M S Ray
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08 Sep, 2026
I write this article more like an audit topic than a Buying Decision.
When professionals search for a CQI/IRCA-approved ISO 9001 or ISO 45001 Lead Auditor course in India, the first questions are often predictable: Who is the best training provider? Which institute is most recognized? How much does the course cost? Can I finish it faster? Is the certificate internationally recognized?
There is a better question to ask first:
If you were acting as an auditor and procurement professional, would you approve this training provider as your supplier?
That question changes the entire buying decision.
When you register for Lead Auditor training, you are purchasing an externally provided professional service. If a company were purchasing an important training service for its employees, ISO 9001:2015 Clause 8.4 would expect that external provider to be evaluated and selected using appropriate criteria, with its performance subsequently monitored and, where relevant, re-evaluated.
Why should an individual professional investing his or her own money and career do anything less?
You can therefore apply one of the principles you are about to learn as an auditor even before entering the Lead Auditor classroom.
Become the auditor of your own purchasing decision.
Define the criteria. Collect evidence. Evaluate competence. Assess risk. Compare alternatives. Verify claims. Then make your decision.
That is ISO 9001 thinking in practice.
One of the biggest mistakes a prospective learner can make is treating Lead Auditor training like purchasing an ordinary commodity.
You are not buying forty hours on a calendar.
You are not merely purchasing access to PowerPoint slides.
You are certainly not simply buying a certificate.
You are investing in knowledge, competence, professional confidence, auditing skills, access to experienced professionals and potentially a credential that may remain on your CV and professional profile for decades.
A great tutor may fundamentally change how you look at organizations.
You may learn to walk into a factory, hospital, hotel, construction project, engineering company or service organization and see processes and interactions that you did not notice before. You begin asking different questions. You start distinguishing assumption from evidence. You recognize risks, weak controls, opportunities, process failures and management-system effectiveness.
That is why the difference between an average course and an outstanding learning experience may be much more important than the difference between two course fees.
Five or ten years later, you may not remember whether you saved a few thousand rupees on your training.
You may remember the tutor who taught you how to think.
The first evaluation criterion should be straightforward.
Is the organization a genuine CQI and IRCA Approved Training Partner, and is the particular course you are buying a CQI/IRCA Certified Training course?
CQI/IRCA maintains an official international directory of Approved Training Partners. At present its directory lists more than 100 ATPs operating across the world. CQI/IRCA describes these organizations as its approved partners delivering certified training to professionals internationally.
Do not rely merely on advertisements containing expressions such as “IRCA standard course,” “international Lead Auditor course,” “IRCA methodology,” “globally recognized auditor programme,” or a logo appearing somewhere on a brochure.
Verify it.
Go to the CQI/IRCA directory.
Find the organization.
Find the course.
Check the course reference where appropriate.
This is basic conformity assessment.
CQI itself explains that its approved training network is carefully selected and that CQI/IRCA Certified Training is quality-assured to maintain the standard of auditor education. It also notes that its certified auditor courses combine theoretical and skills-based learning and use experienced auditors as tutors.
There is good reason for this international recognition. CQI's recorded history shows that the Lead Assessor Registration Scheme—the predecessor of today's IRCA—was launched in 1984, and approved Lead Assessor training organizations were operating even before the original ISO 9000 family appeared in 1987.
That heritage makes CQI/IRCA approval a powerful first layer of assurance.
But it should not be your last evaluation criterion.
There is another question that is at least as important:
Who is actually going to teach you?
Organizations are approved as training partners and certified courses are controlled within the CQI/IRCA system. Tutors delivering that training operate under the training provider's competence and delivery controls.
But that does not mean every tutor in the world brings identical experience, insight, communication ability or professional maturity to the classroom.
One tutor may satisfy the applicable competence requirements.
Another may satisfy them and additionally bring decades of international auditing, industry, consultancy, certification, engineering, safety, quality-management and leadership experience.
Those two learners may technically attend the same category of certified course but experience something very different.
This is why you should evaluate your tutor just as carefully as the organization.
Look at the tutor's professional history.
Are they a practising auditor?
What sectors have they worked in?
Have they conducted real audits?
Do they understand certification audits, internal audits and supplier audits?
Have they experienced difficult audit situations?
Can they explain why a requirement exists rather than merely telling you what the clause says?
Can they connect ISO requirements to business reality?
Have they worked across cultures and industries?
What do past learners say about them?
Look at LinkedIn. Look at professional profiles. Look at the provider's website. Read independent reviews. Ask colleagues who have attended their programmes.
Remember:
You do not learn from a corporate logo. You learn from people.
A famous organization with an average tutor can give you an average learning experience.
A highly competent tutor working within a smaller but professionally committed organization can potentially give you an extraordinary one.
That is not an argument against large organizations. Many large international training institutions have contributed enormously to the quality profession and deserve great respect.
It is simply a reminder that size is not a substitute for competence.
This becomes even more interesting when we look toward the forthcoming ISO 9001:2026.
As of September 4, 2026, the sixth edition has completed the Final Draft International Standard stage and ISO has confirmed that publication is scheduled for September 16, 2026.
One of the most meaningful developments in the revision is the increased emphasis on leadership, quality culture and ethical behaviour. CQI and BSI's published commentary on the final draft highlights this stronger expectation around leadership responsibility, culture and ethics.
ISO itself describes the forthcoming edition as having a stronger focus on leadership, quality culture and accountability.
This gives a prospective Lead Auditor learner another excellent evaluation principle.
Do not only ask:
“Does this training provider teach ISO 9001?”
Ask:
“Does this organization appear to live what ISO 9001 teaches?”
Look for visible evidence of quality culture.
Look at how enquiries are handled.
Look at how quickly people respond.
Look at whether information is transparent.
Look at whether promises are realistic.
Look at how problems are handled.
Look at whether management appears accessible.
Look at customer feedback.
Look at what happens after payment has been received.
Look particularly at what happens after the training has finished.
You are the customer.
Customer focus therefore should not exist only on a PowerPoint slide explaining the seven Quality Management Principles.
You should be able to experience it.
Imagine that you were conducting an ISO 9001 audit of the training provider.
What would you want to see?
Leadership commitment?
Customer focus?
Competence?
Communication?
Operational control?
Evaluation of performance?
Corrective action?
Continual improvement?
Ethical behaviour?
Quality culture?
Customer satisfaction?
Those are exactly the characteristics you should begin observing while deciding whether to buy.
This is where the distinction between a famous organization and a great organization becomes important.
A company may be big in revenue, offices, history or employee numbers.
But is it equally big in visible commitment?
Is it big in customer support?
Is it big in post-delivery service?
Is it big in professional generosity?
Is it big in its willingness to stand beside a learner who is struggling?
Is it big in responding when something goes wrong?
Is it big in going beyond minimum requirements?
Those are different measurements of greatness.
There is an important philosophy behind this.
A CQI/IRCA Approved Training Partner must satisfy the applicable requirements.
That is essential.
But who became truly great simply by complying with minimum requirements?
Organizations that establish global benchmarks normally do something more.
They identify what customers genuinely need and then create value beyond baseline compliance.
That does not mean inventing unnecessary features or violating controlled certification requirements.
It means asking:
What can we do exceptionally well that makes the learner's experience better?
Can we provide stronger preparation?
More realistic case studies?
More practising-auditor interaction?
Smaller cohorts?
Better individual feedback?
Longer access to learning resources?
Post-training mentoring?
Practice examinations?
Professional networking?
Career guidance?
Continued access to tutors?
Free public learning resources?
Support when a former learner encounters a difficult professional question two years later?
The most interesting question when comparing providers may therefore be:
What does this organization do beyond the minimum that demonstrates its commitment to my success?
There is another purchasing signal that deserves serious attention.
Be cautious if the first sales argument is:
“Our Lead Auditor course is shorter.”
Or:
“Why spend so many days when you can finish it much faster?”
CQI/IRCA currently lists the PR328 QMS Auditor/Lead Auditor course with an indicative duration of 40 hours.
“Indicative” is important. Approved learning designs can evolve, and blended structures may combine different controlled learning methods. Therefore, a course should not be judged merely by counting classroom hours without understanding its approved structure.
But the principle remains important.
If somebody's primary competitive proposition is simply to remove learning time and finish faster, ask some difficult questions.
Where did those hours go?
What learning objectives were moved?
Is there approved self-learning?
How is skills development demonstrated?
How much tutor-guided auditing practice remains?
How are audit interviews practised?
Where are the role plays?
Where is nonconformity writing?
Where is audit planning?
Where is evidence evaluation?
How is competence assessed?
And most importantly:
Is this exact delivery structure part of the CQI/IRCA-certified course?
Efficiency is excellent.
Removing waste is excellent.
Better learning technology is excellent.
Blended learning can be excellent.
But reducing learning simply to sell convenience is something very different.
A prospective auditor whose first priority is only “How quickly can I finish?” and “How cheaply can I get the certificate?” should perhaps reconsider the purpose of undertaking Lead Auditor training.
Auditing demands patience, professional scepticism, evidence-based thinking, integrity and willingness to go beyond superficial conclusions.
The mindset should therefore begin before the course.
Do not ask merely:
“What is the shortest way to get the certificate?”
Ask:
“What gives me the greatest opportunity to become a competent auditor?”
Those are entirely different questions.
A Lead Auditor programme should challenge you.
You should learn to plan audits, understand processes, follow audit trails, interview people, evaluate objective evidence, recognize conformity and nonconformity, assess effectiveness, write defensible findings and communicate professionally.
You should occasionally find the learning difficult.
That is not necessarily evidence of poor training.
It can be evidence that real development is taking place.
Auditing is not memorizing clauses.
A great auditor may rarely begin by asking:
“Show me Clause 7.2.”
Instead, they understand the organization, processes, risks, objectives and interactions and follow evidence intelligently.
That competence requires practice.
Therefore ask the training provider how much of the programme involves case studies, audit simulation, role play, individual tasks, group exercises, audit planning, interviewing and nonconformity writing.
A classroom in which the tutor speaks for forty hours may technically transfer information.
It may not necessarily develop an auditor.
Many training providers can deliver a satisfactory programme.
The real difference sometimes becomes visible after the last scheduled session.
You finish the course.
A week later you start preparing for the examination.
You encounter a difficult practice question.
You suddenly become uncertain about a requirement.
What happens next?
Can you contact somebody?
Do you still have access to your LMS?
Can you revise the material?
Can you discuss a difficult question?
Is there a moderated learner group?
Are mock examinations available?
Does anybody care whether you ultimately succeed?
This is where post-delivery service becomes a legitimate supplier-evaluation criterion.
A company selling a physical product may provide warranty support.
Why should a professional learning organization treat its responsibility as ending the moment the virtual classroom closes?
Training is the beginning of the professional journey.
It should not necessarily be the end of the relationship.
There is another level beyond post-course support.
Mentorship.
Some of the most meaningful learning takes place after formal training, when the new auditor faces real professional situations.
“How should I prepare for my first audit?”
“Is this finding really a nonconformity?”
“How should I document my audit experience?”
“How do I progress toward IRCA certification?”
“How should I approach this difficult auditee?”
“How can I become a better auditor?”
The tutor who remains willing to guide a serious learner after formal training has ended is providing something considerably greater than classroom instruction.
They are helping build a professional.
That relationship cannot always be promised contractually.
But the organization's culture can make it more or less likely.
There is another surprisingly useful way of assessing training culture.
Look at what the organization teaches before asking you for money.
Does it publish useful articles?
Does it create educational videos?
Does it explain IRCA processes?
Does it clarify difficult auditing concepts?
Does it share knowledge freely with the professional community?
Does its website actually educate you, or does every page merely lead to a “Buy Now” button?
Free educational content gives prospective learners an unusual opportunity.
You can sample the intellectual quality of the organization before becoming a customer.
Watch the tutor.
Read the article.
Listen to the explanation.
Then ask yourself:
Did I learn something useful?
TCB, for example, has developed free online learning material and guidance through its website and YouTube resources, including public guidance on the CQI/IRCA examination process. TCB's current QMS Lead Auditor course page directly links learners to its YouTube examination guidance.
Such content can include explanations of auditing, ISO requirements, process approaches, risk-based thinking, nonconformity, auditor development and examination preparation.
For us, free learning should not merely be digital marketing.
If somebody spends twenty minutes watching a TCB educational video, our hope is that those twenty minutes leave that professional better informed—even if he or she never purchases anything from us.
Here is an even more demanding test of culture.
Imagine somebody contacting a training provider and saying:
“I attended my Lead Auditor training with another organization, but I need some clarification regarding an IRCA requirement. Can you guide me?”
There are two possible philosophies.
One says:
“You did not train with us. Contact your training organization.”
The other says:
“If we can reasonably clarify the matter and help another professional, why shouldn't we?”
At TCB, we believe the second philosophy better reflects the spirit of professional quality.
Over the years, professionals trained by other organizations—including organizations that could commercially be described as competitors—have contacted TCB seeking clarification regarding auditing, IRCA requirements, professional development or applications.
Where we have been able to provide reasonable guidance, we have tried to help.
Not because they were customers.
Because they were professionals asking for professional guidance.
If somebody asks for six minutes of advice and those six minutes help that person move forward, we do not consider those six minutes a financial loss.
We feel elevated that somebody considered our advice valuable enough to ask.
That distinction matters.
Another training organization's learner is not our enemy.
Another training provider is not our enemy.
We are part of the same professional ecosystem.
If that person eventually becomes a better auditor, industry benefits.
Organizations benefit.
Customers benefit.
The quality profession benefits.
Some of the public feedback associated with TCB describes supportive learning experiences, practical teaching and continued professional guidance. TCB's course pages deliberately direct prospective participants to public Google reviews rather than asking them to rely exclusively on claims made by TCB itself.
That is precisely what we recommend you do.
Do not believe us simply because we say we are good. Audit the evidence.
Google reviews can be valuable, but even reviews should be evaluated intelligently.
Do not look only at the number of stars.
Read what people actually say.
Are they talking about technical competence?
Tutor accessibility?
Practical exercises?
Responsiveness?
Support?
Exam preparation?
Professional encouragement?
Post-training contact?
Mentoring?
Are reviews specific, or are they generic one-line compliments?
Look for patterns.
A single review is anecdotal evidence.
Repeated comments describing the same positive characteristic may indicate a process characteristic.
That is auditor thinking.
And do not ignore criticism.
How an organization responds to criticism may reveal more about its quality culture than fifty perfect reviews.
ISO 9001 has always given customer focus a central position within quality management.
The forthcoming 2026 edition strengthens the wider emphasis on leadership, trust and organizational quality culture. ISO describes the new edition as helping organizations strengthen customer confidence and build a stronger quality culture.
So observe the provider as a customer.
Before you register, ask a technical question.
Was the answer meaningful?
Ask about the tutor.
Did they tell you who will teach?
Ask about the course approval.
Did they provide evidence?
Ask about examination support.
Was the response clear?
Ask what happens if you face difficulty after completing the course.
Listen carefully.
You may already be conducting your first supplier audit.
Professionals have different circumstances.
Some can attend five consecutive full working days.
Some cannot.
A working engineer, quality manager, safety professional, doctor, project manager or entrepreneur may find evening learning more practical.
There is nothing inherently superior about exhausting somebody for ten hours per day if the same approved learning outcomes can be achieved effectively through a different controlled structure.
A provider may therefore offer evening delivery spread over more days, blended learning or a combination of structured self-learning and tutor-guided sessions where those delivery arrangements are appropriately controlled and approved.
The key principle should be:
Flexibility without compromise.
At TCB, for example, alternative scheduling is intended to accommodate working professionals without simply deleting learning requirements. TCB's published blended course design describes structured self-learning combined with tutor-guided workshops, simulations and auditing activities.
The objective should never be:
“How little training can we get away with?”
The objective should be:
“How can we create the most effective learning experience while respecting the learner's circumstances?”
Temporary financial pressure does not necessarily mean that a professional lacks ability, seriousness or potential.
Where administratively and commercially feasible, a training provider may choose to offer reasonable payment flexibility to deserving learners facing temporary constraints.
That should never affect training standards or certification requirements.
But it can demonstrate something about customer orientation.
Quality management is ultimately about organizations understanding the context and needs of relevant interested parties rather than mechanically applying identical responses to every situation.
Today a professional programme can be much more than classroom delivery.
Ask whether the provider offers an LMS.
Ask whether revision materials remain available.
Ask about practice tests.
Ask whether digital credentials are issued.
Ask about professional networking.
Ask about learner communities.
Ask about books and supplementary learning resources.
Ask whether high performance is recognized.
Ask whether learners stay connected.
TCB's current QMS Lead Auditor programme, for example, describes LMS access, supplementary learning material, examination preparation and practice opportunities. Its published course information also describes post-training support through learner communication groups, revision access, practice assessments and mock examination preparation.
For TCB, we want somebody who attended yesterday and somebody who attended years ago both to feel part of the professional community.
That is because training should create an ecosystem, not merely a transaction.
Examination success is important.
But audit the number.
Ask whether the percentage represents first-attempt success or eventual success.
Ask about cohort size.
Ask about the period measured.
Ask what the organization actually does to contribute to success.
TCB's current published course information reports a typical first-attempt success range of approximately 75–85%, with some cohorts reaching 100%, together with post-training preparation support.
In August 2026, TCB's 100th Lead Auditor programme achieved a 100% success outcome for that cohort.
We are proud of such results.
But an examination percentage alone is not our ultimate KPI.
The more meaningful question is:
What happened to the learner?
Did they become more competent?
More confident?
More employable?
A better auditor?
A better manager?
Did the course help someone build a career?
Did the professional continue learning?
Did somebody eventually become a tutor or mentor to another professional?
For TCB, those outcomes are closer to the real meaning of success.
Several globally respected organizations operating in auditor training have far greater size, history and resources than TCB.
Some have histories extending well beyond a century.
Their contribution to quality, certification and professional development deserves respect.
TCB does not need to diminish them in order to explain what we stand for.
We are a comparatively small specialist organization.
Our ambition is not to claim that we are larger than everyone else.
Our ambition is to demonstrate that in competence, integrity, commitment, learner attention and professional support, we can stand alongside the best anywhere in the world.
TCB has been involved in CQI/IRCA-approved auditor training since 2011 and has deliberately concentrated much of its auditor-development capability on Quality Management Systems and Occupational Health & Safety Management Systems—areas in which we believe competent auditors can make an enormous contribution to organizations and society.
TCB's QMS programme is listed as CQI/IRCA Certified Training under PR328 with its published Course Approval No. 1992.
We maintain small classes where practical.
We emphasize prior learning rather than trying to teach ISO 9001 clause-by-clause inside Lead Auditor training.
We use case studies, role plays and simulated auditing.
We provide post-training examination preparation and support through established communication channels such as WhatsApp.
We provide continued learning resources.
We publish free professional learning materials.
We try to remain available when learners require reasonable guidance.
We have assisted professionals who did not train with us.
We recognize learner achievement.
We provide digital credentials and supplementary learning resources.
We try to accommodate professionals through alternative schedules without intentionally compromising learning outcomes.
And where someone faces genuine temporary financial difficulty, we try, where reasonably possible, to find a workable solution.
None of these individually makes TCB “the best.”
They are simply evidence against which you—the buyer—can evaluate us.
And that is exactly what we invite you to do.
Compare us.
Compare our approval.
Compare our course.
Compare our professional experience.
Compare our learning materials.
Watch our free educational resources.
Read our articles.
Ask previous learners.
Ask us difficult questions.
Compare our post-training support.
Compare our examination preparation.
Compare how accessible we remain after training.
And then compare us against other respected CQI/IRCA Approved Training Partners.
That is a much more credible way to make your decision than responding to an advertisement claiming:
“India's No. 1.”
“World's Best.”
“Lowest Price.”
“Fastest Course.”
Such labels require evidence.
A future auditor should demand evidence.
You can even create your own supplier scorecard.
Give significant weight to verified CQI/IRCA Approved Training Partner and course status. Give equally serious consideration to tutor competence and practical auditing experience. Then evaluate the organization's track record, learning methodology, independent learner feedback, post-training support, examination preparation, free professional resources, mentoring culture, flexibility and overall value.
You do not necessarily need a complicated spreadsheet.
The principle matters more than the mathematics.
Before making the purchase, ask yourself:
Is the course certified?
Who is my tutor?
Is the tutor a practising and experienced auditor?
Does this organization demonstrate quality culture?
Does it behave ethically?
Does it genuinely appear customer-focused?
What happens after training?
What support exists before the examination?
What evidence exists from past learners?
What does the organization give to the profession beyond what it sells?
Does it develop auditors or simply deliver certificates?
What does it do exceptionally well beyond minimum compliance?
If you can answer these questions using evidence, your purchasing risk decreases substantially.
That is exactly the logic behind supplier evaluation.
There is perhaps one final question the learner should ask—not of the training organization, but of oneself.
Why am I doing this course?
If the objective is merely to obtain another line on the CV at the lowest possible cost and in the shortest possible time, Lead Auditor training may become another certificate.
If the objective is to become a professional capable of evaluating organizations objectively, understanding management systems, identifying risks, recognizing opportunities and contributing to improvement, your purchasing behaviour should reflect that ambition.
A great auditor cannot be developed through a shortcut mentality.
Quality itself is not a shortcut.
Integrity is not a shortcut.
Competence is not a shortcut.
Professional credibility is not a shortcut.
Choose carefully.
There is something beautifully circular about applying ISO 9001 Clause 8.4 when selecting the organization that will teach you ISO 9001 auditing.
Before you have attended your Lead Auditor course, you can already begin behaving like an auditor.
Determine the requirements.
Establish evaluation criteria.
Identify risks.
Collect objective evidence.
Evaluate alternatives.
Verify competence.
Look beyond branding.
Observe organizational culture.
Evaluate customer focus.
Assess ethics.
Review performance evidence.
Consider post-delivery support.
Then make your supplier-selection decision.
And as ISO 9001:2026 places even greater emphasis on leadership, quality culture, ethical behaviour and trust, perhaps prospective auditors should demand those characteristics from the organizations preparing them for the profession.
The largest organization may ultimately be your best choice.
A smaller specialist organization may ultimately be your best choice.
Price may influence the decision.
Location may influence it.
Delivery method may influence it.
But none of these should replace evidence of competence, integrity and commitment.
Because the real question is not:
“Who can give me a Lead Auditor certificate?”
The real question is:
“Who can give me the greatest opportunity to become the professional I want to be?”
And perhaps that is the most important supplier-evaluation decision you will make in your auditor-development journey.
Do not merely buy Lead Auditor training. Audit the provider before you buy it.
That is ISO 9001 Clause 8.4 in action.
And your journey as an auditor may have already begun.
First verify that the organization is a CQI/IRCA Approved Training Partner and that the specific course is CQI/IRCA Certified Training. Then evaluate the proposed tutor, practical auditing experience, training methodology, learner feedback, examination support, post-training service, professional mentoring and overall organizational quality culture.
No. Large international organizations may offer excellent resources, systems and experience and many make major contributions to the profession. However, size or brand recognition should be one evaluation factor rather than the sole criterion. Tutor competence, customer support, post-training assistance and the organization's learning culture should also be considered.
Extremely important. CQI/IRCA Certified Training operates within defined competence requirements, but individual tutors may bring very different depths of industry, auditing, certification and international experience. Prospective learners should therefore investigate who will actually lead their programme.
Not necessarily. CQI/IRCA currently gives 40 hours as the indicative duration for PR328 QMS Auditor/Lead Auditor training. Approved blended or alternative learning designs can structure learning differently, so the important question is whether the exact course and delivery structure are properly certified and whether all learning outcomes are preserved.
Price is a legitimate consideration, but professional competence and long-term value should carry greater weight. The qualification and learning may influence your career for many years, while the difference in course price is usually a one-time expenditure.
Look for examination guidance, revision resources, LMS access, practice assessments, doubt clarification, professional networking, mentoring and continued technical support. These are areas in which providers can legitimately differentiate themselves beyond the basic certified programme.
Independent reviews can provide evidence about tutor quality, customer service, learning experience and post-training support. Read the substance of reviews rather than relying only on star ratings, and look for recurring patterns across multiple learners.
The forthcoming edition places stronger emphasis on leadership, quality culture and ethical behaviour. A prospective auditor can therefore examine whether the organization teaching quality management itself demonstrates these characteristics through its customer interactions, transparency, integrity, leadership behaviour and post-delivery support. ISO has scheduled publication of ISO 9001:2026 for September 16, 2026.
Because training is an externally provided service. ISO 9001's supplier-control philosophy is based on evaluating and selecting external providers according to their ability to meet requirements and controlling the associated risk. Even an individual purchasing training personally can apply the same disciplined thinking.
Ask:
“Which organization and tutor give me the greatest evidence-based confidence that this investment will help me become a competent auditor—not merely obtain another certificate?”
Now you prepare your own assessment and audit report, compare the best 3, 4, or 5 ATPs, and then choose the Right one. This is one of the most important decisions you are making in life, because this will shape who you become. Wish you great success in your career to be a worldclass Auditor
Madhusudan Ray
CEO
TCB Cert Worldwide LLC
'Author, Principal Auditor, Lead Tutor
We are looking for professional organizations for joining in our extended global network in your home country. Organizations which is a legal entity meeting our criteria are the ideal ones to join our network. We will honor mutual agreements for training services and want the services be undertaken with utmost professional integrity and due diligence to create value for our customers
M S Ray
Managing Director and Founder of TCB Cert. Worldwide Group
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