JP7656897B2 - Information processing device - Google Patents

Description

The present invention relates to an information processing device.

2. Description of the Related Art Traditionally, employee education has been provided for the purpose of providing employees with knowledge and skills related to the company's operations.
Therefore, there are services that assess the skills of employees and provide various advice based on the results of the assessment, and there are human resource development support systems that aim to support human resource development (see, for example, Patent Document 1).

JP 2004-246507 A

However, conventional techniques including the technique described in the above-mentioned Patent Document 1 merely aim to support personnel training.
As a result, for example, when faced with a problem of how to acquire knowledge and skills in a particular industry, they were unable to receive support regarding what kind of education or assistance they should receive.
Furthermore, solutions to frustrations and worries, which are more important than acquiring knowledge and skills, are case-by-case, and a one-size-fits-all solution cannot be said to be sufficient.
In addition to the acquisition of individual knowledge and skills, it is important for human resource training that users communicate with each other, and providing a place where users can resolve their concerns and issues is also essential to human resource development.

The present invention was made in consideration of this situation, and aims to promote the creation of a community where users can solve their worries and problems.

In order to achieve the above object, an information processing device according to one aspect of the present invention comprises:
An information processing device for managing an education-related community,
a user extraction means for extracting other users whose scores have improved since achieving the same score as a given user, based on at least one of scores included in a log of an evaluation test for confirming the effectiveness of an educational program taken by one or more users and answers of each user obtained from a question survey regarding the educational program and the scores of the evaluation test conducted for the one or more users;
Equipped with.
With this configuration, a given user who has concerns or issues regarding evaluation tests or grades can be matched with other users who have solutions.
As a result, it is possible to promote the creation of a community where users can solve their worries and problems.
An information processing method and a program corresponding to the information processing device according to one aspect of the present invention are also provided as an information processing method and a program according to one aspect of the present invention.

The present invention can promote the creation of a community where users can solve their worries and problems.

1 illustrates an overall configuration of an information processing apparatus according to an embodiment of the present invention. 2 is a block diagram showing a hardware configuration of a server in the information processing system of FIG. 1 . 2 is a functional block diagram showing a functional configuration of a server in the information processing system of FIG. 1 . FIG. 13 is a diagram showing an example of classification of categories for evaluating fundamental business skills. FIG. 13 is a diagram showing an assignment table. 13 is a flowchart showing a user extraction and presentation operation of a server. 7 is a flowchart showing detailed operations of the user extraction and presentation operations in FIG. 6; FIG. 11 is a diagram illustrating an example of providing a problem-solving service to an individual in the information processing system of the embodiment. FIG. 11 is a diagram showing an example of providing an automatic distribution type service to an individual in the information processing system of the embodiment. FIG. 11 is a diagram illustrating an example of providing a problem-solving service to a company in the information processing system of the embodiment. FIG. 1 is a diagram illustrating an example of a comparison between a company with a problem and other companies. FIG. 1 is a diagram illustrating an example of providing an automatic distribution type service to a company in the information processing system according to an embodiment.

Hereinafter, an embodiment of the present invention will be described with reference to the drawings.
FIG. 1 shows the overall configuration of an information processing system 1 according to an embodiment of the present invention.
The information processing system 1 shown in FIG. 1 is composed of a server 10, n (n is any integer value equal to or greater than 1) participant terminals 20-1 to 20-n, and m (m is any integer value equal to or greater than 1) company terminals 30-1 to 30-m, which are connected to each other so that they can communicate with each other via a predetermined network N such as the Internet.
In the following, when there is no need to distinguish between the student terminals 20-1 to 20-n, they will be collectively referred to as the "student terminals 20." When there is no need to distinguish between the company terminals 30-1 to 30-m, they will be collectively referred to as the "company terminals 30."

The student terminal 20 is an information processing device managed for each student, and is configured, for example, by a personal computer, a tablet terminal, a smartphone, or the like.
The company terminal 30 is an information processing device managed by a company employee, and is configured, for example, as a personal computer, a tablet terminal, or a smartphone.
The server 10 is managed by the service provider and executes various processes while controlling the operations of the student terminals 20-1 through 20-n and the company terminals 30-1 through 30-m.

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

Specifically, in this embodiment, the server 10 operates in cooperation with the student terminal 20 and the company terminal 30 as follows.
That is, the server 10 first transmits to the student terminal 20 a business fundamentals diagnostic test (hereinafter simply referred to as a "test") consisting of one or more questions selected from a plurality of questions pre-stored in the server 10, etc., and receives the answers entered by the student for each of the one or more questions.

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

This section explains the relationship between categories and themes for evaluating fundamental business skills.
R categories (r is any integer value equal to or greater than 1) are defined, and t themes (t is any integer value equal to or greater than 1, independent of r) are defined in each of the one or more categories.
The test will include questions on each topic related to that topic.

The student terminal 20 receives the test sent by the server 10. The student then operates the student terminal 20 to input answers to each of the multiple questions that make up the test.
The student terminal 20 transmits the test answers (a collection of answers to each question) entered by the student to the server 10 .
The company terminal 30 is a terminal operated by a person in charge of the company to which the student belongs, accepts company assignments entered by the person in charge of the company, and uploads them to the company's personal page on a website made public to company users by the server 10.
The company terminal 30 displays solutions to the company's problems that are uploaded to the My Page by the server 10.

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

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

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

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

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

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

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

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

The CPU 101, ROM 102, and RAM 103 are interconnected via a bus 104. An input/output interface 105 is also connected to this bus 104. An output unit 106, an input unit 107, a memory unit 108, a communication unit 109, and a drive 110 are connected to the input/output interface 105.

The output unit 106 is composed of a display, a speaker, etc., and outputs various information as images and sounds.
The input unit 107 is composed of a keyboard, a mouse, etc., and is used to input various information.

The storage unit 108 is configured with a hard disk, a dynamic random access memory (DRAM), etc., and stores various data.
The communication unit 109 communicates with other devices (such as the student terminals 20-1 through 20-n and company terminals 30-1 through 30-m in the example of FIG. 1) via a network N including the Internet.

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

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

Specifically, the participant DB141 stores the name, age, department (division, etc.) within the company of employees taking training or courses, information about the training or course they are taking (training name and training number, course name and course number, training date, attendance date, training history, attendance history), etc., in association with information that identifies the individual participant (participant ID or participant number, etc.).

The student DB 141 also stores information about the companies to which the employees belong as students (company size (number of employees), organizational structure (hierarchy, etc.), department and division allocation, etc.). The student DB 141 also stores information about each employee in the company (e.g., employee name, age, date of joining the company, years of employment, organizational position, job title, etc.) linked to the employee's personal identification information, such as employee number.
In addition, the trainee DB 141 stores performance information of the companies attending the training (for example, information to the extent that is publicly available in business magazines, etc.) so that it can be compared with other companies in the same industry.

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

Here, categories (fields) for evaluating fundamental business skills will be described with reference to Fig. 4. Fig. 4 is a diagram showing an example of classification of categories (fields) for evaluating fundamental business skills.
As shown in FIG. 4, the categories (fields) are defined (classified) into four categories, such as "Business knowledge,""Planning&Control,""Thinking," and "Communication." Themes are one of the evaluation elements for each category. Each category has courses that include one or more themes.

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

Themes for measuring basic business capabilities in the "Planning & Control" category include objectives and goals, planning, business management, review/evaluation, and improvement. Although not shown in the figure, the theme of objectives and goals includes a sub-theme of goal-based thinking. In addition, the theme of planning includes a sub-theme of action plan creation.

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

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

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

Basic business skills are taught on an individual theme basis, or as a course consisting of multiple themes, and participants are expected to improve their business skills by attending courses or training sessions.
When a participant takes a course or training course, a diagnostic test of basic business skills is administered either before, during, or after the course.

The examination DB 142 stores information about tests administered by the service provider. The information about the test includes, for example, test questions and corresponding answers, as well as the examination results (scores for each topic) and evaluation results (scores) of individual students stored as examination logs.
The test is intended to assess the effectiveness of the training that participants receive.
The score is a numerical value (from "1" to "5") obtained by evaluating the score for each test theme, for example, on a five-point scale, and a total numerical value for each category is also stored. If one category has five themes, each category has a maximum score of 25 points, and the total score of each theme in this case (total score, etc.) indicates the student's evaluation for each category.

The questionnaire DB143 stores information on questionnaire surveys, such as questionnaires given to trainees after they have taken a diagnostic test on basic business skills, questionnaires given to companies using this service at specified intervals (e.g., every three months), interviews conducted directly by consultants with user companies, and questionnaires given to trainees after they have taken training courses, which are made up of pairs of questions and answers obtained from each questionnaire, as well as information (FAQs, etc.) that matches the answers with success stories (solutions to problems) of trainees and companies.
That is, the questionnaire DB 143 stores information on how other users solved a certain worry or problem of a certain user (useful solutions to the problem of the certain user). In addition, the questionnaire DB 143 also stores information on what was done to solve the problem but did not solve it.

Furthermore, the questionnaire DB 143 stores a task table 200 (see FIG. 5).
The assignment table 200 shown in FIG. 5 is divided into major categories, medium categories, and minor categories.
In addition to the four categories of business skill assessment elements shown in Figure 4 (business knowledge, planning and control, communication, and thinking), the major classifications include operational skills, communication, time management, etc., which are categorized from different perspectives than the business skill assessment elements.

The intermediate categories include the sub-themes of each category. For example, business knowledge includes finance/accounting, marketing, etc.

The minor categories contain issues from each of the medium categories.
For example, in the assessment element of business skills, business knowledge (major category) and finance/accounting (medium category), sub-categories are set, such as "I want to improve my score" or "My score is stagnant."
For example, within the management ability (medium category) of business skills (major category), issues such as not being able to delegate tasks to subordinates, not being able to delegate authority, not being able to plan work, poor listening and speaking skills, poor communication with other departments, etc. are set as minor categories.

When the CPU 101 of the server 10 (see FIG. 2) executes processing, the test unit 121, extraction unit 122, presentation unit 123, voting unit 124, reward granting unit 125, and web server unit 126 function as shown in FIG. 3.

The test unit 121 conducts a diagnostic test of business skills and obtains information indicating the basic business skills of each of one or more employees (members) belonging to an organization such as a company. The diagnostic test of business skills is an evaluation test for confirming the effectiveness of the training (educational program) taken by the trainee. The information indicating the basic business skills is, for example, test scores for each category or theme for evaluating skills.
Specifically, the test unit 121 creates questions for each theme from among questions for evaluating the skills of the student, which are stored in advance in the examination DB 142, for the student to answer by operating the student terminal 20. A collection of questions and answers for each theme in each category created in this way constitutes a test.

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

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

In response to an evaluation submission request (table creation instruction) from the student terminal 20, the test unit 121 acquires the score of a specific student and the scores of a specific population that includes the specific student from the scores of one or more students managed in the examination DB 142, outputs them to the web server unit 126, and makes them viewable on the personal page of the specific student. Note that the specific student may be referred to as the first student.

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

The extraction unit 122 extracts other trainees whose scores (achievements) are equivalent to those of a specified trainee and have subsequently improved based on at least one of the scores contained in the test results (such as the test log in the test DB 142) of a business skills diagnostic test that confirms the effectiveness of the training taken by one or more trainees and the responses of each trainee obtained from a questionnaire regarding the training and test scores administered to the one or more trainees.
In addition, an equivalent score (achievement) refers to a score (achievement) that is determined by the server 1 to be equivalent based on predetermined criteria (e.g., threshold, range, AI, etc.).

When extracting companies, the extraction unit 122 extracts, for a specific company to which one or more students belong, other companies whose scores have subsequently improved from the score included in the test log of the specific company that is equal to the score included in the test log of the specific company.

When extracting companies, the extraction unit 122 extracts other companies whose scores are similar to those included in the test log of a specified student who is lower in the hierarchy of the specified company, and whose scores included in the test log of the specified student's superior who is higher in the hierarchy than the specified student's superior are higher than other students at the same hierarchy as the specified student who is lower than the superior of other companies.

When extracting a company, if a student belonging to a specified company has a score above a specified level in a specified category (three out of four categories) among multiple categories of a test taken by the student, the extraction unit 122 extracts other departments within the specified company to which the student belongs who has a score above the specified level in the specified category.
The category refers to an area (field) that is the basis of business skills, which is classified into four categories as shown in FIG. 4, for example, when evaluating basic business skills.

The extraction unit 122 includes a problem extraction unit 151 and a solution owner selection unit 152 .
The problem extraction method executed by the problem extractor 151 includes a first method and a second method.
The first method is a method in which the task extraction unit 151 automatically extracts predetermined students who have tasks from the scores of one or more students.
In this case, the task extraction unit 151 extracts students whose scores have not improved over a certain period of time (e.g., six months) from the scores contained in the examination log in the examination DB 142 as specified students who have tasks.
The second method is for a specific student who is aware of the assignment to access his/her My Page, select the assignment from the assignment table 200 (see Figure 5) presented on his/her My Page, and instruct the student to solve the assignment.

The solution owner selection unit 152 selects an owner of a solution to a problem using a first method and a second method.
The first method is to extract students who have solutions such as solutions or success stories from the scores contained in the examination logs in the examination DB 142, that is, students (other students) other than the specified students who have issues.
In this case, the solution owner selection unit 152 refers to the examination log in the examination DB 142 and extracts other students who have achieved the same results as the specified student extracted by the problem extraction unit 151 and have subsequently improved their grades (personal growth rate above a certain level).

The second method involves selecting other trainees who have solutions or success stories from a questionnaire administered to trainees before or after taking the test, or at specified intervals (e.g., every three months).
In this case, the solution owner selection unit 152 conducts a survey such as a questionnaire regarding the training attendance and diagnostic test scores of one or more trainees, and uses the answers of each trainee obtained from the questionnaire to extract other trainees who have solutions such as solutions or success stories.

The presentation unit 123 presents to the specified student the information on the other students extracted by the extraction unit 122. Specifically, the presentation unit 123 uploads the information on the other students to the My Page of the specified student made public by the web server unit 126.
The information about other students includes, for example, success stories included in the answers of other users, solutions derived from the success stories, contact information for contacting other students while concealing information that identifies the names of the students who answered, the names of their companies, etc. The contact information includes, for example, information about communities in which other students participate, and information encouraging participation in those communities.

The voting unit 124 conducts a satisfaction vote (asking questions and asking each answer to each question on a scale) between the specified student and other students who have been matched based on the information presented by the presentation unit 123, accepts the results of the satisfaction vote, and tallys up the results of each of the students' satisfaction votes (scales given to each of the multiple questions) to determine the satisfaction of each of the specified student and other students.

The voting unit 124 has a first counting unit 161 and a second counting unit 162 .
The first tallying unit 161 accepts satisfaction votes of the matching between the specified student and other students who have been matched based on the information presented by the presentation unit 123, tallys up the satisfaction levels of the students who have received votes (voted for), and outputs the tallying result to the presentation unit 123. The presentation unit 123 presents the tallying result to at least one of the specified student and the other students.

The second tallying unit 162 accepts satisfaction votes for the matching between the specified student and other students who have been matched based on the information presented by the presentation unit 123, tallying the satisfaction of the students who voted, and outputs the tallying result to the presentation unit 123. The presentation unit 123 presents the tallying result to at least one of the specified student and the other students.

The reward granting unit 125 asks a specified student to evaluate whether the problem has been solved by the solution presented by the presentation unit 123, and grants benefits (rewards) and incentives to other students who have solved the problem of the specified student based on the evaluation result of the specified student.
By offering benefits and incentives to other students who respond in this way, they will feel there is something beneficial to do and it will be easier to collect example answers.
The reward granting unit 125 also grants a predetermined benefit (award) or incentive to a specific student who has solved a problem by cooperating with the evaluation. Note that the results of the satisfaction vote by the voting unit 124 may be used for the evaluation of each of the specific student and other students.

The web server unit 126 provides a website that provides part of the service to students.
The website allows each participant to register as a member, apply for and book training courses at physical facilities or online, take online training courses, and take diagnostic tests on basic business skills.
The website also provides functions such as a personal page for each student and an online community as a place for communication between students.

On each participant's personal page, their test results are displayed, and they can also fill out a survey about their training sessions, test scores, and other concerns.
Specifically, the web server unit 126 controls the display on the screen of the participant terminal 20 via the communication unit 109 of a line graph in which the scores of one or more employees obtained by the test unit 121 are plotted in a circular display area (see, for example, Figure 4) superimposed on a line graph in which the scores of the population to which the employees belong are plotted in a circular display area.

The web server unit 126 plots the scores output from the test unit 121 and displays the evaluation values of the results of the business fundamentals diagnosis as a graph.
Specifically, the web server unit 126 controls the display of a graph (see Figure 4) of the score of a specific student output from the test unit 121 and the score of a specific population to which the specific student belongs on the screen of the student terminal 20 via the communication unit 109.

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

In this case, in step S11 of FIG. 6, the extraction unit 122 extracts other users whose scores have improved since the given trainee's score, based on at least one of the scores included in the test log (such as the test log in the test DB 142) that confirms the effectiveness of the training attended by the trainee and the responses of each user obtained from a questionnaire regarding the attendance and scores of the training administered to one or more trainees.

When extracting other students from the examination logs in the examination DB142, the extraction unit 122 extracts from the examination DB142 the scores of other students whose initial scores were equal to those of the specified student and whose scores improved in subsequent examinations, and extracts from the student DB141 those students who have those scores.

When extracting other students from the questionnaire responses, the extraction unit 122 reads out the survey results obtained from the students from the questionnaire DB 143, and selects other students who have described success stories of overcoming the same or similar concerns about poor score improvement or concerns about selecting course subjects that were stated in the questionnaire of a specific student.

Then, the presentation unit 123 presents the information on the other students extracted by the extraction unit 122 to the specified student.
Based on the information provided, a specific user can join a community of other students and communicate with them to be matched.

After that (after matching), in step S12 of FIG. 6, the voting unit 124 conducts a satisfaction vote for the matching between the specified student and other students. The results of the satisfaction vote are tallied by the voting unit 124 and stored in the survey DB, and are also presented to the students who voted for their satisfaction.

In this way, by extracting other students who are likely to be helpful to a particular student who has concerns or issues in order to improve their test scores or solve their problems, it is possible to match the particular student with people (other students) who will be beneficial to the particular student.
That is, it is possible to efficiently match a given user who has a problem with other users who have a solution.

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

In the extraction unit 122, the problem extraction unit 151 extracts problems related to the effectiveness of the training that a specific trainee has (such as a lack of improvement in scores or not knowing how to make a training plan) based on at least one of the scores or the questionnaire responses in step S21 of FIG. 7.

In step S22, the solution owner selection unit 152 selects other students who have solutions, such as success stories or solutions, for the problem of the specified student based on at least one of the score and the questionnaire responses.

In step S23, the presentation unit 123 presents information about other students (success stories of other students and other information about the community with personal information such as the names of other students and organization names concealed) to the specified student.

An example of the services provided by the service provider will be described below.
The services provided by the service provider are classified into problem-solving services and automatic delivery services, and each of these two services will be explained below.

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

It is assumed that participants A and B shown in FIG. 8 have registered as members at the service provider S's counter or website and are receiving services from the service provider S.
Participant A is one of the participants who has low test scores and a low rate of score growth. Participant A is having trouble improving his test scores. Participant B is one of the participants who has high test scores and a high rate of score growth.

In this case, as shown in FIG. 8, in step S41, the group of students including student B takes the test. At this time, the test unit 121 asks questions to the group of students including student B, scores the answers obtained, and stores the scores as the test results of each student in the test log of the test DB 141.

In step S42, after completion of the test, the extraction unit 122 automatically sends a questionnaire to the group of participants including participant B via their personal pages or contact email addresses, etc.
The questionnaire includes questions such as what challenges were addressed, what approaches were taken, the specific efforts made, and the key points to success.

In step S43, in the case of e-mail, when the questionnaire is received by, for example, the student B's student terminal 20-2, student B opens the e-mail and reads the questions in the questionnaire.
Then, in step S44, the student B writes his/her answers to the questionnaire in the reply mail and returns the reply mail to the address of the service provider S.

In step S45, in the server 10 of the service provider S, the extraction unit 122 receives the survey responses in the reply email sent from the student B's student terminal 20-2, and stores (stores) the pairs of survey questions and answers as response results in the survey DB 143.

The problem-solving/individualized service is premised on the premise that student A is aware of his/her own problems, and in step S46, student A accesses his/her own personal page made public by server 10 from his/her student terminal 20-1, views the problem table 200 in FIG. 5, and selects a problem from the categories (major categories, medium categories, minor categories) in the problem table 200 that student A feels is a problem, and then requests a solution to the selected problem.

When the server 10 receives the request for a solution sent from the student terminal 20-1 of student A, the extraction unit 122 in step S47 extracts one or more solutions, such as suitable solutions or success stories, that can solve student A's problem from the answer results stored in the questionnaire DB 143, and presents them to the student terminal 20-1 of student A who made the answer request.

At this time, the extraction unit 122 uses criteria such as AI (Artificial Intelligence) to extract one or more solutions that are included in the answer results that are most suitable for the task, based on conditions such as participants in the same industry, company size, age, occupation, gender, and other demographic attributes, people who have grown from the same level, people whose answers published to members have received a large number of positive evaluations such as "likes" and "helpful," and the most recent answers.

At the student terminal 20-1, student A views one or more received solutions on the solution presentation screen of his/her personal page. If student A likes one of the solutions presented, in step S48, student A presses the "Like" button provided on the solution presentation screen of his/her personal page.
In this example, the solution presented to Student A includes a solution that was written in Student B's answer result, and Student A likes this solution and presses the "Like" button.

In the server 10, when the "Like" button is pressed, the voting unit 124 adds one point for the "Like" to the point column of the answer result of the participant B in the questionnaire DB 143. This allows the participant B to accumulate points for the "Like" of the answer result of the questionnaire in step S49.
When participant A presses the “Like” button, the voting unit 124 adds one point for “Like” to the point column of participant A's answer to the assignment in the questionnaire DB 143 .

At a predetermined timing (such as once every three months), in step S50, the first counting unit 161 refers to the points column of the answer results of the students in the questionnaire DB 143 and counts up the points for each answer.
Based on the tallying results, the bonus awarding unit 125 selects the "Growth Award" from the students who received the most "Likes."
The reward giving unit 125 then gives rewards, such as invitations to specially planned training courses, to the top 50 of the selected trainees.

Similarly, at the same timing as above (such as once every three months), in step S51, the second counting unit 162 refers to the points column for the student's answers to the assignments in the questionnaire DB 143 and counts the points for each answer.
Based on the tallying result by the second tallying unit 162, the bonus awarding unit 125 selects the "Learning Grand Prize" in order of the student who pressed the "Like" button the most.
The reward giving unit 125 then gives rewards, such as invitations to specially planned training courses, to the top 50 participants among the selected participants.

Here, some specific examples will be given for explanation.
First, a first example of deriving an optimal solution from the scores before the increase will be described.
In this case, it is assumed that student X has an assignment.
As a result of the test, student X received a low score of 2 points in the topic "problem setting" in the "thinking" category, and would like to improve his score in this "thinking" category.

Based on the results of the previous and current tests in the test log, the group of students whose scores improved are divided into several attributes (attributes A to C).
Attribute A is the group of students whose score in "Problem Setting" in the "Thinking" category improved from 2 to 3 points. Attribute B is the group of students whose score in "Problem Setting" in the "Thinking" category improved from 1 to 3 points. Attribute C is the group of students whose score in "Problem Setting" in the "Thinking" category improved from 3 to 4 points.

In conclusion, the appropriate solution to give to student X who has an assignment is the solution from the group of students with attribute A, and a solution suitable for student X's assignment is extracted from the answers of students who have an upward trend in scores for attribute A.

The reason for this is that although attributes A, B, and C each have increased scores for the same category and theme, the actions (solutions) required to increase their scores are different. By focusing on the scores before the increase, rather than just on the increase in scores, it is possible to derive a more optimal action (solution) to take.

Participants with a tendency towards attribute A took training on "reflection and evaluation" in "planning and control" in order to improve their "problem setting" in the "thinking" category. This was because although they had the necessary skills (thinking ability) to improve their "problem setting," they did not know the specific methods for speaking about it.

To improve their "problem setting" in the "thinking" category, participants with a tendency towards attribute B first took training on "thinking ability" in the "thinking" category, and then took training on "reflection and evaluation" in the "planning and control" category. This type of training is an example of improving both skills (thinking ability) and methods, and since measures to improve skills (thinking ability) are unnecessary, it cannot be said to be an optimal solution.

Participants with a tendency towards attribute C took training on "marketing" under "business knowledge" in order to improve their "problem setting" in the "thinking" category. This was a measure to further improve their scores by supplementing their knowledge of thinking skills and methods with knowledge that is more closely related to their work.

Next, a second example of deriving an optimal solution from the scores before the increase will be described.
In this case, it is also assumed that student X has an assignment.
As a result of the test, student X's score in "oral communication" in the "communication" category was low at 2 points, and he/she would like to improve his/her score in this "communication" category.

Based on the results of the previous and current tests in the test log, the group of students whose scores improved are divided into several attributes (attributes A to C).
Attribute A is a group of students whose score in "oral communication" in the "communication" category has improved from 2 to 3 points. Attribute B is a group of students whose score in "oral communication" in the "communication" category has improved from 1 to 3 points. Attribute C is a group of students whose score in "oral communication" in the "communication" domain has improved from 3 to 4 points.

In conclusion, the appropriate solution to give to student X who has a task is the solution from the group of students with attribute B, and a solution suitable for student X's task is extracted from the answers of students who have a tendency to increase their scores in attribute B.

The reason for this is that although attributes A, B, and C each have increased scores for the same category and theme, the actions (solutions) required to increase their scores are different. By focusing on the scores before the increase, rather than just on the increase in scores, it is possible to derive a more optimal action (solution) to take.

Participants with a tendency towards attribute A took training on "how to speak" in the "communication" category in order to improve their "oral communication" in the "communication" category. This was because although they had the skills necessary to improve oral communication (information gathering ability, thinking ability (information organization)), they did not know the specific speaking techniques.

To improve "oral communication" in the "communication" category, participants with a tendency towards attribute B first took training in "information gathering" and "utilizing thinking methods" in the "thinking" category, and then took training in "speaking" in the "communication" category. This way of taking training is effective as a measure required to raise the score by two levels, but as an example of raising the score by one level, it includes unnecessary measures. As this is an example of improving both skills (information gathering, thinking ability (information organization)) and methods, measures to improve skills (thinking ability (information organization)) were unnecessary.

Participants with a tendency towards attribute C took training on "marketing" under "business knowledge" in order to improve their "oral communication" in the "communication" category. This was a measure to improve their scores by supplementing their knowledge of thinking skills and methods that are closely related to the other party's business.

Next, a third example will be described in which a solution is derived for a student whose scores have stagnated for a certain period of time.
In this case too, student X is considered to be the one who has the assignment.
As a result of the test, student X's score in "problem setting" in the "thinking" category was low at 2 points, and he or she would like to improve this score in the "thinking" category.

Based on the results of the test logs for the previous two tests, the previous test, and the current test, the group of students whose scores improved are divided into several attributes (attributes A and B).
Attribute A is the group of participants whose score for "problem setting" in the "thinking" category improved from 2 points to 3 points in the test taken six months later.
Attribute B refers to a group of participants whose scores for "problem setting" in the "thinking" category did not change when they took the test six months later, but whose scores improved from 2 points to 3 points when they took the test six months later.

In conclusion, the appropriate solution to give to student X who has a task is the solution from the group of students with attribute B, and a solution suitable for student X's task is extracted from the answers of students who have a tendency to increase their scores in attribute B.

The reason for this is that the measures to improve scores differ between groups with attribute A, who see immediate results, and groups with attribute B, who take longer to see results, so it can be said that the appropriate solution for student X is the group of students with attribute B, who also experience a plateau.

Participants with a tendency towards attribute A took training on "reflection and evaluation" in "planning and control" in order to improve their "problem setting" in the "thinking" category. This was because although they had the skills (thinking ability) necessary to improve problem setting, they did not know the specific methods.

Participants with a tendency towards attribute B first took training on "reflection and evaluation" in "planning and control" in order to improve their "problem setting" in the "thinking" category, but as no improvement in their scores was seen, they then took training on "thinking ability" in the "thinking" category. This resulted in an improvement in their scores.

This shows that the students realized that simply attending training on "reflection and evaluation," a method for improving "problem setting," would not be effective enough, and that they also needed the skills (thinking ability) to understand "problem setting." By attending training on the topic of "thinking ability" in the "thinking" category, they were able to increase their scores in the "problem setting" skill that they wanted to improve.

In this way, with this problem-solving/individual-oriented service, after completion of the test, a questionnaire is sent to students, including student B who has a high test score or a high test score growth rate, and the questionnaire response results are stored in questionnaire DB143. When student A who has a low test score or a low test score growth rate selects and requests an assignment from a category that he or she feels is problematic, solutions are extracted from the response results in questionnaire DB143 of the group of students, including student B who has a high test score or a high test score growth rate, including student B who had a score similar to that of student A but has since improved his or her score, and presented to student A, thereby providing student A with a solution that is suitable for student A.

Next, an automatic distribution type/personalized service will be described with reference to Fig. 9. Fig. 9 is a diagram showing an example of providing an automatic distribution type service to an individual in the information processing system of the embodiment. In describing this example of providing the service, the prerequisites for the students A and B, etc., are the same as those in Fig. 8.
Participant A is one of the participants who has low test scores and a low rate of score growth. Participant A is having issues with his test scores not improving. Participant B is one of the participants who has high test scores and a high rate of score growth.

In this case, the series of processes from when the group of students including student B takes the test in step S41 in FIG. 9 until when the group of students including student B answers a questionnaire in step S45 and the question-answer pairs are stored (stored) as answer results in the questionnaire DB143 is the same as that of the problem-solving/individual-oriented service shown in FIG. 8, and therefore a description thereof will be omitted.

The automated delivery/personalized service identifies students who are likely to have issues based on their test scores, regardless of whether Student A is aware of their own issues, and automatically presents solutions that will be useful to them.

Therefore, in an automatic distribution type/personalized service, in step S61, the group of participants including participant A is asked to take a test before or after attending the training as usual.

Next, in the server 10, the extraction unit 122 refers to the examination log in the examination DB 142, and executes the following extraction process for each student in the group of students.
In step S62, for example, for student A, the extraction unit 122 extracts tasks in the three worst categories for which there is a large gap between the results of self-analysis and the test results, and, similar to the service in Figure 8 above, selects three solutions for each of the tasks in the three worst categories from the questionnaire response results from which answers appropriate to the tasks were obtained, and outputs them to the presentation unit 123 to present them to student A.

The process after presenting the solution to participant A (steps S48 to S51) is the same as that of the problem-solving/individual-oriented service shown in FIG. 8, and so a description thereof will be omitted.

Here, we will explain how to find people who may have issues from the test-taking logs of students.
In this case, AI will be used to detect extraction criteria in the student's test log, such as low scores compared to other categories, low scores compared to other themes in the same category, stagnant scores compared to past test results, and scores not reaching the average compared to the same attributes.

In addition, in order to present the solution to student A who has an assignment, in addition to presenting it on student A's personal page, the solution (method of solving the assignment) may be recommended to student A using a recommendation function found on an e-commerce site, for example, or the solution may be presented to student A by sending him or her an e-mail with the solution written in the body of the e-mail.
In this case, by providing the information in the form of useful information rather than presenting it as something for people who have problems, it is possible to present a solution to the problem without hurting Student A's impression.

In this way, with this automated distribution/personalized service, problems are extracted based on the scores for each category in the test log of student A, and solutions for students including student B, whose scores improved from the same score as student A, are extracted from the responses in questionnaire DB143 for a group of students including student B, and presented to student A, making it possible to provide student A with a solution that is suitable for student A.

Next, a problem-solving/business-oriented service will be described with reference to Fig. 10. Fig. 10 is a diagram showing an example of providing a problem-solving service to a business in the information processing system according to the embodiment.
As a premise, it is assumed that companies P and Q shown in FIG. 10 have registered their employees as members, i.e., participants, at the service provider S's counter or website and are receiving services from the service provider S.
Students from company P have low test scores and a low rate of score growth. Students from company P have issues with sluggish test scores. Students from company Q have high test scores and a high rate of score growth.

In this case, a group of students including students from company Q take the test in step S71 in Fig. 10. The test results are stored in the test log in the same manner as in Fig. 8.
In the problem-solving/corporate-oriented service, in step S72, a questionnaire is automatically sent to the person in charge at member company Q once a quarter.
The questionnaire includes questions such as what specific initiatives the company has taken to address certain challenges, and the key points in which those initiatives were successful.

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

In step S75, in the server 10 of the service provider S, the extraction unit 122 receives the survey responses in the reply email sent from the company terminal 30-2 of the person in charge at company Q, and stores (stores) the pairs of survey questions and answers as response results in the survey DB 143.

The problem-solving/corporate-oriented service is premised on the premise that the person in charge at company P is aware of his/her own problem, and the processing from step S76 onwards is the same as that described for the problem-solving/individual-oriented service in Figure 8, except that participant A is replaced by a person in charge at company P, and so a description of this will be omitted.

Next, a fourth example of finding a category/theme required for a problem faced by a company will be described with reference to FIG.
FIG. 11 is a diagram showing an example of comparing a company P having a problem with other companies Q, U, and V.
Company P is a company that has issues. Specifically, the person in charge at Company P is aware that there are issues with the company's sales power, but is worried about how to improve it.

Companies Q, U, and V are a group of companies that have a solution, and are assumed to be companies with the same attributes (company size, industry, etc.), that have strengthened their sales capabilities, and that have responded in a questionnaire that the strengthening is due to attending training.
The table shown in FIG. 11 includes the average score for each category for each company, so that companies with the same attributes and the same department (sales department) can be compared.

Groups Q, U, and V of companies had the same overall average scores at the first test and one year later, but the tasks they faced at the first test were different.
Company group Q had a low score in the "planning and control" category, so they implemented measures to improve that area. Company group U had little difference in each category, so they implemented measures to increase their scores evenly. Company group V had a low score in the "thinking" category, so they implemented measures to improve that area.

Reasons (specific measures)
Even companies like Q, U, and V that have all strengthened their sales capabilities will need to take different measures depending on the issues they originally had. It can be said that the solution of company group Q, which has the same issues as company P, is more appropriate.

In order to improve the participants' skills in the "planning and control" category, Company Q had them take training not only in the "planning and control" category, but also in the closely related "thinking" category.

As a result, the thinking skills required for "planning and control" were improved, leading to an increase in the scores in the "planning and control" category. In addition, participants' abilities in "planning" and "objective and goal management" in the "planning and control" category improved, contributing to the strengthening of their sales skills.

Because there was no difference in the scores for each category, Company U had participants take the training in each category equally. This created a synergistic effect between the skills in each category, raising the overall level. The improvement in skills in each category contributed to strengthening sales capabilities.

In order to improve the "communication" category of its trainees, Company V also had them take courses in the closely related "thinking" category. This allowed trainees to acquire the thinking skills necessary for "communication," which in turn improved their "communication" category skills such as "written communication" and "listening ability," thereby contributing to strengthening their sales capabilities.

Next, we will explain the fifth example, which combines examples of members, superiors, and human resources to deliver messages tailored to each of them.
In this example, it is assumed that the person in charge of the company having the problem is, for example, a person in charge of the human resources department of company P.

The HR department staff at Company P felt that the "utilization of thinking methods" theme in the "thinking" category of superiors and junior members was generally weak. They felt that there were issues with "logical thinking ability" in particular.

Therefore, in order to improve the "utilization of thinking methods" theme in the "thinking" category for young employees, the human resources department staff at Company P have both the young employees and their superiors take training on "utilization of thinking methods" (e.g., "logical thinking ability")
This improved the skills of the supervisors, who were able to provide appropriate guidance to their junior members and set an example, and they received appropriate support from their supervisors, which resulted in an increase in the junior members' scores for the "Utilizing thinking methods" theme in the "Thinking" category.

As a concrete solution, based on the above phenomenon, we recommend that Company P have their superiors as well as their junior employees take the "Application of Thinking Methods" course.

Next, we will explain the sixth example, which combines examples of members, superiors, and human resources to deliver messages tailored to each of them.
In this example, it is assumed that the person in charge of the company having the problem is the person in charge of the human resources department of company P, as in the fifth example.

Specifically, the HR department staff at Company P felt that while the skills of their superiors were high, the mid-level and junior members were generally weak in the area of "utilizing thinking methods" in the "thinking" category. They felt that there were issues with "logical thinking ability" in particular.

The person in charge of the company who has the solution is assumed to be a person in the human resources department of company Y.
In this case, mid-level trainees will first take training in the "thinking" category on "utilizing thinking methods" (e.g., "logical thinking skills"), so that they can act as a bridge between superiors and younger employees.
Supervisors and mid-level employees will provide appropriate guidance to younger employees and set an example, after which the younger employees will take training on "utilizing thinking methods" (e.g. "logical thinking ability").

As a result, the scores of the junior members in the "Application of Thinking Methods" theme in the "Thinking" category increased when mid-level members were trained first and then the junior members took the training, compared to when only the junior members took the training on "Application of Thinking Methods" (e.g. "Logical Thinking Ability").

Based on the above, the specific solution is that in order to improve the skills of mid-level and junior trainees at Company P, it is recommended that training be given to the mid-level trainees first, followed by the junior trainees.

In this way, with this problem-solving/corporate-oriented service, problems for company P are extracted based on the scores for each category in the test logs of company P's participants, and solutions for company Q that have improved from a score equivalent to that of company P are extracted from the responses in questionnaire DB143 of a group of participants including company Q's personnel, and presented to company P's personnel, making it possible to provide company P's personnel with solutions to the problems that are suitable for company P.

Next, an automatic distribution type/business-oriented service will be described with reference to FIG.
Fig. 12 is a diagram showing an example of providing an automatic distribution type service to a company in the information processing system of the embodiment. In explaining this example of providing a service, the prerequisites for companies P and Q are the same as those in Fig. 10. In explaining this automatic distribution type/service for companies, the same reference numerals as in Fig. 10 represent the same processes, and the explanation thereof will be omitted.

In the case of this automatic distribution type/business-oriented service, steps S71 to S75 are the same processes as those in FIG.
In step S76, the test is taken by the student of company P. The timing of taking the test is the same as in step S61 in FIG.

After taking the test, the extraction unit 122 in the server 10 extracts assignments for company P based on the scores in the test log in the test DB 142, and presents solutions appropriate to the extracted assignments to the person in charge at company P.
Specifically, in step S77, for a category with a particularly low total score across the entire organization, the extraction unit 122 extracts three solutions for each of the five items in that category and presents them to the company terminal 30 of the person in charge at company P via the presentation unit 123.
As an example, if the total score for the "thinking" category is lower than the other categories by a certain value or more (for example, a difference of 5 points or more compared to the other categories), a total of 15 solutions will be presented, three for each of the "numerical processing,""method of using thinking,""informationgathering,""problemsetting," and "solution planning" in the "thinking" category.
In addition, as described in step S62 of FIG. 9, for a category in which there is a large gap between the self-analysis and the scores of the trainees of company P, a solution for increasing the score of that category is presented.

The process after presentation to the company terminal 30 of the person in charge at company P (steps S48 to S51) is the same as in FIG. 10.

Here we explain how to find companies that may have problems and automatically suggest solutions.
In this case, AI will be used to detect extraction criteria such as categories in the test logs of company participants with lower scores compared to other categories, categories with lower scores compared to other themes in the same category, stagnant scores compared to past test results, and scores not reaching the average compared to the same attributes.

In addition to presenting the solution to the company person having the problem on the company person's personal page, the solution may be presented to the company person using, for example, a recommendation function on an e-commerce site, or the solution may be sent to the company person by sending an e-mail with the solution written in the body of the e-mail.
In this case, by providing the information in the form of useful information rather than presenting it as something for people who have problems, it is possible to present a solution to the problem without offending the company's representative.

In this way, with this automated distribution/corporate-oriented service, issues for company P are extracted based on the scores for each category in the test logs of company P's participants, and from the responses in questionnaire DB143 of the group of participants including company Q's personnel, solutions for company Q that had scores equivalent to those of company P but have since improved are extracted and presented to the personnel at company P, making it possible to provide the personnel at company P with solutions appropriate for the company.

Below, we will explain how the matching system works and how to create a community.
First, I will explain the matching system that is unique to offline.
Examples of matching unique to offline For example, for industries that are closely tied to the local community (food service, construction, etc.), matching opportunities for businesses in the same industry are effective.
When creating a community, assuming that it will be extracted from test scores, emails will be sent to attract human resources personnel and students who meet the conditions for the community, and a venue will be provided.
This allows customers to get hints for solving problems and empathize with their concerns, thereby increasing loyalty.

Community 1: An example of creating a community where people share the same concerns. The group of companies will be of the same size.
-Create workshop groups across different industries.
I feel there are challenges in the same category.
We want to create a community where we can move forward together by sharing our features and concerns.
- Share concerns and work together to consider and report on measures to resolve and improve the situation.
-The advantage of creating a group with people from different industries is that they are not rivals, creating an environment where it is easier to present examples.
Case studies: Employee size ranges from 50 to 100 people.
・I feel that there are challenges in management due to the poor communication skills of managers.
・The instructor will provide knowledge to solve the problems.
・Receive input, hold workshops, and build relationships with participants. Share measures to solve problems. Input will include introducing the company and sharing issues.

Community 2: An example of creating a community with complementary issues: The group of companies will be of the same size.
-The industries must be different.
・I feel there are issues with categories that are complementary.
By sharing each other's features and strengths, we aim to create a community where we can complement each other's concerns.
- By sharing success stories that demonstrate the strengths of your company and by having other companies share success stories that address your company's challenges, you can create a community that helps build complementary relationships among participants.
Example:
- Employee size: in the range of 50 to 100 people.
・Gather a group of companies that have the following strengths and challenges.
Company Group A: Managers have strong problem-setting abilities and are capable of executing their work, but they have poor communication skills, which creates challenges for management.
Group B of companies: Management is functioning because managers have strong communication skills, but they have problems with carrying out their work because they lack the ability to set goals.
・Instructors will provide knowledge input to solve problems.
Receive input, conduct workshops, and build relationships with participants.
The inputs are arranged in groups so that there are an equal number of companies with different issues.
Input will consist of an introduction to the company and sharing of challenges.
The input will be the sharing of measures aimed at resolving issues.

Community 3: Example of creating a community of different corporate sizes 3-1 Corporate groups include large corporations and small and medium-sized enterprises.
- Combine companies of different sizes (large companies as speakers and small and medium-sized companies as participants).
- Small and medium-sized enterprises are considered to be a group of companies that face the same challenges.
・Large companies will be those that have success stories regarding issues.
- By hearing about the challenges and success stories of large companies, small and medium-sized enterprises can clearly imagine their next step (what the company will look like when it grows).
・Although there is no benefit for large companies, they can promote it as part of their corporate activities.

Group 3-2 consists of large companies and venture companies.
- The companies will be of different sizes (large companies will be speakers and venture companies will be participants).
- Venture companies are a group of companies with the same challenges.
・Large companies will be those that have success stories regarding issues.
- By hearing about the challenges and success stories of large companies, venture companies can clearly imagine their next step (what the company will look like when it grows), and they can also make connections with large companies.
-Large companies can use the event to find companies with future growth potential, find business partners, and promote their own business activities.

The 3-3 group of companies will consist of established companies and venture companies.
- Combine companies of different sizes (for example, have a long-established company as a speaker and a venture company as a participant).
- Venture companies are a group of companies with the same challenges.
・Established companies will be those that have success stories in addressing issues.
- By hearing about the challenges and success stories of large companies, venture companies can get a clear image of their next step (what the company will look like when it grows), and they can also make connections with well-established companies.
- Long-established companies can use the event to find companies with potential to grow in the future, find business partners, and also promote their own business activities.

Community 4: An example of creating a community for the same industry. The group of companies should be in the same industry.
・Activities in other areas.
-The strengths or challenges are assumed to be the same.
・By sharing success stories and challenges, we can share solutions and concerns.
- The target industries are food and beverage, construction, etc., which have different areas of activity and therefore do not compete with each other even if they share activities.

Community 5: Example of creating a community for individual participation 5-1 It is a gathering of individuals with similar work experience and years of employment.
-The strengths and challenges are the same, or the strengths and challenges are complementary.
・By sharing success stories and challenges, we can share solutions and concerns.
5-2 It is a group of individuals with similar positions or titles.
-The strengths and challenges are the same, or the strengths and challenges are complementary.
・By sharing success stories and challenges, we can share solutions and concerns.
5-3 It is a group of individuals with similar occupations or professions.
-The strengths and challenges are the same, or the strengths and challenges are complementary.
・By sharing success stories and challenges, we can share solutions and concerns.

Next, we will explain how to promote community building.
(Case 1) The web server unit 126 of Surge 10 accepts concerns about "personnel" from personnel personnel of a certain member company (prescribed company) in the member's personal page that is open to members. The concerns are, for example, a lack of improvement in test log scores.
Based on these concerns, we will conduct a survey limited to human resources personnel of member companies (other companies) in the same industry and business sector, and accept their responses. The survey will be conducted without revealing the company names, etc.

Once responses to the questionnaire are received, the responses are compiled and the results are transferred to a terminal of a human resources officer of the designated company, who then selects the best answer from the compiled results.
Based on the log of answers, including the best answer, the company that provided the best answer will be awarded (for example, the annual grand prize).
The awarded companies will be given benefits (such as course points) and incentives (such as bonuses and bonuses).
The award results will be presented to the member company's representative, that is, posted on the member company's personal page, without identifying the company or individual names of the companies selected as having provided good responses.

(Example 2) Accepting concerns from "superiors" at companies in the same industry and business type, and sending those concerns to all members of the group work in the same way as above.
(Case 3) If potential respondents are from companies in different industries, for example, there is no problem, so it is possible to smoothly invite them to networking events or offline meetings.
Gather multiple human resources staff/supervisors who have similar concerns and hold a roundtable discussion with multiple human resources staff/supervisors (including groups) who are responding.
In addition, information about various communities such as roundtable discussions and networking events can be posted on the website as appropriate to members, allowing them to attract other participants.

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.

In the above embodiment, a questionnaire about test scores was sent to one or more students and responses were obtained, but other types of survey questions may also be used, and responses from each user obtained from a survey about their performance on the evaluation test will suffice.

In the above embodiment, a person taking a training course was described as an example of a user receiving the provision of this service, but any person who is registered as a member of this service, such as an organization such as a company, a human resources officer of a company, or a superior of a department to which the trainee belongs, etc., is also included in the user.

In the above embodiment, the target users of this service, which matches students with problems with students who have solutions, were described as students (individuals), but the users may also be organizations, including groups such as companies, and any user will suffice.

In the above embodiment, the timing of conducting the survey or satisfaction vote was described as before or after taking the test, every three months, etc., but it may be at a time other than the examples given, and it is sufficient as long as it is at a specified time.

In the above embodiment, training was given as an example of an educational program, but other programs such as lectures, courses, study groups, cram schools, etc. may also be used, and any educational program will suffice.

In the above embodiment, the specific user who has the problem and the other users who have a solution suitable for the problem are described as, for example, individual students, organizations such as companies, and even human resources personnel of companies, but the users are not limited to the scope of the above disclosure and can be any users.

In the above embodiment, examples of service provision methods include problem-solving/for individuals, automatic delivery/for individuals, problem-solving/for businesses, and automatic delivery/for businesses, but other methods of providing services are also possible.

In the above embodiment, users who have the solution to the assignment were selected from test scores, questionnaires, etc., but individual students, organizations such as companies, or company personnel (human resources), etc. who have the solution may also be selected from the activities of consultants as part of the services provided by the service provider.

In the above embodiment, the solutions were collected from test scores, questionnaires, etc., but solutions may also be collected by having consultants directly interview companies about students after they have taken the test.

In the above embodiment, a specific student gave a rating such as "like" or "helpful" to a presented solution, thereby providing benefits or incentives to other students. However, solutions may be ranked by expressing the rating in a graded manner, in addition to ratings such as "like" or "helpful." For example, a specific student who is the person seeking advice may give a rating such as "best answer," thereby ranking the solution higher than others and increasing the point allocation rate, etc.

In the above embodiment, suitable solutions to problems are extracted from test scores, questionnaires, etc., but a population can also be created by combining the problem with industry, company information, job position, and department, and solutions can be extracted from a group with the same attributes as the individual or organization (personnel) who has the problem. When incorporating many conditions like this, it is possible to extract optimal solutions, especially by utilizing AI.

In the above embodiment, when a specific trainee recognizes a problem and desires a solution, the trainee selects the problem he or she wishes to solve from among categorized problems (e.g., problem table 200 in FIG. 5), and a solution appropriate to the problem is extracted. However, it is also possible to attract trainees based on categorized problems and share solutions in a training format.

Furthermore, for example, the above-described series of processes can be executed by hardware or software.
In other words, the functional configuration in FIG. 3 is merely an example and is not particularly limited.
That is, it is sufficient that the information processing system 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 these functions are not limited to the example in Fig. 3. Furthermore, the locations of the functional blocks and databases are not limited to those in Fig. 3 and may be arbitrary. For example, the functional blocks and databases of the server may be transferred to the student terminal, the company terminal, etc. Conversely, the functional blocks and databases of the student terminal and the company terminal may be transferred to the server, etc.
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 series of processes is executed by software, the program constituting the software is installed from a network or a recording medium into a computer, etc. The computer may be a computer built into dedicated hardware.
Furthermore, the computer may be a computer capable of executing various functions by installing various programs thereon, such as a server, a general-purpose smartphone, or a personal computer.

The recording medium containing such a program may be configured not only as a removable medium (not shown) that is distributed separately from the device body in order to provide the program to the user, but also as a recording medium that is provided to the user in a state where it is already installed in the device body.

In this specification, the steps of describing a program to be recorded on a recording medium include not only processes that are performed chronologically according to the order, but also processes that are not necessarily performed chronologically but are executed in parallel or individually.
In addition, in this specification, the term "system" refers to an overall device that is composed of a plurality of devices, a plurality of means, etc.

In other words, it is sufficient for an information processing device to which the present invention is applied to have the following configuration, and various embodiments can be adopted.
That is, an information processing device to which the present invention is applied (for example, the server 10 in FIG. 3, etc.)
An information processing device for managing an education-related community,
a user extraction means (e.g., the extraction unit 122 in FIG. 3 ) for extracting other users whose scores have improved since the score of a given user based on at least one of the results (scores, etc.) included in a log (e.g., the examination log in the examination DB 142) of an evaluation test (e.g., a diagnostic test for business skills) for confirming the effect of an educational program (training, etc.) taken by a user and the answers of each user obtained from a question survey (questionnaire, etc.) regarding the attendance of the educational program (training, etc.) and the scores (scores, etc.) of the evaluation test conducted for the one or more users;
Equipped with.
This makes it possible to match a specific user who has concerns or issues with other users who are likely to be helpful in improving their evaluation test scores or in solving their issues, thereby making it possible to match the specific user with people who will be beneficial to the specific user.
That is, it is possible to efficiently match a given user who has a problem with other users who have a solution.

When the scores in the evaluation test logs of a given user have not improved for a given period of time, it is possible to extract users whose scores in the evaluation test logs have not improved for a period similar to the given period, thereby matching them with other users who have similar past scores and similar periods of time during which their scores have not improved. This can contribute to creating a community of users who have the same concerns and issues.

The user extraction means (e.g., the extraction unit 122 in FIG. 3, etc.)
A problem extraction means (e.g., the problem extraction unit 151 in FIG. 3 ) for extracting problems (such as a lack of improvement in scores or not knowing how to make a study plan) related to the effectiveness of an educational program (training, etc.) of a specific user (specific student) based on at least one of the grades (scores) or the answers (questionnaires);
A selection means (e.g., the solution owner selection unit 152 in FIG. 3 ) for selecting other users (other students) who have a solution (success case, solution, etc.) for the problem of the specified user (specified student) based on at least one of the grade (score) or the answer (questionnaire);
Equipped with.
In this way, by extracting the problem of the specified user (specified student) from at least one of the grades (score) or answers (questionnaire) of the specified user (specified student), and selecting other users (other students) who have solutions to the problem (success stories, solutions, etc.), the specified user can be encouraged to participate in the same community as other users, and the problem can be solved by having them communicate in the community. In addition, the specified user may be encouraged to create a new community, which can promote the creation of communities.

A first organization extraction means (e.g., the extraction unit 122 in FIG. 3 ) for extracting, for a predetermined organization (predetermined company) to which one or more users (participants) belong, other organizations (other companies) that have achieved results (scores) equivalent to those included in the log (examination log) of an evaluation test of the predetermined organization (predetermined company) and have subsequently improved in the results;
Equipped with.
In this way, by extracting organizations (other companies) that have improved their performance (score) from those with the same performance (score) as a specific organization (specific company), it is possible to match people in charge at the organizational (company, company, etc.) level in the same way as individuals. This can contribute to the creation of a community between organizations (companies).

a second organization extraction means (e.g., the extraction unit 122 in FIG. 3 ) for extracting other organizations in which the specified user (specified student) is a first user who is lower in the hierarchy of the specified organization (specified company) and in which the result (score) included in the log of the evaluation test of the first user is similar to that of the first user, and the result (score) included in the log of the evaluation test of a second user (supervisor) who is higher in the hierarchy than the first user (specified student) is higher than that of the other users (other students);
It further comprises:
This allows for an ideal organizational match where superiors outperform their subordinates.

The system further includes a second organization extraction means (e.g., extraction unit 122 in FIG. 3 ) for extracting other organizations (specified departments) of the specified organization (specified company) to which other users (personnel of other companies) who have scores equal to or higher than a specified level in the specified category belong when the score of a user (specified student) belonging to the specified organization (specified company) in a specified category among multiple categories of the evaluation test (test) is equal to or higher than a specified level.
This allows for matching of a specific user (specified participant) in each category with a score above a specified level on the evaluation test with another organization (such as another company or another department within the same company) where the skills of that user (specified participant) may be useful, thereby contributing to the creation of communities between organizations as well as mutual interaction between users within each organization.

a third organization extraction means (e.g., the extraction unit 122 in FIG. 3 ) for extracting another organization (another department within a company) of the specified organization (specified company) to which the user (student) who belongs to the specified organization (specified company) belongs, when the result (score) of the user (student) in a specified category among a plurality of categories of the evaluation test is a specified value or more;
It further comprises:
This allows a user to be matched with other users from other organizations within the organization to which the user belongs.

A presentation means (e.g., the presentation unit 123 in FIG. 3 ) for presenting information about the other users (other students) (success stories of the other students and other information about the community with personal information such as the names and organization names of the other students withheld) to the predetermined user (predetermined student);
It further comprises:
In this way, by presenting information about the community in which other users (other students) participate to a specified user (specified student), the specified user (specified student) can communicate with other users (other students) while protecting the personal information of the other users (other students).

The system further includes a first tally result presentation means (e.g., the voting unit 124, the first tally unit 161, and the presentation unit 123 in FIG. 3 ) that accepts matching satisfaction votes (e.g., including questionnaires other than votes) and presents the tally of the satisfaction levels voted for to at least one of the specified user and the other users.
This makes it possible to recognize users and organizations that contribute to improving the results (e.g., scores) of evaluation tests (which can serve as the basis for benefits and incentives).

The system further includes a second tally result presentation means (e.g., the voting unit 124, the second tally unit 162, and the presentation unit 123 in FIG. 3 ) that accepts matching satisfaction votes (e.g., a questionnaire, etc.) and presents the tally of the voted satisfaction levels to at least one of the specified user and the other users.
This will make it possible to reward users and organizations that work to improve their performance on evaluation tests through matching-based learning (and can serve as the basis for benefits and incentives).

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

Claims (7)

An information processing device for managing an education-related community,
a user extraction means for extracting other users who have a track record of having their scores increased afterwards from among other users who have previously obtained scores whose difference from the score value of a given user is within a given range for at least one of the following types of scores: a test result based score , which is a score for one user derived in accordance with a given algorithm based on the result of the one user in an evaluation test to confirm the effect of an educational program taken by one or more users, and an answer based score, which is a score for one user derived in accordance with a given algorithm from answers of each of the one user obtained from a question survey regarding the educational program and the test result based score administered to the one or more users;
An information processing device comprising: The user extraction means
a problem extraction means for extracting a problem regarding the effectiveness of an educational program for the specific user based on at least one of the test result-based score and the answer -based score of the specific user ;
a selection means for selecting the other users who have a solution to the problem of the specified user based on at least one of the test result-based score and the answer -based score of the specified user;
The information processing device according to claim 1 . an organization extraction means for extracting other organizations that have a track record of having their scores increased since then from among other organizations that have previously achieved scores within a predetermined range of differences from the score value for a specific organization to which the one or more users belong, based on a test result-based organization score, which is a score for the one organization derived in accordance with a predetermined algorithm based on the results of the evaluation test of each of the one or more users belonging to the one organization;
The information processing device according to claim 1 , further comprising: A presentation means for presenting information about the other users to the predetermined user;
The information processing device according to claim 1 , further comprising: a first tally result presentation means for accepting satisfaction votes from the predetermined user and the other users matched by the information presented by the presentation means, and presenting a summary result of the satisfaction levels voted for to at least one of the predetermined user and the other users;
The information processing device according to claim 4 , further comprising: An information processing method executed by an information processing device that manages an education-related community, comprising:
A step of extracting other users who have solutions that have a track record of having their scores increased afterwards from among other users who have previously achieved scores whose difference from the score value of the specified user is within a specified range for at least one type of score: a test result based score, which is a score for one user derived in accordance with a specified algorithm based on the results of one user of an evaluation test to confirm the effectiveness of an educational program taken by one or more users, and an answer based score, which is a score for one user derived in accordance with a specified algorithm from the answers of each of the one or more users obtained from a question survey regarding the educational program and the test result based score administered to the one or more users;
An information processing method comprising: A computer that controls an information processing device that manages an education-related community
A step of extracting other users who have solutions that have a track record of having their scores increased afterwards from among other users who have previously achieved scores whose difference from the score value of the specified user is within a specified range for at least one type of score: a test result based score, which is a score for one user derived in accordance with a specified algorithm based on the results of one user of an evaluation test to confirm the effectiveness of an educational program taken by one or more users, and an answer based score, which is a score for one user derived in accordance with a specified algorithm from the answers of each of the one or more users obtained from a question survey regarding the educational program and the test result based score administered to the one or more users;
A program that executes control processing including:

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