2005 Working Group on Training Report - iamladp

UNITED NATIONS SYSTEM
IAMLADP
Inter-Agency Meeting on Language Arrangements,
Documentation and Publications
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IAMLADP/<strong>2005</strong>/R.4
1 July <strong>2005</strong>
Original: English/French
United Nations Office at Nairobi
Nairobi
11-13 July <strong>2005</strong>
Item 5a of the provisional agenda
DRAFT INTERIM REPORT OF THE IAMLADP WORKING GROUP ON
TRAINING OF LANGUAGE STAFF <strong>2005</strong>
Chaired by Mr Noel Muylle, Special Adviser to the European Commission
Members of the <strong>Working</strong> <strong>Group</strong>
Mr Noel Muylle, chairman, European Commission
Mr Omar Abou-Zahr, UNOG
Mr Fermin Alcoba, formerly WTO, special adviser to WGT
Ms Helen Campbell, co-ordinator, DG Interpretation
Mr Brian Fox, DG Interpretation
Mr Neil Johnstone, WTO
Ms Alexandra Oliver-Tomic, ICC
Mr Anthony Pitt, ITU
Ms Penny Pouliou, co-ordinator, DG Interpretation
Mr René Prioux, OECD
Ms Sally Reading, UNOV
Website: http://www/wipo.int/iamladp/en/user
(click on <strong>Working</strong> <strong>Group</strong>s and Task Forces and then <strong>Working</strong> <strong>Group</strong> on Training
I Background and organisational matters
1 At the Annual Meeting of IAMLADP in 2001 in Geneva, the European
Institutions, then with observer status, were invited to become full members of
IAMLADP. The Meeting asked Mr Noel Muylle of the European Commission

Interpreting Directorate General to set up an open-ended <strong>Working</strong> <strong>Group</strong> on Training of
Language Staff (WGT) and to report on its findings to IAMLADP 2002. It duly
completed its mandate and reported on five language professions: translation, editing,
précis-writing, and proof-reading and conference interpreting.
2 The five subgroups of the WGT, each covering one of the professions and led by
one or two IAMLADP members representing international organisations (IO),
contributed their findings to the Interim Report, submitted to IAMLADP 2002. Feedback
was obtained by means of questionnaires sent to IAMLADP members and subsequently
to universities. Findings from IOs indicated a serious shortage of qualified recruits to IOs
in all professions and languages, and a clear need for training both at university level and
during professional life. It was also noted that the role and tasks of language
professionals were poorly understood by other IO staff and that IOs and universities,
providers of recruits, suffered from an insufficient flow of communication. In addition,
professional requirements and skills were changing rapidly; new staff needed to find their
feet and experienced staff to upgrade skills and refresh knowledge, mobility and
versatility being increasingly the order of the day. Universities mentioned a lack of
information from IOs on professional needs and increased concern about the skills gap.
Action was therefore urgently needed.
3 In an environment of ever decreasing budgets and dwindling public interest in
language professions as career options, the gap between employers and training providers
needed to be narrowed, while needs on both sides should be better publicised and
common solutions studied. Continuous training had become a key factor in career
development and promotion and life-long learning was therefore an issue to be studied.
In the same vein, joint training ventures, pooling resources among IOs and ways of
drawing on in-house expertise should be explored. Top quality, the language
professional’s greatest asset, had to be maintained if the language and conference
services were to be taken seriously and their contribution to the IOs’ smooth working
appreciated and safeguarded.
4 The WGT’s report was endorsed in 2002. The WGT was further asked to study
staff exchanges between IO language staff, to intensify relations between IOs and
Universities, to study ways of pooling resources by elaborating training ventures between
several IOs and to take stock of the far-reaching issue of the status of the language
professions. Its report to IAMLADP 2003 was again approved and its mandate renewed.
5 In Geneva 2003, IAMLADP policy changed to a more time-bound, actionoriented
approach. With this in mind, the WGT was mandated to set up three task forces,
each for one year, to study and report on: 1) work experience and placements for
language students in IOs; 2) continued work on pooling resources with a view to
producing a joint training module for revisers and 3) the status of the language
professions; and, in parallel, and 4) to establish a Standing Committee for contacts
between IO employers and universities, as training providers.
6 In Brussels 2004, the WGT’s third Interim Report was approved by the Annual
Meeting. It was further mandated to 1) take forward the work of the Standing
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Committee, 2) set up a Task Force on Joint Training Ventures, and 3) set up a Task
Force on Life-Long Learning. The WGT worked mainly by e-mail and by sending out
templates, but also met three times to discuss and oversee work in the three sub-groups:
in Geneva in December 2004, hosted by the ILO, in Brussels in March <strong>2005</strong> hosted by
EU-SCIC and in Thessaloniki in May <strong>2005</strong>, hosted by CEDEFOP.
7 In its third Interim Report, the WGT reported on staff exchanges implemented
during 2003-2004 and was mandated to keep track of such exchanges among IOs during
the next year.
8 Reports from the Standing Committee and the two Task Forces plus a short
summary of staff exchanges notified are annexed to this Report. In addition, the finalised
best practice guide on placements and work experience from the Task Force 2003-2004 is
annexed.
9 The WGT prepared a WGT Home Page for the IAMLADP website, posted to
date on the currently WIPO-hosted site, to be transferred at the appropriate
time to the UNHQ.
II Findings
10 The mandate of the WGT for 2004-<strong>2005</strong> was fourfold:
a) To take forward the work of the Standing Committee (SC), b) to collect
information and draft conclusions on the activities of its two Task Forces, on Joint
Training Ventures and Life-Long Learning, with recommendations for future
action, c) to finalise the report on placements and work experience as a best practice
guide and d) to monitor and report on staff exchanges during the past year.
Standing Committee for contacts with universities
11 The Standing Committee at its annual meeting in March <strong>2005</strong> reconfirmed
its two co-Chairs and Secretary and approved its activity report. It agreed a work
programme which included expanding membership to non-European universities.
It has fulfilled its mandate, reported to the <strong>Working</strong> <strong>Group</strong> on Training on its
activities during the year and outlined proposals for future action.
12 The Standing Committee had decided at its inaugural session to collect current job
profiles for all language professions and to post these on the IAMLADP website. In
addition, member IOs proposed to draft generic skills profiles for four language
professions, to be posted first on the currently WIPO-hosted discussion forum and
subsequently, once finalised as profiles for the “ideal” candidate, on the IAMLADP
website. The job and skills profiles were collected and approved and WIPO asked to post
them on the newly developed WGT Home Page.
13 The IAMLADP website is crucial to the functioning of the Standing Committee.
WIPO has improved and enlarged the content and layout and UNHQ will shortly take
over the running of the site, at which point members of the SC will be given an access
code and asked to provide input through the discussion forum, accessible by hyperlink.
This part of the site will be accessible to non-IAMLADP members. Members of the SC
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felt that, in particular, skills profiles were important to broadcast: employers’
requirements were changing rapidly and universities were aware of this and ready to
adapt curricula to current needs. Prior knowledge of changes allowed for the lead time
needed to adapt course contents and a channel such as the discussion forum would
promote more fruitful exchange between the constituencies. In several IOs, “adaptive”
linguists were increasingly called for, conference interpreting and court interpreting were
needed in IOs dealing with these areas, distinctions between professions were becoming
more blurred and actual workplace needs less predictable. Routine was disappearing,
outsourcing of translations was increasing, budgetary squeezes were more acute and
consequently the quality crucial to the survival of language professions was becoming
harder to maintain.
14 IO members’ contributions of skills profiles were felt to be a useful guide for
language students and teachers. The Committee intends, if mandated further, to take up
another aspect of its role, by calling on universities to provide information on courses
open to language professionals. In this respect, the current work of several SC networks
should serve a useful purpose by providing, for example, up-to-date input on where
language graduates are employed and how relevant their training has been to their current
jobs. New recruits are required to be operational as soon as they start their professional
life, a tall order, particularly in the light of rapid changes and budgetary restrictions on inhouse
training. The benefit from internships and work experience, as seen from the
results of the Task Force (2003-2004) on this subject, was considerable and the best
practice guide shortly to be posted on the website would be a practical guide for
employers.
15 It was agreed from its inauguration that the SC should function as a
communication channel, as a broker and a bulletin board to flag new developments, job
opportunities (through links to IOs’ recruitment/open competition announcements) and
other valuable information. Some of these features exist now; more will become so once
the website is operational.
16 University members of the SC now include two in China, one in the US and one
the Arabic-speaking world. Communication between members will continue to be
mainly by electronic mail with one annual meeting scheduled back to back with the
European Commission’s DG SCIC Universities Conference, to which many universities
are invited. It is hoped that the discussion forum and IAMLADP website will facilitate
ease of communication and transparency in future.
17 The Standing Committee recommends to the <strong>Working</strong> <strong>Group</strong> on Training
that it take its work further in the following directions:
i) Continue to ensure close contact with members and promote exchange and
information flow between university networks and IOs, on all matters relating to
training and employment;
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ii) Call on universities to inform IOs through the discussion forum and
IAMLADP website of training modules and courses that could be extended to
professional linguists as well as students;
iii) Share results of surveys carried out by university networks as widely as
possible to all interested parties; and
iv) Put to practical use the skills profiles by discussing future trends from the
IOs’ side, to help universities adapt course content in line with IT skills, translation
tools, language deficits and conference organisation developments.
The <strong>Working</strong> <strong>Group</strong> on Training endorses the recommendations and submits them
to IAMLADP for approval. The Standing Committee’s report and the best practice
guide on placements and work experience are annexed to this report.
Joint Training Ventures
18 The Task Force on Joint Training Ventures has fulfilled its mandate to:
devise and implement a pilot training course, collect feedback on advantages and
drawbacks and report to the WGT. Furthermore, it undertook to collect style
guides from IOs with a view to making these available for consultation through the
IAMLADP website.
19 The essence of the Task Force’s work was to run a pilot project to determine
whether members could pool and exploit expertise available in different organisations to
provide cost-effective, quality training to be shared among IOs. The Task Force built on
the work done by the previous Pooling Resources Task Force, whose project leader had
devised a training module for “management of revision in translation services”, a subject
known to be of interest to IAMLADP members.
20 As was stated in the Pooling Resources Task Force’s report in 2004, revision is a
key component for quality assurance but has been given scant attention, the trend being
towards saving time and money and therefore “self-revision” or none at all. The
economic aspects of revision have been overlooked, as has the need to introduce any real
training for the job since translators usually moved to revision after years of experience
and simply learned “on the job”. The demand for translation has grown steadily in IOs,
whilst resources continue to diminish. Revision, as the final link in the translation chain,
is paramount to the quality of Language Services and hence to the image of the
organisation. The quality of original texts, as has been repeated all too often, is
declining, which means that the need for eagle-eyed supervision and careful checking is
in fact increasing. The reviser’s job involves a multitude of functions, not least,
supervising work of new recruits, ensuring the quality of external translation and
respecting deadlines. Efficient use of resources, including time, is therefore of the
essence, especially as regards quality assurance.
21 A member of both Task Forces, Pooling Resources (2003-2004) and Joint
Training Ventures, (René Prioux, OECD) devised with much care and expertise a pilot
training module for revisers with management as a central feature. It was agreed by
project leaders that the pilot should be organised for a maximum number of IO
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participants with the author dispensing the training. This pilot project was implemented
as a one-day seminar in May <strong>2005</strong>, attended by 26 participants from 13 IOs and hosted
by ITU. The thinking behind the module was closely geared to the current social and
political environment and its effects on the language services. The situation facing most
IOs required an efficient quality management policy, including economic as well as
qualitative imperatives. Thus, a framework was set for performing what is currently done
intuitively, classifying demand and resources and allocating resources in the most rational
way. The training module uses this framework to help guide decisions on the use of
resources, with the focus on the right degree of revision for the right job.
22 In the light of the mandate of the Task Force, the results of this pilot training have
been highly successful. Feedback indicates that all participants benefited from every
aspect of the seminar, that the pedagogical quality and experience of the trainer were
crucial, that the duration was correct and course content and preparation good. The
single negative factor was the payment; a modest fee of 40€ was charged to cover the
trainer’s expenses. Payment methods were haphazard and complicated even, or perhaps
especially, for such a small sum. This again raises the issue of a IAMLADP
budget/central fund into which members could pay a subscription fee to be used, for
example, for such joint ventures.
23 The management for revision training pilot, now implemented, has exceeded
expectations and demonstrated the distinct benefits of joint ventures. On the basis of the
40€ fee, even for those from outside Geneva, with travel and per diem costs, the
evaluation provided by 65% of participants on its cost-effectiveness was high (7.8 out of
10) Some felt that a much higher fee would still make it cost-effective. If comparisons
are to be drawn, fees in the region of € 450 and more are not uncommon for courses
given by outside consultants. In this respect, the quality of the author/trainer was an
added bonus and a key to the success of any further training ventures. The possibility of
this module being used to train other instructors suggests itself, though the teaching
aptitude, experience and communication skills of potential trainers would need to be
assessed/assured to guarantee successful replication of the course. Other IOs
participating have offered to host a future event, making this too, an element of sharing
and pooling resources.
24 In conclusion, it is clear that joint training ventures are feasible and that, if they
are properly prepared, with the necessary time and effort devoted to the task and
dispensed by a suitably qualified trainer, they offer a highly valuable and cost-effective
training vehicle. Since such ventures are non-proprietary, they can be replicated with a
real multiplier effect.
25 The Task Force on Joint Training Ventures has completed its mandate.
A It has reported on the “management for revision” pilot training seminar
experience and on feedback there from and has drawn conclusions and formulated
recommendations. The <strong>Working</strong> <strong>Group</strong> on Training endorses these and submits
them to IAMLADP for approval. It proposes that:
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i) The WGT continue, under the present Task Force, to oversee the
organisation of joint training ventures, in a project management role, with
detailed organisation of each venture entrusted to the host’s/trainer’s IO.
ii)
The WGT establish under this Task Force a rolling programme of
joint training ventures to be drawn up with, ideally, up to four such
ventures per year, a possible programme for the coming year being:
Management of revision in translation services; pilot to be repeated,
with an added option, if feasible, for a “training for trainers” element
to enable replication of the module by other IOs
Selection criteria for conference interpreters
Editing, including on-screen editing
Legal translation
iii)
iv)
A needs analysis to be conducted to identify subjects of interest for
future years and a call for potential hosts/instructor-trainers, building
on a list of subjects identified (annexed to the Task Force report)
a flat-rate registration fee per participant per course of €100 to be
levied, payable into a central IAMLADP fund for joint training
ventures.
The report is attached with its annexes.
B According to its mandate, the Task Force has followed up on the work
completed by the Task Force on Pooling Resources on style guides. It now has a
number of such guides from different Organisations and proposes, through the
<strong>Working</strong> <strong>Group</strong> on Training, to have these posted on the IAMLADP website as soon
as this is operational.
Life-long learning
26 The Task Force on Life-Long learning has completed its mandate for a first
year. It was established as agreed by IAMLADP 2004 to research in-house training
programmes for language and conference staff in International Organisations and
to explore best practices for continual training with the aim of stimulating their
wider use.
27 This Task Force was intended to complement the Task Force on Joint Training
Ventures, seeking to provide a wider picture of training in IOs and setting the broad
context of life-long learning. From this wider survey, more focused joint ventures might
be undertaken by the the JTV Task Force.
28 The Task Force with its six member IOs began by an internal exchange of
information on life-long learning concepts and programmes. A template was adopted and
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used by five of the members as a basis for detailed case-studies. The Task Force
concentrated on this small sample of members since they represented a wide range of
organisations in terms of size and training budgets. It thus avoided sending out
questionnaires, a time-consuming method which often failed to provide the necessary
input. The case-studies are annexed to the report attached.
29 As background to the Task Force’s mandate, it should be noted that IOs face
myriad changes in the current environment, chief among them the move towards greater
mobility, necessitating an increased readiness to learn, re-train and take on new
management tasks even at a late stage in a career. Life-long learning has become firmly
embedded in the HR policy of most companies and organisations and is an important
factor in career development and promotion prospects. Some organisations have already
embraced this concept and included it in their budgets; others are still reluctant or unable
to allocate the necessary funding for a coherent policy. The concept is a broad and farreaching
one, since, among far-sighted managers in IOs and elsewhere, the vision is that
staff once recruited will not automatically be equipped, on recruitment, with the
necessary skills and knowledge to stay in a job for life, neither will they necessarily wish
to do so.
30 Skills of all kinds, acquired throughout life, outside the professional environment
as well as within it, can be brought into play in the workplace; in addition, skills need
constant upgrading, refreshing and supplementing if the individual is to move on, gather
further experience and nourish professional competences. Life-long learning must
therefore be “life-wide” too. Career development is now seen not only as “upwardly
mobile” but also as “laterally mobile”, with new skills adding to the individual’s allround
ability to perform a job and even take it in new directions. Promotions are no
longer the sole measure of success, which is now seen more in terms of the richness and
diversity of experience and the breadth of the staff member’s contribution to the
organisation’s goals.
31 In our knowledge-based society, the emphasis has shifted from “training” to
“learning”. In particular, it is for the individual to seize opportunities on offer and to
develop and progress in a learning culture in partnership with management and the IO.
As well as in-house training courses, job rotation, staff exchanges, self learning and
distance learning can add to the individual’s portfolio of skills, as can teamwork,
coaching and mentoring, knowledge-sharing and self-analysis.
32 The Task Force’s findings from the five widely different IOs, highlight some
exemplary good practices, including linking training to promotion and career
development and providing proper funding, as well as innovative ways of stretching
meagre resources to maximum benefit. Some of the main features of a best practice
model include:
a) Adequate funding and approximately 10 days’ training quota per year per
staff member;
b) Recording of staff training and personal history in a central data base;
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c) Training vouchers for outside courses, summer study leave and unpaid
leave options;
d) Close link to career development review;
e) wide range of training for all staff, including specific courses on
management;
f) Briefings and lectures provided for staff in-house (for example on training
for trainers and jury participation) and externally;
g) E-learning facilities.
33 Where funds are less generous, an IO can bring in instructors and encourage staff
to attend outside courses, e.g. for language learning, workshops and lectures. A forwardthinking
IO policy would include a proper definition of staff training, i.e. as taking
expertise beyond the present job requirements, stressing learning as the ultimate goal and
encouraging distance-learning. Staff exchanges are also seen as a low-cost way of
motivating staff and providing a change from routine. Moreover, they allow host IOs to
mentor new arrivals and experienced staff, for example, to give lectures on their own IO
to the host as well as spreading new skills learned during the exchange to their own IO.
Funding for exchanges should ideally come from the training budget.
34 In many organisations where life-long learning is perceived as an integral part of
human resources policy, managed mobility is also being introduced. Clearly, staff
moving from one function to another will require training to prepare themselves, which in
its turn presupposes funding. The EU Institutions have introduced life-long learning as
part of their overall staff policy, with appropriate budgets, an allotted number of training
days per year and a link to performance appraisal/promotion. The United Nations is
moving in the same direction, but will need to back up a forward-looking policy with
sufficient funding and to introduce a target allocation of training days per staff member.
Smaller organisations with fewer budgetary resources are demonstrating their awareness
of the need for training and making the best use of their resources, including in-house
expertise, thus promoting a life-long learning culture.
35 The Task Force on Life-Long Learning has fulfilled its mandate. It has
collected data on training policy from a representative sample of five IOs and has
reported on best practices implemented by some Organisations and innovative and
creative training opportunities offered by others, highlighting the pressing need for
staff to continue to learn throughout their careers.
36 The <strong>Working</strong> <strong>Group</strong> on Training endorses the findings and
recommendations of the Task Force and proposes to IAMLADP the following
follow-up action:
i) That IAMLADP endorse the concept of life-long learning as a guiding
principle of training policy in language and conference services;
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ii
iii)
That the Task Force take further their research to explore IOs’
training policies, in order to identify good practices of particular
value to language and conference professionals;
That the Task Force be mandated for a further year to carry forward
the above proposals and in particular to study the impact of mobility on
language and conference staff, pinpointing risks and benefits and
highlighting ways to promote and ease such mobility.
The Task Force report plus annexes is attached.
Staff exchanges
37 The <strong>Working</strong> <strong>Group</strong> on Training has monitored staff exchanges during
2004-<strong>2005</strong> and reported on those carried out of which it has been informed. It
reminds IAMLADP members of the mandate given to it by the Annual Meeting, to report
on such exchanges and proposes that this function be continued. It notes the
IAMLADP’s approval of staff exchanges as an effective, low-cost means of motivating
staff and encourages members to consult the report from the WGT Task Force on 2003,
as a best practice guide. In order to keep abreast of developments in this field, member
IOs should therefore inform the WGT of all such staff exchanges during the next
reporting period.
III Conclusions and Recommendations to IAMLADP
38 The <strong>Working</strong> <strong>Group</strong> on Training submits this Interim Report to IAMLADP for its
approval. It takes note of the fact that the mandate given to it by the Annual Meeting
2004 has been fulfilled by the three subgroups it oversees.
39 The Standing Committee has completed its first year’s work programme,
extended the mandate of its co-chairs and Secretary for a further year and agreed with
members an outline of possible future activities, assuming a renewal of its mandate by
the Annual Meeting. In keeping with its task as broker between employer IOs and
universities, it expects its role to be intensified through the IAMLADP website and
discussion forum. It has compiled job descriptions and skills profiles to be posted on the
IAMLADP WIPO-hosted site, soon to migrate to the UNHQ-hosted site.
40 The Task Force on Joint Training Ventures has successfully implemented a oneday
pilot training for management for revision, well attended and evaluated as highly
worthwhile. It has drawn conclusions and formulated recommendations from the
experience. It has compiled style guides from a number of member organisations and
proposes that these be posted on the website for consultation by members.
41 The Task Force on Life-Long Learning has completed its first year’s mandate,
gathered information on in-house continuous training policy from large and small IOs
and drawn conclusions from its findings.
42 The <strong>Working</strong> <strong>Group</strong> on Training seeks the guidance of IAMLADP with respect
to the following proposals for future action:
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A) That IAMLADP continue to support and participate in the work of the
Standing Committee for contacts with universities, mandating it for a
further year during which it will aim to communicate chiefly through
the discussion forum, currently hosted by WIPO, and the IAMLADP
website. The Standing Committee would continue dialogue on skills’
profiles, elicit from universities information on potential training
courses for language and conference staff and publish findings on the
forum and website. It would maintains its role as channel and broker
between IOs and training providers, take up new initiatives proposed by
its members and promote information exchange;
B) That IAMLADP extend the mandate of the Task Force on Joint
Training Ventures to continue with its activities, building on the results
of the Management for Revision training pilot, with a view to replicating
the experience, with the added option of a “training for trainers”
component, to provide a multiplier effect. It would furthermore seek to
organise up to four other training ventures, on subjects of interest to
members, such as editing and selection criteria for conference
interpreters, and report to the Annual Meeting 2006 on conclusions and
recommendations;
C) That IAMLADP extend the mandate of the Task Force on Life-Long
Learning to continue to explore training programmes, identify good
practices and study the impact of mobility requirements on language
and conference staff, and report to the Annual Meeting 2006 on
findings and recommendations.
Annexes:
Annex I Template report of <strong>Working</strong> <strong>Group</strong> on Training (pages 12-14)
Annex II Template report of WGT Standing Committee for contacts with
universities, a) terms of reference and b) membership (pages 15-20)
Annex III Report of WGT Task Force on Joint Training Ventures and its six
annexes (pages 21-54)
Annex IV Template report of WGT Task Force on Joint Training Ventures
(pages 55-57)
Annex V Report of WGT Task Force on Life-Long Learning and its five cases
studies and annexes (pages 58-79)
Annex VI Template report of Task Force on Life-Long Learning (pages 80-81)
Annex VII WGT summary report on Staff Exchanges (pages 82-86)
Annex VIII WGT best practice guide on work experience and placements
(pages 87-91)
Annex IX Standing Committee Activity Report 2004-<strong>2005</strong> (page 92)
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ANNEX I
TEMPLATE FOR REPORT TO IAMLADP <strong>2005</strong>
WORKING GROUP ON TRAINING
According to the decision of IAMLADP 2004, the following is agreed:
The <strong>Working</strong> <strong>Group</strong> on Training, established in 2001, is mandated by the Annual Meeting
2004 to take forward its work in three areas and to report to IAMLADP <strong>2005</strong> on results
MANDATE
To co-ordinate and oversee the work of two Task Forces and pursue the work programme for the
Standing Committee for Contacts with Universities, established in 2003
Members of <strong>Working</strong> <strong>Group</strong> on Training
Chairman : Mr Noel Muylle, European Commission
Co-ordinators and members: Ms Helen Campbell and Ms Penny Pouliou, DG Interpretation
European Commission
Member and Secretary of Standing Committee: Mr Brian Fox – DG Interpretation European
Commission
Mr Omar Abou-Zahr UNOG
Mr Fermin Alcoba, formerly WTO, member and special adviser to WGT
Mr Neil Johnstone WTO
Mr René Prioux OECD
Ms Alexandra Oliver-Tomic ICC
Mr Anthony Pitt ITU
Ms Sally Reading UNOV
METHODOLOGY
The WGT met three times, in Geneva December 2004, Brussels March <strong>2005</strong> and Thessaloniki May
<strong>2005</strong>. WGT members exchanged information by electronic mail.
FINDINGS
1. The Standing Committee held its annual meeting March <strong>2005</strong>. It fulfilled its mandate of
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compiling and drafting job profiles and generic skills profiles for the 5 language professions
concerned. The activity report is attached.
2. The Task Force on Joint Training Ventures completed its mandate, implemented a pilot training
for management for revisers. See report annexed.
3. The Task Force on Life-Long Learning completed its first mandate, comparing continuous
training in 5 sample IOs, members of the TF. The report is attached.
4. The monitoring of Staff Exchanges is reported on (attached) according to reports from IOs
received during the year on their exchanges.
5. The 2003-2004 Task Force on Work Experience and Placements finalised the work summed up in
the 2004 Interim Report of the WGT and completed what has now become a best practice guide,
annexed.
6. The WGT prepared a WGT Home Page for the IAMLADP Website, now posted on the WIPOhosted
site, to be taken over by the UNHQ-hosted site before the Annual Meeting <strong>2005</strong>.
For further information and detailed reports, see annexes, including full Interim Report.
RECOMMENDATIONS TO IAMLADP <strong>2005</strong>
The <strong>Working</strong> <strong>Group</strong> on Training has monitored, guided and participated actively in the work of its
three sub-sections. In the light of findings reported on by project leaders it recommends that:
1 IAMLADP <strong>2005</strong> take note of the activity of the first year of the Standing Committee, endorse
its outlined future work programme and approve the Standing Committee’s intention to operate and
communicate as far as possible through the WIPO-hosted Discussion Forum, accessible from the
appropriate section of the IAMLADP website, open to university members and therefore non-
IAMLADP members
2 IAMLADP members visit the Home Page of the WGT and provide input, in particular to the
Standing Committee’s activities
3 IAMLADP members approve the best practice guide on placements and work experience
posted on the website and to draw on its findings
4 IAMLADP members endorse the report from the Task Force on Joint Training Ventures, in
particular the pilot training seminar on “management for revision” and agree to participate as widely
as possible in other future joint ventures;
- that they actively support similar future training, not only by sending staff to attend but also,
where possible, by providing course modules and trainers, or hosting such events;
- that they take note of style guides to be posted on the IAMLADP website and contribute any such
guides of their own
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5 IAMLADP <strong>2005</strong> endorse the findings and recommendations of the Task Force on Life-Long
Learning and IAMLADP members undertake to participate actively in creating and enhancing a
culture of life-long learning as a guiding principle of training policy in language and conference
services
6 IAMLADP <strong>2005</strong> recall that all Staff Exchanges should be in future notified to the <strong>Working</strong>
<strong>Group</strong> on Training in order to provide a full picture of exchanges implemented and that all member
Organisations endeavour to implement at least one such exchange per year, drawing on the best
practice guide produced by the WGT Task Force 2003 annexed to the WGT Interim Report 2003
PROPOSED FOLLOW UP
7 The <strong>Working</strong> <strong>Group</strong> on Training seeks the guidance of IAMLADP with respect to the
following proposals for future action:
A) That IAMLADP continue to support and participate in the work of the Standing
Committee for contacts with universities, mandating it for a further year during which it will aim
to communicate chiefly through the discussion forum, currently hosted by WIPO, and the
IAMLADP website. The Standing Committee would continue dialogue on skills’ profiles, elicit
from universities information on potential training courses for language and conference staff
and publish findings on the forum and website. It would maintains its role as channel and broker
between IOs and training providers, take up new initiatives proposed by its members and promote
information exchange;
B) That IAMLADP extend the mandate of the Task Force on Joint Training Ventures to
continue with its activities, building on the results of the Management for Revision training pilot,
with a view to replicating the experience, with the added option of a “training for trainers”
component, to provide a multiplier effect. It would furthermore seek to organise up to four other
training ventures, on subjects of interest to members, such as editing and selection criteria for
conference interpreters, and report to the Annual Meeting 2006 on conclusions and
recommendations;
C) That IAMLADP extend the mandate of the Task Force on Life-Long Learning to
continue to explore training programmes, identify good practices and study the impact of mobility
requirements on language and conference staff, and report to the Annual Meeting 2006 on
findings and recommendations.
14

ANNEX II a
TEMPLATE FOR REPORT TO IAMLADP <strong>2005</strong>
WORKING GROUP ON TRAINING - STANDING
COMMITTEE FOR CONTACTS WITH
UNIVERSITIES
The Annual Meeting of IAMLADP 2003 mandated the <strong>Working</strong> <strong>Group</strong> on Training to set up
a Standing Committee for contacts between international organisations and universities. The
Standing Committee was set up and held its inaugural meeting on March 11 2003.
The Annual Meeting of IAMLADP 2004 renewed the mandate of the <strong>Working</strong> <strong>Group</strong> on
Training and endorsed the Standing Committee, its terms of reference and the proposed work
plan. It called on member IOs to support the work of the Standing Committee.
MANDATE
To “act as a liaison point for the further development of relations and co-operation between
International Organisations and training providers”.
Project leaders :
Chairs:
Secretary:
Members:
Ms Helen Campbell, DG SCIC European Commission
Ms Penny Pouliou, DG SCIC European Commission
Mr Noel Muylle, European Commission
Ms Clare Donovan, Ms Barbara Moser-Mercer, EMCI
Mr Brian Fox, DG SCIC European Commission
Mr Omar Abou-Zahr, UN Geneva
Mr Fermin Alcoba, formerly WTO
Mr Reinhard Hoheisel, DG Translation European Commission (DGT)
Ms Marie-Anne Fernandez Suarez, CDT
Mr Neil Johnstone, WTO
Mr Anthony Pitt ITU
Ms Sally Reading, UN Vienna
Mr Stephen Sekel, UNHQ
Mr Patrick Twidle, European Parliament Interpreting Directorate
Ms Anne Van Wylick, IMF
Ms Althea Wright-Byll, ILO
University members:
Mr Andrew Dawrant, Shanghai International Studies China
15

Ms Jacolyn Harmer, Monterey University US
Ms Hannelore Lee-Jahnke, alternate Mr Martin Forstner, CUITI
Mr Wolfgang Mackiewicz, ELC
Ms Regala Souad, Roi Fahd Traduction Tangiers Marocco
Mr Steve Slade, alternate Ms Svetlana Carsten, PLUG
Mr Daniel Tudic, TNP3
Mr Enmian Wang, University International Business & Economics Beijing
China
METHODOLOGY
1. Membership is made up of volunteers responding to a questionnaire sent to all IAMLADP
members and to universities in 2003. After an initial brainstorming session in December 2003, the
terms of reference and a first work programme were agreed and the inaugural meeting of the SC was
held in March 2004 in Brussels. The annual meeting in <strong>2005</strong> was in Brussels in March, back to back
with a WGT meeting and the DG SCIC Annual Universities Conference.
2. Members exchanged views and information by electronic mail. The SC intends to use the
IAMLADP website for posting information and the SC Discussion Forum for exchange as well, in
future.
FINDINGS
3. In the light of the general agreement that closer and more systematic contacts between
employers and universities (training providers) are desirable and necessary, the SC, at its second
Annual Meeting in Brussels in March <strong>2005</strong>, reviewed the work of its first year and approved a
draft work programme for the follow-up. It collected job descriptions for the language professions
from IOs. Members produced skills profiles for 4 language professions, also ready to be posted on
the website and to be taken as a basis for discussion with a view to posting profiles for the “ideal”
candidate.
4. It invited non-European training-providers to join the SC and approved the membership of
universities in Shanghai, Beijing, Monterey and Tangiers (see under “members”). This is
particularly relevant in the light of the stated dearth of certain language combinations, notably with
Arabic and Chinese.
5. The SC reiterated the need for better and more rapid information on Organisations’
recruitment needs in order to enable universities to adapt course contents to future requirements. It
noted that new skills and job profiles were emerging, that definitions between language professions
were becoming less clearly defined, that “adaptive” linguists would be needed in future and that
training providers should be kept abreast of changes in recruitment criteria. The SC recalls its terms
of reference :
“To promote co-operation and better relations between the two constituencies, i.a. to better
16

anticipate future developments”
6. The SC agreed to call on universities to provide their input in this two-way process by
publishing existing or planned courses and course modules for courses for professional language
and conference staff and, for those interested in implementing such a project, to do so after
consultation with IOs. Professional linguists could thus benefit from universities’ help in their quest
to continue to train and learn throughout their careers.
7. The SC will continue to hold an annual meeting in Spring. It reports to the <strong>Working</strong> <strong>Group</strong> on
Training which ensures co-ordination of its activities with other <strong>Working</strong> <strong>Group</strong>s and Task Forces.
The WGT reports to IAMLADP on the SC’s work.
8. The SC has 2 co-chairs representing an IO (DG SCIC) and a university network (EMCI), one
Secretary (DG SCIC) and is run by two DG SCIC project leaders.
9. The SC’s mandate is attached for easy reference.
RECOMMENDATIONS TO IAMLADP <strong>2005</strong>
10. The SC, through the WGT, recommends to IAMLADP <strong>2005</strong>:
that its activity report and future programme be approved as outlined
that IAMLADP <strong>2005</strong> agreed to include the SC Page on the IAMLADP website in the part
accessible to the general public, with a link to the SC Discussion Forum
that members of IAMLADP continue to support and follow the activities of the SC and
undertake to provide useful information to them, e.g. on vacancy notices, Open
Competitions and other recruitment announcements
PROPOSED FOLLOW UP
11. The SC, through the WGT, proposes to use the IAMLADP website, in particular to inform
training providers and potential IO recruits of job opportunities and required skills profiles and to
co-operate fully with training providers willing to devise and offer courses and/or training modules
for professional language and conference staff.
12 The SC seeks to draw up recommendations and best practice guidelines in the light of
developments, which it will report on through the WGT to IAMLADP 2006.
17

ANNEX II b
IAMLADP WGT Brussels April, 2004
Standing Committee on cooperation with Universities
1. Background
At its Annual Meeting in Geneva in July 2003, IAMLADP mandated the <strong>Working</strong>
<strong>Group</strong> on Training (WGT) to establish a Standing Committee (SC) to act as a
liaison point for the further development of relations and co-operation between IOs
and training providers.
The Meeting concluded that collaboration with Universities is important for a twoway
exchange: organisations could apprise training institutions of their
requirements and training institutions could make their contribution to the
profession. There is general agreement that intensified contact with training
institutions and universities would be mutually beneficial and that information
exchange should be increased.
A Standing Committee is therefore set up to take the necessary measures to ensure a
seamless transition from university to professional life.
2. Mandate
The Standing Committee has a clearly defined mandate:
(a) to be the contact point between IOs and training providers
(b) to promote information exchange
(c) to promote co-operation and better relations between the two constituencies i.a
to anticipate better future developments.
In order to fulfil its mandate the Standing Committee shall:
(a) be a discussion forum for matters of common interest to both constituencies
(b) define an annual work programme and priorities
(c) draw up recommendations and best practices guidelines
(d) provide information on developments interesting to both sides
3. Membership
All interested IOs and members of the WGT become members of the SC.
The Standing Committee represents various interests and groupings (e.g. the United
Nations System, the European Institutions and others).
Training institutions participate in the SC through their groupings’ spokespersons.
These groupings/networks, such as EMCI, CIUTI, ELC, TNP and PLUG (i.e.
European Masters in Conference Interpreting, Conférénce internationale d’instituts
universitaires de traducteurs et interpètes, European Language Council, Thematic
Network Project for Languages and Professional Languages in Universities <strong>Group</strong>,
respectively) have appointed their representatives.
18

Applications for membership by other networks/groupings will be considered by the
WGT on their merits.
Individual Universities/training institutions may contribute to the debate through
written contributions or suggestions.
4. <strong>Working</strong> method
The Standing Committee will not:
(a) duplicate work carried out elsewhere (e.g. SCIC-Universities Conference, other
dedicated conferences and committees)
(b) become a wide, free-for-all public forum for theoretical open-ended agenda
items.
On the contrary, the SC will:
(a) encourage discussion through an electronic forum (or a web site designed to this
end) and limit general meetings to the necessary minimum
(b) hold an annual meeting (in the margins of IAMLADP annual Meetings and/or
SCIC-Universities conferences) to establish and approve its annual work-plan
and priorities and deal with procedural matters
(c) produce proposals, reports, discussion papers, information bulletins and any
other material necessary to carry out its mandate
(d) report directly to the <strong>Working</strong> <strong>Group</strong> on Training, which ensures that the SC’s
work be related to and of interest to IAMLADP overall activities, as well as to
those of the SC’s members.
The WGT receives, discusses and decides on the follow-up to the SC's proposals.
The WGT reports annually to IAMLADP on the SC's activities.
5. Procedure
The SC will operate mainly through an interactive electronic forum The most
rational solution is to include a link in the general IAMLADP web site currently
being examined subject to approval by the IAMLADP Annual Meeting in July 2004.
During its inaugural meeting on March 11 2003, the SC adopted its mandate and
rules of procedure.
These rules are as follows:
The SC shall:
• nominate two co-chairpersons, one from the IOs, members of the SC and one
from among the university networks
• elect a secretary
• renew annually all mandates
• take decisions and make recommendations by common agreement.
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6. Annex:
Background information on items of common interest, as identified by IOs and by
Training Institutions
Both sides have expressed an interest in promoting systematic exchange of
information and dialogue, leading to increased co-operation on:
• quality requirements and skills profiles for new recruits by IOs
• life-long-learning needs for IOs’ language staff: input and possibilities offered by
training institutions (distance learning, refresher courses, special modules, joint
training projects)
• practical initiatives for increased co-operation (visits by students to IOs,
placements, teaching assistance, lectures by IO staff, teaching material)
• promoting the status of language professions and attracting more highly
qualified young graduates/students from a wide range of disciplines
• new technologies and their impact on language professions
• new qualifications /skills for language professionals and how they can influence
academic curricula.
7. In this respect it should be underlined that the SC will have a clear and limited
mandate, to be the discussion forum on points of common interest, as identified
jointly by both sides. IOs and training institutions alike have their own fora where
they raise policy and general matters. The SC should in no way hinder, duplicate or
interfere with these activities, although input from other research work should be
welcome and could be of valuable help.
20

Annex III
<strong>Working</strong> <strong>Group</strong> on Training
Task Force on Joint Training Ventures
REPORT 2004-<strong>2005</strong>
Mandate
1. The Task Force on Joint Training Ventures (TF-JTV) of the IAMLADP <strong>Working</strong>
<strong>Group</strong> on Training (WGT) was set up to organize, implement and report on joint training
ventures, the aim being to determine whether, at a time of ever-diminishing budgetary
resources for training, IAMLADP members might usefully be able to pool and exploit the
accumulated expertise available in the different organizations in order to provide costeffective
training.
Composition, working method and work plan
2. The TF-JTV, led by Sally Reading (UNOV) and Anthony Pitt (ITU), comprises
11 members from nine organizations (Annex 1). It works entirely by correspondence.
3. The work plan handed down by WGT for 2004-<strong>2005</strong> contains two items:
• Collection and dissemination of style guides
• Organization of one pilot training session
A. STYLE GUIDES
4. Following on from the work accomplished by the Task Force on Pooling
Resources last year, the TF-JTV has in its possession a number of style guides from
different organizations. It is proposed to post them (or appropriate hyperlinks to them) on
the IAMLADP website as soon as the latter is fully operational.
B. PILOT TRAINING SESSION
Objective
5. The objective of this activity was to implement a pilot training session on a
subject of interest to IAMLADP members, in order to evaluate the feasibility and costeffectiveness
of the JTV concept, gauge the level of interest among member
organizations, identify any major drawbacks or obstacles, and formulate
recommendations to IAMLADP based on the experience.
21

Theme
6. The theme selected for the pilot session was "Management of revision in
translation services".
7. This choice follows on logically from past work undertaken in IAMLADP on
quality management in translation. Revision, despite being a key component for quality
assurance, especially as outsourcing increases, has been given scant attention - revisers
tend to learn "on the job" without any specific training, and little consideration is given to
the economic aspects of revision, except perhaps to eliminate it in favour of "selfrevision".
8. Moreover, one member of TF-JTV, René Prioux (Head, Translation Services,
OECD) had given considerable thought to the need for an efficient revision policy, and
volunteered to undertake the very considerable task of developing and dispensing a pilot
training module.
9. A general description of the concept underlying the pilot module is attached in
Annex 2.
Organization
10. The TF-JTV had decided that the pilot session should be run for around 25
participants, and should take place in Geneva, where a large number of organizations
could participate without incurring travel/subsistence costs.
11. The pilot training session thus took place at ITU headquarters in Geneva on 12
May <strong>2005</strong>. Invitations were sent out to members of TF-JTV, several Geneva
organizations and a number of organizations outside Geneva who had expressed an
interest through WGT.
12. A nominal course fee of EUR 40 per participant was set, in order to cover René
Prioux's travel and subsistence expenses. It should be noted with gratitude that the
considerable time and effort invested by René Prioux to develop and dispense the course
was offered as an in-kind contribution by OECD.
13. A copy of the invitation letter and practical arrangements is attached in Annex 3.
Proceedings
14. The pilot session attracted considerable interest, and was attended by 27
participants from 13 organizations (in addition to the instructor) 6 of them from outside
Geneva. The list of participants is attached in Annex 4.
22

15. Participants were welcomed by Philippe Capitaine (Chief, ITU Conferences
Department), who expressed ITU's commitment to IAMLADP as an indispensable means
of sharing information and resources at a time when conference and language services
everywhere are under increasing pressure, and paid particular tribute to René Prioux for
developing and dispensing the pilot training module on a topic of enormous interest.
16. The session lasted a full day. In the morning, René Prioux provided an analysis of
the current political, social and economic environment and its impact on the
organizations in general, and the language services in particular. One of the required
responses to this situation was an efficient quality management policy, including
effective management of revision incorporating both qualitative and economic
imperatives.
17. To achieve this, René put forward a set of matrices as a framework for performing
in a systematic manner what translation managers currently do intuitively, namely
classifying demand (texts) and resources (translators) and allocating translation resources
according to an optimal correspondence. Naturally, in a real-life situation various
obstacles stand in the way of such optimal allocation (specific constraints of a given text,
urgency, translator availability, delays, etc.), In such cases, the framework serves to
identify sub-optimal use of resources, and, importantly, levels of risk and hence where to
focus the revision effort.
18. At the revision stage, too, resources (revisers) have to be used efficiently. To this
end, building on previous work carried out in IAMLADP groups, René put forward a
concept of "wanted quality", which, when taken on board by revisers, can avoid wasting
resources on "over-revision" while averting the risk of sub-optimal quality of important
documents.
19. The afternoon was devoted to a general discussion, and to several practical
exercises illustrating the concept of wanted quality and the potential benefit of an
efficient revision policy a in terms of cost-effectiveness.
20. Even before the formal evaluation process (see below), it was very clear from the
discussion and interventions from the floor that the session was considered a great
success.
Evaluation
21. Since the main purpose of the pilot session was to evaluate the usefulness of joint
training ventures of this type, an evaluation form was prepared by the TF-JTV in order to
gather feedback – both positive an negative – from participants on three aspects:
• practical organization/logistics
• the JTV concept
• the specific module on management of revision.
23

22. The evaluation form is attached in Annex 5.
23. A total of 11 forms were returned, one of them representing the collective view of
7 participants from the same organization, i.e. a response rate of 65%.
24. Unless otherwise stated, the ratings in the sections below are average ratings from
all respondents out of 10 (1 = poor, 10 = excellent) (see evaluation form).
25. N. B. The evaluation, and hence the subsequent conclusions and recommendations
below, also take into account comments made by members of the <strong>Working</strong> <strong>Group</strong> on
Training at its meeting in Thessaloniki on 23 May <strong>2005</strong>, in response to an oral report on
the pilot session.
1) Practical organization/logistics
26. On the whole, feedback on the organizational aspects was very positive.
27. Preparation and logistics were both rated 9.2, the main suggestion being earlier
notice to enable better planning and mission preparation. Time management was rated
8.3, some participants advocating a longer day, and more coffee breaks for networking.
The size and diversity of the group were appreciated (8.5), while documentation was
adequate (7.9), although some participants would have liked more information in
advance.
28. The main problem area was practical payment arrangements (5.2), with some
respondents rating it as low as 2 and 3. While cost-effectiveness is not in doubt (see
below), participants and participating organizations appear to have difficulty in
accommodating administratively the disbursement of a small sum for training, even
though a range of methods was offered (bank transfer, cash/cheque on the day – see
Annex 3). Bank transfer would appear to be the preferred method, although some
organizations apparently had difficulty applying it, and, indeed, at the time of writing,
fees from two organizations are still outstanding. Cash payment suited some participants,
but is very fiddly, and places a further unwanted administrative burden on the host and/or
instructor's organizations.
29. Several respondents proposed that, for future ventures, IAMLADP should set up a
central, inter-agency fund to which all fees/contributions should be paid, any surplus
being subsequently used to finance future joint training ventures, and hence support the
continuation of the JTV concept.
2) JTV concept
30. On the basis of the pilot session, the JTV concept emerges as something which
the participating organizations deem to be very valuable (9.2) and suggest should be
pursued actively by IAMLADP (8.8). Respondents reported that their organizations
would be keen to be involved in future ventures (8.7).
24

31. It clearly emerges that one of the distinct benefits of joint ventures is their costeffectiveness.
On the basis of a nominal course fee of EUR 40, cost-effectiveness is rated
9.8. Even taking into account mission expenses for participants from outside Geneva, the
rating remains at 7.8. Five respondents indicated that even with a higher fee (e.g. EUR
150), such ventures would remain cost-effective, while three stated that a higher fee
might be a deterrent. One respondent even suggested that the low fee lacked credibility,
and that a higher fee should be levied in order to remunerate the time and effort invested
by the instructor/host and thus encourage others.
32. Benchmarking with comparable training session confirms the cost-effectiveness
of the IAMLADP venture. WGT members have quoted, for instance, a EUR 450
registration fee for a seminar on translation management in <strong>2005</strong> in Germany, and a oneday
training session on quality control for translation services in an organization costing
some EUR1500.
33. One participant remarked that heads of services might be loathe to send staff to a
joint training venture without having themselves first "vetted" the content, for fear that
the training may run contrary to the organization's particular policy or culture.
3) Specific session on management of revision
34. Enormous appreciation was expressed not only for René Prioux's investment, but
also his obvious experience in translation issues and his ability as an excellent
communicator.
35. The relevance and usefulness of the module on management of revision was rated
very high (8.7), and several organizations suggested that it should be replicated.
36. The value of IAMLADP joint ventures can indeed be multiplied by replicating the
sessions in different duty stations and with different tutors, since the material is not
proprietary but developed for IAMLADP. Six respondents stated that their organizations
would wish to send other staff if the session were repeated, five (in different locations)
that their organizations would be willing to host session, and two that they may be
willing, if suitably trained, to teach the session themselves in-house or to others.
Conclusions
37. The following conclusions may be drawn from the pilot joint training venture:
a..
IAMLADP joint training ventures are feasible!
b. If well organized, properly prepared and developed/dispensed by a suitably
qualified trainer, IAMLADP joint training ventures offer a valuable and highly costeffective
training vehicle.
25

c. Since IAMLADP joint training ventures are non-proprietary, a multiplier effect
can be obtained by replicating them.
d. Timely advance planning is very important, to allow participating organizations to
schedule their work and plan the corresponding missions well ahead of time.
e. A registration fee of, for example, up to EUR 150 per person is considered to
offer good value for money.
f. The principal logistical problem, to which an inter-organization solution should
be found, is payment arrangements.
g. The specific module on management of translation revision should definitely be
taken forward.
Recommendations
38. In the light of this report, it is recommended that:
a. IAMLADP shall formally endorse the concept of joint training ventures as a
means of providing cost-effective training on subjects of mutual interest.
b. The <strong>Working</strong> <strong>Group</strong> on Training shall continue to oversee the organization of
joint training ventures, in a project management role, with detailed organization of each
venture entrusted to the host/instructor's organization.
c. A rolling programme of joint training ventures shall be drawn up, with, ideally, up
to four such ventures per year.
d. The ventures for the <strong>2005</strong>-2006 period might be taken from the following:
• Management of revision in translation services: Training for trainers – by René
Prioux (OECD), to enable replication of the module by other trainers from other
organizations
• Translation revision: Practical seminars for revisers, supplementing and
integrating the principles of the seminar on management of revision – by [to be
determined] 1
• Selection of interpreters – by EU-SCIC
• Editing, including on-screen editing – by [to be determined] 1
• [Spanish legal translation – Salamanca University] 2
1 Subject to finding (a) candidate(s) to lead such a venture – contacts ongoing within TF-JTV
2 Activity already organized within UNOG –contacts ongoing to explore potential for extension to other
organization on a JTV basis
26

e. A needs analysis shall be conducted with a view to identifying subjects of interest
for future years, together with a call for potential instructor and host organizations,
building on the preliminary list of subjects identified in Annex 6.
f. With regard to funding, IAMLADP may wish to debate the following options 3 :
• levy a flat-rate registration fee per participant per course of EUR 100, payable
into a central IAMLADP fund for joint training ventures; or
• treat each venture separately, seeking lowest (where possible, zero) cost, any fees
being charged only to cover the expenses of the instructor(s), payable by bank
transfer direct to their organizations.
3 NB. In both cases, the host organization and the instructors' organization(s) would be exempt from any
fees for participation of their staff.
27

Annex 1
WGT
2
Task Force on Joint Training Ventures
Project leaders : ITU, Anthony Pitt and UNOV, Sally Reading
Participants Organisation Email
PITT Anthony ITU Anthony.pitt@itu.int
READING Sally UNOV Sally.reading@unvienna.org
GALEAZZI Nicole UNOV Nicole.galeazzi@unvienna.org
HALLE Robin WTO Robin.halle@wto.org
ENGLE Claudia H. Inter-American Development Bank claudiaen@iadb.rg
DIATTA Alassane UN NY diatta@un.org
PRIOUX René OECD rene.prioux@oecd.org
FERNANDEZ SUAREZ Marie-
Anne
CDT
FLECHSENHAR Ullrich ILO flechsenhar@ilo.int
Marie-Anne.Fernandez_suarez@cdt.eu.int
CAMPBELL Helen EU, SCIC Scic-iamladp@cec.eu.int
POULIOU Penny EU, SCIC Scic-iamladp@cec.eu.int
28

ANNEX 2
LA GESTION DE LA REVISION DANS LES SERVICES DE TRADUCTION
MANAGING REVISION IN TRANSLATION SERVICES
Introduction
Confrontés à des déficits publics importants, la plupart des pays réforment leurs
services publics et s’efforcent d’améliorer l’efficience de leur administration. Ce souci de
réforme et d’efficience s’exerce tout naturellement aussi à l’égard des organisations
internationales (OI) dont ils sont membres et dont ils attendent un meilleur retour sur
investissement. Les OI sont donc tenues de se réformer à leur tour, d’améliorer leur
efficience et, bien souvent, d’assumer les mêmes tâches avec des ressources réduites.
Les services de traduction n’échappent pas à la règle, leurs ressources tendant à
diminuer alors que la demande est au mieux stable, souvent en hausse. Ils sont souvent
conduits à relever leurs normes de production, à réduire leurs effectifs internes et à
augmenter la sous-traitance pour répondre à la demande tout en réduisant le coût unitaire
de la traduction.
Toutes choses étant égales par ailleurs, ces mesures se traduisent par une baisse
générale de la qualité. La révision devient donc un élément de plus en plus important de
la chaîne de gestion de la qualité qui commence dès le stade du recrutement des
traducteurs internes et externes. Or, elle a tendance à obéir à des pratiques intuitives et
empiriques dans nombre d’organisations.
Vers une politique de révision efficiente
La révision est la dernière étape de la chaîne de production des traductions avant
remise au client. Elle vise en premier lieu à vérifier et, au besoin, à améliorer la qualité de
la traduction (fonction d’assurance qualité) mais elle sert aussi à transmettre l’expérience,
le savoir et la mémoire institutionnelle (fonction de formation) ainsi qu’à évaluer les
traducteurs (fonction de gestion du personnel).
Bien que l’importance de la révision soit reconnue, le pourcentage de traductions
révisées a tendance à diminuer lorsque le déséquilibre croît entre les ressources
disponibles et la charge de travail parce que les managers considèrent que la révision
absorbe trop de ressources. Quand la révision est pratiquée, elle obéit souvent, comme il
est dit en introduction, à des pratiques intuitives et empiriques qui consistent
généralement, si l’on fait abstraction des textes fondamentaux pour lesquels la révision
est généralement programmée, à opter pour la révision en fonction des ressources et du
délai disponibles plutôt que sur la base d’une évaluation stricte du risque qualitatif. Cet
empirisme se reflète aussi dans le fait que les réviseurs bénéficient rarement d’une
formation à la révision, qu’il s’agisse des principes à mettre en œuvre ou de l’exercice
pratique de cette activité.
29

Indépendamment des ressources disponibles, la recherche de l’efficience
commande de mettre en œuvre une politique de révision structurée d’autant que toute une
série de facteurs continueront probablement de peser sur la qualité comme le recours
accru à la traduction externe, le relèvement des normes de production internes, la
dégradation de la qualité des textes originaux ou la complexité croissante des domaines
traités, facteurs qui imposeront probablement d’augmenter le taux de révision pour éviter
une dégradation mécanique de la qualité.
L’objectif majeur de cette politique est d’évoluer progressivement d’une culture
orientée « produit » vers une culture orientée « client ». En d’autres termes, il s’agit de
viser la qualité nécessaire et suffisante (qualité utile) en fonction de l’importance ou de la
destination des textes et à assurer un retour d’information au traducteur en tant que de
besoin. Certes, traducteurs expérimentés, réviseurs et managers connaissent d’expérience
l’importance des textes à traduire et ils ne traduisent pas ou ne révisent pas pareillement
un texte fondamental ou une simple note d’information mais en l’absence de stratégie de
gestion cette approche empirique ne permet pas d’optimiser l’efficience.
RATIONALISATION DE LA GESTION DE LA REVISION
Pour que la gestion de la révision soit efficiente, il faut d’abord évaluer le risque
qu’une traduction ne réponde pas au niveau de qualité utile. L’opportunité dépendra du
niveau de risque et de l’importance ou de la destination du document.
Naturellement, la recherche de la qualité utile, donc de l’efficience, doit
commencer dès le stade de la traduction. Les managers chargés d’affecter les travaux de
traduction devront s’efforcer à tout moment d’équilibrer au mieux la demande, qui se
présente sous la forme de textes d’importance, de destination ou de difficulté très
variables, et l’offre, qui se présente sous la forme de traducteurs de niveaux de fiabilité,
de productivité et de disponibilité très variables. Tout écart par rapport à l’équilibre
optimal se traduira soit par un gaspillage de ressources, par exemple si la traduction de
documents simples ou peu importants est confiée à un traducteur très fiable mais trop
perfectionniste, soit par un déficit qualitatif, par exemple si la traduction de textes
difficiles ou importants est confiée à un traducteur peu expérimenté. Dans le premier cas,
l’équilibre ne pourra pas être rétabli puisque la qualité utile sera dépassée dès le stade de
la traduction et le surcroît de ressources utilisées sera perdu définitivement. Dans le
deuxième cas, la révision servira à amener la qualité au niveau requis, mais pour qu’il y
ait utilisation optimale des ressources, le déficit qualitatif de la traduction ne devra pas
être trop grand parce qu’il exigera un travail de révision trop lourd, voire une
retraduction. Il faut donc éviter un décalage trop grand entre l’importance ou la difficulté
du document et la fiabilité du traducteur parce qu’il engendrera un risque de déficit
qualitatif incompatible avec la recherche de l’efficience.
Dans un système supposé parfait, où il y a à tout moment concordance entre
l’offre et la demande, la révision est en théorie inutile. En réalité, il n’est pas toujours
possible d’équilibrer correctement l’offre et la demande parce que nombre de paramètres
30

interviennent en plus de l’importance du texte et de la fiabilité du traducteur et parce que
des facteurs internes ou externes peuvent perturber cet équilibre à tout moment, comme il
est expliqué plus loin. De plus, l’importance de certains textes est telle qu’il faut réviser
les traductions par sécurité, même lorsqu’il y a adéquation parfaite entre l’offre et la
demande, en particulier parce que la traduction est une activité intellectuelle qui se
pratique individuellement dans un domaine, l’écrit, où le terrain est souvent glissant et où
un deuxième regard n’est pas inutile lorsque le texte est important.
L’offre et la demande de traduction
Pour pouvoir équilibrer l’offre et la demande, il faut d’abord classer les
traducteurs en fonction de leur fiabilité et les textes en fonction de leur importance ou de
leur destination.
L’offre disponible pour effectuer les traductions se compose de traducteurs
internes et externes présentant des niveaux de fiabilité très différents en fonction de
nombreux paramètres (formation, expérience, ancienneté dans l’organisation, durée de
collaboration pour les traducteurs externes, compétences intrinsèques, etc.). En général,
la fiabilité des traducteurs internes est supérieure à celle des traducteurs externes pour
diverses raisons 4 . Un exemple de classement des traducteurs par niveau de fiabilité est
donné sur le tableau suivant.
Tr1 Fiabilité élevée Traducteurs internes de haut niveau (correspond essentiellement aux
grades de réviseur senior ou junior et de traducteur principal senior),
anciens traducteurs/réviseurs internes de haut niveau travaillant
régulièrement pour l’organisation, traducteurs externes de haut niveau et
très expérimentés travaillant régulièrement pour l’organisation
Tr2 Fiabilité bonne Traducteurs internes expérimentés (correspond essentiellement au grade
de traducteur principal junior), traducteurs externes expérimentés
travaillant régulièrement pour l’organisation, anciens
traducteurs/réviseurs internes d’autres organisations travaillant de temps
en temps ou depuis peu pour l’organisation
Tr3 Fiabilité moyenne Traducteurs internes peu expérimentés, traducteurs externes
expérimentés travaillant de temps en temps ou depuis peu pour
l’organisation
Tr4 Fiabilité faible Traducteurs internes qui n’ont pas fait la preuve de leur fiabilité (ne pas
4 Si les traducteurs internes et externes ont souvent des formations similaires et si leurs compétences
intrinsèques sont a priori semblables, leur parcours professionnel est différent. Les traducteurs internes sont
généralement recrutés lors de concours très sélectifs où le pourcentage de réussite est très faible, ce qui
garantit un certain niveau de fiabilité. Ils sont davantage rompus aux habitudes de leur organisation, en
connaissent mieux la structure et les programmes, contrairement aux traducteurs externes qui travaillent
généralement pour plusieurs clients. Ils peuvent aussi connaître les auteurs du texte et les consulter plus
facilement en raison de la proximité géographique. Ils peuvent facilement solliciter leurs collègues situés à
proximité immédiate. Ils ont plus facilement accès aux services de documentation ou de référence internes
qui ont les moyens de rechercher de l’information efficacement aussi bien dans l’organisation que dans les
autres organisations avec lesquelles ils entretiennent des relations fondées sur la réciprocité de l’aide. Ils
disposent enfin de nombreuses ressources terminologiques et documentaires et des outils d’aide auxquels
les traducteurs externes ont moins facilement accès. Quelques traducteurs externes, qui ont été eux-mêmes
des traducteurs internes ou qui sont particulièrement doués, peuvent atteindre le niveau de fiabilité des
meilleurs traducteurs internes, mais ils sont relativement rares pour les raisons indiquées.
31

conserver dans les effectifs, affecter à d’autres fonctions ou ne pas leur
confier de textes importants), traducteurs externes qui n’ont pas fait la
preuve de leur fiabilité (cesser la collaboration), nouveaux
collaborateurs extérieurs sans états de service particuliers (traducteurs
peu expérimentés, experts non traducteurs professionnels, etc.) dont la
fiabilité doit être vérifiée.
Dans les organisations internationales, la demande est souvent très variable. Elle
concerne des textes importants ou très importants (actes juridiques, traités, textes
politiques, publications, etc.), des textes moyennement importants (rapports de groupes
de travail, de séminaires spécialisés, etc.) et des textes peu importants (notes
administratives, documents d’information, documents de séance, etc.). Un exemple de
classement des textes par degré d’importance est donné sur le tableau suivant.
Te1
Textes importants et très
importants
Te2 Textes moyennement
importants
Actes juridiques ou réglementaires, textes politiques ou
diplomatiques, textes destinés aux organes suprêmes de
l’organisation, rapports destinés aux conférences
ministérielles, communiqués de presse, publications
Textes de projet soumis pour discussion aux divers organes
et aux pays membres de l’organisation (comités, groupes de
travail, etc.), rapports présentés à des séminaires, ateliers et
autres événements similaires (sauf réunions à haut niveau)
Te3 Textes peu importants Notes administratives, notes d’information, documents de
séance, etc.
Parfois, un texte a priori important (une loi nationale, par exemple) sera traité du
point de vue de la traduction comme un texte peu important si la traduction vise
simplement à permettre au demandeur de prendre connaissance de son contenu. La
destination du texte est donc un paramètre qui peut modifier son importance et il importe
que les demandeurs précisent la destination de la traduction (réunion, publication,
information, etc.).
Selon les organisations, la hiérarchisation des textes peut conduire à définir un
nombre de catégories plus élevé que dans l’exemple précédent, mais plus on multipliera
les catégories, plus on compliquera la gestion de la demande sans forcément améliorer
sensiblement l’utilisation des ressources.
Le croisement des critères d’importance de la demande et de fiabilité de l’offre
Le croisement judicieux des catégories d’importance des textes et de fiabilité des
traducteurs permettra normalement d’équilibrer au mieux l’offre et la demande, donc de
réunir les conditions d’une production efficiente de la qualité utile. Toutefois, d’autres
critères influeront sur le choix du traducteur, comme ses langues de travail et ses
domaines de spécialité, naturellement, mais aussi sa disponibilité et sa capacité de
production parce que la qualité du service rendu se mesure non seulement à la qualité
utile des traductions mais aussi au respect des délais convenus. De même, la difficulté du
texte (texte technique, mal rédigé, etc.) devra être prise en considération, car il serait
inefficient de produire une traduction qui réclamerait un trop gros travail de révision ou
une retraduction.
32

En cherchant l’équilibre optimal entre l’offre et la demande, le manager
s’efforcera donc de réduire au minimum le risque de surcoût ou de déficit qualitatif. Dans
la pratique, il ne pourra pas toujours y parvenir pour des raisons qui tiennent tant au
service demandeur (texte n’arrivant pas à la date annoncée, si bien que le traducteur
programmé n’est plus disponible, changement du niveau d’importance du texte à la
demande du client, par exemple) qu’au service de traduction (offre correspondante non
disponible au moment du traitement de la demande, indisponibilité soudaine du
traducteur en cours de traduction, par exemple). Dès lors, il aura à décider de
programmer une révision pour amener la traduction au niveau de qualité utile ou d’y
renoncer s’il estime que le risque qualitatif est acceptable compte tenu de l’importance ou
de la destination du document, même si le délai disponible est suffisant.
L’évaluation du risque au service d’une politique de révision efficiente
La décision de programmation d’une révision sera dictée par le niveau du risque
résultant du croisement de l’offre et de la demande. Ainsi, le risque de non révision d’une
traduction d’un texte peu important traduit par un traducteur très fiable est extrêmement
faible ; la révision est donc superflue. Inversement, le risque de non révision d’un texte
important traduit par un traducteur peu fiable est important ; la révision s’impose. La
programmation de la traduction devra éviter un niveau de risque excessif parce qu’il
implique une révision très lourde ou une retraduction dont le coût sera prohibitif en
termes de ressources et de délai et qui ne permettra donc pas une gestion efficiente. Dans
la pratique, cependant, des déséquilibres interviendront parfois en cours de traduction
pour des raisons évoquées plus haut et placeront les managers devant un dilemme :
restituer la traduction dans les délais mais avec un niveau de qualité inférieur au niveau
requis ou la restituer avec le niveau de qualité requis mais en retard à cause du délai de
révision. La solution sera souvent guidée par l’expérience ou par la destination du texte
mais elle sera plus utilement et plus sûrement recherchée auprès du demandeur, le mieux
placé en général pour décider. Un exemple du niveau de risque (écart entre la qualité utile
et la qualité supposée résulter de l’offre) résultant des différents croisements de la
demande et de l’offre est donné au tableau suivant.
Fiabilité des traducteurs
(offre)
Fiabilité élevée
Fiabilité bonne
Fiabilité
moyenne
Fiabilité faible
Importance des textes
(demande)
Textes (très) importants
Te1
Textes moyennement
importants
Tr1
Risque moyen
R2
Risque faible
ou très faible
Tr2
Risque
important
R3
Risque faible
Tr3
Risque excessif
R4
Risque
important ou
moyen
Tr4
Risque excessif
R4
Risque
important
33

Te2 R0/R1 R1 R2/R3 R3
Textes peu importants
Te3
Risque
faible
R0
très
Risque
faible
R0
très
Risque faible
R1
Risque moyen
ou faible
R1/R2
L’évaluation du niveau de risque permettra non seulement de décider de
l’opportunité d’une révision, mais aussi d’apprécier le degré de révision nécessaire, ce
qui facilitera le choix du réviseur.
R4 Risque excessif
R3 Risque
important
R2 Risque moyen
R1 Risque faible
R0 Risque
faible
très
Risque à proscrire car trop important : risque évident de révision très
lourde, voire de retraduction
Révision indispensable : dans le cas des traducteurs Tr2, risque de déficit
qualitatif faible mais textes très importants ; dans le cas des traducteurs Tr4,
risque de déficit qualitatif important couplé à des textes moyennement
importants
Révision recommandée : dans le cas des traducteurs Tr1, risque de déficit
qualitatif très faible, mais texte très important ; dans le cas des traducteurs
Tr3, risque de déficit qualitatif moyen couplé à des textes moyennement
importants
Révision à décider au cas par cas : dans le cas des traducteurs Tr1 et Tr2,
risque de déficit qualitatif (très) faible et textes moyennement importants ;
dans le cas des traducteurs Tr3 et Tr4, risque de déficit qualitatif moyen ou
important, mais textes peu importants (relecture conseillée dans le cas des
traducteurs Tr4)
Révision superflue : dans le cas des traducteurs Tr1, risque de déficit
qualitatif très faible couplé à des textes peu ou moyennement importants ;
dans le cas des traducteurs Tr3, risque de déficit qualitatif moyen lié à des
textes peu importants.
Degré de révision
La tâche du réviseur consistera à vérifier si la qualité de la traduction correspond à
la qualité utile et, au besoin, à améliorer la traduction en conséquence. Certes, la qualité
en traduction est difficile à définir au point qu’il semble parfois plus facile de la définir
par ce qu’elle n’est pas plutôt que par ce qu’elle est ! La qualité utile est tout aussi
difficile à définir. Toutefois, on s’accordera à reconnaître que les exigences de qualité à
l’égard d’un texte de loi ou d’un traité engageant les pays membres sont supérieures à
celles d’une note administrative et qu’une gradation peut ainsi être établie en fonction de
l’importance des textes.
Pour faciliter la mise en œuvre d’une politique de révision efficiente au stade de la
révision proprement dite, on définira les grands critères de qualité d’une traduction et
différents niveaux d’exigence en fonction de l’importance des textes. Il ne s’agit pas
d’indiquer au réviseur comment réviser (il conserve la maîtrise du processus) mais de lui
fournir un cadre qui l’aidera à viser la qualité utile de façon efficiente. La liste ci-dessous,
qui reprend la distinction classique entre fond et forme, recense, à titre d’exemple, deux
critères de fond et trois critères de forme.
34

• Critères de fond
• Fidélité au sens : restitution fidèle du contenu du texte original (y compris
concordance des phrases dans le cas de traités, de textes législatifs et
autres actes juridiques – directives et règlements de l’Union européenne,
résolutions de l’ONU, etc.)
• Rigueur : souci d’éviter les ajouts (surtraduction), les omissions (soustraduction),
les approximations (décalage sémantique) et, plus
généralement, tout ce qui résulte d’un manque d’attention (retranscription
erronée de chiffres, etc.).
• Critères de forme
• Respect des règles grammaticales : syntaxe, orthographe, ponctuation
• Style (clarté de l’expression) : structure simple et aisée à comprendre,
fluidité et élégance du style, richesse de l’expression, idiotismes, etc.
• Terminologie : choix des termes et expressions spécialisés
Pour effectuer une révision efficiente, le réviseur limitera ses interventions aux
seuls points nécessaires pour atteindre le niveau de qualité correspondant à l’importance
ou à la destination du texte traduit.
Une matrice regroupant les différentes catégories de textes et les critères de
qualité permet de mettre en évidence, à titre d’exemple, ces interventions nécessaires et
suffisantes.
Recoupement des catégories de textes et des critères de qualité
Un code de couleurs (voir interprétation du code à l’annexe) pourra être utilisé
pour indiquer le niveau de qualité de chaque catégorie de texte, défini par les cinq critères
recensés. Le tableau ci-dessous est donné à titre d’exemple, les niveaux d’exigence
pouvant varier selon les organisations :
Restitution fidèle du contenu
Qualité rédactionnelle
Fidélité au sens Rigueur Grammaire Style Terminologie
Textes (très)
importants*
Textes
moyennement
importants
Textes peu
importants
* textes législatifs, traités et autres actes juridiques, publications essentielles
Choix du réviseur
35

Le réviseur devra être choisi en fonction de l’importance ou de la destination du
texte traduit et du degré d’intervention nécessaire de façon à optimiser l’utilisation des
ressources de révision parce qu’indépendamment des compétences essentielles qui
doivent être communes à tous les réviseurs (excellent traducteur, souci de l’intérêt du
client et de l’Organisation, vaste culture, objectivité, pédagogie, etc.), chaque réviseur
possède des aptitudes (langues de travail, domaines de compétence, perfectionnisme,
rapidité, élégance du style, etc.) qui le rendent plus particulièrement apte à effectuer
certaines révisions.
Les services de traduction pourront donc trouver utile de classer les réviseurs en
fonction de ces aptitudes, car le choix du réviseur pourra s’en trouver facilité, notamment
dans les sections linguistiques étoffées. En outre, l’existence d’un tableau des réviseurs
faisant ressortir leurs aptitudes essentielles aidera les responsables suppléants en
l’absence des titulaires.
Formation des acteurs de la chaîne de production des traductions
Pour pouvoir mettre en place cette politique de révision, qui s’inscrit dans le cadre
plus général de l’efficience des services de traduction, il est indispensable de former tous
les professionnels intervenant dans la chaîne de production des traductions, c’est-à-dire
les traducteurs, les réviseurs et les chefs de section linguistique.
En effet, l’objectif étant d’utiliser les ressources disponibles de façon optimale, il
s’agit de convaincre l’ensemble des acteurs du bien-fondé de cette stratégie. Les
responsables des unités linguistiques seront chargés de mettre en œuvre les principes
définis dans ce rapport en dispensant aux traducteurs et aux réviseurs des formations
visant à les sensibiliser à cette approche qui combine les critères qualitatif et économique,
à travers un volet théorique (contexte d’évolution de l’organisation, de son budget
général et de celui du service de traduction, évolution des effectifs internes et de la soustraitance,
évolution des coûts unitaires, objectifs d’efficience, traduction concrète de ces
objectifs aux différentes étapes de production des traductions) et un volet pratique
(exercices sur des exemples de traduction ou de révision réels, selon les cas, pour montrer
comment cette stratégie peut être mise en application).
Conclusion
Confrontés à des contraintes budgétaires croissantes, les services de traduction
doivent s’efforcer d’optimiser toutes les étapes du processus de production des
traductions pour en améliorer l’efficience. L’importance grandissante de la révision liée à
divers facteurs comme l’augmentation de la sous-traitance, le relèvement des normes de
production internes ou la complexité croissante des domaines abordés impose d’améliorer
la gestion de ce secteur longtemps négligé.
Une approche de la révision qui s’écarte des anciennes méthodes empiriques pour
privilégier une gestion structurée fondée sur l’évaluation du risque et la qualité utile offre
des possibilités de gains d’efficience. Une formation ciblée permettra de sensibiliser les
36

acteurs de la chaîne de production des traductions à cette approche et leur donnera les
principes généraux et des outils de base pour la mettre en application.
37

Lexique
Assurance-qualité (AQ) : ensemble des mesures relevant de la gestion de la qualité. L’assurance-qualité
commence dès le recrutement des traducteurs, internes et externes. Elle inclut notamment les méthodes de
recrutement, la sélection appropriée des traducteurs en fonction des textes à traduire, la recherche
documentaire et terminologique, la recherche de références, la mise à disposition d’outils d’aide à la
traduction et de bases de données terminologiques, l’encadrement des traducteurs, le suivi des travaux, la
révision (voir ce terme) et le retour d’information. Elle vise à produire des traductions correspondant à la
qualité utile (voir ce terme).
Qualité utile : la qualité utile est la qualité jugée nécessaire et suffisante en fonction de l’importance ou de
la destination du texte à traduire. La qualité utile, qui intègre une dimension économique, vise à l’utilisation
optimale des ressources disponibles, c’est-à-dire au meilleur rapport coût/efficacité entre les ressources
affectées à une traduction et l’importance ou la destination du texte.
Réviseur : toute personne chargée par le service de traduction de s’assurer que la qualité d’une traduction
correspond à la qualité utile (voir ce terme) et de l’améliorer en cas de déficit qualitatif.
Révision : La révision est l’étape d’assurance-qualité qui se situe après la traduction et qui consiste à
s’assurer que la traduction correspond à la qualité utile (voir ce terme) et, si ce n’est pas le cas, à
l’améliorer en conséquence. Dans un système parfait, les mesures d’assurance-qualité prises en amont
devraient suffire et rendre la révision inutile mais l’expérience montre que ce n’est pas toujours le cas pour
de multiples raisons. En outre, la révision sert aussi à transmettre l’expérience, le savoir et la mémoire
institutionnelle, ainsi qu’à évaluer les traducteurs. Outre sa fonction qualitative, elle a donc une fonction de
formation et une fonction de gestion du personnel.
Risque qualitatif : le risque de déficit qualitatif est un risque théorique résultant de la comparaison entre
l’importance d’un texte et la fiabilité du traducteur. Le niveau du risque correspond à l’écart entre le degré
d’importance du document et le degré de fiabilité du traducteur. Ainsi, on peut considérer que le risque
qualitatif est infime si un texte peu important est traduit par un traducteur très fiable et qu’inversement le
risque qualitatif est extrême si un texte très important est traduit par un traducteur peu fiable.
Traducteur : tout personne chargée par le service de traduction d’effectuer la traduction d’un texte.
Traduction : texte qui restitue fidèlement le sens d’un texte original dans une autre langue
grammaticalement et stylistiquement correcte. La traduction peut être livrée au client avec ou sans révision.
Par souci d’efficacité, il est préférable d’indiquer au client si la traduction a été ou non révisée, tout au
moins pour les traductions de textes importants ou très importants.
38

Annexe
Interprétation du code de couleurs
FOND
Fidélité au sens Restitution fidèle du contenu du texte original (sauf erreurs de l’original, voir à la rubrique « rigueur »),
quelle que soit l’importance du texte. Il n’y a qu’un niveau d’exigence pour ce critère, car la restitution fidèle
du contenu est le minimum qu’on attend d’une traduction, même si de légers écarts n'altérant pas le contenu
essentiel du message et sa compréhension sont tolérables pour les textes peu importants, ce qui peut conduire
le manager à exclure la révision de ces textes si le risque d’erreur est faible (voir tableau correspondant).
Rigueur Pas d’ajouts ou d’omissions. Pas d’approximations. Concordance des chiffres et des symboles. Exactitude des
éventuelles conversions d’unités. Strict respect de la concordance des phrases dans le cas des textes à
caractère législatif, juridique, réglementaire ou contractuel. Signalement au demandeur des erreurs de fond et
de forme contenues dans l’original et rectification des erreurs de fond dans la traduction.
Rigueur Pas d’ajouts. Tolérance d’omissions ou d’approximations limitées à un petit nombre d’éléments peu
signifiants. Concordance des chiffres et des symboles. Tolérance de non conversion des unités. Signalement
au demandeur des erreurs grossières de fond (dates erronées, p.ex.) ou de forme (phrases incomplètes, sans
aucun sens, p.ex.) contenues dans l’original et rectification des erreurs de fond dans la traduction.
FORME
Grammaire
Grammaire
Style
Style
Style
Terminologie
Terminologie
Respect absolu des règles grammaticales (syntaxe, orthographe et ponctuation). Les fautes de frappe doivent
être éliminées.
Respect des règles grammaticales essentielles (syntaxe et orthographe). De légers écarts par rapport à
l’orthodoxie grammaticale sont tolérés. Un petit nombre de fautes de frappe est toléré.
Style élégant et clair. Phrases bien structurées. Niveau de langue approprié au texte et au domaine concernés.
Restitution des liens logiques. Prise en compte des usages linguistiques nationaux selon les circonstances. Le
texte ne doit pas sentir la traduction (recours à des tournures et expressions idiomatiques, pas de traduction
littérale, etc.).
Style correct et clair. Phrases compréhensibles sans difficulté. Tolérance pour quelques légers écarts de style
(répétitions, périphrase, etc.).
Style correct et clair. Tolérance pour une traduction assez littérale faisant parfois appel à l’emprunt et au
calque. Tolérance pour quelques lourdeurs, répétitions et périphrases. Pas de charabia.
Utilisation des termes et expressions caractéristiques du secteur concerné. Exactitude des appellations
officielles. Respect des conventions terminologiques « maison ».
Utilisation des termes et expressions caractéristiques du secteur concerné dans la mesure du possible mais
tolérance pour l’utilisation de termes non spécialisés. Exactitude des appellations officielles mais tolérance de
traduction littérale d’appellations étrangères à l’organisation qui nécessiteraient de trop longues recherches
pour retrouver la traduction officielle. Respect des conventions terminologiques « maison » dans la mesure du
possible mais écarts tolérés (risques d’écarts liés à la traduction externe, en particulier).
39

Annex 3
INTERNATIONAL TELECOMMUNICATION UNION
General Secretariat
Ref:
Contact: Anthony PITT
Tel: +41 22 730 5131
Fax: +41 22 730 6422
E-Mail: anthony.pitt@itu.int
29 April <strong>2005</strong>
To:
Language services of selected IAMLADP member
organizations
(by e-mail)
Subject:
IAMLADP joint training venture - Managing revision in translation services
Dear colleague,
As you know, the Inter-Agency Meeting on Language Arrangements, Documentation and
Publications (IAMLADP), recognizing the importance of continuous training, but also the
diminishing budgetary resources available for training, recommended that cost-effective joint
training ventures be implemented for conference and language services, by pooling existing
resources and calling upon the accumulated expertise available in house" in our organizations.
To this end, it requested its <strong>Working</strong> <strong>Group</strong> on Training to organize a pilot training venture on a
topic of common interest, and to report on the results to the IAMLADP annual session in July
<strong>2005</strong>.
Within this context, you are cordially invited to a pilot training session on "Managing revision in
translation services", to be held at ITU headquarters in Geneva (Switzerland) on 12 May
<strong>2005</strong>, starting at 1030 hours.
The training module has been developed as an in-kind contribution to IAMLADP by Rene
Prioux, Head, Translation Division, Organisation for Economic Co-operation and Development
(OECD), who will be coming from Paris to lead the training session. In order to cover his travel
and subsistence expenses, there will be a nominal fee of EUR 40 per participant.
Practical arrangements are set out in annex hereto.
We look forward to seeing you in Geneva for what is expected to be not only a valuable training
session on a subject of considerable importance for our translation services, but also a groundbreaking
example of what can be achieved through inter-organization cooperation within the
framework of IAMLADP.
Yours faithfully,
Anthony Pitt (ITU) and Sally Reading (UNOV)
Co-leaders
IAMLADP Task Force on joint training ventures
Place des Nations Telephone +41 22 730 51 11 Telex 421 000 uit ch E-mail:
OH-1211 Geneva 20 Telefax Gr3: +41 22 733 72 56 Telegram ITU
GENEVE
www.itu.int
Switzerland
Gr4: +41 22 730 65 00
40

ANNEX
IAMLADP pilot training session
Management of Revision in Translation Services
(Geneva, 12 May <strong>2005</strong>)
PRACTICAL ARRANGEMENTS
1. Time and place Thursday, 12 May <strong>2005</strong>, 1030 - 1230
and 1400 - 1730 hours.
Room M2, Montbrillant building, ITU headquarters, Place des Nations, Geneva.
(Please double-check on the monitors in the building on the morning of the meeting in case of lastminute
change).
A map showing the location of the ITU buildings may be found at the website below. Click on the
" Montbrillant building" box on the map for detailed guidance on how to get to ITU.
http://www.itu.int/aboutitu/reach itu/c2.html
2. Programme
A brief outline of the session content is provided in Attachment 1.
The course is not language-specific. It addresses the question of management of translation
revision, and will thus be applicable to any translation service. The main language of instruction at
the session will be French.
3. Registration
Please report to the designated Registration desk in the entrance to the ITU Montbrillant building.
Registration will be open from 0900 to 1030 hours.
4. Course fee
The course fee of EUR 40 per participant is to be paid direct to OECD to cover the instructor's
mission expenses.
The preferred method of payment is a bank transfer to OECD, as indicated in Attachment 2 hereto.
However, if bank transfer is genuinely impossible for your organization, payment by cheque or
cash direct to Rene Prioux on the day will also be accepted.
OECD will issue a receipt of payment.
5. Contact
For any enquiries or questions concerning the session, the contact point is Tony Pitt (ITU), coleader
of the Joint Training Ventures task force (preferably by e-mail):
Anthony Pitt
e-mail: anthonv.oitta itu.int
tel. +41 22 730 5131
fax. +41 22 730 6422 41

Attachment 1
Outline of the session
LA GESTION DE LA REVISION DANS LES SERVICES DE TRADUCTION
MANAGING REVISION IN TRANSLATION SERVICES
Confrontes a des contraintes budgetaires croissantes, Ies services de traduction doivent
s'efforcer d'optimiser toutes les Mapes du processus de production des traductions pour en ameliorer
I'efficience. L'importance grandissante de la revision !lee a divers facteurs comme ('augmentation de
Ia sous-traitance, le relevement des normes de production internes ou la complexite croissante des
domaines abordes impose d'ameliorer la gestion de ce secteur Iongtemps neglige.
Une approche de la revision qui s'ecarte des anciennes methodes empiriques pour privilegier
une gestion structuree fondee sur ('evaluation du risque et la qualite utile offre des possibilites de
gains d'efficience. Une formation ciblee permettra de sensibiliser les acteurs de la chaine de
production des traductions a cette approche et leur donnera les principes generaux et des outils de
base pour la mettre en application.
42

Attachment 2
Payment instructions
The fee for the training session is 40 Euros per participant.
This fee is to be paid direct to OECD, by bank transfer to one of the accounts indicated below,
quoting the following reference:
"Contribution to costs, IAMLADP training session, Mr R. Prioux (OECD), 12 May
<strong>2005</strong>, Geneva, ref. M100042800"
For payments from outside France:
1. EUR (ex. France)
Bank:
Including all currencies
other than USD. GBP. Beneficiary:
JPY and MXN
Account:
BLZ:
SWIFT/BIC:
IBAN:
Address:
JP Morgan, AG, Frankfurt, Germany
OECD
6161603441
50110800
CHASDEFX
DE95501108006161603441
Grueneburgweg, 2
1D-60322 Frankfurt, Germany
For payments from within France:
2. EUR (France only) Bank: JP Morgan Chase Bank, Paris, France
Beneficiary:
Account:
SWIFT/BIC:
1 BAN:
Siret:
Address:
OECD
30628-00001-0060908330294
CHASFRPP
F R76/3062/800010100/6090/8330/294
775 687 957 00016
14, Place Vendome
75001 Paris. France
OECD will issue a receipt of payment.
43

ANNEX 4
IAMLADP Joint Training Venture
Geneva, 12 May <strong>2005</strong>
LIST OF PARTICIPANTS
Mme ABOH-DAUVERGNE Anne
Reviser/Terminologist
ICC
Email: anne.aboh-dauvergne@icc-cpi.int
Mme AEID Maha
Chef, Section arabe de traduction
ITU
Email: maha.aeid@itu.int
M. ALVAREZ-SANTULLANO Guillermo
Chef a.i., Section espagnole de traduction
ITU
Email: guillermo.alvarez-santullano@itu.int
Mme ATGER Natalie
Reviser, French Translation Section
UNOG
Email: natger@unog.ch
M. BANIS Armin
Head, German Language Unit
ILO
Email: banis@ilo.org
M. DARWISH Alaa
Head, Arabic Language Stream
WMO
Email: adarwish@wmo.int
Mme DE SAINT ROBERT Marie-Josee
Chef du service linguistique
UNOG
Email: mjdesaintrobert@unog.ch
M. DEHKANI Hadji
Chef, Unite de traduction arabe
UNESCO
Email: h.dehkani@unesco.org
M. DIDAOUI Mohammed
Chief, Arabic Translation Section
UNOG
Email: mdidaoui@unog.ch
Mme DOREN-NIELSEN Margarita
Officer-in-Charge,
Spanish Translation Section
UNOG
Email: mdoren-nielsen@unog.ch
Mme BEN MEHIDI Chafika
Chef p.i., Unite de traduction frangaise
UNESCO
Email: c.ben-mehidi@unesco.org
Mme ECKERT Helene
Chef, Section frangaise de traduction
ITU
Email: helene.eckert@itu.int
Mme BRIAND Claude
Head, Document Production and
Administration Unit
ITU
Email: claude.briand@itu.int
Mme GALEAllI Nicole
Chef, Section frangaise de traduction et de
traitement de texte
UNOV
Email: nicole.galeazzi@unvienna.org
M. CHAMBERS David
Head, PCT Translation Section
WIPO
Email: david.chambers@wipo.int
M. GATEHOUSE Martin
Chief, English Translation Section
UNOG
Email:mgatehouse@unog.ch
44

M. HALLE Robin
Chief, English Translation Section
WTO
Email: robin.halle@wto.org
M. Mikhail LAVROV
Reviser, Russian Translation Section
UNOG
Email: mlavrov@unog.ch
Mme VERGUIN Christiane
Chief, French Translation Section
WTO
Email: christiane.verguin@wto.org
M. ZHAO Liping
Chief, Chinese Translation Section
UNOG
Email: lzhao@unog.ch
M. KROKHKA Vladimir
Head, Russian Language Unit
ILO
Email : krokhka@ilo.org
M. MARTIN Timothy
Quality Management Officer, English
Department
CE/EC
Email: timothy.martin@cec.eu.int
M. PITT Anthony
Head, English Translation Section
ITU
Email: anthony.pitt@itu.int
M. PRIOUX Rene
Chef de la Division de la Traduction
OECD
Email: rene.prioux@oecd.org
Mme PROUST Simar
Head, Arabic language Unit
ILO
Email: proust@ilo.org
Mme REHDER Agneta
Chairman, Interinstitutional Committee for
quality evaluation of freelance translations
EU-CAT
Email: agneta.rehder@cdt.eu.int
Mme RON Evelyne
Chef de la Section de traduction franpaise
ESA
Email: evelyne.ron@esa.int
Mme SARTORIUS Yvette
Reviser, Spanish Translation Section
WTO
Email: yvette.sartorius@wto.org
45

ANNEX 5
IAMLADP
<strong>Working</strong> <strong>Group</strong> on Training
Task Force on Joint Training Ventures
Joint Training Venture
Managing Revision in Translation Services
(Geneva, 12 May <strong>2005</strong>)
EVALUATION FORM
Since the main purpose of this pilot training session organized under the
auspices of IAMLADP is to evaluate the usefulness of joint training ventures of
this type, it is imperative that participants should complete and return this
evaluation form.
The evaluation will serve as the basis for a report to IAMLADP, and hence will
determine to some extent IAMLADP's future policy in regard to such ventures.
The form has been kept as straightforward as possible in order to make it easy
and quick to complete. Almost all questions can be answered by simply ticking a
box. However, space is provided for comments, and participants who can spare
the time are strongly encouraged to provide comments, criticism, views, ideas,
etc.
Responses can be handed in after the session, or sent by e-mail to
anthony.pitt@itu.int . In view of the very tight reporting time-frame (draft report
required by 20 May for the meeting of the IAMLADP <strong>Working</strong> <strong>Group</strong> on Training),
participants are kindly requested to return the form by Tuesday, 17 May at the
latest.
THANKYOU!
46

NAME:............................................. ORGANIZATION:.......................................
I. ORGANIZATIONAL MATTERS
Please rate the following items on a scale from 1 (negative evaluation) to 10 (positive
evaluation)
Preparation
Invitation & practical information provided in advance
Poor 1 2 3 4 5 6 7 8 9 10 Good
Comments/criticisms/suggestions:
Logistics
Venue, room, registration, facilities
Poor 1 2 3 4 5 6 7 8 9 10 Good
Comments/criticisms/suggestions:
Documentation
Documentation provided, distribution method
Poor 1 2 3 4 5 6 7 8 9 10 Good
Comments/criticisms/suggestions:
47

Time
Duration, working hours, time management, breaks (lunch/coffee)
Poor 1 2 3 4 5 6 7 8 9 10 Good
Comments/criticisms/suggestions:
Payment
Payment arrangements
Poor 1 2 3 4 5 6 7 8 9 10 Good
Comments/criticisms/suggestions:
Participation
<strong>Group</strong> composition and dynamics (size, level, diversity, etc.)
Poor 1 2 3 4 5 6
7 8 9 10 Good
Comments/criticisms/suggestions:
48

II.
IAMLADP JOINT TRAINING VENTURE CONCEPT
Usefulness
On the basis of this pilot session, how valuable do you think the JTV concept is
Not at all 1 3 4 5 7 9 10 Very
Comments/criticisms/suggestions:
Cost/value-for-money
On the basis of this pilot session, how cost-effective do you rate JTVs of this type
a) Taking account only of the course fee (EUR 40):
Not at all 2 4 5 6 8 10 Very
b) Taking account of all costs (including your travel and subsistence expenses):
Not at all 1 3 10 Very
If the cost were increased to defray other costs (e.g. course development, instructor time,
room, etc.), would it still be cost-effective, and if so up to approximately what magnitude
of course fee per person
Yes No Maximum fee
Comments/criticisms/suggestions:
49

Future ventures
On the basis of this pilot session, how actively do you think IAMLADP should pursue its
work on joint training ventures
Not at all 3 4 8 9 10 Very
Comments/criticisms/suggestions:
On the basis of this pilot session, how interested would you think your organization
would be in attending future ventures of this type
Not at all 2 4 5 6 7 8 9 10 Very
Comments/criticisms/suggestions:
Ideas for future ventures
What subject areas would you like to see covered in future training ventures
Do you/does your organization have any specific expertise which might serve as a basis
for future training ventures
50

III.
SPECIFIC SESSION ON REVISION IN TRANSLATION SERVICES
Subject matter
How relevant/useful was the specific subject matter to your organization
Not at all 3 4 8 10 Very
Comments/criticisms/suggestions:
Language
The language of instruction was predominantly French. Do think it would be
important/useful to offer the same module in other languages If so, which
Yes No Language(s)
Replication
If the session were repeated, would your organization wish to send other staff members to
attend If so, how many
Yes No Number:
Would you be willing to host a session in your organization
Yes
No
Given that the module is not proprietary, would you or anyone in your organization be
willing to teach it to another IAMLADP group as an instructor
Yes
No
51

Possible improvements
Rene Prioux would welcome any comments or suggested improvements that could be
made to this pilot module. For example: Is there anything that should be added
Removed Could the module usefully be combined with any other subjects Should it be
made longer/shorter What would be the optimum target audience Is there a need for
adaptation to a specific target audience Etc.....
Comments/suggestions:
52

IV.
OTHER COMMENTS
Please provide in the box below any other general or specific comments you wish to
make following the joint training venture
THANK YOU FOR YOUR TIME!
53

ANNEX 6
Indicative list of possible subjects for joint training ventures
(Based on responses to the evaluation questionnaire and suggestions by
WGT)
Revision per se
Editing
Précis-writing
Quality control
Management in the language professions
Outsourcing - Managing of outsourcing - Selection of external translators
Legal translation
Terminology databases
Websites
Selection and testing of interpreters
Innovation management
Management of remote work/telework
“Selling” language professions to the management/membership
54

ANNEX IV
WORKING GROUP ON TRAINING
TASK FORCE ON JOINT TRAINING VENTURES
REPORT TO IAMLADP-<strong>2005</strong>
According to the decision of IAMLADP 2004, the following is established:
The IAMLADP task force on Joint Training Ventures (JTV)
MANDATE
The mandate of the Task Force, which is part of the IAMLADP <strong>Working</strong> <strong>Group</strong> on Training, was to
organize, implement and report on joint training ventures, the aim being to determine whether, at a
time of ever-diminishing budgetary resources for training, IAMLADP members might usefully be
able to pool and exploit the accumulated expertise available in the different organizations in order to
provide cost-effective training.
Project leaders:
Members of the Task Force
Sally Reading, UNOV
Anthony Pitt, ITU
Helen Campbell, EU DG-SCIC
Alassane Diatta, UNHQ
Claudia Engle, IADB
Marie-Anne Fernandez-Suarez, EU-CdT
Ullrich Flechsenhar, ILO
Nicole Galeazzi, UNOV
Robin Halle, WTO
Penny Pouliou, EU DG-SCIC
René Prioux, OECD
METHODOLOGY
The Task Force worked by correspondence.
55

The work plan handed down by WGT for 2004-<strong>2005</strong> contains two items:
• Collection and dissemination of style guides
• Organization of one pilot training session, in order to evaluate the feasibility and costeffectiveness
of the JTV concept, gauge the level of interest among member organizations,
identify any major drawbacks or obstacles, and formulate recommendations to IAMLADP
based on the experience.
•
FINDINGS
The Task Force's findings are set out in detail in the attached report.
• Style guides
The Task force has in its possession a number of style guides from different organizations. It is
proposed to post them (or appropriate hyperlinks to them) on the IAMLADP website as soon as the
latter is fully operational.
• Pilot training session
In view of the resounding success of the pilot training session on "Management of revision in
translation services" organized in Geneva on 12 May <strong>2005</strong>, a comprehensive description and
analysis of which are given in the attached detailed report, the Task Force found the JTV concept to
be a workable, useful and cost-effective means of providing training.
CONCLUSIONS
The following conclusions may be drawn from the pilot joint training venture:
1. IAMLADP joint training ventures are feasible.
2. If well organized, properly prepared and developed/dispensed by a suitably qualified trainer,
IAMLADP joint training ventures offer a valuable and highly cost-effective training vehicle.
3. Since IAMLADP joint training ventures are non-proprietary, a multiplier effect can be
obtained by replicating them.
4. Timely advance planning is important, to allow participating organizations to schedule their
work and plan the corresponding missions well ahead of time.
5. A registration fee of, for example, up to EUR 150 per person is considered to offer good
value for money.
6. The principal logistical problem, to which an inter-organization solution should be found, is
56

payment arrangements.
7. The specific module on management of translation revision should definitely be taken
forward.
RECOMMENDATIONS TO IAMLADP <strong>2005</strong>
In the light of this report, it is recommended that:
1. IAMLADP shall formally endorse the concept of joint training ventures as a means of
providing cost-effective training on subjects of mutual interest.
2. The <strong>Working</strong> <strong>Group</strong> on Training shall continue to oversee the organization of joint training
ventures, in a project management role, with detailed organization of each venture entrusted to the
host/instructor's organization.
3. A rolling programme of joint training ventures shall be drawn up, with, ideally, up to four
such ventures per year.
4. The ventures for the <strong>2005</strong>-2006 period might be taken from those listed in the Task Force
report (recommendation 4), subject to finding appropriate trainer and host organizations.
5. A needs analysis shall be conducted with a view to identifying subjects of interest for future
years, together with a call for potential instructor and host organizations, building on the
preliminary list of subjects identified.
Attachment: Task Force report
57

Annex V
WORKING GROUP ON TRAINING
Task Force on Life-Long Learning
Report 2004-<strong>2005</strong>
MANDATE
1. The Task Force on Life-Long Learning (TF-LLL) of the IAMLADP <strong>Working</strong> <strong>Group</strong> on
Training (WGT) was set up in July 2004 to research in-house training programmes for language
and conference staff in international organizations and to explore “good practices” for continual
training with the aim of stimulating their wider use.
2. The TF-LLL was partly intended to complement the Task Force on Joint Training
Ventures (TF-JTV); it would seek to provide the “big picture” view of training in international
organizations, setting the broad context of life-long learning concepts from which inspiration
could be drawn for specific, highly focused joint ventures to be undertaken by TF-JTV.
Methodology
3. The TF-LLL was led by Sally Reading (UNOV) and Anthony Pitt (ITU) and comprised
eight members from six organizations (Annex 1). It worked mainly by correspondence, but met
once on 3 March <strong>2005</strong> prior to the SCIC Universities Conference in Brussels (Annex 2).
4. The methodology adopted in the TF-LLL was, firstly, to exchange material on life-long
learning concepts as applied in international organizations and in communities and, second, to
prepare case studies of five organizations (SCIC-European Commission, ICC, UNOV, WHO and
WTO), all represented on the task force, to show how notions of continual training are reflected
and embedded in policy and practice. A standard template was adopted for the five case studies
(Annex 3). The case studies are contained in Annex 4.
1. BACKGROUND: CONCEPT OF LIFE-LONG LEARNING
5. One of the challenges facing the international organizations in today’s fast-moving,
knowledge-based world is to adjust their approach to training. The concept of life-long learning
is a response to this ever accelerating pace of change and is now gaining currency in the
organizations. While life-long learning can be loosely paraphrased as “continuous training”, it is
in fact a broader concept and looks beyond the horizon of an individual’s current functions to
future career development, empowerment and mobility.
58

6. According to the life-long learning vision, a person is no longer seen as being armed with
the necessary qualifications, on completing an academic or vocational training, to earn job
security for life, but is rather viewed as evolving and dynamic, going on to collect skills during
her working career and beyond. Moreover, the workplace is not the only place where skills can
be garnered. Interests, family life and extramural classes all contribute to a person’s ability to
perform at work. Life skills and experience gained in different ways, for instance through
parenthood, can be transferred to the workplace and can nourish professional competences. Such
skills and experience add to a person’s all-round ability to do a job and even to take the job in
new directions. Thus, learning is seen as life-wide as well as life-long.
7. Ideas of increased career mobility, especially lateral mobility and transferability of skills,
are gaining ground rapidly in the United Nations and other organizations and are linked to this
new way of seeing staff and their development. The hierarchical approach to career progression
is giving way to the view that careers can also develop laterally with more varied functions and
skills learned in one area being transferred to new areas. A successful career is no longer
measured out in promotions alone but is gauged in terms of the richness and diversity of the
experience gained and the variety of ways in which the individual is called upon to extend
himself and contribute to the organization’s goals.
8. What is more, the focus has shifted from “training” to “learning” with the onus on the
individual to continue moving and developing within the context of a learning culture and in
partnership with management and the organization. Learning can be achieved in myriad ways:
through formal training, of course, but also through instruction and practical experience on the
job; participation in learning and quality circles; job rotation (“managed mobility”), exchanges
and secondments; self-learning and distance learning; attendance of conferences, workshops and
lectures; coaching and mentoring; working in a team; reading professional literature; and, lastly,
self-analysis, either independent or using tools such as the 360° assessment.
2. FINDINGS
9. The five organizations under study covered a broad spectrum in terms of the size
of the conference and language service, the age of the organization, the level of funding
available for training and the degree to which continual training is systematized and
anchored through formal links to performance appraisal and career advancement. A
number of good practices emerged regarding overall training policy, as well as ways of
stretching meagre training funds, a challenge facing many language and conference
services.
10. Broadly speaking, the European Commission interpretation service (SCIC) provides a
model of good training policy and practice and reflects the considerable importance attached to
training by the Commission. The main features of the training programme are:
• Sufficient funding (aligned with training in national civil services)
• Recording of all training in a central database and the staff member’s “training passport”
• Training vouchers for interpreters who organize language training outside working hours
• Short summer study leaves, with partial reimbursement
• Unpaid leave for extramural training
• Lectures on specialized subjects dealt with in meetings
• Special non-language training, such as voice coaching
59

• Close link to the “career development review” process, acquiring new skills being a key
factor in promotion
• Sufficient training staff responsible for the interpretation service
• Target training quota of almost ten days per year for each staff member.
11. At the other end of the spectrum, as a small and fledgling organization ICC is still finding
its way in the training field, but already offers a wide range of programmes and is developing
imaginative solutions. Good ideas include:
• Definition of training as the expansion of expertise “beyond the present job
requirements” and emphasis on learning rather than training as the ultimate goal
• Distance-learning (“train the trainers” module for interpretation, ETI, Geneva; and
modules in international criminal law, Bristol University)
• Granting of administrative leave to attend language courses
• Cascading of specialized knowledge with language staff assigned to study and report.
12. With its reformed human resources policy, the United Nations has entered fully into the
spirit of life-long learning and has instituted a “managed mobility” system, which should, in
itself, stimulate some of the beneficial effects sought by continuous training. Its complete success
will depend, however, on sufficient budgetary backing and staffing to ensure that staff taking up
new functions are not left to sink or swim. It is too early to judge whether mobility can be
recommended as a good practice; this may well be an area for further study by the task force.
13. Good practices adopted by the UN as part of its system-wide training policy are:
• Competency-based selection, promotion and performance appraisal
• Focus on transferable skills
• Inclusion of “commitment to continuous learning” as a key competency
• Recording of training in the electronic Performance Appraisal System and personal
history form (kept on the Galaxy electronic staffing system)
• Wide range of training offered to the staff at large, including specific careerdevelopment
courses and training for managers
• Mini-workshops on career-related subjects, with a ‘train the trainers” approach
(UNODC/UNOV)
• Career resource and learning centres, with e-learning facilities
• Lecture series and briefings by departments to explain their work to other
departments
14. Specialized training for language and conference staff at UNOV and other duty stations is
an area that offers scope for improvement as regards funding, special training staff and ease of
access to funds.
15. The WHO case study reveals a generally encouraging situation, with high importance
ascribed to staff development in policy and practice. As in the UN proper, WHO is also
promoting greater mobility between both posts and duty stations but is already coming up against
the problem of staff inertia. Good practices emerging are:
• Decent funding (2 per cent of the regular budget) for training and encouragement
from the top
• A “leadership” programme, with 360° assessment
60

• A sensible policy for external language courses for language staff, with the
organization allowing leave for training and the staff member paying costs.
16. The situation reported at WTO shows a similarly positive attitude to training with some
good ideas, a flexible approach and the gradual emergence of an “LLL” culture. As a small
organization, WTO prizes a non-bureaucratic and innovative approach, as evidenced by the use of
staff exchanges with other organizations as a cost-effective training tool. Similarly, language
staff may attend university courses to improve specialized knowledge. Good practices are thus:
• Increasing budget for training (rising to target of 1 per cent)
• Systematic use of staff exchanges, funded from the training budget
• Proposed introduction of contact persons responsible for training in all divisions
• Flexible use of university courses for specialized training.
3. CONCLUSIONS
17. The case-study approach revealed wide divergences between organizations in their
implicit or explicit espousal of life-long learning as a guiding principle of training policy and in
the forms in which that principle is embedded in human resources policy. The larger
organizations - the European Commission and the United Nations - have systematized and
grounded the policy in the performance appraisal and staffing systems. The smaller
organizations, naturally, operate on a more ad hoc basis.
18. The clearest conclusion is that all five organizations are tuning into the need for staff to
continually update and refresh their skills and knowledge and are increasingly keen to instill a
culture that stimulates learning and counteracts stultification. Training and learning are evidently
acknowledged by human resources policy makers as the sap that is needed to bring dead and
dying wood back to life and to keep staff dynamically developing, motivated, qualified and
capable of meeting new demands in their work lives.
19. Whether that truth is also reflected in budgets is another matter. Policy and practice are
not always in step, and the challenge of increased mobility in the UN and elsewhere can only be
met with commensurate investment in training. Furthermore, specialized training for conference
and language staff in some organizations seems to lag behind other types of training, especially
IT and general-language training.
20. Nevertheless, IAMLADP members can gain much from surveying the training terrain in
other organizations and exploring the good practices that many have introduced in order to “do
more with less” and to promote a life-long learning culture.
4. RECOMMENDATIONS TO IAMLADP <strong>2005</strong>
21. In the light of this report, it is recommended that:
(a) IAMLADP endorse the concept of life-long learning as a guiding principle of
training policy in language and conference services;
(b) The <strong>Working</strong> <strong>Group</strong> on Training continue to explore training programmes in
international organizations in order to identify good practices of particular
value to language and conference services;
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(c)
The <strong>Working</strong> <strong>Group</strong> consider studying the impact of mobility requirements
on language and conference staff in terms of potential risks and benefits.
5. PROPOSED FOLLOW-UP
22. It is proposed that the <strong>Working</strong> <strong>Group</strong> on Training maintain the Task Force on Life-Long
Learning for the <strong>2005</strong>-2006 cycle in order to report on good practices and mobility issues
outlined above.
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Annex 1
WGT
3
Task Force on Life-Long Learning
Project leaders : ITU, Anthony Pitt and UNOV, Sally Reading
Participants Organisation Email
PITT Anthony ITU Anthony.pitt@itu.int
READING Sally UNOV Sally.reading@unvienna.org
HALLE Robin WTO Robin.halle@wto.org
McCAREY Peter WHO mccarey@who.int
OLIVER-TOMIC Alexandra ICC Alexandra.Oliver-Tomic@icc-cpi.int
CAMPBELL Helen EU, SCIC Scic-iamladp@cec.eu.int
POULIOU Penny EU, SCIC Scic-iamladp@cec.eu.int
DURAND Claude SCIC, EU Scic-iamladp@cec.eu.int
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ANNEX 2
EUROPEAN COMMISSION
DIRECTORATE GENERAL FOR INTERPRETATION
PROVISION OF INTERPRETATION DIRECTORATE
Multilingualism and Interpreter Training Support
Brussels, 18 March <strong>2005</strong>
SCIC C 1 D(<strong>2005</strong>)
Task Force on Life-Long Learning of the <strong>Working</strong> <strong>Group</strong> on Training : draft report of
meeting in Brussels at DG SCIC March 2 at 16.00 CCAB 4/05
Present: Mr Noel Muylle, European Commission, Chairman WGT
Ms Sally Reading UNOV, project leader, Chair
Mr Anthony Pitt, ITU, project leader
Ms Alexandra Oliver-Tomic ICC
Mr Robin Halle WTO
Ms Penny Pouliou, DG SCIC
Ms Helen Campbell DG SCIC
1 Mr Muylle opened the meeting by reminding participants of the interest in continuous
training/life-long learning by IOs in recent years. In some IOs LLL was part of staff policy,
in others, it was only beginning to be taken seriously. The European Commission was ahead
of the field allocating from 9.5 to 12 days a year to staff members (more for language
professionals) while DG SCIC had a Unit devoted entirely to in-house training.
2 LLL was therefore an essential managerial tool to be taken seriously and decisionmakers
should be aware of its importance and allocate appropriate funding to it.
3 Sally Reading (UNOV) as project leader, took over the chair. She commented briefly
on the concept paper drafted some months before by her and circulated to members. It
covered what LLL might involve, from targeted training to every day, personal skills garnered
and put to good use in the professional world. The ICC had also produced a document
outlining how this new, young and dynamic IO was tackling LLL, using, for instance, inhouse
skills for training purposes.
4 Alex Oliver-Tomic (ICC) said that the ICC had taken inspiration from the EC.
Managers in other, smaller IOs tended to be sceptical about LLL, ready to relegate it to
bottom of the list of needs. Training officers themselves often had scant understanding of the
concept and why it should be introduced. IAMLADP material had been helpful in providing
background information and was a useful way of applying leverage in-house.
5 Ms Reading had also circulated a “template”, an outline for the TF’s work before July
Rather than sending out a questionnaire to all IOs (with little hope of massive, if any,
response), the goal could be to collect information from the six members, a good cross section
of IOs’ commitment to LLL. The template was in 3 parts:
i the importance given to continuous training
ii how the LLL concept was embedded in HR mechanisms
iii types of training offered.
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6 Claude Durand (SCIC) pointed out that each of the 6 IOs had its own logic in its LLL
policy. The Commission had made a great leap forward in December 2002 by introducing
LLL as part of career development, making training a condition for promotion. SCIC also ran
its own training courses, targeted mainly at interpreter training, training for trainers seminars,
teaching assistance, jury/test panel participation and more.
7 Robin Halle (WTO) noted that training possibilities existed in WTO, for translators,
for instance, but no specialisation courses were on offer. Much the same “culture” existed
elsewhere particularly in smaller IOs, such as ITU. As long as there was no perceived need,
there was no policy. IAMLADP could contribute to better awareness through increased
partnership at every level, while Language and Conference Services’ vital roles and thus the
need for their staff to keep learning and updating knowledge should be made clear. Funding
had existed here and there at various times, but training was still the first item to go whenever
there was budgetary squeeze. It appeared that, continuous training – or lack of it – depended
largely on the individual manager rather than IO policy.
8 “Life-long learning” was a much broader concept than “training policy”, the former
being training with a view to career development, goals, promotion, empowerment. Skills
once learned needed constant updating and refreshing, particularly in the present knowledgebased
society. In the EC, managerial training was even a pre-requisite for applying for a
management post.
9 Where a clear need existed, e.g. in the EU before Enlargement, policy evolved
accordingly. However, managers should be made aware that further training could enhance
productivity too; staff doing the same thing for years became perforce ossified and stultified,
absenteeism increased and people left jobs from boredom, so motivation and mobility were
essential from a managerial point of view. A manager had to take account of both the
individual and the job needs and staff should ask for - and receive - training. ICC had
compiled a list of in-house staff skills which were being used for the common good and at no
cost. Other examples of ways to motivate staff existed, e.g. mentoring of new recruits or
trainees, or asking staff to perform new tasks. By and large, happy staff were better, but also
more efficient and productive staff, an argument which was well received by managers.
Additional qualifications acquired outside the IO, such as an MBA, should also form part of
the LLL “baggage” of a staff member and add to his/her job prospects and mobility; as much
an advantage to the IO as to the individual.
10 IAMLADP had endorsed the WGT’s plan to tackle LLL in its TF, managers at the
executive session had exchanged views on “managing change”, so their backing was implicit.
11 In conclusion, the project leaders would take on board the approved template,
produce an introduction and await, by early May , 2-3 pages from each member on the
situation in their IO, these ‘test cases’ to be annexed to the introduction to become the task
force’s report for the WGT, to go to IAMLADP <strong>2005</strong>. Where possible, actual figures should
be given, e.g. training as a percentage of the overall budget. As a next stage, if mandated, the
TF could take further their research, the ultimate goal being a guide of best practices to post
on the IAMLADP website.
The meeting ended at 18.00
Helen Campbell
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ANNEX 3
IAMLADP <strong>Working</strong> <strong>Group</strong> on Training
Task Force on Life-Long Learning
Case Study Template:
Introduction: Explanation of the concept of LLL (continuous training through a
working life) as it appears in the training strategy of the organization: notions of
continuous training and lateral mobility. Has the organization adopted the concept
explicitly or implicitly
Section I:
Importance given to continuous training
- Importance as declared by the IO in management and HR policy;
existence of a legal text or policy decision underpinning LLL activities
- Budget: proportion of total IO budget devoted to training (Please give
the trend over the last five years and provide the figures that you feel best describe the
situation. The figures do not need to be precisely comparable from IO to IO.)
- Staffing of IO staff development/training offices: adequate or not
- Existence of staff with special responsibility for training (training
officer) in conference and language services
- Number of days of entitlement to training (if specified in training
policy)
Section II:
How the LLL concept is embedded in human resources mechanisms:
- Recording and accrediting or certification of training (e.g. inclusion in
personal history form or CV, performance appraisal report, passeport de formation
etc.)
- Links between training and career advancement: requirements for
promotions and lateral moves
Section III:
Types of training offered
- List of categories offered to staff at large
- List of categories offered to language and conference services staff in
particular
- Scope for personal development outside strict confines of current post
(e.g. support for extramural training, sabbaticals etc.)
- Opportunities for "self-study", e.g. e-learning programmes, stating
resources and time allowance allotted
-
Conclusion: Overall assessment of training policy and implementation in terms of
LLL. Factors making for success, obstacles to success and scope for improvement.
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ANNEX 4 (A)
Case Studies
Life-long learning at DG Interpretation (SCIC - European Commission)
Although LLL hardly appears as such in the official terminology of the Training policy of the
European Commission (EC), this concept has been permeating the strategy of the whole
organisation in recent years. Dramatic political, socio-economical and technological changes
have had a huge impact on how European institutions function and how their civil servants try
to adjust to new tasks. Continuous training has become a privileged tool to enhance the
knowledge base and skills of EC staff so that they meet new challenges faced by the
institution and their potential is fully used to this end. Continuous training is linked to career
development, which means that this concept has been explicitly adopted by the organisation.
I. Importance given to continuous training
- As stated in the Commission’s Decision of May 2002, training is considered as a very
important domain: “Training is an integral part of HR policy and serves the interests of both
the individual and the institution”. Within SCIC the present management attaches a great
importance to continuous training of interpreters, and not only in the language field ; at the
end of 2003, the establishment of an autonomous Training unit within the Resource
Directorate demonstrated the interest of the DG for continuous training.
- Training budget:
- for the whole Commission : 4.766.000 € in 2000, 14.500.000 € in <strong>2005</strong> (for 24.000
officials and agents) ;
- for DG SCIC (interpreters + administrative staff) :
- 2000 : 174.000 € (from the central training budget)
- 2001 : 146.000 €
- 2002 : 161.000 €
- 2003 : 174.000 €
- 2004 : 304.000 € (from the central training budget) + 276.000 € (SCIC
budget).
- <strong>2005</strong> : 225.000 € (from the central training budget) + 400.000 € (SCIC
budget – estimate).
- SCIC Training unit consists in a team of 8 people: a Head of unit, an assistant, an interpreter
working part-time (one day a week), a secretary, 3 administrative agents and a librarian. One
could think that such staffing levels are generous, but in fact they are just enough to meet the
training needs of 640 people (500 interpreters + 140 administrative staff).
- SCIC has a Head of unit (a former interpreter) and a local training officer (administrative
assistant to the HoU).
- Target figure for all DGs of the EC in <strong>2005</strong>: 9.4 days per staff member.
II. LLL and Human Resources
- As for any category of staff, all internal training courses followed by an interpreter are
recorded in a central data base (“Syslog”) and in his/her “training passport”. At the beginning
of every year, the interpreter meets his/her line manager within the framework of the CDR
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(Career Development Review) and discusses training activities of the previous year and plans
for the year to come.
- Because of the link between Training and the CDR-process, promotions can be heavily
influenced by training efforts and newly acquired skills (ex. learning an additional language).
Management courses and taking up of responsibilities can also facilitate lateral mobility to
other DGs.
III. Types of training offered
- It would be too long to list all training opportunities offered to EC staff at large. They cover
3 main types: general training (including management and communication), language training
(since 2004 any EC official must be able to work in 3 languages before he/she can be granted
a first promotion), and computer training. It might be interesting to stress that general training
opportunities (induction courses, first steps in managing people, how to resist stress,
managing your learning, and many other courses) are also open to interpreters.
- Within SCIC, language learning represents the bulk of training activities; this includes:
- specific in-house language courses for interpreters (selected according to SCIC
priority needs), which last for 3 to 5 years depending on the level of difficulty of the
language;
- training vouchers (1250 to 2500 € per year) for interpreters who organise their own
language training outside working hours ;
- short summer study leaves, with partial reimbursement ;
- long-haul study periods abroad (3 to 6 months) to finish off the learning process and
be able to add a new C language to the interpreter’s combination.
But the Training unit also organises general training linked to:
- meetings’ preparation : talks are given by specialists on difficult subjects
encountered in the interpreter’s daily routine, like economic and finance matters, defence,
legal questions, animal health, fisheries policy, etc ;
- voice coaching ;
- preparation for new tasks linked to maintaining SCIC capabilities :
- recruitment tests for freelance interpreters and competitions : training of speakers
and jury members ;
- teaching assistance : helping universities to train interpreters meeting the
requirements of European institutions.
At last, many days are devoted to training interpreters in computer systems, making a special
effort to offer them tailor-made courses (often given by knowledgeable interpreter
colleagues).
- Some support (a few training days for exams and some financial help) can be given to
interpreters studying outside the institution (ex. Open university). Unpaid leave can be
granted to do extramural training.
- A “Computer driving licence” has been launched for officials who want to learn basic
computer applications, using e-learning tools. But no specific time is allotted to
acquire it.
IV. Conclusion
With the introduction of CDR, staff is encouraged to think actively about continuous training
needs to meet the goals agreed with line managers, and there is pressure on management to
offer the relevant training opportunities. The appointment of a former interpreter to the
position of Head of the Training unit has given the assurance that offered training
opportunities are really interpreter specific.
In 2004, SCIC has provided more than 9.000 training days to its staff (7 to 8 days per
administrative staff, nearly 17 days per interpreter). SCIC could do even more for interpreters
if replacement cost were not so high (730 € a day in <strong>2005</strong>).
Claude DURAND, Head of the Training unit
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Annex 4 (b) – ICC
Life-Long Learning and Training at the ICC
The International Criminal Court is the youngest international organisation within
IAMLADP.
For the past 18 months, it has gone through different stages towards becoming fully
operational. With the referral of the Darfur situation by the Security Council on 31
March <strong>2005</strong>, it has acquired additional international status and an institution which
will be closely monitored by the media.
From the very beginning, the ICC has based itself on the “lessons learned” from other
international criminal institutions, particularly the ad hoc tribunals. The ICC values
and encourages self-learning environment but policy documents to this effect are hard
to come by, which is understandable as the organization has been busy building its
resources as well as writing drafting procedures. It is remarkable that the most
significant documents of the Court after the Rome Statute and the Rules of Procedure
and Evidence, have all been drafted over a period of time involving considerable
amount of consultations with the Court’s partners, similar organizations and experts in
the field. These documents include Regulations of the Court, Regulations of the
Registry and different forms to be used by the Court.
The ICC prides itself on having accepted a concept of continuous training as part of
its overall strategy but it is too early to discuss lateral mobility.
Section I: Importance given to continuous training
- Training is important part of HR policy. Training officer recruited with a view
to
expanding and honing staff skills.
- Budget: no figures available for the entire organisation.
- Basic staffing of staff development/training offices: one training officer and
one
administrative assistant.
- There is no staff with special responsibility for training in
conference and language services but one staff interpreter has been given
special duties
to monitor available training course and acts as liaison between the training
unit and the Court Interpretation and Translation Section.
- There is no specific number of days of entitlement to training.
- The mandate of the Training and Development Unit as defined in the <strong>2005</strong>
Budget:
Training and development:
(i) Implementation of a comprehensive performance appraisal system;
(ii) Organization of training programmes for the whole of the Court;
(iii)Organization of language programmes in the Court’s official
languages; and
(iv) Organization of orientation programmes for new staff.
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Section II: How the LLL concept is embedded in human resources mechanisms:
- Recording and accrediting or certification of training – included in the
performance
appraisal report. As it has only been introduced this year, it is still early to
assess any impact this may have but it is a policy element.
- Links between training and career advancement: requirements for promotions
and lateral moves – none that have been specified except in the broadest sense
of training being good for the staff member and good for the Court.
Section III:
Types of training offered
- Time Management; Interviewing Skills; Chairing and Participating in
meetings;
Introduction to Management, Effective Communication, Report Writing,
Presentation Skills, Team Building, Competency based Appraising and
Coaching, etc
- Other specific ally targeted training courses: Medical Training in the field;
Field Security Training.
- Training organized specifically by the Court Interpretation and Translation
Section at present: two staff members participating in distance-learning course on
training the trainers of interpreters certificate programme at ETI, Geneva; two staff
members having Swahili lessons; one staff member following a distance-learning
course on International Criminal Law at Bristol University; one Anglophone staff
member – interpreter - following a distance learning-module (part of a DEUG in law)
in French (with a view to the interpreter becoming a regular in the bilingual booth);
one staff member will be attending this year’s Leiden University Summer School in
International Law. If we look at statistics, 50% of professional staff of the Section are
involved in specific training.
- Section Terminologist attended a Joint Training Venture in Geneva organized
by the WG on Traning on the management of revision.
- Scope for personal development outside strict confines of current post (e.g.
support for extramural training, sabbaticals etc.) – One staff member will be granted
administrative leave to attend a refresher’s course in Spanish financed by herself.
NB – The current level of training is not expected to be sustained in 2006 due
to the substantial increase in the workload. However, the Section will still continue to
depend on additional and continuous training to acquire staff with the adequate
knowledge of rare languages.
Conclusion: Overall assessment of training policy and implementation:
There is a lot to be optimistic about but it is still early to analyse actual impact
of training on performance and staff satisfaction.
Please find below a definition of training and development as defined by the ICC
Human Resources Training and Development Unit.
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Training & Development - Introduction
Training and development is defined as the process of systematically developing work
related knowledge and expertise in people for the purpose of improving performance.
Usually within training and development more effort is focused on training than on
development.
The development portion of training and development is seen as “the planned growth
and expansion of knowledge and expertise of people beyond the present job
requirements”. This is accomplished through systematic training, learning
experiences, work assignments, and needs efforts.
Training is the process through which skills are developed, information is provided,
and attributes are nurtured, in order to help individuals who work in organizations to
become more effective and efficient in their work. Training helps the organization to
fulfill its purposes and goals, while contributing to the overall development of staff.
Training facilitates learning, but learning is not only a formal activity designed and
encouraged by specially prepared trainers to generate specific performance
improvements. Learning is also a more universal activity, designed to increase
capability and capacity and is facilitated formally and informally by many types of
people at different levels of the organization. Training should always maximize
learning.
Within this framework the mandate of the Training & Development Unit (as defined
in the budget for <strong>2005</strong>) is to built a more multi-skilled staff by introducing
mechanisms for the increased development and motivation of staff through a training
and career development programme.
The Training & Development Unit will:
• Carry out training needs assessments across the organization
• Implement a comprehensive performance appraisal system
• Design, plan and implement training programmes for the Court
• Organize the Language Programme
• Prepare and implement a Induction Program for new staff members
• Liaise with all areas of the Court that carry out training activities in order to
ensure overall coordination, avoid duplications and obtain synergies
• Coach internal trainers on most effective delivery techniques
• Provide advice on career development
• Help with the preparation of training and development policies and guidelines
Key Training & Development Terms:
Below are some basic terms related to training and development:
Knowledge – the intellective mental components acquired and retained through study
and experience
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Expertise – the human state, acquired through a combination of knowledge and
experience, that enables individuals to consistently achieve performance outcomes
that meet or exceed the performance requirements
Learning – the process of acquiring new knowledge and expertise in people
Informal Learning – learning that is predominantly experimental and noninstitutional
Development – the planned growth and expansion of the knowledge and expertise of
people beyond the present job requirements. This is accomplished through systematic
training, learning experiences, work assignments, and assessment efforts.
Structured training & development – the systematic development of workplace
knowledge and expertise. Within organizations, structured training & development is
the effective & efficient development of expertise in personnel through carefully
selected knowledge, practice, and/or experiences that result in criterion behavior.
Unstructured training & development – the unplanned and undocumented process
of developing expertise
On-the-job training & development – training that takes place at the job site while
the employee is simultaneously expected to produce. It can be either structured
(planned) or unstructured (unplanned)
Customized training & development – structured training produced to address
general or generic training needs.
Training & development program – a stand alone learning experience designed to
develop specific expertise.
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Annex 4 (c)- Case Study: Life-long learning at UNODC/UNOV
The concept of life-long learning is an integral part of the United Nations
human resources policy, which has been under reform for ten years and
especially since 2002. Under the new staff selection system 5 , managers are
asked to focus on competencies rather than exclusively on qualifications and
experience when recruiting, promoting and evaluating staff. The core
competencies, i.e. the sets of skills, attributes and behaviours essential for all
staff, include “commitment to continuous learning”, meaning career-long if
not life-long learning. Staff demonstrate this commitment by keeping abreast
of new developments in their occupation/profession, actively seeking to
develop professionally and personally, contributing to the learning of
colleagues, showing willingness to learn from others and seeking feedback.
The reformed HR policy also establishes mobility as a routine feature of UN
careers, signalling a shift towards an open-market approach to matching staff skills
with organizational needs. Making mobility a requirement rather than a choice has
several practical motives, such as filling vacancies in unpopular duty stations, but is
also prompted by a concern to open up “meaningful career opportunities for staff and
to provide global experience to ensure that staff have hands-on experience of a wide
spectrum of functions and situations; to promote versatility to develop well-rounded,
multi-skilled staff to operate in a multidisciplinary environment.” 6
I. IMPORTANCE GIVEN TO CONTINUOUS TRAINING
The UNODC/UNOV staff development and training plan for <strong>2005</strong> states
that its first goal is to “instill a culture of continuous learning”. Its more specific
aims are to enhance leadership and managerial capacity and accountability,
promote the qualitative monitoring of performance management, assist staff in
achieving mobility, enhance career development opportunities for General
Service staff and expand learning and career development of staff of field offices
by developing innovative ways to replicate and share staff learning programmes.
Funds for training at UNODC/UNOV are controlled by UNHQ. The
UNODC/UNOV Staff Development Unit (SDU) considers that the funds are
generally adequate for present purposes but that greater mobility will bring a
greater need for training funds. The new mobility system will also require a
reform of the present budgetary rules to allow funds to be used for training
of staff on extrabudgetary as well as regular-budget posts.
Large allocations go to the central language programme for proficiency in
the official languages and to upgrading substantive and technical skills.
Resources for upgrading skills are allocated directly to individual
departments and offices on the basis of annual training plans. The problem
encountered by the Conference Management Service (CMS) is that these
funds are administered by the Department of General Assembly Affairs and
5 ST/AI/2002/4, 5 and 6
6 Report of the Secretary-General on Human Resources Management Reform, A/55/253, annex VIII.
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Conference Management (DGACM), i.e. the system-wide conference service.
CMS received under $20,000 in 2004 and again in <strong>2005</strong> for a staff of some
seventy language professionals and even more technical and support staff,
which suggests that the total amount available to DGACM is inadequate.
For other centralized training programmes, funds are available on request
throughout the year, but the procedure could be streamlined. The largest
single improvement in the funding situation would be greater delegation of
budgeting accountability by Headquarters to the duty stations. A further
improvement for conference services would be more generous funding.
The Staff Development Unit is headed by a P-4 manager and supported by one
P-3, one G-6, two G-5 and one part-time G-5 staff. It might be argued that this key
unit should have a larger staff, especially with a complex and full-scale mobility
programme looming. CMS has no staff with official responsibility for training,
although revisers and senior interpreters provide feedback to junior colleagues. The
training policy does not specify a number of days of training as an entitlement or
target. Staff are generally allowed to take time for training as far as work demands
allow and it is up to the staff member and supervisor to ensure a good balance. The
reality is that staff often sign up for courses and then drop out because of work
demands, suggesting that staff and managers are failing to give training sufficient
priority and to plan accordingly.
II. LLL and Human Resources
Training undertaken is recorded formally in two ways: firstly, in the Lotus
Notes software application, in which all courses attended by each individual are
listed; and, second, in the electronic Performance Appraisal System (PAS), which
contains several sections devoted to training. In the PAS goals, a section headed
“Continuous Learning” requires the staff member to describe at least one learning
activity to be carried out in the performance period to develop skills and competencies
for current and future functions. A second section - “Career Development” - invites a
description (optional) of future career aspirations, indicating previously acquired
skills and competencies as well as development needs. In the year-end performance
report the supervisor must include a comment on “learning and development”. In
addition, the PAS form invites the supervisor to give ratings for those competencies
selected by the staff member as relevant to his or her functions, one of these being
commitment to continuous learning. A third way the staff member can keep a log of
training is the personal history form that he or she keeps updated on the Galaxy
electronic staffing system.
The links between training and career advancement are not strictly formalized,
although acquiring new skills is clearly crucial to career advancement. Under the new
mobility policy, a formal link is made, however, between mobility and career
advancement: with a number of provisos, the basic rule is that promotion to the P-5
level depends on two previous lateral moves.
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III.
Types of training offered
Under the central UN staff development programme, training is offered under
the following headings: leadership, management and supervision; team-based
workshops; gender and diversity; conflict resolution; human and financial resources
management; career support; upgrading of substantive and technical skills;
information and technology; language and communications; and staff welfare
activities.
In order to stretch resources, the Staff Development Unit has shown great
resourcefulness in organizing a series of mini-workshops on different career-related
subjects (e.g. preparing for an interview, receiving feedback, career plateaus and
reputation management) in which staff members attend a first workshop and then
cascade the information to further groups of staff.
The UN has a sabbatical programme. Funds may also be requested for
specialized correspondence and on-line courses, and time off from normal duties may
be granted. Abundant opportunities are available for self-study and e-learning. The
recently opened UNODC/UNOV career resource and learning centre provides a wide
range of resources, and staff are encouraged to make use of them whenever possible.
(The centre has also become a venue for lectures and briefings in which departments
can explain their work to colleagues from other departments.) There have also been a
number of electronic study courses on subjects of topical concern such as integrity
awareness and security in the field. As UNODC has a far-flung network of field
offices, e-resources are being developed to capture them in the learning net. Again,
the amount of time spent on such training is within the discretion of the staff member
and supervisor.
IV.
Conclusion
The training policy of the United Nations is very much in the spirit of life-long
learning, with an emphasis on continuous learning and ample opportunities for
moving between functions, departments and duty stations thanks to the new mobility
policy and focus on competencies and generic job profiling rather than narrow job
description. The UN has espoused progressive, open and flexible ideas on training
and has made the leap to thinking in terms of “learning” rather than “training”, with
the notion that staff enter into an active partnership with the Organization and
manager in developing their skills and careers rather than waiting passively for
training.
Implementation is another matter. The Office of Internal Oversight Services
(OIOS) noted in its 2004 report 7 that professional development should go beyond
training to include “challenging experiences, skills-stretching opportunities, coaching,
feedback and mentoring” and that “the design of the Organization and the
commitment of managers do not currently promote such development.” This general
statement cannot be said to apply to UNODC/UNOC specifically; the Staff
Development Unit (SDU) is fully aware of the additional dimensions and it
7 Report of the Secretary-General on the activities of the Office of Internal Oversight Services: Impact
of the human resources management reform, A/59/253, para. 78.
75

endeavours, as far as resources allow, to spread the culture of learning and
development to which OIOS refers.
The SDU notes a number of ways of further promoting a learning culture: a
mandatory five per cent learning time (around ten days per year); consistent treatment
of staff irrespective of the budgetary designation of posts; strict accountability of staff
and managers for attendance of training to improve the low participation rates and
analysis of the reasons for low turn-out; analysis of the courses on offer to check that
they meet the Organization’s needs and review of their impact on performance and
career development; more cross-cutting and on-the-job training, including job swaps;
and, lastly, learning from the best practices of other organizations, which is where
IAMLADP and other such forums have a vital role to play.
The OIOS also notes in the above-mentioned report that the overall level of
funding for an ambitious training programme, which will need to grow even further in
scope as mobility kicks in from 2007, seems insufficient: 8 , “Given the extent of career
development initiatives under way and the scope of those to be launched in support of
the mobility requirement, the budget shortfall will only continue to increase as 2007
approaches”. As far as UNODC/UNOV is concerned, funds for training programmes
need to be accessible with less red tape in order to meet learning needs in the new,
fast-moving “musical chairs” environment. Furthermore, the budget allocation for
language and conference services staff to extend and improve their skills is pitifully
small.
Thus, the main conclusion to be drawn is that life-long learning concepts are
indeed starting to permeate the United Nations organizational culture. However, if
the UN is to achieve its objective of ensuring a professional, skilled and motivated
workforce to implement its mandates, it needs to take a long, hard look at some of the
obstacles in the way of implementation, and thus turn good policy into good practice,
and finally into good performance.
Sally Reading, UNOV
Co-chair, Task Force on Life-Long Learning
IAMLADP <strong>Working</strong> <strong>Group</strong> on Training
8 Ibid, para. 77.
76

Annex 4 (d) - WHO
The following answers are from the point of view of the Translation Unit. I will
copy this to the Staff Development Unit, in case they wish to supplement or
correct parts of this response.
PMcCarey
TRA/WHO
Case Study Template:
Introduction: Explanation of the concept of LLL (continuous training
through a working life) as it appears in the training strategy of the
organization: notions of continuous training and lateral mobility. Has the
organization adopted the concept explicitly or implicitly
The present Director-General is keen on staff development and training. Courses
in the official languages are free of charge for staff. For courses in other areas,
staff are encouraged to pay part of the cost, whether in time or in money (an
example being a Chinese language course in Beijing, where the student paid for
travel, course fees and living expenses, while the Organization counted the two
weeks as work time, without payment of per diem).
A leadership programme for middle and senior management throughout the
Organization has been running for a year. It entails 360° assessment of each
participant, workshops where people from different areas are encouraged to see
things from a wider perspective, and independent study, through a special web
site.
A policy of rotation (between jobs) and mobility (among duty stations) has been
started, but does not seem to be producing the results that were hoped/feared at
the outset. A lot of inertia to overcome.
Section I: Importance given to continuous training
- Importance as declared by the IO in management and HR policy; Very high.
existence of a legal text or policy decision underpinning LLL activities Several highprofile
announcements.
- Budget: proportion of total IO budget devoted to training (Please give the
trend over the last five years and provide the figures that you feel best describe the
situation. The figures do not need to be precisely comparable from IO to IO.) The
Director-General has allocated 2% of regular budget to staff development and
training activities.
- Staffing of IO staff development/training offices: adequate or not I would
say adequate.
- Existence of staff with special responsibility for training (training officer) in
conference and language services None.
- Number of days of entitlement to training (if specified in training policy) Not
specified.
Section II: How the LLL concept is embedded in human resources mechanisms:
- Recording and accrediting or certification of training (e.g. inclusion in
personal history form or CV, performance appraisal report, passeport de formation
77

etc.) For language staff there is no direct financial incentive to learn a new
language or skill. However, staff who wish to improve their skills in a relevant
area are supported by their department in requests for training grants. If a
member of staff takes the initiative to improve his or her qualifications for the
job, then the fact is noted in the personal history form and in the performance
appraisal.
- Links between training and career advancement: requirements for promotions
and lateral moves Lateral moves out of translation are as frequent as canoe trips
out of Easter Island.
Section III:
Types of training offered
- List of categories offered to staff at large Language courses; training in the
major computer systems used at WHO.
- List of categories offered to language and conference services staff in
particular Language courses.
- Scope for personal development outside strict confines of current post (e.g.
support for extramural training, sabbaticals etc.) No sabbaticals. Some support for
extramural training, as mentioned above.
- Opportunities for "self-study", e.g. e-learning programmes, stating resources
and time allowance allotted Such opportunities exist; I am not aware of any
specific time allotment.
Conclusion: Overall assessment of training policy and implementation in terms of
LLL. Factors making for success, obstacles to success and scope for improvement.
Those who wish to keep learning will do so, whether or not they are encouraged
or even impeded by their organization.
WHO does provide encouragement, and some translators take advantage of this.
However, the coordinator of the translation unit should be doing more to
persuade the less willing members of staff either to go on a training course or to
work for a short spell in one of the regional offices of this Organization.
78

Annex 4 (e) - WTO
Life Long Learning (LLL) at the WTO
The WTO is a relatively small organization with a total permanent staff of about 600.
The concept of LLL has only recently been given serious thought at the organizationwide
level, and it has not yet really progressed beyond the "serious thought" stage.
For the moment, training is provided on demand, mostly on an ad hoc basis, and while
there are staff members that provide training in certain areas, none are full-time
trainers.
The WTO's total training budget currently amounts to 490,000 Swiss Francs per year,
or 0.44 per cent of the overall budget, a figure which has not evolved much over the
past few years. The various divisions can apply for funds from the Organization's
training budget according to their perceived needs. While the amount allocated to
each division will vary from year to year, 40 per cent generally goes to the
Informatics Division, a fairly large proportion is used for UN language courses by
staff members in a number of different divisions, and of the little that goes to the
Language Services and Documentation Division (LSDD), most is for technical
training in the areas that rely on rapidly evolving technology, such as documents
reproduction. In-house training in new translation assistance technologies is of course
provided according to need, but the courses are conducted by specialized LSDD staff
members.
A number of exchanges – theoretically cost-neutral - between translators from the
WTO and other IOs have been organized in the past. In fact, substantial costs (travel,
subsistence) have been charged to the training budget from time to time. Similarly,
LSDD staff have been able to attend university courses in various areas in which the
Division felt there was a need for further expertise. However, neither the budget nor
the nature of the demand allows for anything more structured.
With the recent change of management in the HR Division, there have been moves to
develop an "LLL culture" at the WTO. While response from junior staff members has
generally been positive, there has been much more resistance among the more senior
staff members, who often feel that they have demonstrated their ability to cope
without further training. This could make it difficult to deal with the problem of staff
members that wish to be, or have been, promoted to managerial positions without ever
receiving any management training. A questionnaire will shortly be sent round to
staff members in an effort to determine the most urgent needs. It has also been
proposed that a contact person should be named in each division in order to provide
the HR Division with feedback from staff members on training needs, career
development aims, etc.
While the aim is ultimately to devote 1 per cent of the WTO budget to LLL, the
training budget is likely to remain centralized and training will continue to be "on
demand" from the different divisions. Although the HR Division has decided to adopt
a more proactive approach to LLL, it is generally felt that in an organization as small
as the WTO with such a small training budget, maximum flexibility is needed.
Robin Halle, 2 May <strong>2005</strong>
79

Annex VI
WORKING GROUP ON TRAINING
TASK FORCE ON LIFE-LONG LEARNING
REPORT TO IAMLADP <strong>2005</strong>
MANDATE
To research in-house training programmes for language and conference staff in international
organizations and to explore “good practices” for continual training with the aim of stimulating their
wider use.
Project leaders:
Ms Sally Reading, UN Vienna
Mr Anthony Pitt, ITU
Members:
Helen Campbell, EU, SCIC
Claude Durand, EU, SCIC
Robin Halle, WTO
Peter McCarey, WHO
Alexandra Oliver-Tomic, ICC
Penny Pouliou, EU, SCIC
METHODOLOGY
The TF-LLL worked mainly by correspondence, but met once in March <strong>2005</strong> prior to the SCIC
Universities Conference in Brussels.
Material was exchanged among members on the subject of life-long learning concepts applied in
international organizations and communities. Case studies of five organizations represented on the
task force (SCIC-European Commission, ICC, UNOV, WHO and WTO) were drafted to show how
LLL notions are reflected in policy and practice. A standard template was adopted for the studies.
FINDINGS
The case studies looked at how LLL was incorporated in HR policy and explored the nexus
between training, career development and performance appraisal, as well as the increasing emphasis
on mobility. Differences and common ground between the organizations were identified, especially
80

egarding the assimilation of LLL concepts and the level of funding available for training. Good
practices emerged regarding overall training policy, as well as cost-effective ideas for stretching
resources.
To differing extents, all five organizations were tuning into the need for continual training and
were increasingly keen to instil a learning culture. Training and learning were acknowledged by
HR policy makers as vital in order to keep staff dynamically developing, motivated, qualified
and capable of meeting new demands. However, policy and practice were not always in step. In
particular, the challenge of increased mobility could only be met with increased investment in
training. Specialized training for conference and language staff in some organizations seemed to
lag behind other types of training.
Nevertheless, IAMLADP members could gain much from surveying the training terrain in
other organizations and exploring the good practices introduced in order to “do more with less” and
to promote a life-long learning culture.
RECOMMENDATIONS TO IAMLADP 2006
1. IAMLADP should endorse the concept of life-long learning as a guiding principle of
training policy in language and conference services;
2. The <strong>Working</strong> <strong>Group</strong> on Training should continue to explore training programmes in international organizations in order to identify
good practices of particular value to language and conference services;
3. The <strong>Working</strong> <strong>Group</strong> should consider studying the impact of mobility requirements on
language and conference staff in terms of potential risks and benefits.
PROPOSED FOLLOW-UP
It is proposed that the <strong>Working</strong> <strong>Group</strong> on Training maintain the Task Force on Life-Long Learning
for the <strong>2005</strong>-2006 cycle in order to report on good practices and mobility issues outlined above.
81

Annex VII
REPORT TO IAMLADP ON STAFF EXCHANGES FROM THE WORKING
GROUP ON TRAINING - JUNE <strong>2005</strong>
During the period from July 2004-<strong>2005</strong>, several exchanges between staff members
were reported, mainly from UNOV, reported below.
Report from DG Interpretation, European Commission
Between conference interpreters, two exchanges were organized between DG
Interpretation, European Commission (DG SCIC) and the IMF and between DG
Interpretation and UNOG. The IMF exchange was the second organized since the
project began in 2003.
For conference interpreters from DG Interpretation, whose professional activities
cover mainly interpreting as well as some training but no translation, the experience at
the IMF Washington proved to be successful and interesting, as they were required to
translate as well, in keeping with the job description at that IO. The IMF
translator/interpreter who came to DG Interpretation for 6 weeks in November 2004
reported that the experience of “wall-to-wall” interpreting was a positive one, since
this opportunity does not exist in the IMF.
The IMF/SCIC exchange therefore adds a new component and one which was deemed
to be useful and enriching. The periods of time were 6 weeks in each case, also
considered to be appropriate. It is hoped that a similar exchange can be organized in
the next year. IMF sent a Spanish-speaking staff member to Brussels, SCIC sent a
French speaker to IMF in August <strong>2005</strong> who intended to add an English B to her
combination, so that the time spent in Washington was a further advantage to
improving her English to a professional level.
The UNOG/SCIC exchange in 2004 and <strong>2005</strong> was for four weeks in each case. A
Spanish interpreter came to SCIC and an English one went to UNOG. In this case,
the SCIC interpreter was also able to work from Russian, which he is rarely able to do
in the European Institutions. The UNOG Spanish staff member was able to use his
passive German regularly in EU meetings, another advantage. At least one exchange
with UNOG/SCIC is planned for autumn <strong>2005</strong>.
It is also hoped to organize an exchange between interpreters of SCIC and the UNHQ
either this year or next.
No problems have been notified, on the contrary, the experiences have been entirely
positive both from the point of view of the IO management and from that of the
“exchangers”. The fact that the exchanges can be done at peak times when the host
IO requires more resources and the language combinations most needed can usually
be respected also contributes to the success of this project.
The most simple and un-bureaucratic way to exchange, in the experiences mentioned
above is to send the staff member on mission, with reduced mission expenses.
82

Helen Campbell and Penny Pouliou, DG Interpretation, European Commission, for
the WGT.
Report to the IAMLADP <strong>Working</strong> <strong>Group</strong> on Training
on inter-organization staff exchanges conducted by UNOV, July 2003-July <strong>2005</strong>
I. Translation exchanges:
Translation exchanges took place in the UNOV English Section and in the UNOV Chinese
Section.
In the English Section, an English P-4 translator worked for one week in May 2004 at WHO
as a precis-writer and editor of verbatim records, assigned to the World Health Assembly. In
return, a WHO editor spent one week in June <strong>2005</strong> at UNOV as a precis-writer assigned to
the UNIDO Industrial Development Board.
In practical terms, the exchange proceeded smoothly and unbureaucratically. Each party paid
for their own staff member to travel and granted a subsistence allowance, in the case of
UNOV 70 per cent of the full amount. The staff members gained an idea of the different
procedures applied in the other organization, thus increasing their awareness of "process" and
areas for potential improvement. The exchanges also provided a welcome break from routine
and the opportunity for both staff to meet new colleagues, both permanent and freelance, and
exchange notes on precis-writing techniques. The UNOV translator wrote the following:
"The mission gave me the opportunity to work in a different organization, thereby broadening
my professional experience, and to make contacts with counterparts at WHO in the field of
précis-writing/translation. It was particularly interesting to gain experience of editing
verbatim records, since this does not form part of my job at UNOV, and therefore involved
applying my linguistic skills in a different way."
In the Chinese Section, an exchange was organized with UNESCO. In August 2003 a UNOV
translator went to UNESCO on a four-week translation contract, reciprocated in February
2004, when the UNESCO colleague came to UNOV for four weeks. The whole UNOV
Chinese Section is in favour of such exchanges and hopes that they can be continued and
increased in frequency because of the benefits of exchange of information and experience.
In addition, the UNOG Arabic Section loaned a reviser to UNOV for the month of December
2003 with the benefits of cost-effectiveness and effective use of staff within the UN system.
No problems were reported.
II.
Editor exchanges:
Staff exchanges between the Editorial Control Unit/UNOV and the Editorial Control
Section/New York, July 2003-September <strong>2005</strong>
1. August-September 2003 (5 weeks)
UNOV editor (P-5) to work in New York to assist during the heavy pre-General
Assembly period.
2. January-February 2004 (5 weeks)
NY editor (P-4) to Vienna to assist ECU/UNOV during the period of heavy workload
before UNOV's annual meetings.
83

3. August-September 2004 (5 weeks)
UNOV editor (P-5) to work in New York to assist during the heavy pre-General
Assembly period.
4. August-September <strong>2005</strong> (5 weeks)
Benefits:
UNOV editor (P-4) to work in New York (reason: see above).
1. A simple and cheap way for both editorial units to draw on means already available and to
use staff to full capacity during slack/busy periods in the respective offices.
2. Broadening professional experience in the different subject matters covered in Vienna and
New York.
3. Multiplier effect through the knowledge, ideas and constructive feedback passed on both
during and after the missions; increased visibility of Vienna.
4. Encouragement to staff to be more flexible and open to change, especially in view of
future mobility requirements.
5. A refreshing change of scene and pace that acts as an incentive to staff. One editor
described his mission to New York as "electrifying".
Problems:
The expected return mission by a New York editor to Vienna in early <strong>2005</strong> was not
authorized for financial reasons, which caused problems for the Editorial Control Unit,
UNOV, where the shortage was felt keenly.
III.
Interpreter exchanges:
In 2004, a total of 18 interpreters were sent from UNOV to UNHQ, UNOG and UNON and
one interpreter came to UNOV from OPCW. Details are provided below:
FROM UNOV
12-30 July to UNHQ: 7
5 July - 6 August to UNOG: 2
12-30 July to UNOG: 1
14 July - 13 August to UNOG: 2
16-26 November to UNON (meeting in Prague): 1
23-26 November to UNON ditto: 2
6-10 December to UNOG: 3
TOTAL 18
TO UNOV
20-24 September from OPCW: 1
84

TOTAL 1
In the first half of <strong>2005</strong>, ten UNOV interpreters worked at UNHQ, UNON and ESCAP and 25
interpreters were received from UNON, UNOG and ESCAP during the same period. Detailed
figures are given below:
FROM UNOV
16-18 March to UNHQ: 1
3-8 April to UNON: 1
29-31 April UNHQ (meeting in Almaty): 2
12-18 May ESCAP: 5
23-27 May to UNHQ: 1
TOTAL 10
TO UNOV
17-25 April from UNON: 11
17-25 April from UNOG: 8
17-25 April from ESCAP: 6
TOTAL 25
The benefits reported by the Chief of the Interpretation Service are the cost-effectiveness of
the arrangement compared to hiring freelance staff and the boost to both professional
development and morale. The only problem reported was last-minute cancellations.
IV.
Referencing and Terminology Exchange:
The UNOV Linguistic Support Unit is undertaking one staff exchange, with UNESCO, in
2004/<strong>2005</strong>.
UNOV sent a Language Reference Assistant, G6, to UNESCO, for one week in October 2004
to provide training and advice on the use of dtSearch, a text retrieval tool, and electronic
referencing techniques developed at UNOV.
For the return match, the P-4 Chief, UNESCO Terminology, Documentation and Reference
Unit, will come to UNOV in <strong>2005</strong> to provide training and consultation on the use of
MultiTerm, a referencing/CAT tool which UNOV has been testing since early <strong>2005</strong>. As
UNESCO was the first organization to introduce MultiTerm in production, it is hoped that the
exchange will provide a valuable opportunity to share experience.
Benefits:
UNOV benefited from the staff member's visit to UNESCO as it enabled her to steer the
implementation process for MultiTrans at UNOV, prior to introducing the product. In
addition, the staff member has been able to ask UNESCO for ongoing advice. Exposure to
different approaches, tools and working methods was a learning experience and a motivating
factor. UNOV will benefit further from the visit from the UNESCO terminology chief, as she
will provide training to LSU staff in vital aspects of preparing files for MultiTrans use and
providing services to translators. Sessions with translators are also planned.
UNESCO benefited from the demonstrations on the use of dtSearch and the instruction
provided by the UNOV staff member. UNESCO also expects to benefit from its own staff
85

member's acquaintance with the different products and processes used at UNOV for
translation and referencing. UNESCO has benefited sufficiently from the UNOV visit to be
ready to send a P4 staff member to Vienna in exchange for a G6. Please note that parity of
grade is not an issue: the value of the exchange lies in the information and experience shared.
Each organization paid, or will pay, the expenses of its own staff member,
No problems were reported.
SALLY READING, UNOV
IAMLADP <strong>Working</strong> <strong>Group</strong> on Training
86

ANNEX VIII
Work-experience arrangements : Best practices
BACKGROUND
At its 2004 meeting, the Inter-Agency Meeting on Language Arrangements,
Documentation and Publications (IAMLADP), endorsed Document
IAMLADP/2004/R.6 containing the report of its <strong>Working</strong> <strong>Group</strong> on Training (WGT),
including the report of the Task Force on Work-Experience Placements and
Internships. In so doing, IAMLADP urged organizations actively to promote and
implement different forms of work experience for language staff, and called upon
WGT to draw up some guidance in the form of a set of “best practices”.
6. OBJECTIVE AND BENEFITS
The primary objective of work-experience arrangements 9 for the organizations is to
contribute to ensuring that students graduating from courses designed to train
language staff are as well equipped as possible for work in the organizations, thereby
helping to expand and rejuvenate the pool of qualified candidates available for
recruitment for permanent, freelance and contractual work.
Such work-experience arrangements also help to publicize the organizations and the
language professions as potentially attractive sources of employment, promote
relationships with universities, offer an opportunity to identify promising candidates,
increase networking between different players in the profession, and even provide a
source of motivation, learning and renewal for the incumbent language staff in the
organizations.
In many cases, the actual work produced by the trainee may also contribute to a
service’s output, although placements/internships must not be seen as potential source
of “cheap labour”.
7. SCOPE
The language professions covered by the IAMLADP study on work-experience
arrangements are interpretation, translation, précis-writing, referencing and
terminology, editing and proofreading.
8. “BEST PRACTICES”
In view of the huge variation in the organizations, for example in terms of the
regulatory framework, administrative practices, climate and culture, budgetary
situation, workload, capacity, needs, and so forth, it would be somewhat hazardous to
venture to be in any way prescriptive. Add to this the different characteristics of the
language professions, and one might question the validity of “best practices” entirely.
Nevertheless, on the basis of the WGT report, which draws on extensive inputs from a
cross-section of organizations, universities and trainees covering the different
9 As reported in Document IAMLADP/2004/R.6, work-experience periods may take many forms and a
wide range of terms are used, often with different meanings in different organizations.
87

professions 10 , it is possible to formulate a number of success factors for placements,
which translate into the attached guidelines.
10 The questionnaires used for the survey and a synthesis of the replies from the organizations,
universities and students can be found on the IAMLADP website at
http://www.wipo.int/iamladp/en/user/ under "<strong>Working</strong> <strong>Group</strong> on Training" and "Task Force on
Placements".
88

“BEST PRACTICE” GUIDELINES FOR
WORK-EXPERIENCE PLACEMENTS/INTERNSHIPS
IN THE LANGUAGE SERVICES OF IAMLADP
ORGANIZATIONS
1. Period
The optimum period will depend very much on the specific situation, but as a general
rule longer periods are more productive.
2. Selection
- Placement during a course of study: 3-4 weeks
- Graduate traineeship after completion of course: 1- 6 months
- Study visit: 1 day – 1 week
- Familiarization period before a first paid contract: 1-2 weeks before
contract
- Terminology work: Tailor to a specific project or assignment
A successful work-experience period depends on a good match between the student's
profile and expectations and the needs and expectations of the organization, and hence
on the selection process. The selection process and criteria should thus be carefully
tailored to the situation, ranging from rudimentary or ad hoc methods (e.g. university
nomination, ad hoc discussion, CV, very general criteria such as languages, level,
etc.) for short, inexpensive types of arrangement to more elaborate and rigorous
processes (e.g. full file, interview, test, competition) for longer and more costly
arrangements.
3. Contractual arrangements
It is important to set down the conditions of the arrangement in writing, in order to
specify the key rights and obligations of all parties, even if only in a fairly basic
convention de stage or similar document. Items to be covered include:
4. Preparation
- Period
- Description of duties
- Financial conditions
- Accident & sickness
- Name of person responsible for the trainee
- Attestation, certification, evaluation report
A simple and low/zero-cost aspect that can enhance the value of the placement
immensely is effective preparation, and the provision of a good physical and
psychological environment. Useful preparatory measures include:
- Discussion between the organization and university (e.g. needs,
expectations, standards, etc.)
89

5. Funding
- Selection/screening of candidates, based on clear criteria
- Help with finding accommodation
- Putting the trainee in contact with past trainees
- Provision of/access to background material and documentation in
advance, ideally including a dedicated "information pack" or trainee
manual
- Preparatory tutorials or seminars
- Logistical preparation prior to arrival (office, IT tools, supplies, etc.)
- Overview of the service at the start of the placement
- Introduction to staff of the unit concerned and other related units.
Cost is the single biggest obstacle to work-experience periods. As a general rule,
some financial assistance should be provided by the organization. While it is
recognized that a "full" salary is an ideal that may not be possible in most cases,
possibilities include:
6. Content
- Accident insurance coverage (should be mandatory)
- Sickness insurance coverage (desirable)
- Travel expenses, living allowance, maintenance grant, stipend, DSA
- "Trainee" salary, lowest-grade salary
The best results are achieved when, as far as possible, the trainee is set genuine tasks
and integrated in the actual work environment:
- Ensure that the trainee is given a reasonable amount of work (neither
idle nor overburdened)
- Ensure that the work is of the right level, commensurate with the
trainee's profile and in line with the agreed conditions
- Vary the work as far as possible (language, subject, length, type)
- As far as possible, give the trainee real, "live" work
- Wherever possible, integrate the trainee in a team
7. Supervision, feedback and evaluation
As they consume valuable staff time, supervision, feedback and evaluation often
constitute the main investment required of the organization. However, they are also
probably the single most important success factor, and should thus not be neglected.
The trainee needs to have people to turn to on administrative, professional, material
and even personal issues, and to know how he/she is doing.
• Supervision:
- Identify a single formal supervisor (maître de stage) with
administrative responsibility for the trainee (usually head of service,
reviser, etc.)
- Identify a mentor with overall responsibility for professional coaching
(may be same as above, or delegated)
90

• Feedback:
- Identify a more informal contact for material/psychological needs
(usually unit secretary, possibly social welfare officer).
- Provide regular, honest but sensitive feedback
- Wherever possible, feedback should come from several sources (e.g.
different interpreters, revisers)
- Avoid lengthy spells without feedback (e.g. unsupervised
interpretation in silent booths), which may lead to the formation of bad
habits
• Evaluation
- Provide a formal evaluation at the end of the period (certificate,
reference, letter, rapport de stage, formal test)
8. Other assistance
Other useful assistance that can be provided during a placement includes:
- Where possible, allowing the trainee to practise any other relevant
language activities that may be feasible (e.g. organizing an
interpreting or précis-writing stint for a translator trainee)
- Where possible, providing the trainee with access to other
organizations (e.g. time off to "do the rounds", formal introduction to
recruiters in other organizations)
- Helping the trainee to network as broadly as possible (e.g. with
freelance interpreters/translators, reference clerks, terminologists,
library, etc.)
- Taking time to explain how the profession functions (different types of
contracts, professional associations, professional domicile, salary
scales, etc.)
____________________
91

ANNEX IX
Activity Report of the Standing Committee of the <strong>Working</strong> <strong>Group</strong> on Training 2004-
<strong>2005</strong>
1. The Annual Meeting of IAMLADP 2003 mandated the <strong>Working</strong> <strong>Group</strong> on Training to
set up a Standing Committee for contacts between IOs and universities. The inaugural
meeting of the SC was held in Brussels on March 11 2004. The co-chairs elected were
Mr Noel Muylle and Ms Barbara Moser-Mercer and Secretary Mr Brian Fox. It was
agreed that the co-chairs and secretary be elected for a year, renewable at the next annual
meeting.
2. The Annual Meeting endorsed the Standing Committee, approved its terms of reference
and called on member IOs to support the work of the Standing Committee.
3. As part of the work programme for 2004-<strong>2005</strong>, members approved the proposal to
compile job descriptions from as many IOs as possible and to have these posted on the
IAMLADP website http://www.wipo.int/iamladp/en/. This site was provisionally created
by David Chambers of WIPO, but at the Annual Meeting of IAMLADP in July 2004, it
was agreed that UNHQ be responsible for the site as soon as they were in a position to
run it, provide a webmaster and make the site operational. UNHQ and has not yet taken
over the site, which has consequently been put "on hold". As an interim solution, the
existing site has remained with WIPO, awaiting its migration to the UNHQ. In order to
make progress, it was agreed with UNHQ that profiles be sent to D Chambers for
posting, subject to agreement in the Standing Committee. The technicalities of access to
this site are still pending.
4. In addition, it was agreed that generic skills profiles could be drafted and posted for
discussion on the WIPO-hosted discussion forum
http://webforum.wipo.int/iamladpForum and once agreed, on the web site. Most of these
have been prepared, one per language profession, by volunteers in the SC and WGT and
are ready for posting, in order to allow the discussion to begin.
5. The IAMLADP AM endorsed the report of the Task Force on internships and placements
at the WGT’s initiative. The findings of this report have been summarised in a "best
practice guide". Once agreed, the intention is to put this guide on the public part of the
web site to serve as reference material for both IOs and universities, willing and
interested in embarking on the scheme.
6. By now a good number of IOs have submitted their job descriptions and work continues
to collect more. It is now up to the universities to provide input including information on
their courses and modules both during their professional courses and as part of
continuous training.
[Signed]
Helen Campbell and Penny Pouliou
Standing Committee Project leaders
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