由於使用訓練品質系統(TTQS)評核表時，因TTQS專業人員的經驗及對指標解讀之差異，造成TTQS團隊的專業形象受損。本研究為校準TTQS輔導顧問及評核兩類專業人員指標評分的落差，由適用於非營利事業機構的訓練單位的訓練機構版，了解TTQS輔導顧問及評核委員評核能力。依據本研究的研究結果發現，針對TTQS輔導顧問與評核委員，對同一個版本評核表指標的評分，在指標1、4、18及19有一致性的共識。因此，針對其他指標的「說、做、寫」在進行評估時之一致性及連接性，需更嚴謹的檢視。根據分區服務中心的研究發現輔導顧問有13項指標評分較評核委員寬鬆，有1項指標較寬鬆。本研究同時發現，由於服務區域不同，輔導顧問和評核委員在19個指標中存在認知差距。

Because the result of Quality-management System (TTQS) assessment is often inconsistent among the TTQS professionals, who have different experiences and interpretations when using the TTQS assessment table, which damages the image of the TTQS team. To correct the gap of grading between the TTQS consultants and TTQS review committees, this study determined the capability of the TTQS consultants and review committees using the version of training organizations. According to the results of this study, it can be found that for the TTQS consultants and review committees, the scores of the same version of the assessment table had no difference among indicators 1, 4, 18, and 19. For the other indicators, the consistency between “speak, do, and write” and coherent procedures need to be reviewed more strictly when carrying out the assessment. According to the research divided by the Branch Service Center, 13 indicators were graded more loosely by consultants than review committees, and one indicator was graded more loosely by review committees than consultants. The study also found the consultants and the review committees have a cognitive gap in 19 indicators due to different service regions.

The Talent Quality-management System (TTQS) is set up with reference to ISO9000 and ISO10015, but has not been officially disclosed on the open information platform. The result of TTQS assessment is often inconsistent among the TTQS professionals, who have different experiences and interpretations when using the TTQS assessment table, which damages the image of the TTQS team. To correct the gap of grading between the TTQS consultants and TTQS review committees since the introduction of TTQS in 2007, this study first determined the capability of the TTQS consultants and review committees using the version of training organizations in occupational trade unions, associations, vocational training centers, and schools. Based on the methodology proposed herein, this study could understand the result of 19 indicators and the total score points of TTQS consultants and review committees, reduce the gap in the result of 19 indicators, and determine the priority of indicators to be corrected in the annual subsequent training, as a reference to the three other TTQS assessment tables. The consultants and review committees must have highly consistent and effective grading on TTQS, which is the key to making TTQS the most objective, impartial and representative assessment tool in domestic training. The methodology proposed in this study was only used to compare the differences in the scores of indicators graded by individuals and groups between consultants and review committees. In the future, comments on the score of indicators can be added in the methodology. Even the percentage of conception of indicators to the score of indicators can be explored via questionnaire or after-school evaluation. In another approach, the focus of consultants, review committees, instructors and trainees on the indicator assessment can be cross-examined and compared in the future.

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