The education and training of quality professionals play a crucial role in developing competent individuals capable of ensuring and improving quality-related performance across industries. Quality professionals often face challenges in keeping pace with rapidly evolving theories, tools, software, and standards, which pose a risk of professional obsolescence.

This article reviews the role, necessity, and format of education and training for quality professionals, offering insights for their professional development and decision-making.

1. Background of Quality Professionals

“Quality” is not commonly offered as a standalone major at universities. Only a few institutions offer undergraduate degree programs specifically in quality. Examples include California State University – Dominguez Hills (B.S. in Quality Assurance), Bowling Green State University (B.S. in Technology – Quality Systems), and University of Minnesota Crookston (Bachelor of Manufacturing Management in Quality Management). A bachelor’s degree in quality provides a solid foundation for a career in the field. However, graduates who lack prior industry experience must get specific technical knowledge related to workplace operations.

Most quality engineers and managers enter the field from various disciplines, such as engineering, science, and business. They bring domain-specific technical knowledge and transition into their quality roles. Unlike professionals in other fields, quality professionals often follow diverse knowledge acquisition pathways to gain additional QM skills. These include professional training, internal and external certifications, graduate study, and/or guided on-the-job (OTJ) learning. Particularly for new and mid-level quality professionals, understanding the characteristics of these education and training options can aid in selecting the most proper and effective pathways of professional growth.

2. OJT and Professional Training

Primarily relying on OJT training/learning or apprenticeship programs in the quality field is a traditional approach. While this approach can be effective in many cases, it has clear limitations. For example,

• Narrow perspective – It typically addresses immediate job-related tasks or company-specific practices, offering limited broader problem-solving skills.
• Incomplete and slow learning – It may hinder the ability to address systemic, cross-functional quality issues, and reduce adaptability and innovation for new development.
• Career growth limitations – It lacks formal qualifications or recognized certifications, limiting professional networking and advancement opportunities.

Consequently, quality professionals engaged in OJT should also consider investing in professional training and formal advanced education (e.g., a master’s degree) in quality-related fields. Such educational investments can substantially enhance the knowledge and abilities of quality professionals across all organizational levels.

Professional training is typically practice-oriented and focuses on specific topics or methods, often yielding immediate benefits. For example, a few hours of training in Failure Mode and Effects Analysis (FMEA) can be significantly more effective than learning the same content through OJT. A trainee from such training can lead a team to conduct an FMEA.

However, because each training session focuses on a specific topic, professionals may need more than 20 training sections or modules to master the comprehensive knowledge needed for a given job function. As such, achieving full competence through professional training alone may still take several years.

When a professional training is provided by an external source, a micro-credential or certification is provided. Furthermore, certifications—such as those offered by the American Society for Quality (ASQ), which typically include rigorous examinations—are recognized by many organizations as credible indicators of knowledge and competence.

3. Advanced Education in Quality

Compared to professional training, master’s degree programs in quality offer a more systematic and in-depth approach to acquiring knowledge and skills. These master’s programs are especially valuable for recent college graduates and experienced professionals with a bachelor’s degree from various academic backgrounds. More than ten universities in the U.S. offer master’s degrees especially in quality, including Eastern Michigan University, Kennesaw State University, and San José State University. Additionally, some industrial engineering or technology programs offer minors or concentrations of quality.

Professionals pursuing leadership roles in quality benefit significantly from earning a master’s degree. This education path provides an efficient and effective way to systematically learn quality methodologies and enhance long-term career success, as reflected by the outcomes of most master’s program graduates.

Two key considerations should guide the decision to pursue a master’s degree in quality. The first is the learning format. For working professionals, online programs, especially an asynchronous format, are more suitable due to work and family commitments. The second is financial investment, which is important to individuals without employer-sponsored tuition reimbursement. Carefully planning the budget, including exploring financial aid, is key to completing a master’s degree of study.

4. Training Need Assessment

Training and education in quality encompass a broad range of topics. A fundamental step is identifying knowledge gaps and tailoring learning to meet specific needs, while also considering the required investment of time and money. The core knowledge and competencies for quality professionals can be categorized into four main areas. Although the relative importance of these areas can vary based on individual roles and responsibilities, a well-balanced integration of technical knowledge is vital for long-term professional success. Additionally, other areas such as leadership skills, ethics, and quality culture may be particularly relevant for quality managers.

Table 1 presents sample topics under each subject area relevant to quality engineers. These topics are typically sector- and operation-dependent and should be developed in alignment with the specific operational context. Since quality technicians and managers often perform different functions and require distinct skill sets, their knowledge checklists vary accordingly.

Table 1 Example of a knowledge check list for quality engineer

This checklist can serve as a tool for self-assessment. When appropriate, items can be rated using a scale (e.g., 1–5). Both individuals and organizations may adapt this checklist as a template to identify knowledge gaps and develop personalized learning plans.

5. Additional Key Factors

OTJ learning is an integral part of professional work. Professional training and formal education may not be readily available for quality professionals in some cases. When all options are accessible, evaluating them for selection should also consider the following aspects:

• Effectiveness: Measuring the effectiveness of a training or education program goes beyond completion or certification. It should also demonstrate tangible improvements in job-related skills and the performance of trained individuals.
• Context-specific: Because QM work is often context-dependent, training and education should not focus solely on the applications of existing tools. They must also foster creative thinking and comprehensive problem-solving abilities.
• Practice-oriented: Practical, hands-on experience, such as engagement with real case studies, should be an integral part of the course design.
• Lifelong Learning: Given the rapid pace of technological advancement, continuous learning is a must. Thus, curricula should cultivate self-directed learning skills to support lifelong professional development.

6. Final Thoughts and Recommendations

Continuous training, in addition to OTJ learning, is essential for quality professionals to advance their skills and knowledge. Both professional training and advanced degrees are valuable forms of investment. Professional training offers immediate, practice-oriented skills and often yields quicker returns. On the other hand, a master’s degree provides extensive theoretical knowledge, greater professional credibility, and supports long-term professional growth, with a higher financial and time investment. The best choice depends on an individual’s career goals, available resources, and specific context. Assessing all these factors, which path aligns better for you?