JP7634864B2 - 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.

2. Description of the Related Art There have been human resource development support systems that assess the business skills of employees in a company or other enterprise and support human resource development based on the assessment results (see, for example, Patent Document 1).
When diagnosing business skills using such conventional systems, the employee's own self-evaluation is used as the basis, so when an employee becomes a participant in a course to improve his or her business skills, the employee must select the evaluation elements that need improvement from the many evaluation elements available and then take the appropriate course.

JP 2004-246507 A

However, there is no guarantee that the course that an employee (participant) chooses is suitable for improving their own skills, and if they do not see results after taking the course for several months, they will end up taking a different course.
Users may not know how many courses or other educational opportunities they should take in order to get the desired effect, and may end up participating in too many at their own discretion.

The present invention was made in light of this situation, and aims to enable users to participate in events at a frequency appropriate for acquiring the necessary and sufficient skills.

In order to achieve the above object, an information processing device according to an embodiment of the present invention comprises:
a suggestion means for suggesting to the user a future educational plan for improving the business fundamentals based on a correspondence relationship between an educational history of the user who participated in an educational event for improving the business fundamentals, a behavioral state of the user after participating in the event, and an evaluation result of the business fundamentals after participating in the event;
Equipped with.
An information processing method and a program corresponding to the information processing device according to one aspect of the present invention are also provided as an information processing method and a program according to one aspect of the present invention.

The present invention allows users to participate in events at a frequency appropriate for acquiring the skills they need and need.

1 illustrates an overall configuration of an information processing apparatus according to an embodiment of the present invention. FIG. 2 is a block diagram showing a hardware configuration of a server in the information processing apparatus of FIG. 1 . 2 is a functional block diagram showing a functional configuration of a server in the information processing apparatus of FIG. 1 . FIG. 13 is a diagram showing an example of a display area of a graph before score values are plotted. 13A and 13B are diagrams illustrating examples of graphs and comments displayed on a user terminal. 4 is a flowchart showing a course recommendation operation in the server of FIG. 3 . FIG. 13 is a diagram showing an example of a My Page disclosed to a user. FIG. 13 is a diagram showing an example of a course completion screen displayed on a personal page. FIG. 13 is a diagram showing an example of a start screen when taking a follow-up test on a user's My Page. FIG. 10 is a diagram showing an example of a question screen displayed following the start screen of FIG. 9 . FIG. 11 is a diagram showing an example of a screen that is displayed when all questions have been answered by answering questions in order starting from the question screen in FIG. 10 . FIG. 12 is a diagram showing an example of a confirmation screen displayed following the screen of FIG. 11 . FIG. 13 is a diagram showing an example of a test result screen displayed following the confirmation screen of FIG. 12 . FIG. 13 is a diagram showing an example of an input screen for future actions when reporting a class action. FIG. 13 is a diagram showing an example of a check screen for checking a user's behavior after a certain period from a class behavior report. FIG. 13 is a diagram showing an example of a part of a screen of My Page. FIG. 13 is a diagram showing an example of a screen on which comments are fed back from a course manager. FIG. 13 is a diagram showing an example of a display of feedback scores from a course manager. FIG. 13 is a diagram showing an example comparison between the number of times each group took a course and the change in score for each group, A to E. FIG. 13 is a diagram showing an example comparison between the interval between classes and the change in score for each group, A to E. FIG. 13 is a diagram showing an example of comparison between the action completion rate and the change in score after taking the course for each group, A to C. FIG. 13 is a diagram showing a comparative example of the follow-up test completion rate and the change in score for each group, A to C. FIG. 13 is a diagram showing an example comparison of the execution rate and change in score for "specific actions to be taken starting tomorrow" for each group, from group A to group E. FIG. 13 is a diagram showing an example of a comparison between the average feedback score from others and the change in score for each group, A to E.

The following describes an embodiment of the present invention 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) user terminals 20-1 to 20-n with each other via a predetermined network N such as the Internet.
In the following description, when there is no need to distinguish between the user terminals 20-1 to 20-n, they will be collectively referred to as "user terminal 20."

The user terminal 20 is an information processing device managed for each user, and is configured, for example, by a smartphone.
The server 10 executes various processes to manage the operations of the user terminals 20-1 to 20-n.

Specifically, in this embodiment, the server 10 manages each operation of the user terminal 20 as follows.
That is, the server 10 first transmits a test consisting of questions that are pre-stored in the server 10 or the like to the user terminal 20 .

The questions included in the test are created for each basic skill (hereinafter simply referred to as a "skill") in the user's business.
Here, skills refer to the basic knowledge and skills required to continually produce the results expected of an organization, regardless of occupation, industry, or position. No matter how highly specialized an individual is, what is needed to actually carry out their work are basic abilities such as "planning skills,""time management skills," and "communication skills."
Specifically, m skills (m is an arbitrary integer value of 1 or more) are defined, and p items (p is an arbitrary integer value of 1 or more independent of m) are set in detail for each skill, and questions related to each of the items are created for each item. Basic skills in business refer to techniques or abilities that are useful in working as a member of society.
In this embodiment, the basic skills in business are divided into four categories, namely, knowledge necessary for a business person, planning ability and how to proceed with work, communication ability, and thinking ability, and an evaluation is made for each category as well as a comprehensive evaluation. Specific examples of skills and categories will be described later with reference to FIG. 4.

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

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

The server 10 sets and stores extraction conditions for extracting scores of a predetermined population from the scores managed for each user.
The predetermined population is not particularly limited, and may be any of a variety of groups, such as a group of users who have at least one predetermined attribute information matching the various attribute information related to the users, or a group of users whose scores are within a certain range. As a prerequisite, the server 10 manages, for each user, a score indicating the scoring result and various attribute information of the user 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 user and the score of a specific population that includes the specific user, and compares the two scores.
Specifically, for example, the score of the specific user can be compared with the average, maximum, or minimum score of a specific population that includes the specific user.

Furthermore, the server 10 can create a comment as information for supporting the specific user based on the result of the comparison.
The specific form of the comment to the specific user will be described later with reference to the test result sheet of FIG.

In addition, the server 10 can display, together with the comment, a graph plotting the score of the specified user and the score of a specified population in which the specified user is included, on the screen of the user terminal 20 of the specified user.
The specific form of the graph will be described later with reference to FIG.

This allows the user to easily visually see the degree of growth of the user's current skills compared to past skills and the effectiveness of the company's training by looking at the distribution of the user's own score values for each item for each skill on the graph displayed on the screen of the user terminal 20 and the score values of a specified population that includes the user.

Furthermore, by reading the comments displayed on the screen of the user terminal 20, the user can easily devise a specific course of action for improving his/her own skills.
The details of these processes executed by the server 10 will be described later with reference to FIG.

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 made up of a keyboard, a mouse, etc., and is used to input various types of information.

The storage unit 108 is configured with a hard disk, a DRAM (Dynamic Random Access Memory), etc., and stores various data.
The communication unit 109 communicates with other devices (user terminal 20 in the example of FIG. 1) via a network N including the Internet.

Removable media 120, such as a magnetic disk, an optical disk, a magneto-optical disk, or a semiconductor memory, is appropriately loaded into the drive 110. Programs read from the removable media 120 by the drive 110 are installed in the storage unit 108 as necessary.
Further, the removable medium 120 can store various data stored in the storage unit 108 in the same manner as the storage unit 108 .

Figure 3 is a functional block diagram showing the functional configuration of the server in the information processing system of Figure 1.

In the CPU 101 (Figure 2) of the server 10, as shown in Figure 3, a test creation unit 121, a test question setting unit 122, an answer acquisition unit 123, a scoring unit 124, a scoring unit 125, a score acquisition unit 126, a comment creation unit 127, a display control unit 128, a learning management unit 129, and a course recommendation unit 130 function.
In one area of the memory unit 108 (FIG. 2), a question DB 141, a marking result DB 142, a population DB 143, and a course DB 144 are provided.

The question DB 141 stores questions for evaluating the user's skills, as well as predetermined marking criteria and sets of correct answers for the questions.
In the marking result DB 142, the marking results for each question in the question DB 141 are normalized (scored) for each theme in each field, and are stored as a score for each user.
The population DB143 stores the score of a specific user, the score of a specific population that includes the specific user, and specific extraction conditions for extracting the score of the population based on the attributes of the specific user (e.g., the same industry, the same job type, the same age group, etc.).
Training videos and the like of courses reserved by users are stored in the attendance DB 144. Courses are not limited to videos, and some courses are actually conducted by lecturers at a venue. Information on reservations to participate in the courses is also stored in the attendance DB 144.
In addition, the course DB 144 stores information about the user who is the target of the course, information about multiple courses as educational opportunities, the course history of the user who has taken the course, the learning history of the user's learning behavior after taking the course, comments and feedback scores and average scores to the user from the course manager or superior, and proposed information regarding future course plans created by the course recommendation unit 130.
Information about the user taking the course includes, for example, the user's name, age, user ID, password, email address (hereinafter referred to as the "registered address"), and information about the organization to which the user belongs (for example, company name, company industry, department, job type, and date of joining the company).
A course is, for example, a training session or seminar that implements a training program, as well as a remote course or remote learning class via the Internet. Courses also include multiple users participating in multiple courses, or one-on-one courses between a teacher and a student. In addition, one user may take multiple courses as long as the courses do not overlap in time.
Further, the attendance DB 144 stores follow-up test questions in association with predetermined marking criteria and sets of correct answers for the questions.

Here, the difference between the normal diagnostic test for business fundamentals, which gives a score as the evaluation result described above, and the follow-up test will be described.
While regular diagnostic tests for business fundamentals are aimed at comprehensively assessing the degree to which a wide range of knowledge and skills have been acquired, follow-up tests are aimed at assessing the degree to which knowledge related to the training content has been acquired after attending each training session. For this reason, follow-up tests are set with relatively simple questions such as a question and answer format. Also, regular tests have a total of 100 questions, and the questions are uniform, whereas follow-up tests have questions set individually according to the training content, and the number of questions is about 10 (for example, 5 to 6 questions).
For example, as shown in screen 221 of FIG. 10, a follow-up test question taken after taking the basic training course on "logical thinking" is, "Logical thinking that is useful in the workplace is 'thinking by formulating ( )'. Please choose one appropriate word from the following to fill in the blank." The answer to this question can be chosen from options such as logic, hypothesis, logic, and evidence.

The information on the multiple courses stored in the course DB 144 is information in which one or more evaluation elements (hereinafter referred to as "theme" or "sub-theme") correspond to each of the multiple courses. One theme or sub-theme may be associated with one course. A sub-theme refers to a small theme contained within a theme, and courses with only small themes may also be set.
The theme is one of the evaluation elements for measuring basic business skills, which are divided into four areas, such as business knowledge, planning and control, thinking, and communication, as shown in the graph in Figure 4. Each divided area has courses that include one or more themes.

For example, themes for assessing basic business skills in the field of business knowledge include current affairs, legal affairs, human resources, labor, financial management, marketing, management, etc. Although not shown in the figure, the theme of legal affairs, human resources, labor includes sub-themes such as human resources, labor, and compliance.
The themes for evaluating 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 objectives and goals theme includes a sub-theme called goal thinking. In addition, the planning theme includes a sub-theme called action plan creation.
The themes for evaluating basic business skills in the thinking field include numerical processing, application of thinking methods, information gathering, problem setting, solution planning, etc. Although not shown in the figure, the theme of application of thinking methods includes a sub-theme called elemental decomposition ability.
Themes for evaluating basic business skills in the field of communication include negotiation, written communication, oral communication, listening, business etiquette, etc. Although not shown, the theme of written communication includes a sub-theme of slide creation ability.
The business fundamentals assessed by this information processing system are intended to improve the business skills of the student by having the student attend one or more courses set for each theme or for multiple themes.
When students enroll in the course, they are given diagnostic tests on their basic business skills before, during and after the course.
Diagnostic tests are tests that encourage correct self-awareness and comprehensively support employee growth. In addition to taking the test, employees can also self-recognize issues from the test results and set goals that will prompt them to take the next action. In other words, by repeating the cycle of Plan → Do → Check → Action, employees can continue to grow.
In addition, the diagnostic test is not something that you take once and then it's over, but rather it can be used as a guide for course correction by periodically checking whether the learning has been properly consolidated toward the desired state. It can also lead to maintaining motivation for learning.

In the server 10, the test creation unit 121 creates questions for each item of each skill, which the user answers by operating the user terminal 20, from questions for evaluating the user's skills that are stored in advance in the question DB 141. A collection of questions for each item of each skill created in this way constitutes a test.
The test setting unit 122 sets the test to the user by displaying the test created by the test creation unit 121 on the user terminal 20 via the communication unit 109.

The user operates the user terminal 20 to input answers (answers for each question) to the tests set by the test question setting unit 122. The answers input by the user are transmitted from the user terminal 20 to the server 10.

The answer acquisition unit 123 of the server 10 receives the test answers (a collection of answers for each question) sent from the user terminal 20 via the communication unit 109.
The marking unit 124 marks the test answers acquired by the answer acquisition unit 123 for each question based on a predetermined marking standard.

The scoring unit 125 normalizes (scores) the results of the scoring for each question by the scoring unit 124 for each theme in each field, and stores the scores in the scoring result DB 142 and manages them for each user.

The score acquisition unit 126 acquires the score of a specific user and the score of a specific population including the specific user from the scores of each user managed in the scoring result DB 142. The specific user may be referred to as a first user.
The predetermined population is extracted according to a predetermined extraction condition previously stored in the population DB 143. Specifically, as described above, a population can be extracted with a predetermined extraction condition being any combination of any number (including 1) of the same age, the same occupation, the same industry, the same job title, the same year of joining the company, or the past scores of a predetermined user.

The comment creation unit 127 compares the score of a specific user acquired by the score acquisition unit 126 with the score of a specific population that includes the specific user, and creates a comment as information to support the specific user from a combination of pre-set character strings based on the result of the comparison.

The comments may include a comment regarding the suitability of the user for at least one of the job type, industry, and job title, and a correspondence between the job type and each of the skills and items, a comment regarding a recommended action to enhance the strengths of the specified user's job type, and a comment regarding a recommended action to overcome the weaknesses of the specified user's job type.

The learning management unit 129 displays each user's My Page (see FIG. 7) to the user. The learning management unit 129 manages, on the My Page, the learning behavior of the user after attending a course.
Specifically, the learning management unit 129 manages the status of taking courses in the user's course plan based on the information in the course DB 144 (the course history of the user who took the course, the learning history of the user's learning behavior after taking the course, comments to the user from others such as the course manager or superior, feedback scores from others, etc.), and performs processes such as progress management of actions in response to the user's course behavior report, implementation of follow-up tests, management of feedback information (comments, scores, etc.) from the course manager or superior, etc., and uploading this information to the user's My Page. Specific operations will be described later with reference to the drawings.

The course recommendation unit 130 suggests future course plans to improve a user's business fundamentals based on the correlation (correspondence) between the course attendance history of a user who has attended a course as one of the educational opportunities for improving business fundamentals, the user's behavior after attending the course, and the evaluation results of the user's business fundamentals after attending one or more courses multiple times (e.g., the average score in all areas of the previous and current tests, etc.).

The course recommendation unit 130 includes a course plan creation unit 151 , a proposal unit 152 , and an alert unit 153 .
Based on the information read from the course DB 144 and the information read from the scoring result DB 142, the course plan creation unit 151 creates a future course plan for the user including a combination of courses suitable for improving the user's skills (simultaneous course themes and number of courses, taking this course first and then this course, etc.), the number of courses to be taken, the interval between courses, the current situation, etc., and stores the plan in the course DB 144 and also outputs it to the suggestion unit 152.

The suggestion unit 152 uploads the future lesson plan created by the lesson plan creation unit 151 to the user's personal page and suggests it to the user via the display control unit 128.

The alert unit 153 outputs an alert when the current status of the user in the course DB 144 (number of courses taken, course interval, action completion rate after course taken, follow-up test completion rate after course taken, execution rate of specific actions to be taken starting tomorrow, average score of feedback from others, etc.) does not match the judgment conditions (recommended number of courses taken, recommended course interval, each completion rate, execution rate, average score threshold, etc.) derived in advance from cases (see Figures 19 to 21, etc.).

For example, when a user attempts to reserve a course for more than the recommended number of times per year (threshold), the alert unit 153 displays an alert on the course reservation screen to the effect that the number of times is too high.
When a user books a course in excess of the recommended number of times per year (threshold), the alert unit 153 displays information (such as an alert message or an alert object) within the course plan proposed on the My Page 201 indicating a warning or caution that the number of courses is too high.

When a user attempts to book a course before the recommended course interval (threshold) has elapsed, the course recommendation unit 130 displays an alert on the course booking screen to the effect that the course is booked too early.
When a user books a course before the recommended course interval (threshold) has elapsed, the alert unit 153 displays information (such as an alert message or an alert object) indicating a caution or warning to cancel the reservation within the course plan proposed on the My Page 201.

If the user's action completion rate after taking the course does not reach a threshold value, for example 100%, the alert unit 153 sends an email (alert email) to the user's registered address containing a message encouraging the user to proceed with post-taking actions for the current course without making a reservation for the next course.
If the user's action completion rate after taking a course does not reach a threshold value of, for example, 100%, the alert unit 153 displays information (such as an alert message or an alert object) indicating a caution or warning urging the user to proceed with post-course actions for the current course without booking the next course within the course plan proposed on the My Page 201.

If the follow-up test completion rate of a user after taking a course does not reach a threshold value of, for example, 100%, the alert unit 153 sends an email (alert email) to the user's registered address containing a message encouraging the user not to make a reservation for the next course but to take specific action starting tomorrow to complete the remaining part of the current course.
If the user's completion rate of the follow-up test after taking the course does not reach a threshold value of, for example, 100%, the alert unit 153 displays information (such as an alert message or an alert object) indicating a caution or warning urging the user to take the follow-up test after taking the current course without reserving the next course in the course plan proposed on the My Page 201.

If the execution rate of specific actions to be taken starting tomorrow is below a threshold value of, for example, 75%, the alert unit 153 sends an email (alert email) to the user's registered address containing a message encouraging the user to take the remaining "specific actions to be taken starting tomorrow" for the current course without making a reservation for the next course.
If the execution rate of the specific actions to be taken starting tomorrow is, for example, below a threshold value of 75%, when an attempt is made to reserve the next course from My Page 201, the alert unit 153 displays information (such as an alert message or an alert object) indicating a caution or warning urging the user to take the remaining "specific actions to be taken starting tomorrow."

If the average score of feedback from others is, for example, a threshold value of 3 points or less, the alert unit 153 causes the course recommendation unit 130 to send an email (alert email) to the registered address of the user containing a message encouraging the user to review the training content of the current course without making a reservation for the next course.
If the average score of feedback from others is, for example, below a threshold value of 3 points, when the user attempts to book the next course, the alert unit 153 displays information (such as an alert message or an alert object) indicating a caution or warning urging the user to review the training content that has already been taken.

Specifically, the course recommendation unit 130 reads the above course information (course history, behavioral status) from the course DB 144, information on the subject to be compared with the user (population score) from the population DB 143, and the evaluation results (scores) for each field from multiple times from the scoring result DB 142, and based on that information, creates a future course plan for the user to improve their basic business skills, uploads the created future course plan to the user's My Page, and proposes it to the user.

The course history may include, for example, concurrently taken topics, the number of times a course was taken in a specified period (year, six months, three months, etc.) (once a year, once every six months (twice a year), once every three months (four times a year), etc.), the interval between courses (one year (12 months), six months, three months, etc.), etc.).
The behavioral status includes at least one of the following: behavior completion rate after taking the course, follow-up test (additional evaluation) completion rate, number of course behavior reports after taking the course, and average score given as feedback based on the user's learning status by an administrator who manages the user (advisor in charge, course manager, supervisor, etc.).
The results of evaluations performed multiple times for each subject area are, for example, the average score for each subject area in the test taken one year ago and the average score for the current test (the average score for each subject area in the tests taken one year ago and one year from now).

The display control unit 128 controls the display on the screen of the user terminal 20 via the communication unit 109 of a graph plotting the score of a specific user acquired by the score acquisition unit 126 and the score of the population that includes the specific user in a specific display area.

In addition, the display control unit 128 performs control to display the comment created by the comment creating unit 127 on the screen of the user terminal 20 via the communication unit 109 .
Specific examples of comments displayed on the screen of the user terminal 20 will be described later with reference to the test result sheet of FIG.

Furthermore, the display control unit 128 performs control to transfer and display a user's My Page managed by the learning management unit 129 to the user terminal 20 of the user who logs in to the user's My Page.
On their own My Page, the user can take follow-up tests administered by the learning management unit 129 and can also view future course plans and the like outputted from the course recommendation unit 130.

Conventional training services typically focus on providing users with recommendations and alerts to encourage them to take the courses, but this information processing system is equipped with a function that not only encourages users to take courses but also prevents them from taking excessive courses, thereby achieving the following effects:
First, from the perspective of the user's business knowledge and learning, by providing the recommended number of lessons and intervals of lessons, etc. through recommendations and alerts when proposing a course plan from the information processing system side, the number of lessons and intervals of lessons are imprinted in the user's mind, and the user will also book lessons at those numbers and intervals, making it possible to maintain an appropriate learning situation. This can be highly effective in terms of the user's knowledge acquisition and growth.
In addition, training service providers can provide users with recommendations and alerts on the number of courses to take and the intervals between courses when proposing course plans that include good combinations of courses (such as simultaneous courses), which not only encourages users to take courses more, but also prevents excessive course taking or frequent course taking in a short period of time from the perspective of stable operation, thereby promoting continuous use and realizing stable operation of the subscription model.

Figure 4 shows an example of the graph display area before the score values are plotted.

As shown in FIG. 4, skills can be defined in four areas as the user's basic business skills (hereinafter referred to as "basic business skills"), and items can be set for each area under six themes.
Specifically, the four areas of business fundamentals can be defined as business knowledge, planning & control, communication, and thinking.

In addition, there are five themes set for each field, for example, the skills in the field "business knowledge" can be set with the themes of current affairs, legal affairs, human resources, and labor, financial management, marketing, and management. The legal affairs, human resources, and labor theme includes sub-themes such as human resources and labor and compliance.
The skills in the "Planning and Control" field can be set under the themes of purpose and goals, planning, task management, review and evaluation, and improvement. The theme of purpose and goals includes a subtheme of goal thinking. The theme of planning also includes a subtheme of action plan creation.
In the field of "communication," skills can be set under the themes of negotiation, written communication, oral communication, listening, and business etiquette. The theme of written communication includes the subtheme of slide creation ability.
In the "thinking" category, skills can be set under the themes of numerical processing, application of thinking methods, information gathering, problem setting, and solution planning. The theme of application of thinking methods includes the subtheme of the ability to break things down into elements.

The server 10 then gives the user individual tests for each item set for each skill, obtains the results of the tests, scores the results based on the predetermined scoring criteria for each item for each skill, normalizes (scores) the results, obtains them as scores, and displays a graph on the user terminal 20 in which the scores are plotted in a predetermined display area.

Specifically, in the concentric display area shown in Figure 4, the four skills are evenly allocated to the periphery of the display area, and each item set for each skill is placed at equal intervals on the periphery, with the minimum score obtained by normalization (0 (zero)) assigned to the center of the concentric circle and the maximum score (5) assigned to the periphery. In addition, concentric circles are placed in the display area for each of the possible score values (1 to 5).

Then, the server 10 causes the user terminal 20 to display a graph in a display area that plots one or more combinations of a specific user's score from the scores managed for each user and the scores of a specific population that includes the specific user, the same age, the same occupation, the same industry, the same job title, the same year of joining the company, or the population of the individual's past results.

This makes it possible to visualize the distribution of score values for each item for each skill, allowing the specified user to easily see their current skills and the degree of growth compared to past skills, as well as the effectiveness of the company's training.
A graph in which the scores of each item for each skill are actually plotted will be described with reference to FIG.

Figure 5 shows an example of a test result diagnostic sheet (hereinafter referred to as the "test result sheet") that summarizes the graphs and comments displayed on the user terminal.

The server 10 causes the graphs and comments created for each user to be displayed on each of the user terminals 20-1 to 20-n.
Specifically, as illustrated in Figure 5, a test result sheet that includes graphs and comments of a specific target user (hereinafter referred to as the "target user") can be displayed on a user terminal 20 operated by the target user.

Furthermore, the score values plotted on the graph on the test result sheet are not limited to the score values of each item of the target user, but can also plot the scores of a population of users of the same age, occupation, industry, job title, and year of joining the company as the target user, or the individual's past results. In the example of Figure 5, the average score values of users of the same age as the target user, and the average score values of users of the same occupation and age as the target user are plotted.

This allows the target user to easily visually recognize the level of his or her own business skills, and also visually recognize the level of business skills of users of the same age as the target user and users of the same occupation and age as the target user, thereby enabling the target user to grasp the relative level of his or her own business skills.
Therefore, the target user can easily understand the skills that should be improved as the target user's own strengths and the skills that should be worked on as the target user's own weaknesses.

As shown in the example of Figure 5, the comments written on the test result sheet can consist of comments at each item level, comments about strengths and weaknesses, and a summary comment.

Specifically, in the example of Figure 5, for the item "goal setting" set for the skill "thinking," the summary is written as "basic knowledge of goal setting required of business people," and the score for a given user is written as "2."
In addition, the average score of other users for the same item is recorded as "3," which indicates that the skill of the specific user is inferior to that of other users.
Then, a comment about the item in question may be written, for example, "You lack the basic knowledge of problem setting required of business people. Please make sure to acquire this knowledge in your future studies."

In addition, for the item "business etiquette" set under the skill "communication," the summary is written as "basic business etiquette for leaving a good impression on the other person," and the score is written as "5."
In addition, the average score of other users for the same item is recorded as "3," which indicates that the skill of the particular user is superior to that of other users.

For example, if the server 10 determines that the person has sufficient knowledge of business etiquette but is slightly lacking in consideration for others, a comment such as "Business etiquette is the basis of building relationships, and the most important thing is consideration for others. You have acquired the knowledge, so please do not forget to continue to be considerate." will be written as a comment on that item.

In this way, comments are provided as information to assist the user based on the answers given to each test given to the user.

In addition, the comments about strengths and weaknesses are based on the results of comparing the target user's score with the scores of the population to which the target user belongs, and include recommended actions to enhance the strengths of the target user's occupation and actions to overcome the weaknesses of the target user's occupation.

Specifically, as shown in the test result sheet in Figure 5, the areas in which the candidate has strengths and the areas in which the candidate has weaknesses are each listed, along with comments on each of the recommended actions. For example, if the candidate has strengths in the areas of legal affairs and labor, a comment such as "To further develop your strength, we recommend that you learn by doing actual work. If your occupation is XX, you will likely learn by taking on a task like XX." is listed as a recommended action.

For example, if there is a weakness in the category of objectives and goals, a comment such as "To overcome XX, in addition to self-study such as reading, it would be good to solidify knowledge through discussion. We recommend that you talk to experts or participate in workshops at seminars." may be written as a recommended action.

This allows the target users to easily know what they need to do specifically to work in their current job type.

The summary comment includes the target user's suitability for the job type and the correspondence between the job type and each skill, based on the results of comparing the target user's score with the scores of the population that includes the target user.

Specifically, as shown in the test result sheet in Figure 5, a summary comment is included regarding the user's suitability for the job type, such as "This will broaden your possibilities as a sales professional," and a summary comment is included regarding the correspondence between the job type and each skill, such as "It appears that you excel in business etiquette and written communication. By further developing your strengths," or "It appears that you have issues with your objectives, goals, and basic reasoning skills. These are generally required elements for a sales position."

By reading the comments, users can easily plan specific courses of action to improve their skills. In addition, by knowing their suitability for their current job, they can easily find out which skills and which aspects of their skills are their strengths for that job, and conversely, what is needed to improve their suitability for that job.

In addition to the graphs and comments, the test result diagnostic sheet can also include the test date, test area, company name, user name, occupation, age, and total score.
This allows information regarding the target user's score to be easily viewed.

Next, the course recommendation operation of the server 10 in this information processing system will be described with reference to Fig. 6. Fig. 6 is a flow chart showing the course recommendation operation of the server 10.
In this case, the course recommendation unit 130 suggests to the user a future course plan to improve their basic business skills based on the correlation (correspondence) between the educational history of the user who took the course to improve their basic business skills, the user's behavior after taking the course, and the average values of the user's test results in all areas after taking the course.

Specifically, in step S11 of FIG. 6, the course recommendation unit 130 reads out the test results and the learning history from the course DB 144.
Next, in step S12, the course recommendation unit 130 creates a future course plan for the user to improve their basic business skills based on the correlation (correspondence) between the course history, the user's behavior after taking the course, and the evaluation results of the basic business skills after taking one or more courses multiple times (e.g., the average value of all areas of the previous and current tests).
Then, in step S13, the course recommendation unit 130 uploads the created future course plan to the user's My Page, and proposes the future course plan to the user.

The operation of the learning management section of the server will be described below with reference to FIGS.
FIG. 7 is a diagram showing an example of a MyPage disclosed to a user.
FIG. 8 is a diagram showing an example of a course completion screen displayed on the My Page.

As shown in FIG. 7, My Page 201 has columns for a course status summary, a training course plan, a course history summary, a course history detail, and the like.
The course status summary column displays in individual boxes numerical values such as the number of courses taken, course intervals, completion rate of actions after taking a course, completion rate of follow-up tests, execution rate of specific actions to be taken starting tomorrow, and average score of feedback from others, all of which are read from course DB 144.

The number of times to take the course is displayed in the "Number of times to take the course" box. This box displays the recommended number of times derived from the score in the scoring result DB142 and the number of times the user has actually taken the course this year. In the example in Figure 7, the recommended number of times is displayed as "2 times," and the number of times the user has taken the course this year is displayed as "1 time."

The course interval box displays the recommended interval derived from the score in the scoring result DB142 and the interval since the user last took the course. In the example of Figure 7, the recommended interval is explicitly shown as 6 months, and the interval since the user last took the course is shown as 8 months.

The action completion rate after taking the course box displays the user's current status. In the example in Figure 7, the action completion rate is displayed as 50%.

The follow-up test completion rate box displays the user's current status. In the example in Figure 7, the follow-up test completion rate is displayed as 50%.

The execution rate of specific actions to be taken starting tomorrow box displays the user's current status. In the example of Figure 7, the execution rate of specific actions to be taken starting tomorrow is displayed as 75%.

The user's current situation is displayed in the average feedback score box from others. In the example of Figure 7, the average feedback score from others is displayed as 3 points.

The training plan field displays the training plan (future training plan) created by the course recommendation unit 130.
For example, if the job type is sales and the employee is junior, a training attendance plan is presented for the three-year period from the fourth to sixth year after joining the company. The goal is, for example, to become a person who can guide junior employees, based on the test results and learning history, and the name of the person attending is entered as the name of the person attending. The three-year plan is divided into six-month periods for the first, second, and third years, and the names of courses recommended for attendance are presented for April-September and October-March.

The course status summary section also displays a table of the training plan for the course the user is taking.

The course history summary column displays a list of courses (training) that the user has already taken. The list has columns for the year, number of times taken per year, date of attendance, name of training, comments, etc., and data from the course attendance DB 144 is entered into the column. The comments column displays alert messages such as "recommended number of times not reached" or "recommended interval between courses is six months."

The course history details column has columns in the order of the courses taken, such as elements necessary for developing subordinates, logical thinking, behavior tests, and videos explaining the training content.
The column on elements necessary for training subordinates is intended for managers, and a reservation button allows them to make reservations for courses on elements necessary for training subordinates.
The Logical Thinking column shows the schedule of courses in the field of logical thinking, as an example of courses to be taken in the future, and displays the training schedule. The Behavior Test shows the results of testing the operation of the settings on this page. If the operation is normal, the word "Complete" and a check mark are displayed.
In the training content explanation video section, a video explaining the training content can be played for new and young employees. The video can be played by clicking the "Watch" button.

Now, with reference to FIG. 8, the learning steps that a user should complete after taking one course will be described.
When a user takes a course (watches a video seminar), a learning progress column 202 is provided for the name of the course on My Page 201, as shown in Fig. 8. By clicking a button 203 for checking the number of completed steps in column 202, a status screen 204 for each step is displayed. By viewing this status screen 204, the user can check how far along he or she is in his or her learning.

In this example, the number of learning steps, i.e., the number of completed steps, is eight.
Specifically, there are eight steps in total: bookmarking (step 1), reserving (step 2), first video (step 3), first report attendance report (step 4), viewing comments on the first report (step 5), first report behavior report (step 6), first report viewing comments (step 7), and first test (step 8).
For this reason, the status screen 204 has rows for each step arranged in the order of learning, and the row for each step is provided with the date of completion.
When all steps are completed, a check mark and the word "Complete" are displayed in the learning progress column 202, indicating that the learning steps after taking one course have been completed.

In this example, all eight steps have been completed, so button 203 displays "Complete Step 8 of 8." Additionally, column 202 displays the word "Complete" and a check mark. By viewing column 202, the user can see that they have completed all learning related to this course.

Next, a review test (follow-up test) after taking a course, which is carried out by the learning management unit, will be described with reference to FIG. 9 to FIG.
FIG. 9 is a diagram showing an example of a start screen for taking a follow-up test on a user's My Page.
FIG. 10 is a diagram showing an example of a question screen that is displayed following the start screen of FIG.
FIG. 11 is a diagram showing an example of a screen that is displayed when all questions have been answered by answering the questions in order starting from the question screen of FIG.
FIG. 12 is a diagram showing an example of a confirmation screen displayed following the screen of FIG.
FIG. 13 is a diagram showing an example of a test result screen that is displayed following the marking start screen of FIG.

After a user has taken a logical thinking course (training) that was reserved in the logical thinking column on My Page 201 in Figure 7, a "Report" button 211 and a "Take the exam" button 212 are provided in the logical thinking column on My Page 201, as shown in Figure 9.
The user can take a review test (follow-up test) by clicking button 212 .
In this case, when the take exam button 212 in FIG. 9 is clicked, the learning management unit 129 displays a question screen 221 shown in FIG.
The question screen 221 has questions on the theme of logical thinking, a field of answer options for the questions, a "Next question" button 222, and a "Check score" button 223.
The "Next Question" button 222 is a link button linked to the next question, and clicking on it displays the next question screen.

The "Check Scoring" button 223 is a button for displaying the current scoring information, and clicking the button displays the current scoring information.

By proceeding through the answering operations for the questions in order from the question screen 221 in FIG. 10, when all the questions have been answered, the screen will change to the screen 231 shown in FIG. 11.

A screen 231 in FIG. 11 is provided with a “return to questions” button 232 and a “score” button 233 .
When the user clicks on the “Score” button 233, the learning management unit 129 displays a confirmation screen 241 shown in FIG.

The confirmation screen 241 is a screen that prompts the user to grade (confirms) the score. The confirmation screen 241 displays a message such as "You will be graded. Are you sure?" and also provides an "OK" button 242 and a "Cancel" button 243 as options.

When the user clicks on the "OK" button 242, the learning management unit 129 executes the marking process and displays a test result (marking result) screen 251 shown in FIG.
The percentage of correct answers can be confirmed as the test result on this screen 251. In this example, all answers were correct, so the percentage of correct answers is displayed as 100%.
If the examinee has answered any question incorrectly, a back button (not shown) is displayed on the screen 251 for each question, allowing the examinee to return to each question and answer it again. This can be continued until all questions are answered correctly.

Next, a course attendance behavior report that should be made after a user attends a course will be described with reference to FIG. 14 and FIG.
FIG. 14 is a diagram showing an example of an input screen for future actions when reporting a class action.
FIG. 15 is a diagram showing an example of a check screen for checking the user's behavior after a certain period from the class behavior report.

After the user has attended the course, as part of the learning step, the user reports the attendance behavior on the My Page 201 shown in FIG.
At this time, an input screen 261 is displayed on the My Page 201 as shown in FIG.

The input screen 261 displays, for example, three fields 262 for the user to write down the details of specific actions to be taken starting tomorrow, a field 263 for the scheduled check date, and messages 264 indicating what to write in each field.
The user writes down what he or she needs to do in at least one or more of the three columns 262, and then completes the class action report.

The scheduled check date field 263 is set to a date three months from today as the default setting, and the user is to check the completion rate (achievement level) of the tasks to be done on the scheduled check date.
By inputting a date three months from today as the default setting in this way, the user can input into his or her mind that something needs to be done in about three months. The date in the scheduled check date column 263 can be changed from the default setting date to another date by the user's operation.

When a certain period of time (for example, three months) has passed since the class behavior report was submitted, an alert is output via the user's My Page or email to inform the user that it is time to check.
When a user who has seen the alert logs into his/her personal page, a check screen 271 shown in FIG. 15 is displayed.
The check screen 271 has details 272 of specific actions to be taken starting tomorrow, which the user inputs when reporting the class behavior, an input field 273 for the execution rate, and an input field 274 for [Did you do what you should have done?] for each detail.
In each field of this check screen 271, the user inputs his/her own thoughts on the execution rate (how much was done or not done) and the reason for it.

By allowing users to self-evaluate their actions after taking the course, they can reconsider and reaffirm their actions in the period after taking the course and how they will approach their goals (what they need to do).

In this way, the My Page provided to users has a default post-course action period (three months) and course interval (once every six months) set as their future course plan, and users who receive a course plan recommendation will be able to follow the course plan and take courses at a frequency appropriate for them to acquire the skills they need and are satisfied with, unless they wish to change it themselves.

Next, feedback from others will be described with reference to FIGS.
FIG. 16 is a diagram showing a part of the My Page screen.
FIG. 17 is a diagram showing an example of a screen displaying comments fed back from a course manager.
FIG. 18 is a diagram showing an example of a display of feedback scores from a course manager.

When the user completes the check step by inputting the execution rate on the above check screen 271 and the reason as to whether or not he or she did what he or she should have done, the user will then receive a reply with comments from his or her superior or course administrator regarding the results of the user's own behavior check (execution rate, reasons, etc.).
When a comment is entered into a user's My Page, an alarm is sent to the user as described above.

When a user who has seen the alert logs into My Page, a "View Comments" button 281 is provided in the logical thinking section of the course history details on My Page 201 shown in FIG.
When the user clicks on the "View Comments" button 281, a comment screen 291 is displayed. Comments from superiors, course managers, etc. are displayed on the comment screen 291.

By reading the comments from the course manager on this comment screen 291, the user can learn objective opinions based on the assessments of others, rather than an indication of whether the user himself/herself was able to do the course.

In addition, as shown in FIG. 18, the superior gives feedback points on a graded scale on the comment screen 291, so the user can check the superior's evaluation from the points. The example in FIG. 18 shows a case where the superior gives the user a feedback point of "3" out of a 5-point scale.

Based on the idea that a user only acquires skills when their behavior is recognized by others, taking into account feedback from others provides confirmation that the user has acquired skills.
This verification is based on data showing that feedback from others is also correlated with an increase in score, and comments from others such as "knowledge has been acquired" or "user behavior has clearly changed" provide evidence that the user was able to achieve the specific behavioral goals they set after taking the course.

Next, we will explain an example of how having users take courses at an appropriate frequency and timing can improve users' skills by using the fact that users tend to take courses consistently as a basis for judgment. First, we will explain a sequence of events in which users were divided into groups based on the number of courses taken per year, and the changes in the number of courses taken and the scores were compared and verified, with reference to Figure 19.

FIG. 19 is a diagram showing a comparative example of the number of times each group took the course and the change in score for each group, A to E.
The verification data is the change in score (average score for each field)/number of times taken per year, which is an evaluation value derived from the results of the diagnostic test of business fundamentals stored in the scoring result DB 142. The comparison subjects are user groups divided into groups A, B, C, D, and E based on the number of times they took courses in a year. Each user has the same attributes, such as the same industry, occupation, and age, and the industry is manufacturing, the occupation is sales, and the age is 30s.

Table 311 shown in FIG. 19 is a table that compares the average score for each field, the number of courses taken per year, and the average score for each field one year later for each user group divided into group A (0 times), group B (1 time), group C (2 times), group D (3 times), and group E (4 times) based on the number of times the course was taken. Note that the number of courses taken per year is the number of times an individual user took a course in a year, regardless of the course field.

According to table 311 shown in FIG. 19, it can be seen that under the same conditions, Group C showed the greatest change (increase) in average score for each field one year later compared to the score one year earlier.
From this result, it is concluded that the recommended number of lessons per year for this attribute is two.
In the server 10, the course recommendation unit 130 creates a course plan based on the recommended number of courses per year derived from the above verification data, and proposes the created course plan to the user, thereby encouraging participation in courses and preventing excessive participation in courses.

First, we will explain some mechanisms for encouraging attendance based on the recommended number of courses per year.
First, the course recommendation unit 130 displays on the My Page 201 a course plan based on the recommended number of courses per year derived based on the scores of the business fundamentals diagnostic test in the course DB 144, and proposes it to the user.
Secondly, if the user's attendance status in the attendance DB 144 does not meet the recommended annual number of attendances, the attendance recommendation unit 130 sends an email (alert email) to the registered address of the user.
Third, if the number of recommended annual courses in the course DB 144 is not met, the course recommendation unit 130 displays information indicating cautions or warnings (such as an alert message or an alert object) within the course plan proposed on the My Page 201.

Next, we will explain some mechanisms for restricting attendance based on the recommended number of annual lessons.
First, the course recommendation unit 130 displays on the My Page 201 (see FIG. 7) the recommended number of courses to take per year, which is derived based on the scores of the diagnostic test for basic business skills in the course DB 144 and the user's attributes.
Second, when a user attempts to book a course in excess of the recommended number of times per year, the course recommendation unit 130 displays an alert on the course booking screen.
Third, when a user books a course in excess of the recommended number of times per year, the course recommendation unit 130 displays information indicating cautions or warnings (such as an alert message or an alert object) within the course plan proposed on the My Page 201.

Next, referring to Figure 20, we will explain the sequence in which participants were divided into groups based on the annual interval between classes and the changes in scores.

FIG. 20 is a diagram showing a comparative example of the relationship between the interval between classes and the change in score for each of groups A to E.
The verification data is the transition of scores (average scores for each field), which are evaluation values derived from the results of the diagnostic tests of business fundamentals stored in the scoring result DB 142, and annual attendance intervals. The comparison subjects are user groups divided into groups A, B, C, D, and E based on the intervals between taking a course and the next course over the course of a year. Each user has the same attributes, such as the same industry, occupation, and age, and the industry is manufacturing, the occupation is sales, and the age is in their 30s.

Table 312 shown in FIG. 20 is a table that compares the average score for each field, the interval between courses, and the average score for each field one year later for each user group divided into group A (every month), group B (every three months), group C (every six months), group D (every nine months), and group E (every 12 months) based on the interval between courses. Note that the interval between courses is the time between when an individual user takes a course and when they take the next course, regardless of the course field.

According to table 312 shown in FIG. 20, it can be seen that under the same conditions, Group C showed the greatest change (increase) in average score for each field one year later compared to the score one year earlier.
From these results, it can be concluded that the recommended annual interval for this attribute is six months.
In the server 10, the course recommendation unit 130 creates a course plan based on the recommended course interval derived from the above-mentioned verification data, and proposes the created course plan to the user, thereby promoting course participation and preventing excessive course participation.

First, we will explain some mechanisms for encouraging attendance based on the recommended attendance interval.
First, the course recommendation unit 130 displays on the My Page 201 a course plan based on a recommended course interval derived based on the score of the business fundamentals diagnostic test in the course DB 144, and proposes it to the user.
Second, if a course is not booked within the recommended course interval based on the user's course status in the course DB 144, the course recommendation unit 130 sends an email (alert email) to the user's registered address urging the user to book the course.
Third, if a course is not booked within the recommended course interval in the course DB 144, the course recommendation unit 130 displays information (such as an alert message or an alert object) within the course plan proposed on the My Page 201 to warn the user to make a course reservation.

Next, we will explain some mechanisms for restricting attendance based on the recommended attendance interval.
First, the course recommendation unit 130 displays on the My Page 201 (see FIG. 7) the recommended course interval derived based on the scores of the diagnostic test for basic business skills in the course DB 144 and the user's attributes as described above.
Second, when a user attempts to book a course before the recommended course interval has elapsed, the course recommendation unit 130 displays an alert on the course booking screen to the effect that the course is booked too early.
Third, when a user books a course before the recommended course interval has elapsed, the course recommendation unit 130 displays information (such as an alert message or an alert object) indicating a caution or warning to cancel the reservation within the course plan proposed on the My Page 201.

In this way, if a user is taking too many or too few courses relative to the recommended number of courses per year or the recommended interval between courses, an alert will be issued to warn the user, allowing the opportunity to take courses to be optimized.

Next, referring to Figure 21, we will explain the sequence in which users were divided into groups based on their action completion rate after taking the course, and the changes in action completion rate and score were compared and verified.

FIG. 21 is a diagram showing a comparative example of the action completion rate and the change in score for each group, A to C.
The verification data is comparative data between the progress of scores (average scores for each field), which are evaluation values derived from the results of the business fundamentals diagnostic tests stored in the scoring result DB 142, and the action completion rate. The comparison subjects are user groups divided into Group A (e.g., 0%), Group B (e.g., 1-50%), and Group C (e.g., 51-100%) according to their action completion rates after taking the course. Each user has the same attributes, such as the same industry, occupation, and age, and the industry is manufacturing, the occupation is sales, and the age is in their 30s.

Table 313 shown in FIG. 21 is a table that compares the average score for each field, the action completion rate after taking the course, and the average score for each field one year later for each user group divided into groups A, B, and C based on the action completion rate after taking the course.

According to table 312 shown in FIG. 21, it can be seen that under the same conditions, Group C showed the greatest change (increase) in average score for each field one year later compared to the score one year earlier.
From these results, it can be concluded that there is a correlation between the post-course action completion rate for a given attribute and the rate of score increase, and that aiming for a 100% post-course action completion rate will lead to an increase in score.
In the server 10, the course recommendation unit 130 creates a course plan based on the post-course action completion rate derived from the above-mentioned verification data, and proposes the created course plan to the user, thereby promoting course participation and preventing excessive course participation.

First, we will explain several mechanisms for encouraging participation in courses based on the rate of action completion after participation.
First, the course recommendation unit 130 displays the post-course action completion rate derived based on the score of the business fundamentals diagnostic test in the course DB 144 on the My Page 201 (see Figure 7) to allow the user to understand the current situation.
Second, when the post-course action completion rate reaches 100% in the user's course status in the course DB 144, the course recommendation unit 130 sends an email (alert email) to the user's registered address containing a message encouraging the user to make a reservation for the next course.
Third, when the post-course action completion rate in the course DB 144 reaches 100%, the course recommendation unit 130 displays information encouraging taking the course (such as an alert message or an alert object) within the course plan proposed on the My Page 201.

Next, we will explain several mechanisms for restricting attendance based on the action completion rate after attendance.
First, the course recommendation unit 130 displays on the My Page 201 (see FIG. 7) the action completion rate after taking the course, which is derived based on the score of the diagnostic test for basic business skills in the course DB 144 and the user's attributes.
Second, if the user's post-course action completion rate does not reach 100%, the course recommendation unit 130 sends an email (alert email) to the user's registered address containing a message encouraging the user to proceed with post-course actions for the current course without making a reservation for the next course.
Third, if the user's action completion rate after taking the course does not reach 100%, the course recommendation unit 130 displays information indicating a caution or warning (such as an alert message or an alert object) encouraging the user to proceed with post-course actions for the current course without reserving the next course within the course plan proposed on the My Page 201.

In this way, by creating a course plan or issuing alerts to the user to warn them based on the correlation between the rate of increase in test score and the rate at which the user completes the action after taking the course, it is possible to provide users with a stable opportunity to take courses and optimize course attendance.

Next, referring to Figure 22, we will explain the sequence in which users were divided into groups based on their follow-up test completion rate after taking the course, and the follow-up test completion rate and changes in scores were compared and verified.

FIG. 22 is a diagram showing a comparative example of the follow-up test completion rate and the change in score for each group, A to C.
The verification data is data comparing the progress of scores (average scores for each field), which are evaluation values derived from the results of the diagnostic tests of business fundamentals stored in the scoring result DB 142, with the follow-up test completion rate. The comparison subjects are user groups divided into Group A (e.g., 0%), Group B (e.g., 1-50%), and Group C (e.g., 51-100%) according to the follow-up test completion rate after taking the course. Each user has the same attributes, such as the same industry, occupation, and age, and the industry is manufacturing, the occupation is sales, and the age is 30s.

Table 314 shown in FIG. 22 is a table that compares the average score for each subject area, the follow-up test completion rate after taking the course, and the average score for each subject area one year later for each user group divided into groups A, B, and C based on the follow-up test completion rate after taking the course.

According to table 314 shown in FIG. 22, it can be seen that under the same conditions, Group C showed the greatest change (increase) in average score for each field one year later compared to the score one year earlier.
From these results, it can be concluded that there is a correlation between the follow-up test completion rate after taking the course for a given attribute and the rate of score increase, and that aiming for a 100% follow-up test completion rate after taking the course will lead to an increase in score.
In the server 10, the course recommendation section 130 creates a course plan based on the post-course follow-up test completion rate derived from the above-mentioned verification data, and proposes the created course plan to the user, thereby promoting course participation and preventing excessive course participation.

First, we will explain some mechanisms for encouraging participation based on the completion rate of follow-up tests after participation.
First, the course recommendation unit 130 displays the post-course follow-up test completion rate derived based on the score of the business fundamentals diagnostic test in the course DB 144 on the My Page 201 (see Figure 7) to allow the user to understand the current situation.
Second, when the completion rate of the follow-up test after taking a course reaches 100% in the user's course status in the course DB 144, the course recommendation unit 130 sends an email (alert email) to the user's registered address containing a message encouraging the user to make a reservation for the next course.
Third, when the completion rate of the follow-up test after taking the course in the course DB 144 reaches 100%, the course recommendation unit 130 displays information encouraging taking the course (such as an alert message or an alert object) within the course plan proposed on the My Page 201.

Next, we will explain several mechanisms for restricting attendance based on the completion rate of follow-up tests after attendance.
First, the course recommendation unit 130 displays on the My Page 201 (see FIG. 7) the follow-up test completion rate after the course, which is derived based on the score of the diagnostic test for basic business skills in the course DB 144 and the user's attributes.
Second, if the user's completion rate of the follow-up test after taking a course does not reach 100%, the course recommendation unit 130 sends an email (alert email) to the user's registered address containing a message encouraging the user to take the follow-up test after taking the current course without making a reservation for the next course.
Third, if the user's completion rate of the follow-up test after taking the course does not reach 100%, the course recommendation unit 130 displays information indicating a caution or warning (such as an alert message or an alert object) encouraging the user to take the follow-up test after taking the current course without reserving the next course within the course plan proposed on the My Page 201.

In this way, by creating a course plan or issuing alerts to users to warn them based on the correlation between the rate of increase in test score and the rate at which users complete follow-up tests after taking the course, it is possible to provide users with a stable opportunity to take courses and optimize course attendance.

Next, referring to Figure 23, we will explain the sequence in which participants were divided into groups based on the execution rate of the "specific actions to take starting tomorrow" in the course behavior report, and the execution rate of "specific actions to take starting tomorrow" and changes in scores were compared.

FIG. 23 is a diagram showing a comparative example of the execution rate of "specific actions to be taken starting tomorrow" and the change in score for each group, A to E.
The verification data is the progress of the score (average score for each field), which is an evaluation value derived from the results of the business fundamentals diagnostic test stored in the scoring result DB 142, and the execution rate of "specific actions to be taken starting tomorrow." The comparison subjects are user groups divided into Group A (0), Group B (1-25%), Group C (25-50%), Group D (50-75%), and Group E (75-100%) based on the execution rate of "specific actions to be taken starting tomorrow" in the course behavior report. Each user has the same attributes, such as the same industry, occupation, and age, and the industry is manufacturing, the occupation is sales, and the age is in their 30s.

Table 315 shown in FIG. 23 is a table that compares the average score for each field, the execution rate of "specific actions to undertake starting tomorrow," and the average score for each field one year later for each user group divided into groups A, B, C, D, and E based on the execution rate of "specific actions to undertake starting tomorrow" in the course behavior report.

According to table 315 shown in FIG. 23, it can be seen that under the same conditions, Group E showed the greatest change (increase) in average score for each field one year later compared to the score one year earlier.
From these results, it can be concluded that there is a correlation between the execution rate of the "specific actions to take starting tomorrow" for a given attribute and an increase in score, and that aiming for an execution rate of 76% or more for "Did you do what you needed to do?" will lead to an increase in score.
In the server 10, the course recommendation unit 130 creates a course plan based on the recommended course interval derived from the above-mentioned verification data, and proposes the created course plan to the user, thereby promoting course participation and preventing excessive course participation.

First, we will explain some of the mechanisms for encouraging participation in classes based on the rate at which participants complete "specific actions to take starting tomorrow."
First, the course recommendation unit 130 displays on the user's My Page 201 a course plan based on the execution rate of "specific actions to be taken starting tomorrow" derived based on the scores of the business fundamentals diagnostic test in the course DB 144, and suggests the plan to the user.
Second, when the execution rate of “specific actions to be taken starting tomorrow” based on the user's course status in the course DB 144 reaches 76% or more, the course recommendation unit 130 sends an email (alert email) to the user's registered address containing a message encouraging the user to make a reservation for the next course.
Third, when the execution rate of the “specific actions to be taken starting tomorrow” in the course DB 144 reaches 76% or more, the course recommendation unit 130 displays information encouraging the user to take the course (such as an alert message or an alert object) within the course plan proposed on the My Page 201.

Next, we will explain some mechanisms for restricting attendance based on the execution rate of "specific actions to take starting tomorrow."
First, the course recommendation unit 130 displays on the My Page 201 (see Figure 7) the execution rate of "specific actions to be taken starting tomorrow" derived based on the score of the business basics diagnostic test in the course DB 144 and the user's attributes.
Second, if the user's completion rate of the follow-up test after taking the course is 75% or less, the course recommendation unit 130 sends an email (alert email) to the user's registered address, containing a message encouraging the user to take the remaining "specific actions to begin tomorrow" for the current course without making a reservation for the next course.
Third, if the completion rate of the "specific actions to be taken starting tomorrow" is 75% or less, when an attempt is made to book the next course from My Page 201, the course recommendation unit 130 will display information (such as an alert message or an alert object) indicating a caution or warning urging the user to take the remaining "specific actions to be taken starting tomorrow."
The act of making a reservation for the next course may involve operating the course reservation button or inputting reservation information (course name, reservation date, etc.) in the reservation field.

In this way, by creating a course plan and issuing alerts to the user to warn them based on the correlation between the rate of increase in test scores and the rate at which "specific actions to take starting tomorrow" are implemented, it is possible to provide users with a stable opportunity to take courses and optimize course attendance.

In addition, the course action report screen or the action report check screen has a date field for setting the timing for checking whether the "specific action to be taken starting tomorrow" set by the user has been completed. The user can set any date by inputting it in this date field, but the date "three months from now" is preset in the date field so that the user will always see it.
This implies that it takes three months for behavioral change to occur after attending one course, and indirectly informs users that it is more effective to wait more than three months before attending the next training session.

Next, referring to Figure 24, we will explain the sequence in which participants were divided into groups based on the average score of feedback from others, and the execution rate of "specific actions to take starting tomorrow" and the change in score were compared.

FIG. 24 is a diagram showing an example of a comparison between the average score of feedback from others and the change in score for each group, A to E.
The verification data is the progress of scores (average scores for each field), which are evaluation values derived from the results of the diagnostic tests of business fundamentals stored in the scoring result DB 142, and the average score of feedback from others. The comparison subjects are user groups divided into Group A (1 or less), Group B (2), Group C (3), Group D (4), and Group E (5) based on the average score of feedback from others. Each user has the same attributes, such as the same industry, occupation, and age, and the industry is manufacturing, the occupation is sales, and the age is 30s.

Table 316 shown in FIG. 24 is a table that compares the average score in each field, the average score of feedback from others, and the average score in each field one year later for each user group divided into groups A, B, C, D, and E based on the average score of feedback from others.

According to table 316 shown in FIG. 24, under the same conditions, it can be seen that the groups that showed the largest change (increase) in average score for each field one year later compared to the score one year earlier were Group D (4) and Group E (5), in other words, the average score for feedback from others was 4 points or more.
From these results, it can be concluded that there is a correlation between the average score of feedback from others for a given attribute and an increase in score, and that aiming for an average score of 5 from feedback from others will lead to an increase in score.
In the server 10, the course recommendation unit 130 creates a course plan based on the average score of feedback from others derived from the above verification data, and proposes the created course plan to the user, thereby encouraging participation in courses and preventing excessive participation in courses.

First, we will explain some mechanisms for encouraging participation based on the average score of feedback from others.
First, the course recommendation unit 130 displays on the user's My Page 201 a course plan based on the average score of feedback from others derived based on the scores of the business fundamentals diagnostic test in the course DB 144, and suggests the plan to the user.
Second, if the average score of feedback from others in the course DB 144 is 4 points or more, the course recommendation unit 130 displays information (such as an alert message or an alert object) on the My Page 201 encouraging the user to book a course.
Third, if the average score of feedback from others based on the user's attendance status in the attendance DB 144 is 4 points or more, the course recommendation unit 130 sends an email (alert email) to the user's registered address containing a message encouraging the user to make a reservation for the next course.

Next, we will explain some mechanisms for restricting attendance based on the average score of feedback from others.
First, the course recommendation unit 130 displays on the My Page 201 (see FIG. 7) the scores of the business fundamentals diagnostic test in the course DB 144 and the average score of feedback from others derived based on the user's attributes.
Second, if the average score of feedback from others is 3 points or less, the course recommendation unit 130 sends an email (alert email) to the user's registered address containing a message encouraging the user to review the training content of the current course without making a reservation for the next course.
Third, if the average score of feedback from others is 3 points or less, when the user attempts to book the next course, the course recommendation unit 130 will display information indicating a caution or warning (such as an alert message or an alert object) encouraging the user to review the training content that has already been taken.

In this way, by creating a course plan and issuing alerts to the user based on the correlation between the rate of increase in test scores and the average score of feedback from others, it is possible to provide users with a stable opportunity to take courses and optimize course attendance.

In the above example, artificial intelligence or a machine learning engine is used to determine the appropriate frequency and timing for taking a course (a certain period of time after taking the course when not taking the course).
People who select and take courses at their own pace tend to find it difficult to feel the effects of their learning and their learning pace slows down.

In this example, an engine such as AI or machine learning will determine the appropriate concurrent courses, course duration, and course intervals for the student based on the student's progress in skill development to date (course attendance status, test results such as follow-up tests taken after taking the course, changes in scores between previous and current courses, workplace evaluations, etc.) as well as other similar examples from the past.
In this way, people who take courses by setting appropriate concurrent topics, course duration, and intervals between courses as determined by AI or machine learning, etc., tend to continue taking courses steadily at the appropriate frequency and timing even after completing the course, making them more likely to improve their skills.

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 are not limited to those shown in FIG.
Furthermore, each functional block and database may be configured as a single piece of hardware, a single piece of software, or 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.

Recording media containing such programs are not only configured as removable media that are distributed separately from the device body in order to provide each user with the program, but also as recording media etc. that are provided to each user in a state where they are already installed in the device body.

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

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

For example, in the above embodiment, the skills are four types: business knowledge, planning and control, communication, and thinking skills, but this is merely an example. In other words, any m skills (m is an integer value of 1 or more) related to basic business capabilities can be adopted. In this case, the items provided for each skill are not particularly limited to the examples in the above embodiment, and any p items (p is an integer value of 1 or more independent of m) can be adopted.

In the above embodiment, the total amount of courses (number of courses taken, intervals between courses, etc.) is regulated based on the average score for each of the four areas used to evaluate basic business skills. However, the total amount may be regulated by area, taking into account the balance of each area by dividing the courses into areas.
In the above embodiment, the course is intended to improve business skills, but it may simply be intended to improve practical skills and techniques in the user's daily life, and business skills, practical skills, techniques, etc. are all referred to simply as skills. The concept of a course also includes training sessions, workshops, lectures, seminars, etc.
In the above embodiment, lectures have been described as an example of a place where education is given to improve basic business skills. However, other educational places include training, seminars, courses, lectures, etc.
In the above embodiment, a course attendance history is used as an example of the education history, but other history may be used as well, and it is sufficient if it is an education history of a user who has participated in a place where an education is provided.

In the above embodiment, the user is suggested to take the course twice a year and the recommended interval between courses is six months by clearly indicating this on the user's My Page, but in addition, for example, when the service is introduced, a consultant in charge may inform the user that the recommended number of courses per year is two. By informing the user that the most effective number of courses per year is two, and that excessive course attendance or taking multiple courses at once will not produce the desired effect, it is possible to indirectly prevent the user from taking excessive courses.
The user's personal attributes may be the user's past experience, career history, adaptability to evaluation factors, or other attributes that are not directly related to the course. For example, the user's hobbies, personality, physical characteristics, family structure, lifestyle, etc. are also included in the user's personal attributes.

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 proposal means (e.g., the course recommendation unit 130 in FIG. 3 ) for proposing a future educational plan (e.g., a course plan) to improve the user's (e.g., a student) business fundamentals based on a correspondence relationship (e.g., correlation) between an educational history (e.g., course attendance history {simultaneous attendance themes, number of attendances in a given period (year), attendance intervals, etc.}) of the user (e.g., a student) who has attended (attended) an educational event (e.g., a course, training, seminar, workshop, etc.) for improving the basic business skills of the user, the behavior of the user after attending the event (e.g., a course, etc.), and an evaluation result of the user's business fundamentals after attending the event (e.g., the average score of all fields of the grading results);
Equipped with.
In this way, by proposing a future education plan (e.g., a course plan) based on the education history of the user who participated in an educational setting (e.g., a course), the user's behavior after participating in the setting (e.g., a course), and the evaluation results of the user's business fundamentals after participating in the setting (e.g., a course) (e.g., a change in score between one year ago and the current time), the user can participate (e.g., take) a setting (e.g., a course) at a frequency appropriate for them to acquire the skills they need and are sufficient for (e.g., the number of topics taken simultaneously, the number of times they take a course, the interval between courses, etc.).
As a result, users can maintain an appropriate learning situation. As a service provider offering this training service, it is possible to not only encourage users to take courses, but also to prevent excessive learning or frequent learning in a short period of time. It is also possible for users to maintain an appropriate learning pace and use the service for a long time. As a result, it is possible for the service provider to promote continuous use and maintain the stable operation of the subscription model.

The user's behavior after participating in the event (e.g., a course) is as follows:
The rate of completion of actions after participating in the setting (e.g., a course, etc.) (e.g., the rate of completion of an action after taking a course, etc.), the rate of completion of additional assessments (e.g., a follow-up test), the percentage of specific actions that the user declared they will take starting tomorrow after participating in the setting (e.g., a course, etc.) (e.g., the percentage of specific actions that the user will take starting tomorrow), and the average score given as feedback by an administrator (e.g., a supervisor) who manages the user based on the user's learning status (e.g., the average score of feedback from others, etc.).
In addition to the evaluation of the business fundamentals diagnostic test taken after taking the course, the system takes into consideration the user's behavior after participating in the event (e.g., a course, etc.), the results of additional evaluations, and the average feedback score from others (course managers, superiors, etc.) to determine the user's level of achievement in reflective learning for the event (e.g., a course, etc.), motivation, and other people's evaluations of the user's behavior, and creates a future education plan, which can suggest a future education plan with an appropriate amount (number of sessions and intervals between sessions) and quality (e.g., course topics, etc.) for the user.

The suggestion means includes:
An educational plan (e.g., a training plan on the My Page in Figure 7) is proposed that includes at least one of the following: the subject of the event (e.g., a course, etc.) to be attended (e.g., course theme or simultaneous course theme), the number of times to participate in the event (e.g., a course, etc.) in a specified period (e.g., a year, etc.) (e.g., number of times to attend), and the interval between participation (e.g., interval between attendance).
In this way, by suggesting to the user the subject matter (themes to be taken in class or themes to be taken simultaneously), the recommended number of times to participate in the setting (e.g., a course, etc.) in a specified period (year) (e.g., a recommended number of times, etc.), and the recommended interval between participation (e.g., a recommended interval, etc.) the user will be able to participate in the setting (e.g., a course, etc.) at a frequency that is appropriate for acquiring the skills that are necessary and sufficient for him/her.

1: Information processing device, 10: Server, 20, 20-1, 20-n: User terminal, 101: CPU, 106: Output unit, 107: Input unit, 108: Memory unit, 109: Communication unit, 121: Test creation unit, 122: Test question setting unit, 123: Answer acquisition unit, 124: Marking unit, 125: Scoring unit, 126: Score acquisition unit, 127: Comment creation unit, 128: Display control unit, 129: Learning management unit, 130: Course recommendation unit, 141: Question DB, 142: Marking result DB, 143: Population DB, 144: Course DB, 151: Course plan creation unit, 152: Proposal unit, 153: Alert unit, N: Network

Claims (4)

a proposal means for proposing to the user a future educational plan for improving the user's business fundamentals based on a correspondence relationship between an educational history of the user who has participated in a place where education is provided to improve the user's business fundamentals, the user's behavioral state after participating in the place, and an evaluation result of the user's business fundamentals after participating in the place, the educational plan including at least one of a recommended number of times to participate in the place in a predetermined period and a recommended participation interval ;
An information processing device comprising: The behavior after participating in the event is as follows:
At least one of a behavior completion rate after participating in the event, a completion rate of additional evaluation, a number of actions participated in the event, and an average score of a score given as feedback from an administrator of the user according to the learning status of the user.
The information processing device according to claim 1 . An information processing method executed by an information processing device,
a step of proposing to the user a future educational plan for improving the user's business fundamentals based on a correspondence relationship between an educational history of the user who has participated in a place providing education to improve the user's business fundamentals, the user's behavioral state after participating in the place, and an evaluation result of the user's business fundamentals after participating in the place, the educational plan including at least one of a recommended number of times to participate in the place in a predetermined period and a recommended participation interval ;
An information processing method comprising: A computer that controls an information processing device
a step of proposing to the user a future educational plan for improving the user's business fundamentals based on a correspondence relationship between an educational history of the user who has participated in a place providing education to improve the user's business fundamentals, the user's behavioral state after participating in the place, and an evaluation result of the user's business fundamentals after participating in the place, the educational plan including at least one of a recommended number of times to participate in the place in a predetermined period and a recommended participation interval;
A program that executes control processing including:

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