skill level acquisition status (changes in skill level, etc.) from the skill level measured after the end of the training and the test results (determination results of the acquisition status of the assignment), and presents appropriate recommendations for maintaining the effect of the training according to the acquisition status to the student's student terminal 20. For example, if the skill level has decreased as a result of the determination of the skill level acquisition status, a recommendation in the direction of raising the skill level is generated and presented (output) to the student.

Thus, according to this second example, in the training program titled "How to tell a story so that people understand and agree, and how to structure a story," participants learn the basic structure of a story through training videos and texts, acquire skills such as how to speak according to the situation, and how to speak in a way that is easy to understand. Furthermore, recommendations presented to participants after the training allow them to retain and solidify the knowledge they gained in the training on "how to tell a story so that people understand and agree, and how to structure a story."

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. 3 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. 3.

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 pieces of 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 writing 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 attribute acquisition unit 120 is exemplified that acquires one or more attributes of a person (user) who is scheduled to receive predetermined human resource development for a predetermined period (e.g., three years) by attending one or more courses, but this is merely one example, and any attribute acquisition means that acquires one or more attributes of a subject who is scheduled to receive predetermined human resource development for a predetermined period by attending one or more courses will suffice.

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

In the above embodiment, four check items are given as an example, but this is merely one example, and the number of check items and the check contents of the check items may be other items or contents.

In the above embodiment, the subjects of the human resource development training are employees working in 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 to be achieved) for the measurement results of the skill level of the trainee through watching the training video and plans the content of recommendations for the trainee. However, the present invention is not limited to the AI model, and may also be determined mechanically based on whether the situation of the training video meets pre-set conditions.
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, the information processing apparatus to which the present invention is applied is sufficient if it has the following configuration, and can take various different embodiments.
That is, an information processing device to which the present invention is applied (for example, the server 10 in FIG. 3, etc.)
A level-attainment setting unit (e.g., the level-attainment setting unit 122 in FIG. 3 ) for setting a target level of a training course for a subject (e.g., a trainee) who is to undergo a predetermined period of human resource development (e.g., three times in six months) by attending a plurality of training courses, based on a current ability level of the training course (how many of the check items for the training course are satisfied by the trainee) at the start of each of the plurality of training courses (e.g., immediately before the start of the training course or in the initial stage of the training course), and
A work task setting means (e.g., the work task setting unit 123 in FIG. 3, etc.) that sets at least one of a work (e.g., the work in FIG. 6) that the subject (e.g., the trainee, etc.) should perform during the training and a task (e.g., the task in FIG. 6) that the subject should perform after the training based on the target level of the training;
Equipped with.
In this way, by checking the current ability level before the start of the training and setting the work (e.g. the work in Figure 5) that the subject (e.g. the trainee, etc.) should perform during the training and the task (e.g. the task in Figure 5) that the subject (e.g. the trainee, etc.) should perform after the training, the subject (e.g. the trainee, etc.) is given work and tasks appropriate for each training session, and by practicing the tasks every day between training sessions, the subject's (e.g. the trainee, etc.) own behavior changes day by day. Therefore, when supporting human resource development through training provided for a specified period of time, the subject (e.g. the trainee, etc.) who takes the training can solidify the knowledge gained in the training.

In the information processing device (e.g., the server 10 in FIG. 3 ),
The work task setting means (e.g., the work task setting unit 123 in Figure 3, etc.) sets the task based on the actual achievement level actually reached by the subject and the target achievement level after each of the multiple training sessions is completed.
In this way, by setting tasks based on the actual level and target level that the subject (e.g., participant) has actually achieved after completing one of the multiple training sessions, the work and tasks become suitable for stepping up from the actual level that the subject (e.g., participant) has achieved to the target level, enabling the subject to reach the goal of the target level.

In the information processing device (e.g., the server 10 in FIG. 3 ),
a training configuration setting means (e.g., the training configuration setting unit 124 in FIG. 3 ) for setting a configuration of the next training session based on the actual attainment level and the target attainment level after each of the plurality of training sessions is completed;
It further comprises:
In this way, after the completion of each of the multiple training sessions, the structure of the next training session can be set based on the actual level achieved and the target level achieved, so that the next training session will be appropriate for the target person (e.g., the trainee, etc.), who will be able to easily understand the content of the training session and will be able to solidify the knowledge gained in the training session.

In the information processing device (e.g., the server 10 in FIG. 3 ),
A capability measurement means (e.g., the capability measurement unit 121 in FIG. 3 ) for measuring a capability level of the subject with respect to each of the plurality of trainings before the start of each of the trainings;
It further comprises:
In this way, by measuring the ability level of the target person (e.g., participant) regarding the training before the start of each of multiple training sessions, the ability level of the target person (e.g., participant) at that time can be 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 ability level of the target person (e.g., participant).

In the information processing device (e.g., the server 10 in FIG. 3 ),
The achievement level setting means (e.g., the achievement level setting unit 122 in Figure 3, etc.) sets the achievement target level for the subject (e.g., a trainee, etc.) before the subject takes a specified training course, based on the ability level before the start of the specified training course, a common achievement target that has been set in advance for the specified training course, and past data related to the specified training course.
In this way, before a subject (e.g., a trainee) takes a specified training course, a target level to be achieved for the subject 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 subject (e.g., a trainee) to be provided with work and tasks appropriate to the target level to be achieved, enabling the subject (e.g., a trainee) to easily understand the content of the training course and to solidify the knowledge gained in the training course.

In the information processing device (e.g., the server 10 in FIG. 3 ),
The ability measurement means (eg, ability measurement unit 121 in FIG. 3, etc.) further measures the ability level of the subject (eg, trainee, etc.) during the training work or while performing the task.
In this way, by measuring the ability level of a subject (e.g., a trainee) during the work of training, the task after the training can be made suitable for the subject (e.g., a trainee). Also, by measuring the ability level while performing the task, the task to be used for the training when the next training starts can be made suitable for the subject (e.g., a trainee).

In the information processing device (e.g., the server 10 in FIG. 3 ),
The work task setting means (for example, the work task setting unit 123 in FIG. 3 )
Based on the target level to be achieved in the training, at least one of the content, difficulty level, and number of the work to be performed by the subject is set.
In this way, by setting at least one of the content, difficulty, and number of work to be performed by the target individual (e.g., trainee, etc.) based on the target level to be achieved in the training, the content of the work used in the training becomes appropriate for the target individual (e.g., trainee, etc.), and the target individual (e.g., trainee, etc.) can progress through the work to the best of their ability during the training.

In the information processing device (e.g., the server 10 in FIG. 3 ),
The ability measurement means (e.g., the ability measurement unit 121 in FIG. 3, etc.) further measures the ability level of the subject (e.g., the trainee, etc.) after the completion of the training,
The work task setting means (e.g., work task setting unit 123 in Figure 3) sets at least one of the content, difficulty, and number of the work to be performed by the target person (e.g., a student, etc.) based on the difference between the ability level of the target person (e.g., a student, etc.) measured by the ability measurement means after the completion of the training and the target level to be achieved.
In this way, the ability level of the subject can be measured after the completion of training, and at least one of the content, difficulty, and number of tasks that the subject (e.g., a participant) should perform in the next training session can be set, allowing the subject to take the next training session using tasks that are appropriate for his or her ability level.

The ability measurement means (e.g., the ability measurement unit 121 in FIG. 3, etc.) further measures the ability level of the subject (e.g., the trainee, etc.) after the completion of the final training,
A recommendation generating means (e.g., the recommendation unit 125 in FIG. 3 ) that generates a predetermined recommendation regarding the predetermined human resource development based on the ability level of the target person (e.g., a trainee) measured by the ability measuring means (e.g., the ability measuring unit 121 in FIG. 3 ) after the completion of the training and the target level of the final training;
Equipped with.
In this way, by generating and presenting specific recommendations regarding specific human resource development to the subject (e.g., the trainee) based on the ability level measured after the completion of each training session and the target level to be achieved in the final training session, the subject (e.g., the trainee) can follow the recommendations and take actions that are conscious of the knowledge gained in the training in order to improve his or her own abilities even after completing the final training session, thereby maintaining the effectiveness of the training.

The information processing method to which the present invention is applied comprises:
A step of setting a target level for each of the training courses (e.g., step S12 of FIG. 4) based on the current ability level of the training course at the start of each of the training courses (e.g., immediately before the start of the training course or at the initial stage of the training course) for a subject (trainee) who is to undergo a predetermined period of human resource development by attending multiple training courses;
A work task setting step (e.g., the work task setting step S13 in FIG. 4 ) for setting at least one of a work to be performed by the subject during the training and a task to be performed by the subject after the training based on the target level of the training;
including.
As a result, appropriate work and tasks are given to the trainees for each training session, and by practicing the tasks daily between training sessions, the trainees' own behavior changes day by day. Therefore, in supporting human resource development through training conducted over a specified period of time, it is possible to solidify the knowledge gained in the training in the trainees (e.g., participants, etc.).

The program to which the present invention is applied is
On the computer,
For a subject who is to undergo a predetermined period of human resource development by taking a plurality of training courses, a reaching level setting step (e.g., reaching level setting step S12 in FIG. 4) is performed to set a target level of the training course based on the current ability level of the training course at the start of each of the plurality of training courses (e.g., immediately before the start of the training course or at the initial stage of the training course);
A work task setting step (e.g., the work task setting step S13 in FIG. 4 ) for setting at least one of a work to be performed by the subject during the training and a task to be performed by the subject after the training based on the target level of the training;
The control process includes:
As a result, appropriate work and tasks are given to the trainees for each training session, and by practicing the tasks daily between training sessions, the trainees' own behavior changes day by day. Therefore, in supporting human resource development through training conducted over a specified period of time, it is possible to solidify the knowledge gained in the training in the trainees (e.g., participants, 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: Ability measurement unit, 122: Attainment level setting unit, 123: Work assignment setting unit, 124: Training configuration setting unit, 125: Recommendation unit, 126: Display control unit, 141: Examination DB, NW: Network

Claims (9)

a level setting means for setting a target level to be reached for a training course to be started for a subject who is to undergo a predetermined period of human resource development by attending a plurality of training courses , based on a current ability level at the start of each of the plurality of training courses, and further based on the ability level at the start of a previous training course if the training course to be started is the second or later training course;
a task setting means for setting a task to be performed by the subject after the completion of each of the plurality of training courses, based on an actual attainment level, which is the ability level actually attained by the subject, and the target attainment level;
An information processing device comprising: a training configuration setting means for setting a configuration of the next training based on the actually achieved level and the target level after each of the plurality of trainings is completed;
The information processing device according to claim 1 , further comprising: a capability measuring means for measuring the capability level of the subject before the start of each of the plurality of training courses;
The information processing device according to claim 1 , further comprising: The ability measurement means further measures the ability level of the subject during the training work or while the subject is performing the task.
The information processing device according to claim 3 . The problem setting means further includes:
Based on the target level of the training, at least one of the content, the difficulty level, and the number of works to be performed by the subject during the training is set.
The information processing device according to claim 1 . The ability measurement means further measures the ability level of the subject after the completion of the training,
The task setting means sets at least one of the content, the difficulty level, and the number of works to be performed by the subject during the next training based on a difference between the ability level of the subject measured by the ability measuring means after the completion of the training and the target level.
The information processing device according to claim 3 . The ability measurement means further measures the ability level of the subject after the completion of the final training session,
a recommendation generating means for generating a predetermined recommendation regarding the predetermined human resource development based on the ability level of the subject measured by the ability measuring means after the completion of the final training and the target level of the final training ;
Further comprising:
The information processing device according to claim 3 . An information processing method executed by an information processing device,
a level setting step for setting a target level for a training to be started for a subject who is to undergo a predetermined period of human resource development by attending a plurality of training courses , based on a current ability level at the start of each of the plurality of training courses, and further based on the ability level at the start of a previous training course if the training course to be started is the second or later training course;
a task setting step of setting a task to be performed by the subject after the completion of each of the plurality of trainings based on an actual attainment level, which is the ability level actually attained by the subject, and the target attainment level;
An information processing method comprising: On the computer,
a level setting step for setting a target level for a training to be started for a subject who is to undergo a predetermined period of human resource development by attending a plurality of training courses , based on a current ability level at the start of each of the plurality of training courses, and further based on the ability level at the start of a previous training course if the training course to be started is the second or later training course;
a task setting step of setting a task to be performed by the subject after the completion of each of the plurality of trainings based on an actual attainment level, which is the ability level actually attained by the subject, and the target attainment level;
A program for executing control processing including:

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