Quality Education the Equation for Excellence


Marash, Stanley A.; Feintuch, Karl D.   (1987, ASQC)   STAT-A-MATRIX, Edison, NJ

41st Annual Quality Congress, May 1987, Minneapolis, MN    Vol. 41    No. 0
QICID: 3293    May 1987    pp. 174-182
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Article Abstract

The heavy emphasis on constant improvement that has evolved in the past few years has created an emphasis on training of all personnel from top to bottom. Most corporations today have implemented training programs for Top Management, Middle Management and Supervision and operational level personnel. This training takes the form of Crosby's four absolutes (Conformance to requirements, Prevention, Zero Defects, Measurement) Juran's Trilogy (Quality Planning, Quality Control and Quality Improvement) and Deming's fourteen points. The emphasis is on Company-Wide Quality Achievement, i.e. training of all personnel in their quality related responsibility.This approach has lead many people to conclude that there is less need for quality professionals since the quality responsibilities will clearly reside in the individual functions (viz. Engineering, Manufacturing, Materials, Finance, Marketing, etc.). Therefore, some people are concluding, the need for in-depth education for quality professionals is no longer required. This is a very parochial concept that fails to recognize that the greater the training performed for all personnel the more significant is the requirements to provide in-depth quality education for the quality professionals.In the past, quality education has concentrated on the level of the Associate Degree. Over the years many community (county) colleges in the country have developed Associate Degrees in Quality Technology (or Industrial Technology with a quality option). However, this deals best with the development of the quality inspector and/or Quality Technician. The real need for development is for the quality engineers, supervisors, managers, directors, etc. Most of these people have baccalaureate degrees in science, engineering, business and so on. Their need is for education in all aspects of quality, including: Quality engineering, quality management, statistical process control, reliability engineering, design and experiments, quality improvement, quality cost, and software quality.In the future, the key role of the quality professional will be to act as a facilitator and trainer of all other personnel and as a consultant to the staff providing higher level technical quality skills than will normally be provided to the general staff. Because of the higher level of cognizance attained by the general staff, the quality professional will require greater skills than ever.This paper will describe the process of developing and implementing a Master of Science Degree in Quality Management and explore how that process is a major contributor to the future enhancement and ability of organizations to realize Company-Wide Quality Achievement.



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