JP7624196B2 - Information processing device, information processing method, and program - Google Patents

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, while the results of a user's skill assessment using such conventional human resource development support systems can be useful for further improving the user's individual skills, the current situation is that they are not used for any other purposes.

The present invention was made in light of this situation, and aims to enable the results of an evaluation of a user's skills to be effectively utilized by the organization to which the user belongs.

In order to achieve the above object, an information processing device according to an embodiment of the present invention comprises:
An acquisition means for acquiring information indicating a basic business capability of each of one or more members belonging to the organization;
a prediction means for predicting a change in the performance of the organization based on a change over time in the business fundamentals of one or more members indicated by the information acquired by the acquisition means;
Equipped with.
This allows the change in the performance of an organization's activities to be predicted based on the evaluation results obtained by the service provider using unified criteria, namely, a business fundamentals diagnostic test, preset by the service provider, thereby making it possible to predict the performance of the organization's activities with high reliability.
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, the evaluation results of a user's skills can be effectively utilized by the organization to which the user belongs.

1 illustrates an overall configuration of an information processing apparatus according to an embodiment of the present invention. 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 . FIG. 13 is a diagram showing an example in which the score value of a specific student and the score value of a specific population that includes the specific student are plotted in a circular area and are displayed superimposed on each other as a line graph. 4 is a flowchart showing a performance prediction operation in the server of FIG. 3 . FIG. 13 is a diagram showing an example of a table comparing the scores of business fundamentals diagnostic tests in each field for each group of companies. FIG. 13 is a diagram showing an example of a table comparing the scores of a business fundamentals diagnostic test for each position for each group of companies. FIG. 13 is a diagram showing an example of a table comparing the scores of a business fundamentals diagnostic test for each department for each corporate group. FIG. 13 is a diagram showing an example of a table comparing the scores of a business fundamentals diagnostic test for each field and department for each group of companies.

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 1 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 N 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, by 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.

Upon application from a company, the service provider will have employees participate in courses as participants, conduct online training, etc. In addition, the service provider will conduct tests on participants to check their level of understanding and acquisition of the content of the courses and online training they have attended, evaluate the results of the tests, and provide future advice, etc. to the participants.
Furthermore, based on the test results of multiple employees (participants) belonging to a company or department within the company, the service provider will support the growth of the company or department, etc., and present optimal solutions for future growth, enabling them to contribute to the development of society.

Specifically, in this embodiment, the server 10 operates in cooperation with the student terminal 20 as follows.
That is, the server 10 first transmits to the student terminal 20 a business fundamentals diagnostic test (hereinafter simply referred to as a "test") consisting of one or more questions selected from a plurality of questions pre-stored in the server 10, etc., and receives the answers entered by the student for each of the one or more questions.

The test will be administered by the service provider. The questions in the test are intended to evaluate the trainee's basic business skills (business fundamentals), and will be set by the service provider for one or more business fields to be evaluated and for one or more themes within each field. Business fundamentals refer to skills or abilities that are useful in working as a member of society.

This section explains the relationship between the fields and themes for evaluating fundamental business skills.
There are m fields defined (m is an arbitrary integer value of 1 or greater), and p themes (p is an arbitrary integer value of 1 or greater independent of m) are defined in each of the one or more fields.
The test will include questions on each topic related to that topic.

The student terminal 20 receives the test sent by the server 10. The student then operates the student terminal 20 to input answers to each of the multiple questions that make up the test.
The student terminal 20 transmits the test answers (a collection of answers to each question) entered by the student to the server 10 .

The server 10 sequentially acquires and grades the test answers each time they are sent from each of the student terminals 20-1 through 20-n. The server 10 also normalizes the grading results for each item, and stores and manages them as scores for each student.

The server 10 sets and stores extraction conditions for extracting scores of a predetermined population from the scores managed for each student.
The predetermined population is not particularly limited, and various kinds of populations can be adopted, such as a group of students who have one or more pieces of predetermined attribute information matching each other among various attribute information related to the students, a group of students whose scores are within a certain range, etc. As a prerequisite, the server 10 manages, for each student, a score indicating the grading result and various attribute information of the student in association with each other.
In this case, extraction conditions for extracting scores from a specified population may be, for example, the same age, the same occupation, the same industry, the same job title, the same year of joining the company, past score values or ranges, etc.

The server 10 extracts the score of a specific student and the score of a specific population that includes the specific student, and compares the two scores.
Specifically, for example, the score of the particular student can be compared with the average, maximum, or minimum score of a particular population that includes the particular student.

The server 10 also displays a graph plotting the score of the particular student and the score of a particular population to which the particular student belongs on the screen of the student terminal 20 of the particular student.

This allows the student to easily visually see the degree of growth of the student in comparing his/her current skills with their past skills and the effectiveness of the company's education from the distribution of the student's own score values for each theme in each field and the score values of a specified population to which the student belongs, on the graph displayed on the screen of the student's terminal 20.
Information (performance forecasts) about the organization or group (company or department within that company) to which the participants (employees) belong can be viewed by the person managing the group (the president or department head).

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 N 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, a student DB 141, an examination DB 142, and a company DB 143 are provided in one area of the storage unit 108 (FIG. 2) of the server 10.
The student DB 141 stores information about students.
The information on participants is, for example, information for company employees taking courses, training sessions, etc. held by the service provider in order to improve their own skills.

Specifically, the student DB141 stores the name, age, department (division, etc.) within the company of employees taking a course or training course, information related to the course or training course (course name and course number, training name and training number, attendance date, attendance history), etc., corresponding to information that identifies the individual student (student ID or student number, etc.).

For example, a plurality of courses are stored as courses among courses and training that a student takes. A course is, for example, a training session or seminar that implements a training program, and a plurality of students can participate in a plurality of courses. The same applies to training.
The course information is information in which one or more evaluation elements correspond to each of a plurality of courses.
The one or more evaluation elements are not particularly limited, but in the following description, a theme or sub-theme is used. That is, in the following example, one course is associated with one or more (mainly one) themes or sub-themes.
Themes are subjects that name each of the skill elements of business, and are associated with the course name. Sub-themes are small themes contained within a theme, and courses are set up just for small themes. The same applies to training.

As shown in the graph in Figure 4, the areas in which basic business skills are evaluated are defined (categorized) into four categories, including "Business knowledge," "Planning & Control," "Thinking," and "Communication." The theme is one of the evaluation elements for each area. Each area has courses that include one or more themes.

For example, themes for measuring basic business skills in the field of "business knowledge" include current affairs, legal affairs, human resources, and labor, finance and accounting, marketing, and management. Although not shown in the figure, the legal affairs, human resources, and labor theme includes sub-themes such as human resources and labor and compliance.

Themes that measure basic business skills in the field of "planning and control" include objectives and goals, planning, business management, review and evaluation, and improvement. Although not shown in the figure, the theme of objectives and goals includes a sub-theme of goal thinking. In addition, the theme of planning includes a sub-theme of action plan creation.

Themes that measure basic business skills in the "thinking" field include numerical processing, application of thinking methods, information gathering, problem setting, and solution planning. Although not shown in the figure, the theme of application of thinking methods includes a sub-theme called the ability to break things down into elements.

Themes that measure basic business skills in the field of "communication" include negotiation, written communication, oral communication, listening, business etiquette, etc. Although not shown in the figure, the theme of written communication includes the sub-theme of slide creation skills.

Here we will explain how to divide the areas for evaluating business skills.
The fields are broadly divided into four categories that systematize the skills necessary for growth in human resource development.
In order for people to achieve results, they need planning and control. In order to improve planning and control, they also need thinking, which includes will and judgment, communication, which builds relationships, and business knowledge.
By diagnosing basic business skills in this way, dividing them into four areas, it becomes easier to see the characteristics of the skills possessed by the person being assessed.

Basic business skills are taught on an individual theme basis, or as a course consisting of multiple themes, and participants are expected to improve their business skills by attending courses or training sessions.
When participants attend a course or training session, they are given a business fundamentals diagnostic test before, during and after the course.

The examination DB 142 stores information about tests administered by the service provider, such as test questions, answers, test results (scores for each topic) of individual students, and evaluation results (scores).
The score is a numerical value (from "1" to "5") obtained by evaluating the score for each test theme, for example, on a five-point scale, and the total numerical value for each field is also stored. If one field has five themes, each field is scored up to 25 points, and the student's evaluation for each field is shown by the total score of each theme.

The company DB 143 stores information about the company (company size (number of employees), organizational structure (hierarchy, etc.), departments, division allocation, etc.). The company DB 143 also stores information about each employee of the company (e.g., employee name, age, date of joining the company, years of employment, organizational position, job title, etc.) linked to the employee's personal identification information, such as employee number.
In addition, the corporate DB 143 stores information regarding the business performance of the company (for example, past actual values (e.g., monthly revenue, profit margins, etc. from one year ago or several years ago), monthly actual values up to the present time of the current fiscal year, forecast values for the next fiscal year, etc.).
It should be noted that the above examples of one year ago or several years ago are merely examples, and past performance data from three years ago would suffice.
In addition, the company DB 143 stores performance information of companies participating in courses and training (for example, information to the extent that is publicly available in business magazines, etc.) so that it can be compared with other companies in the same industry.

In the CPU 101 (see FIG. 2) of the server 10, a test section 121, a business performance forecast section 122, and a display control section 123 function when executing processing.
The test unit 121 acquires information indicating the basic business skills of each of one or more employees (members) belonging to an organization such as a company. The information indicating the basic business skills is, for example, test scores for each field or theme for evaluating skills.
Specifically, the test unit 121 creates questions for each theme from among questions for evaluating the skills of the students, which are stored in advance in the examination DB 142, for the students to answer by operating the student terminal 20. A collection of questions and answers for each theme in each field created in this way constitutes a test.

The test unit 121 presents the test to the students by displaying the test on the student terminal 20 via the communication unit 109 .
The students operate the student terminal 20 to input answers (answers for each question) to the tests posed by the test unit 121. The answers input by the students are transmitted from the student terminal 20 to the server 10.

The test unit 121 acquires the test answers (a collection of answers for each question) sent from the student terminal 20 via the communication unit 109 .
The test unit 121 grades the acquired test answers for each question based on a predetermined grading standard.
The test unit 121 normalizes (scores) the results of marking each question for each theme in each field, and stores the scores in the examination DB 142 as evaluation results linked to the item names of each theme, and manages them for each student.

In response to an evaluation presentation request (table creation instruction) from the student terminal 20, the test unit 121 acquires the score of a specific student and the score of a specific population including the specific student from the scores of one or more students managed in the examination DB 142, and outputs them to the display control unit 123. Note that the specific student may be referred to as the first student.

The predetermined population is extracted according to predetermined extraction conditions that are stored in advance in the examination DB 142. Specifically, as described above, a population can be extracted with predetermined extraction conditions being any combination of any number (including 1) of the same age, same occupation, same industry, same job title, same year of joining the company, or the past scores of the specified trainees themselves.

The display control unit 123 superimposes a line graph in which the scores of one or more employees obtained by the test unit 121 are plotted in a circular display area (see, for example, FIG. 4) on a line graph in which the scores of the population to which the employees belong are plotted in a circular display area, and controls the display of the superimposed line graphs on the screen of the student terminal 20 via the communication unit 109.

The display control unit 123 displays, as a graph, the evaluation value of the business fundamentals diagnostic result in which the scores output from the test unit 121 are plotted.
Specifically, the display control unit 123 controls the display of a graph (see Figure 4) showing the score of a specific student output from the test unit 121 and the score of a specific population to which the specific student belongs, on the screen of the student terminal 20 via the communication unit 109.

The display control unit 123 controls the display of the performance forecast results output from the performance forecast unit 122.

The performance prediction unit 122 predicts changes in the company's performance, revenue, profit margins, etc. based on the difference between past and current test results for business fundamentals for each of one or more employees indicated by the information indicating business fundamentals acquired by the testing unit 121, and outputs the prediction results to the display control unit 123.
Specifically, the performance prediction unit 122 reads from the examination DB 142 the evaluation results of a test that is administered to the participant on the basic business skills acquired through the training in which the employee participated as a participant, reads from the company DB 143 corporate information relating to the participant (department and hierarchy on the organizational chart), and predicts changes in the performance, revenue, profit margins, etc. of the company to which one or more employees belong based on the evaluation results of the test and the corporate information.

The performance forecasting unit 122 includes a field change rate forecasting unit 131, a hierarchical change rate forecasting unit 132, a department change rate forecasting unit 133, a hierarchical balance forecasting unit 134, a hierarchical balance forecasting unit 135, a department balance forecasting unit 136, etc.

The field change rate prediction unit 131 predicts the profit margin of a company based on a specific field out of one or more fields included in the evaluation results of the business fundamentals diagnostic test.
Specifically, the field change rate prediction unit 131 predicts the change in the profit margin of a company based on the rate of change in the student's score in the field of "planning and control," for example.
Furthermore, the field change rate prediction unit 131 predicts changes in corporate performance based on the rate of change in the student's score in the field of "communication," for example.

The hierarchical change rate prediction unit 132 predicts the profit margin of a company based on the rate of change in the scores of participants at a specific hierarchy, such as managerial positions, included in the evaluation results of the business fundamentals diagnostic test.

The department change rate prediction unit 133 predicts the profit margin of the company based on the rate of change in the test taker's score in a specific department, such as the "sales department," contained in the evaluation results of the business fundamentals diagnostic test.
The field balance prediction unit 134 predicts the profit margin of a company based on the balance of scores for a specific field (any one or more of the four fields) among one or more fields included in the evaluation results of the business fundamentals diagnostic test.
The specific fields are any two or more of the four fields, for example "communication" and "planning and control," and the balance between them is judged.

The hierarchical balance prediction unit 135 predicts the profit margin of a company based on the balance of scores for each hierarchical level, such as "management staff," "mid-level employees," and "young employees," contained in the evaluation results of the business fundamentals diagnostic test.

The department balance prediction unit 136 predicts the company's profit margin based on the balance of scores for each department, such as the "sales department" and the "development department," contained in the evaluation results of the business fundamentals diagnostic test.

FIG. 4 is a diagram showing an example in which the score value of a specific student and the score value of a specific population that includes the specific student are plotted in a circular area and are displayed superimposed on each other as a line graph.
As shown in FIG. 4, in this embodiment, the indicators for evaluating the basic business skills of the trainees are defined in four areas so as to evaluate people in terms of, for example, practical business skills, and items are set for each area with five themes.
Specifically, the four areas defined for evaluating basic business skills include, for example, "Business Knowledge,""Planning&Control,""Communication," and "Thinking."

In addition, five themes are set for each of the four fields. For example, the five themes for the field "Business Knowledge" include current affairs, legal affairs, human resources, and labor, finance and accounting, marketing, and management.
The "Planning and Control" section includes topics such as objectives and goals, planning, business management, reflection and evaluation, and improvement.
The "Communication" category includes topics such as negotiation, written communication, oral communication, active listening, and business etiquette.
The "thinking" section includes topics such as numerical processing, applying thinking methods, information gathering, problem setting, and solution planning.

Then, the test section 121 of the server 10 gives the students individual tests for each theme set for each field, obtains the results of the tests, grades them based on the predetermined grading criteria for each theme set for each field, normalizes (scores) the graded results, obtains them as scores, and displays a graph on the student terminal 20 in which the scores are plotted in a predetermined display area.

Specifically, the four fields are evenly allocated and displayed on the periphery of the concentric display area (also called a circular area, pie chart, radar chart, etc.) shown in Figure 4, and each of the themes set for each field is placed at equal intervals on the periphery of the circular area so that the relationship with the field can be seen. The minimum score value "0" (zero) obtained by normalization is assigned to the center of the concentric circle, and numerical values ("1" to "5") are placed at regular intervals in the direction away from the center. The maximum score value "5" is placed on the periphery of the circular area. Also, concentric circles are placed for each of the possible score values ("1" to "5").

The server 10 then causes the student terminal 20 to display a graph in the display area plotting one or more combinations of the score of a specific student from the scores managed for each student and the scores of a specific population in which the specific student is included, the same age, same occupation type, same industry, same job title, same year of joining the company, or the student's past results.
That is, in the display area of Figure 4, the trainee's individual score for this lesson, the previous lesson, and the lesson before last are plotted as a radar chart with different line types. The charts are displayed overlapping each other in the same area, so that the changed items (skills) can be compared at a glance.
The position of the item name of each field shows the points acquired by the student relative to the total points for that field. The position of the field name outside the radar chart, for example, the frame of the field name "business knowledge", shows the score (points) acquired by the student in that field. In this example, the acquired score (19 points) is displayed in a form such as 19/25 as the total points for the field (maximum 25 points).

In this way, by visualizing the distribution of scores for each theme in each field, the specific trainee can easily see the degree of growth in comparing their current skills with their past skills, as well as the effectiveness of the company's education.

In this way, the trainee can easily visually recognize the level of his/her own business skills, and can also visually recognize the level of business skills of trainees of the same age and trainees of the same occupation and age as the trainee, thereby enabling the trainee to grasp the level of his/her own business skills in a relative sense.
Therefore, the trainee can easily grasp the skills that he/she should develop as his/her own strengths and the skills that he/she should work on as his/her own weaknesses.

Next, the performance forecasting operation of the server 10 in this information processing system 1 will be described with reference to Fig. 5. Fig. 5 is a flow chart showing the performance forecasting operation of the server 10.
In this case, in step S11 of FIG. 5, the test unit 121 acquires information indicating the basic business skills of each of one or more employees belonging to the company (for example, test scores for each field or topic, etc.).
Thereafter, when a company or the like that is receiving a service from the service provider to improve its business fundamentals requests the service provider to forecast future business performance, the service provider instructs the server 10 to forecast the performance.
In the server 10, in step S12, the performance prediction unit 122 predicts changes in the company's performance, revenue, profit margins, etc. based on the difference between the past test results and the current test results of the business fundamentals diagnostic test for each of one or more employees indicated by the scores obtained by the testing unit 121, and outputs the prediction results to the display control unit 123.

Hereinafter, with reference to FIG. 6 to FIG. 9, some examples of business performance forecasts based on the course and test results (statistical values) conducted by the service provider will be described.
FIG. 6 is a diagram showing an example of a table comparing the scores of the business fundamentals diagnostic test in each field for each group of companies.
FIG. 7 is a diagram showing an example of a table comparing the scores of the business fundamentals diagnostic test for each position for each company group.
FIG. 8 is a diagram showing an example of a table comparing the scores of the business fundamentals diagnostic test for each department for each company group.
FIG. 9 is a diagram showing an example of a table comparing the scores of the business fundamentals diagnostic test for each field and department for each company group.

(1-1) A first example will be described in which the field change rate prediction unit 131 predicts an increase in a company's profit margin from the rate of increase in the score in a specific field.
Among the business skill evaluation areas defined by the service provider, for example, when comparing the scores in the "planning and control" area between two groups of companies (Group A and Group B) of the same business type, industry, and size, Group A's scores in the "planning and control" area increased by 4% every six months. On the other hand, Group B's scores in the "planning and control" area every six months remained stagnant.
When comparing the profit margins of Group A and Group B two years after taking the first test, Group A's profit margins increased by 2%, while Group B's profit margins stagnated or remained roughly flat.
In conclusion, it can be said that there is a correlation between the change in the score in the "Planning and Control" area over time (six months after the first test) and the change in profit margin (two years after the first test).
The "Planning and Control" area is an evaluation area of business skills that are deeply related to daily operations and organizational management, and companies that are improving their scores in this area can be judged to be contributing to the growth of individual skills and organizations, which in turn will contribute to corporate growth (increased profit margins).
In other words, companies whose test scores in the "planning and control" area have increased over time can be expected to experience growth (increased profit margins) according to the degree of increase.

(1-2) A second example will be described in which the field change rate prediction unit 131 predicts an increase in corporate performance from the rate of increase in the score in a specific field.
For example, when the scores in the "communication" field, one of the fields defined by the service provider, were compared between two groups of manufacturing companies of the same size (Group A and Group B), the scores of Group A in the "communication" field increased by 2% every six months.
On the other hand, Group B companies' semi-annual scores in the "communication" category stagnated.
When comparing the performance of Group A and Group B five years after the first test, Group A's performance increased by 10%, while Group B's performance stagnated or remained roughly the same.
In conclusion, it can be said that there is a correlation between changes in scores over time in the "Communication" area (six months after the first test) and changes in corporate performance (five years after the first test).
A characteristic of the manufacturing industry is that it tends to have higher scores overall than other industries in areas such as "planning and control" and "thinking." However, companies that show particularly high rates of increase in their scores in the "communication" area tend to grow.
Companies with particularly high scores in the "Communication" area are able to correctly grasp needs through communication both within the company and with customers, and use this information in product development, which enables them to bring to market products that are more in demand in the market, which can be judged to contribute to the company's growth (increased performance).
In other words, companies whose scores in the "communication" area have increased over time in the test evaluation results of their students can be expected to experience growth (improved business performance) according to the degree of that increase.

(2-1) An example will be described in which the hierarchical change rate prediction unit 132 predicts an increase in a company's profit margin from the rate of increase in the score in a specific hierarchical level.
In this case, the total scores of the tests administered by the service provider are compared between two groups of companies (Group A and Group B) of the same business type, industry, and size.
In terms of overall test scores, Group A saw a 4% increase in the scores of "management staff" every six months. On the other hand, Group B saw the scores of "management staff" stagnate every six months.
When comparing the profit margins of Group A and Group B two years after taking the first test, Group A's profit margin increased by 2%, while Group B's profit margin remained stagnant or almost flat.
In conclusion, it can be said that there is a correlation between the change in the scores of "management staff" over time (six months after the first test) and the change in corporate profit margins (two years after the first test).
Companies with rising "management" scores are often investing in the development of their "management" staff, and rising "management" scores tend to indicate improved management skills in daily operations and the organization. This suggests that "management" staff are driving the entire company and contributing to the company's growth (improved profit margins).
In other words, companies where the test evaluation results of students show an increase over time in the "management" category can be expected to experience growth (increased profit margins) according to the degree of increase.

(3-1) An example will be described in which the department change rate prediction unit 133 predicts an increase in corporate performance from the rate of increase in the score in a specific department.
In this case, the total scores of the tests administered by the service provider are compared between two groups of companies (Group A and Group B) of the same business type, industry, and size.
In terms of overall test scores, Group A's "Sales Department" scores increased by 4% every six months. On the other hand, Group B's "Sales Department" scores remained stagnant every six months.
When comparing the performance of Group A and Group B two years after taking the first test, Group A's performance increased by 5%, while Group B's profit margins stagnated or remained roughly flat.
In conclusion, it can be said that there is a correlation between the change in the "Sales Department" score over time (six months after the first test) and the change in the company's performance (two years after the first test).
An increase in the "Sales Department" score, especially in the "Communication" evaluation area, strengthens contact with customers, while an increase in the "Planning &Control" evaluation area tends to improve problem-solving capabilities. These can be judged to lead to improved business skills in the sales department, which in turn contributes to improved sales performance and corporate growth (improved performance).
In other words, in the case of a company whose "sales department" scores have increased over time in the test evaluation results of its participants, it can be predicted that the company is likely to experience growth (improved performance) according to the degree of that increase.

(4-1) An example will be described in which the field balance prediction unit 134 predicts an increase in corporate performance from the balance of scores for each field.
In this case, the total scores of the tests administered by the service provider are compared between two groups of companies (Group A and Group B) of the same business type, industry, and size.
In table 61 shown in Figure 6, in terms of the scores (total points) in the four areas, Company A has a score of "4" in the "planning and control" area, a score of "4" in the "communication" area, a score of "3" in the "thinking" area, and a score of "3" in the "business knowledge" area, which shows a good balance of scores in each area.
On the other hand, Group B of companies received a score of "5" in the "planning and control" field, a score of "2" in the "communication" field, a score of "2" in the "thinking" field, and a score of "5" in the "business knowledge" field, showing a bias in the scores in each field.
When comparing the performance of Group A and Group B two years after taking the first test, Group A's performance increased by 2%, while Group B's profit margins stagnated or remained roughly the same.
In conclusion, it can be said that there is a correlation between the balance of scores by subject area (six months after the first test) and changes in a company's performance (two years after the first test).
Companies with a good balance of scores across fields can contribute to results because their individual knowledge complements the whole even if they do not stand out in any particular field. However, if the scores are unbalanced across fields, they will be influenced by the categories with lower scores and will find it difficult to demonstrate their strengths.
In the example case, even if the scores in the areas of "planning and control" and "business knowledge" are high, the scores in the areas of "thinking" and "communication" are low, so even if the ability to plan and the ability to understand the business are deep, the ability to think and to push for improvements while involving others tend to be weak. As a result, companies with poor balance of scores between areas are less likely to achieve results and improve their performance.
In other words, companies with a good balance of scores across fields based on the test evaluation results of their participants can be expected to contribute to results and therefore to corporate growth (improved performance).

(5-1) An example will be described in which the hierarchical balance prediction unit 135 predicts an increase or decrease in the number of employees of a company based on the balance of scores for each hierarchical level.
In this case, the total scores of the tests administered by the service provider are compared between two groups of companies (Group A and Group B) of the same business type, industry, and size.
In table 62 shown in FIG. 7, in terms of scores (total points), Company A has a score of "5" for "management staff," a score of "3" for "mid-level employees," and a score of "2" for "young employees," showing a good balance of scores between hierarchical levels.
On the other hand, in Group B of companies, the score for "management staff" is "2," the score for "mid-level employees" is "3," and the score for "young employees" is "5," showing a bias in the scores between classes.
When comparing the performance of Group A and Group B three years after the first test, Group A saw a 10% increase in the number of employees, while Group B saw the number of employees stagnate or decrease by 5%.
In conclusion, it can be said that there is a correlation between the balance of scores for "management staff,""mid-levelemployees," and "young employees" and the turnover rate (three years after the first test).
Companies with a good balance of scores for "management,""mid-levelemployees," and "young employees" tend to be able to build appropriate relationships at each level (ease of guidance and mutual understanding), and can be said to have established a foundation for corporate growth. Young employees can envision their own careers using management and mid-level employees as role models, and receive support for their growth. This increases employee retention rates, which can be judged to contribute to the growth of the company.
On the other hand, companies with a poor balance of scores for "management staff,""mid-levelemployees," and "young employees" tend to find it difficult to build appropriate relationships, which can stunt the company's growth.
In the case of Group B of companies shown as an example, the scores of "managers" are the lowest, and the scores of "mid-level employees" and "young employees" are also reversed. This means that "managers" are unable to provide appropriate guidance to "mid-level employees" and "mid-level employees" are unable to provide appropriate guidance to "young employees" due to lack of knowledge, making it difficult for them to contribute to the growth of "young employees." This causes "young employees" to feel anxious and dissatisfied about their careers, leading to an increase in turnover.
This allows us to determine that the balance of scores between "management staff,""mid-levelemployees," and "young employees" contributes to the growth of the company.
In other words, it can be predicted that a company that has employees with a good balance of scores between hierarchical levels based on the test evaluation results of its trainees will be able to expect corporate growth (improvement in business performance).

(6-1) A first example of the department balance prediction unit 136 predicting an increase in corporate performance from the balance of scores for each department will be described.
In this case, the total scores of the tests administered by the service provider are compared between two groups of companies (Group A and Group B) of the same business type, industry, and size.
In table 63 shown in Figure 8, in the score (total score) for the "Planning &Control" field, Company A has a "Sales Department" score of "4" and a "Development Department" score of "3", showing a good balance of scores between departments.
On the other hand, in the company B group, the "Sales department" has a score of "5" and the "Development department" has a score of "2", so there is a bias in the scores between the departments.
When comparing the performance of Group A and Group B two years after taking the first test, Group A's performance increased by 2%, while Group B's profit margins stagnated or remained roughly the same.
In conclusion, we can say that there is a correlation between the balance of scores between departments (six months after the first test) and changes in corporate performance (two years after the first test).
If there is an imbalance in the scores between departments, the department with the lowest score will become a bottleneck, and the company's policies, initiatives, and measures will tend to be tailored to the low-scoring department, making it difficult to implement policies that utilize skills and experience.
On the other hand, companies with organizations in which the scores between departments are well balanced tend to find it easier for departments to consider measures at the same level and to implement measures that utilize skills and experience.
This means that the balance of scores between departments contributes to the company's growth (changes in performance).
In other words, companies with a good balance of scores between departments based on the test evaluation results of their participants will be able to more easily consider measures and implement measures that utilize skills and experience, and therefore it can be predicted that the company will be able to grow (improve performance).

(6-2) A second example will be described in which the department balance prediction unit 136 predicts an improvement in corporate performance from the balance of scores for each department.
In this case, the total scores of the tests administered by the service provider are compared between two groups of companies (Group A and Group B) of the same business type, industry, and size.
9, in the score (total score) in the field of "communication," the "sales department" of company A has a score of "4," and the "management department" has a score of "3." In addition, in the score (total score) in the field of "planning and control," the "sales department" of company A has a score of "3," and the "management department" has a score of "4," so the scores between the departments are well balanced.
On the other hand, in the same "Communication" field score (total score), Group B's "Sales Department" has a score of "2" and "Management Department" has a score of "5." Also, looking at the "Planning &Control" field score (total score), Group B's "Sales Department" has a score of "5" and "Management Department" has a score of "2," showing a bias in the scores between departments.
When comparing the performance of Group A and Group B two years after taking the first test, Group A's performance increased by 2%, while Group B's profit margins stagnated or remained roughly the same.
In conclusion, in terms of the balance of scores between departments, it is desirable for the "Management Department" to have a high score in "Planning &Control" and the "Sales Department" to have a high score in "Communication."
Group A, which has an ideal score distribution, saw an improvement in performance, but Group B, which has the reversed score distribution, saw no improvement in performance. This suggests that Group B companies are not placing the right personnel in the right departments.
These results suggest that there is a correlation between placement in the right department and performance, and that the balance of scores in the areas of "Communication" and "Planning &Control" contributes to a company's growth (changes in performance).
In other words, companies with organizations in which the test evaluation results show a good balance of scores between departments in the areas of "communication" and "planning and control" are likely to have the potential to grow (improve performance) as human resources are appropriately allocated to each department.

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 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 capable of executing the above-mentioned series of processes as a whole, and the functional blocks and databases used to realize this function are not particularly limited to the example in FIG. 3.

Furthermore, the locations of the functional blocks and databases are not limited to those shown in FIG. 3 and may be arbitrary.
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 installed into a computer or the like from a network or a recording medium.
The computer may be a computer built into dedicated hardware, or may be a computer capable of executing various functions by installing various programs, such as a server, a general-purpose smartphone, or a personal computer.

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-described embodiment, the areas for evaluating fundamental business skills are divided into four types of areas, such as business knowledge, planning and control, communication, and thinking, but this is merely an example.
That is, any m number of fields (m is an integer value of 1 or more) related to business fundamentals can be adopted. In this case, the themes provided for each field are not particularly limited to the examples of the above-mentioned embodiment, and any p number of themes (p is an integer value of 1 or more independent of m) can be adopted.

In the above embodiment, information indicating the business fundamentals of each of one or more employees belonging to a company is obtained, for example, by normalizing the scores on a business fundamentals diagnostic test for each theme in one or more fields in which business skills are evaluated, but other examples are also possible.
For example, a company, an organization, or a community may be used, as long as it is an organization. An employee, a company staff member, a police officer, or the like may be used, as long as it is a member.
Furthermore, normalized test scores for each field or theme are obtained as information indicating fundamental business skills. However, other information may be obtained, for example, the test scores themselves, and any information indicating fundamental business skills will suffice.

In the above embodiment, changes in the business performance, profit margins, etc. of the company were predicted based on the difference between the past scores of the business fundamentals of each of one or more employees obtained by the testing unit 121 and the scores obtained after a specified period of time (2 years, 3 years, 5 years, etc.), but other methods may also be used.
In addition to the business performance and profit margin of the company, for example, revenue may be used, and any result of the activities of the organization will suffice. The specified period may be any period other than two, three, or five years, and any specified period will suffice.

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.)
An acquisition means (such as the test unit 121 in FIG. 3 ) for acquiring information indicating the business fundamentals of each of one or more members belonging to an organization (such as a company) (for example, a normalized score of a business fundamentals diagnostic test for each theme in one or more fields for evaluating business skills);
a prediction means (such as the performance prediction unit 122 in FIG. 3 ) for predicting changes in the results (e.g., business performance, profit margin, etc.) of the activities of the organization (such as a company) based on the time-dependent changes in the business fundamentals of each of one or more members (such as employees) indicated by the information acquired by the acquisition means (such as the difference between a past test result and a test result acquired after a predetermined period of time thereafter);
Equipped with.
With this configuration, information indicating the basic business skills of one or more members (employees, etc.) belonging to an organization (company, etc.) is obtained, and changes in the results (e.g., performance, profit margins, etc.) of the organization (company, etc.) are predicted based on changes over time in the basic business skills of each of the one or more members (employees, etc.) indicated by the information (e.g., differences between past test results and current test results, etc.).Therefore, by improving the basic business skills of the necessary members (employees, etc.) according to the industry of the organization (company, etc.), the results (e.g., performance, profit margins, etc.) of the organization (company, etc.) can be improved.
The acquisition means (such as the test unit 121 in FIG. 3 ) acquires each of the evaluation results of the business fundamentals obtained from the results of a test on the business fundamentals (such as a business fundamentals diagnostic test) administered to each of the one or more members (such as employees) as information indicating the business fundamentals.
This allows the change in the performance of an organization's activities to be predicted based on the results of evaluation using unified criteria, namely, a business fundamentals diagnostic test, preset by the service provider, thereby making it possible to predict the performance of the organization's activities with high reliability.
As a result, the evaluation results of the user's skills can be effectively utilized by the organization to which the user belongs.

The test is conducted after the members (trainees, etc.) have undergone training on one or more themes within the divided fields for evaluating the fundamental business skills.
This makes it possible to evaluate how much the skills of members (employees, etc.) have changed since the last time they took the test (e.g., whether their skills have improved or stagnated), and the members (employees, etc.) can use the evaluation results as a reference to plan new goals or provide more accurate advice to members (trainees, etc.).

The prediction means (such as the business performance prediction unit 122 in FIG. 3)
A test (business fundamentals diagnostic test, etc.) is administered to each member (employee, etc.) on the business fundamentals (skills, etc.) acquired through a training course in which the member participated as a trainee, and the evaluation results of the business fundamentals are compared with other companies in the same industry by field, by position in the organization, and by department in the organization, and based on at least one of the results, changes in the results (performance, profit margin, etc.) of the organization to which the one or more members belong are predicted.
In this way, by predicting the results of the organization to which one or more members belong based on at least one of the results of comparing the evaluation results of basic business capabilities with other companies in the same industry by evaluation field, position within the organization, and department within the organization, it is possible to predict more specific results (such as improved performance and improved profit margins) from the perspective of evaluation field, position, and department.

The prediction means (such as the business performance prediction unit 122 in FIG. 3)
A field change rate prediction means (field change rate prediction unit 131) for predicting the profit margin of the organization based on the change rate of the scores of members (trainees, etc.) in a specific field (e.g., "planning and control") among one or more fields included in the evaluation result of the business fundamentals;
Equipped with.
In this way, by predicting the profitability of an organization based on the rate of change in the scores of members (participants, etc.) in a specific area (for example, "planning and control"), since a specific area, such as "planning and control", is an evaluation area of business skills that are deeply related to daily work and organizational management, it can be determined that a company that is improving its score in this evaluation area will see growth in individual skills and organization, and as a result, contribute to corporate growth (increased profitability).
As a result, it can be predicted that companies with increasing scores in a particular field are likely to experience growth (increased profit margins).

The prediction means (such as the business performance prediction unit 122 in FIG. 3)
A hierarchical level change rate prediction means (hierarchical level change rate prediction unit 132) for predicting the profit margin of the organization based on the rate of change in the score of a trainee at a specific level (job title such as "management position") in the organization, which is included in the evaluation result of the business fundamentals;
Equipped with.
Companies with rising scores at a particular level within the organization, such as "management level," are often investing in the development of "management level" employees, and as the "management level" score rises, there is a tendency for daily work and organizational management skills to improve. It can be determined that "management level" employees lead the entire company and contribute to corporate growth (improved profit margins).
As a result, it can be predicted that companies with increasing scores in a particular tier are likely to experience growth (improved business performance).

The prediction means (such as the business performance prediction unit 122 in FIG. 3)
A department change rate prediction means (department change rate prediction unit 133) for predicting the profit margin of the organization based on the change rate of the trainee's score in a specific department (such as the "sales department") included in the evaluation result of the business fundamentals;
Equipped with.
In this way, an increase in the score of a particular department, such as the "Sales department," especially in the "Communication" evaluation area, strengthens contact with customers, while an increase in the score of the "Planning &Control" evaluation area tends to improve problem-solving capabilities. These can be judged to lead to improved business skills in the sales department, which in turn contributes to improved sales performance and corporate growth (improved performance).
As a result, it can be predicted that companies with increasing scores in specific areas in specific sectors will be able to contribute to results and therefore will be able to grow (improve business performance).

The prediction means (such as the business performance prediction unit 122 in FIG. 3)
a field balance prediction means (field balance prediction unit 134) for predicting the profit margin of the organization based on the balance of scores for a specific field (e.g., two fields out of four) among one or more fields included in the evaluation result of the business fundamentals;
Equipped with.
In this way, companies with a good balance of scores across fields can be judged to be contributing to results, even if they do not stand out in any particular field, because their individual knowledge can complement the whole.
As a result, companies with a good balance of scores across fields can be expected to grow (improve performance) because they will be able to contribute to results.

The prediction means includes:
a hierarchical balance prediction means (hierarchical balance prediction unit 135) for predicting the profit margin of the organization based on the balance of scores for each hierarchical level (e.g., "management position", "mid-level employee", "young employee", etc.) included in the evaluation result of the business fundamentals;
Equipped with.
In this way, companies with a good balance of scores for "management,""mid-levelemployees," and "young employees" can be said to be able to easily build appropriate relationships at each level (ease of guidance and mutual understanding), and have laid the foundation for corporate growth. Young employees can envision their own careers using management and mid-level employees as role models, and receive support for their growth. This increases employee retention rates, which can be judged to contribute to the growth of the company.
As a result, a group of companies with members (employees, etc.) with a well-balanced score for each stratum can be predicted to have the potential to grow (improve performance) as they are able to contribute to the success of corporate activities.

The prediction means includes:
a department balance prediction means (department balance prediction unit 136) for predicting the profit margin of the organization based on the balance of scores for each department ("sales department" and "development department") included in the evaluation result of the business fundamentals;
Equipped with.
In this way, companies with organizations in which departmental scores are well balanced tend to find it easier for departments to consider measures at the same level and to implement measures that utilize skills and experience, so it can be said that departmental scores contribute to corporate growth (changes in performance).
As a result, it can be predicted that companies with organizations that have a well-balanced score between departments are likely to experience growth (improved performance).

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: Test unit, 122: Prediction unit, 123: Display control unit, 131: Field change rate prediction unit, 132: Hierarchy change rate prediction unit, 133: Department change rate prediction unit, 134: Field balance prediction unit, 135: Hierarchy balance prediction unit, 136: Department balance prediction unit, 141: Student DB, 142: Examination DB, 143: Company DB, N: Network

Claims (5)

An acquisition means for acquiring information indicating the business fundamentals of each of one or more members belonging to a predetermined organization;
a prediction means for predicting a change in performance of a specified organization based on a time-varying change in the business fundamentals of each of the one or more members of the specified organization indicated by the information acquired by the acquisition means, in accordance with a predetermined algorithm based on a correlation between a time-varying change in the business fundamentals of each of the one or more members of the organization and a change in performance of the specified organization;
An information processing device comprising: The acquisition means includes:
acquiring, as information indicating the business fundamentals, each of the evaluation results of the business fundamentals obtained from a test regarding the business fundamentals administered to each of the one or more members of the predetermined organization ;
The information processing device according to claim 1 . The test is conducted after the member has received training on one or more themes in the areas divided in assessing the business fundamentals.
The information processing device according to claim 2 . An information processing method executed by an information processing device,
An acquisition step of acquiring information indicating business fundamentals for each of one or more members belonging to a predetermined organization;
a prediction step of predicting a change in performance of a specific organization based on a change over time of the business fundamentals of each of the one or more members of the specific organization indicated by the information acquired by the acquisition step, in accordance with a predetermined algorithm based on a correlation between a change over time of the business fundamentals of each of the one or more members of the specific organization and a change in performance of the specific organization;
An information processing method comprising: A computer that controls an information processing device includes:
An acquisition step of acquiring information indicating business fundamentals for each of one or more members belonging to a predetermined organization;
a prediction step of predicting a change in performance of a specific organization based on a change over time of the business fundamentals of each of the one or more members of the specific organization indicated by the information acquired by the acquisition step, in accordance with a predetermined algorithm based on a correlation between a change over time of the business fundamentals of each of the one or more members of the specific organization and a change in performance of the specific organization;
A program that executes control processing including:

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