Table of contents
Preface ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 3
Introduction ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 3
1. Scope ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

4

2. Normative references ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 4
3. Terms and definitions ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 4
4. Fundamentals of quality management education and training・・・・・・・・・・・・・・・・・・・・ 6

sample4.1 Role of quality management education and training in TQM ・・・・・・・・・・・・・・・・・・・ 6
4.2 Top management’s roles in quality management education and training ・・・・・・・・・・・・・・・ 7
4.3 Human resources and abilities required in TQM ・・・・・・・・・・・・・・・・・・・・・・・・ 9
4.4 Layer-wise and field-wise education and training system ・・・・・・・・・・・・・・・・・・・・・ 11
5. Management process and organizational structure for quality management education and training ・・・・・ 14
6. Planning of quality management education and training ・・・・・・・・・・・・・・・・・・・・・・ 15
6.1 Planning for human resources required as an organization or a department ・・・・・・・・・・・・・ 15
6.2 Setting targets and formulating plan to improve abilities of each individual ・・・・・・・・・・・・・ 18
6.3 Development of layer-wise and field-wise education and training system ・・・・・・・・・・・・・・ 21
7. Management of training programs ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 24
7.1 Management of classroom training ・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 24
7.2 Management of practical training ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 30
8. Evaluation and improvement of quality management education and training ・・・・・・・・・・・・・・ 35
8.1 Evaluation as an organization and department ・・・・・・・・・・・・・・・・・・・・・・・・ 35
8.2 Individual evaluation ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 36
8.3 Evaluation of layer-wise and field-wise education and training system ・・・・・・・・・・・・・・ 37
8.4 Identify and improve strengths and weaknesses in the quality management education and training system
・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 37
9. Quality management education and training by TQM promotion stage/department/region ・・・・・・・・ 39
9.1 Quality management education and training for TQM introduction, development and making ingrained
stages ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 40
9.2 Quality management education and training by department ・・・・・・・・・・・・・・・・・・・ 41
9.3 Human resource development at overseas sites ・・・・・・・・・・・・・・・・・・・・・・・・ 43
Appendix A: An example of curriculum for training program for quality management education and training ・ 45
References ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 50

1Preface
This Standard has been established by the Japanese Society for Quality Control (hereafter JSQC) through thedeliberations of the Technical Board, under the administrative provisions of the JSQC.
This Standard represents the work protected under the Copyright Act.
Note that several parts of the standard may conflict with patents, patent applications after the laying open of theapplications, utility model rights or utility model right applications after the laying open of the applications. JSQC shallnot be responsible for confirming whether those parts of the standard infringe upon any of these patents, patentapplications after the laying open of the applications, utility model rights or utility model right applications after the

samplelaying open of the applications.

2

JSQC-Std 41-001 (E):2020

Guidelines for Quality Management Education and Training(Note: This doccument is an official English translation of JSQC-Std 41-001:2017 written in Japanese. )Introduction
The business environment surrounding an organization is changing significantly. For an organization to continue
fulfilling its mission steadily, therefore, it must accurately grasp the changes, set business objectives and strategies

samplein accordance with the situation surrounding the organization and the strengths of the organization and alter its
traditional way of working continually in order to achieve them. However, in an organization composed of many
people with diverse ideas and values, it is difficult to cooperate with one another, and the organization cannot rid
itself of the conventional approach. One method to overcome such a situation is Total Quality Management(hereafter abbreviated as TQM). TQM was born in Japan between 1960s-1970s by practicing the concept andmethod of Quality Control introduced from Europe and the United States. Today, it is being used to good effect not
only in Japan but all over the world, not only in the manufacturing industry but also in the service and retailindustries, and in all fields such as energy, communication, transportation, medical care, welfare, education, finance,etc.
When implementing TQM, it is necessary for each member of the organization to address specific activities suchas policy management, daily management, small group improvement activities, and quality ensurance after having
understood the fundamental principles. However, there are few norms on how to develop human resources who
have the ability to carry out these activities appropriately, and each organization establishes its own layer-wise andfield-wise education and training system and quality management education and training system based on thesituation in that organization. As a result, there are organizations that have not been able to adequately develop
human resources with the necessary abilities related to quality management, such as problem-solving, and hence,
have not been able to implement TQM properly.
This standard provides guidelines for planning, implementing, evaluating, and improving quality management
education and training necessary for the suitable promotion of TQM, and can be applied in any organization.
Clause 4 of this standard describes the role of quality management education and training in TQM, the role of top
management in quality management education and training, the required human resources and abilities in TQM,
and the layer-wise and field-wise education and training system, which form the fundamentals of the quality
management education and training. And, Clause 5 outlines the management process and organizational structurefor quality management education and training, and Clauses 6 to 8 explain the recommendations at each stage onplanning, implementation, evaluation, and improvement of quality management education and training. Finally,
Clause 9 focuses on quality management education and training for each phase i.e. introduction, development, andmaking ingrained stages of TQM, department-wise quality management education and training, and humanresource development at overseas sites, and provides supplementary recommendations.
In addition, quality management education and training is less effective if conducted in one department orcompany. It is necessary to extend its scope to all the departments and even to affiliates and partners. In this3

standard, the term "organization" is used, but it is better to include all departments and group companies involvedin the provision of products and services.

1. Scope
This standard prescribes the matters recommended by JSQC concerning quality management education andtraining which is one of the main activities of quality management.

2. Normative references

sample

The following standard forms a part of the provisions of this standard, as it is cited here. Only the version for thestated year is applicable and no revised versions and amendments are applicable.

JSQC-Std 00-001: 2011 Quality Management Terms

3. Terms and definitions

Terms and definitions mentioned in JSQC-Std 00-001 and the following terms and definitions are applicable inthis standard. The following terms and definitions include those cited/represented from other standards.

3.1 Total quality management / TQM

Activities with quality at the core, whose aim is a long-term success of an organization throughprovision of products and services that meet the needs of customers and society as well as thesatisfaction of the people working in that organization, for maintaining, improving, and innovatingprocesses and systems using diverse methods by all the departments and all the layers of theorganization, to achieve effective and efficient organizational management matching the changes inthe business environment.
Note 1 Customer and social needs may be explicit, implicit, or latent.
Note 2 The relationship between important elements related to total quality management is shownin the figure below.

fa
tis
sa

me
r

Cu
sto

Long-term
successial

Quality

c
So

cti
on

sa
tis
fa

Changes inbusiness
environment

Effective andefficientorganizational
management
matching thechanges inbusiness
environment

oncti

Maintenance-plusenhancement, improvement
and innovation of processes
and systems

Satisfaction of employees

Participation by all the
departments and all thelayers of the organization

Utilization of diverse
methods（Same as JSQC-Std 00-001:2011）4

3.2 Quality management
Activities to effectively and efficiently achieve the quality of products and services that meet the needs ofcustomers and society.
Note 1 Quality management is the activity to achieve quality ensurance effectively and efficiently.
Note 2 Customer and social needs are wide-ranged such as functions, performance, safety, reliability, operability,
environmental conservation, and economic efficiency of products and services.
Note 3 The quality of products and services takes into account users, prospective customers, target markets, andsociety.

sample（Same as JSQC-Std 00-001:2011）

3.3 Quality management education and training

Activities for systematic human resource development so that the members of the organization can acquire thevalues, knowledge, and skills necessary to effectively and efficiently achieve products and services that meet theneeds of customers and society.

（Same as JSQC-Std 00-001:2011）

Note

Quality management education and training includes content aimed at acquiring values, content aimed atacquiring knowledge and skills, and content aimed at improving the ability to apply them to practicalwork. Content aimed at improving the ability to apply values, knowledge and skills to practical work issometimes called practical education and training.

3.4 Organizational ability
The ability of an organization or department to perform specific activities.
Note 1 Specific activities include function-specific activities such as business planning and operation, planning,
design and development, procurement, manufacturing, logistics, sales, service, personnel, finance etc., aswell as cross-functional management activities such as quality management, cost management, quantityand delivery management, environmental management and safety management.
Note 2 Organizational ability is demonstrated through activities.

3.5 Layer-wise and field-wise education and training system
A list of all the training programs in the organization, organized by layer and field.
Note 1 Layer refers to a layer of the organization, and refers to senior management, department heads, section
heads, line in charge, supervisors, general employees, new employees, etc.
Note 2 The field refers to the field of ability, and refers to the basic skills as an organizational person,
field-specific technologies and techniques related to products and services and their production andprovision, and the skills for quality management.

3.6 Training program
Training conducted according to a specific curriculum for those who satisfy specific conditions, aimed at5acquiring specific knowledge and skills and improving their ability to apply them to practical work.
Note: Training program includes education and training that imparts certain content, and practical education andtraining that takes up actual problems/tasks from one's own work and enables learning the process ofsolving/achieving them on the ground.

4. Fundamentals of quality management education and training
4.1 Role of quality management education and training in TQM
TQM: Total Quality Management is a set of activities:

sample- whose aim is long-term success of an organization through provision of products and services that meet theneeds of customers and society as well as satisfaction of the people working in that organization,- for maintaining, improving and innovating processes and systems,- by all the departments and all the layers of the organization,to achieve effective and efficient organizational management matching the changes in business environment.
Fig. 1 illustrates the role and positioning of quality management education and training in TQM.
In

recentyears,

theenvironment

surroundingan

Quality Ensurance（Customer value creation）

organization has changed drastically and its speed has also
been accelerating. As a result, the needs of customers andsociety are constantly changing, so that it is necessary to

Improvement
Innovation

Maintenance-plusenhancement

Small Group Improvement Activities

constantly create value being sought by customers in order tosecure customer’s satisfaction (quality ensurance). Failure to
do so will result in customer alienation and losing out to

Policy Management

Daily Management

Quality Management Education and Training

competition.
In order to implement such value creation effectively andefficiently, it is necessary to continuously implement

Fig. 1 Role of quality management educationand training in TQM

maintenance-plus-enhancement, improvement and innovation of processes and systems through the involvement of
all the departments and all the layers. In order to promote this, it is necessary to systematically engage in daily
management, policy management, and small group improvement activities.
For implementing TQM as described above, it is necessary that the organization has the abilities to do so. Inorder to support such organizational abilities, each person working in the organization must have the abilities to do
so. Quality management education and training is a systematic set of human resource development activities for themembers of an organization to acquire the values, knowledge, and skills necessary to effectively and efficiently
achieve products and services that meet the needs of customers and society.
There are two ways to secure talented people: one is to acquire human resources from outside as needed, and theother is to train internal human resources. Acquiring human resources from outside may be effective in the shortterm, but it is not enough. Quality management education and training focused on internal human resource
development and ability development is essential.
TQM is not something that can be done only by some people, and everyone needs to be involved. There aremany different problems and tasks in the organization, and it is difficult for only a part of the people to solve and6achieve them. In addition, it is rare that one person has all the necessary knowledge and skills, and it is necessary
for multiple number of people to cooperate and collaborate, and for that values must be shared. In addition, even if
improvements are achieved by utilizing outside human resources, it is difficult to sustain the results or further
develop them unless other people in the organization understand the results and are convinced about them.
On the other hand, from the working people's point of view, it is important to be able to build a career and to beable to discover and demonstrate their own potential, and it is necessary that human resource development tosupport this is practiced within the organization. This will increase the satisfaction of each employee and increase
their motivation for work and loyalty towards the organization.

sampleSince many people working in an organization will be replaced in about 10 years, quality management educationand training needs to be conducted on continuous basis, like other education and training programs. Therefore, it isimportant to have the organization and plan for quality management education and training and the resources tosupport such program.

In addition, quality management education and training will have a synergistic effect if it complements various
other education and training content. For example, it is more effective to combine education and training on daily
management and policy management rather than providing education and training only on policy management. Or
to impart education and training for general employees and managers together instead of education and training
only to engineers and staff. Hence, quality management education and training must be carried out systematically.
In addition, changes in the business environment surrounding the organization are increasing, and it is necessary
to acquire organizational abilities that can help in responding to such changes. However, quality management
education and training is not effective in the short-term. For this reason, quality management education and training
initiative needs to be strategically designed from a medium to long-term perspective. To be more precise, it isimportant to plan and review the content for a three-to-five-years span in accordance with the business objectives
and strategies of the organization expanding the horizon to even outside the organization. For example, in an
organization that is promoting global expansion, it is necessary to consider in the long-term to develop local humanresources as well as dispatched engineers and managers.
4.2 Top management’s roles in quality management education and training
Only the top management of the organization can make the decision to introduce and promote TQM. Decision
making regarding implementation of quality management education and training is also the role of the top
management. The main roles that top management should play in quality management education and training arelisted below:- In view of the situation surrounding the organization, fix the direction to go, medium and long-term businessplan and policy of the organization and articulate organizational abilities necessary to achieve them.
- Make all the employees understand and convince them about the importance of TQM and the quality
management education and training for it through their own remarks and actions.
- Direct the department in charge to develop quality management education and training system andorganization/process for quality management education and training and implement quality management
education and training systematically so that all the employees can acquire the required TQM skills according7

to their layer and job type.
- Secure necessary resources for quality management education and training.
- Along with regularly receiving reports on the implementation status of quality management education andtraining from the department in charge, understand problems and tasks in the implementation, and give advice
to the department.
- Directly confirm effectiveness of quality management education and training by understanding employees’
awareness about quality and their problem-solving ability based on reports from employees and discussions
with them.

sample- In addition to accurately grasping changes in the environment surrounding the organization and changes in theneeds of customers and society, confirm whether the content of the current quality management education andtraining is appropriate for the business objectives, strategies and TQM promotion plan of the organization.
Also, instruct the department in charge to continually review (improve) the content of quality management
education and training.

- Make affiliates and partners understand the importance of TQM and quality management education andtraining and support their dissemination.

- Pay close attention to TQM trends in the society and obtain information. For example, the top management
itself actively participates in TQM-related lectures and symposiums. In TQM, it is also important to networkwith academics and industry experts and experienced people in order to promote TQM in own organizationand put it to use for quality management education and training. At times, consulting a quality management
specialist to conduct diagnosis or provide guidance is also an effective method.

Generally, it is difficult to grasp the effects of education and training quantitatively. Many organizations know
how much they are investing in education and training, but often fail to calculate their financial effect. It is the samefor quality management education and training. For this reason, if the performance of the organization is sluggish, it
adopts initiatives for cost reduction, and one of the first things targeted at that time is the education and training
expense. Since education and training expense does not immediately translate into performance, reducing costs has
negligible impact in the short term. However, in the long run, individual abilities drop, organizational abilities andvitality decline, and eventually lead to deterioration in performance. And increasing education and training expenseat that stage is too late. As described above, the effects of quality management education and training cannot bemeasured from a short-term perspective, and investment decisions must be made by the top management based on
their own beliefs. In addition, it is important for the department in charge of quality management education andtraining to provide information and make proposals so that top management can take such actions.
Even if only some people have the ability, they cannot perform enough as an organization. For this reason,
quality management education and training should not be left to individuals alone but must be carried out as the
responsibility of the entire organization. On the other hand, in such an environment, it is an individual's
responsibility to strive to improve the skills required by the organization and develop and utilize their respective
abilities. It is important for the top management to support such a mutually beneficial relationship between theorganization and the individuals.
84.3 Human resources and abilities required in TQM
During practice of TQM, it is necessary that each individual working in the organization understands his/her own
position and role, and takes up maintenance-plus-enhancement, continuous improvement and innovation ofprocesses and systems to meet the needs of customers and society (including post-processes).
Therefore, each person is required to have the following abilities related to TQM:a) Understanding and ability to apply fundamental terms/concepts, principles etc. Fundamental terms/concepts
include quality, process, system, maintenance-plus-enhancement, improvement, etc. And principles include
customer focus, process orientation, standardization, PDCA cycle, prioritization, fact-based control, total

sampleemployee involvement, respect for humanity etc. In addition, it is important to be able to utilize theproblem-solving procedures (QC stories including task achievement type and prevention type) that make the
PDCA cycle more specific. It is also necessary to understand the role and overall picture of TQM. (Refer to
JSQC-Std 00-001.)b) Understanding and applying methods for operating an organization. Main methods for operating anorganization include policy management, daily management, and small group improvement activities. (Refer
to JSQC-Std 31-001, JSQC-Std 32-001and JSQC-Std 33-001.)c) Understanding and applying methods for customer value creation and process ensurance. The main methods
include grasping latent needs, identifying and solving bottleneck technologies, predicting and preventing
troubles, investigating and improving process capability, inspection and degree of assurance, utilization andanalysis of market quality information, and quality ensurance systems etc. (Refer to JSQC-Std 21-001.)d) Understanding and applying tools and mathematics. The main tools include seven QC tools, new seven QC
tools, control chart, sampling inspection/sampling, statistical test/estimation, design of experiments, quality
engineering (Taguchi method), multivariate analysis methods, reliability methods and so on.
The level required for each of the above abilities depends on the position and role of each person in theorganization. Table 1 shows people who play important roles and indicates their required abilities and levels:- Senior management: Person who makes the plan for business to be carried out by the organization and guides
the organization in the desired/ideal direction.
- Manager: Person who becomes key to vertical and horizontal cooperation in the organization and strives for
improvement of organizational abilities.
- Supervisor (foreman): Person who directs and guides general employees.
- General employee：Person engaged in work at production shop floor or site of service offering, person
engaged in work at office workplace or sales office.
- Design and production engineers: Engineers involved in product design, process design, and technology
development for that (including engineers in management and indirect workplaces such as production
management and safety management etc.).
- Quality management specialist: Person who specializes in TQM and quality ensurance activities, such as
solving and achieving quality problems and tasks and providing guidance and support for it.
- TQM Promoter: Person in charge of promotion (planning, deployment and review) of TQM and quality
ensurance in the organization.
9

Items on the vertical axis of this table, "TQM abilities", also correspond to the Quality Management and Quality
Control Examination Level Table (approved by JSQC), and can be used when planning and evaluating the abilities
of organizations and individuals related to TQM in Clauses 6 to 8. As this table is only a guideline, it is better foreach organization to consider what suits its own organization by referring to this table (see Clause 6).

Table 1 Positions and roles in the organization and required TQM capabilities and standards
Senior management

ManagerSupervisor

General employee

Design andproduction engineer
・Quality manageProductionengineerment
specialist

TQM promoter

Position/roleTerms and concepts
Principles

○
◎

○
◎

○
◎

○
◎

○
◎

◎
◎

◎
◎

Problem-solving procedures (QC Story)
TQM

◎
◎

◎
◎

◎
○

◎

◎
○

◎
◎

◎
◎

Policy management
Standardization/daily management

◎
○

◎
◎

○
◎

○
○

○
◎

◎
◎

Small group improvement activities
Quality management education and training

○
○

◎
○

◎
○

○
○

○
○

◎
◎

◎

○

○

◎

◎

○

◎

○

○

○

◎

◎

○

○

○

◎

○

○

◎

○

○

◎

◎

○

○

◎

sample
TQM abilities

Fundamental
Organizational
operation

Customer value creation/
quality ensurance by processes

Understand potential needs
Identification and resolution of bottleneck
technologies
Prediction and prevention of troubles○◎○

Investigation and improvement of processcapability
Inspection and degree of assurance
Utilization and analysis of market quality
information○

Quality ensurance system
Total management including environment andsafety etc.
Seven QC tools

○

◎

○

○

○

◎

○

○

◎

◎

◎

◎

◎

◎

New seven QC tools
Control chart

○

○
○

◎
◎

◎
○

◎
○

◎
◎

◎
◎

Tools/
mathematics

Sampling inspection/sampling
Statistical test/estimation

○
○

○
◎

◎
◎

◎
◎

Design of experiments
Quality engineering (Taguchi method)

○

◎
◎

◎
◎

○
○

Multivariate analysis methods
Quality function deployment

◎
◎

◎
◎

○
○

Reliability methods
OR methods

◎
○

◎
○

○
○

IE methods/VE methods

○

○

○

Note 1: Symbols in the table indicate the level of ability required.
◎: Need to be able to utilize (including guidance to others).
○: Must have as knowledge. Blank: It is desirable but not a must.
Note 2: The required level of ability is compilation of opinions of many experts and should be positioned as having horizontal
range.

10

Technical Board Members on Guidelines for Quality Management Education
ChairmanYukihiro Ando

TQM Consultant

MemberAkira Aoki

Pentel Co. Ltd.

Noriaki Adachi

Aeon Entertainment Co. Ltd.

Hisao Ariga

Hitachi Automotive Systems Ltd.

Sho Inoue

Bridgestone Corporation

Masafumi Uchida

Konica Minolta Inc.

sampleToshio Kobori

JFE Steel Corporation

Tadashi Saito

Okaya Electric Industries Co. Ltd.

Tomomichi Suzuki

Tokyo University of Science

Kenji Takeishi

GC Co. Ltd.

Nobuhiko Nakajima

Japanese Union od Scientist and Engineers

Takeshi Nakajo

Chuo University

Yasushi Nagata

Waseda University

Takahiro Fujimoto

Denso Corporation

Tetsuya Miyakawa

Takenaka Corporation

Kenji Murakawa

Maeda Corporation

Drafting Committee on Guidelines for Quality Management Education
ChairmanTakeshi Nakajo

Chuo University

MemberYukihiro Ando

TQM Consultant

Hideaki Arai

Komatsu Ltd.

Kenji Takeishi

GC Co. Ltd.

Nobuhiko Nakajima

Japanese Union of Scientists and Engineers

Yasushi Nagata

Waseda University

Masao Fujimoto

Japanese Standards Association

Takeo Furuya

Toyota Motor Corporation

Yoshiro MitsufujiBuka Gakuen University

Kenji Murakawa

Maeda Corporation

Translation Working Group for Guidelines of Daily Management
Chairman

Yoshito Hirabayashi

Technofer Ltd.

MemberYukihiro Ando

TQM Consultant

Takeshi Nakajo

Chuo University

Shu Yamada

Keio University

Prem K. Motwani

Jawaharlal Nehru University

Translator

51