PROJECT MANAGEMENT e-MODULE

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Download the entire modul here..Project Management Module

In this module you learn about project management in translation industry. The module consists of units and each unit deals with a different aspect of the topic (see table below). At the beginning of each unit you find the learning outcome to be reached after completing the learning activities. You also find information on the learning context, e. g. competences required for the specific content provided in the unit, technical and other requirements and your workload given in minutes. For your orientation an overview of the activities and their main characteristics (title, description, rationale, etc.) are also provided, together with the activities to be done in each case. At the end, a reference for further reading is given.

Please feel free to add your own examples (own activities, best practices, used methods, assessment techniques etc.) to the list of units because not all aspects of project management could be considered in this module.

Below you will find the module’s structure divided into units and indicating the topic to be dealt with.

Table of contents

UNIT 1: GENERAL CONCEPTS OF PROJECT MANAGEMENT AND PROFESSIONAL STANDARDS. 3

Activity 1: Introduction to the concept of project. 5

Activity 2: Background of project management in translation industry. 7

Activity 3: Phases of a general translation project. 10

Activity 4:          Concepts of quality standardisation & standards in translation industry. 14

UNIT 2: STRUCTURE AND OPERATION OF TRANSLATION COMPANIES AND HOW END-TO-END TRANSLATION PROCESSES FIT OVERALL PROJECT MANAGEMENT APPROACH.. 19

Activity 1: Introduction to the structure of a translation company. 21

Activity 2: Process map in a certified translation company. 24

Activity 3: Phases of a translation project and workflow in a translation company. 27

Activity 4: The three core variables in translation projects. 30

Activity 5: Profile of a project manager. 33

Activity 6: Translation project quotations and yield of a translation project. 36

UNIT 3: IMPACTS OF INDUSTRY AND OTHER EXTERNAL FACTORS ON THE PROJECT MANAGEMENT APPROACH   40

Activity 1: Internal influences in translation companies. 41

Activity 2: External influences in translation companies. 43

Activity 3: Outsourcing models and potential problems. 46

UNIT 4: PROJECT MANAGEMENT TECHNOLOGY. 49

Activity 1: History of technology applied to translation industry in general 50

Activity 2: Specific technologies for translation project management. 52

Activity 3: Supporting general-purpose technology. 54

List of references. 59

UNIT 1: GENERAL CONCEPTS OF PROJECT MANAGEMENT AND PROFESSIONAL STANDARDS

Learning context

Overview of learning activities

Activity 1: Introduction to the concept of project

Background for trainees

• Search for texts containing the idea or concept of a project in general, and specifically for translation industry.
• Compile the different findings by a brainstorming process in order to figure out which the common points could be and reach an own definition of project which should be agreed upon by trainees with the help of the trainer. It is very important that in this process the trainees will have to reach a shared view of the results to foster teamwork, a key process in professional project management.
• With the help of the trainer, collect a common set of features for the concept of project and present it to the class.
• The trainer will present a structured view of the concept of project and the way it fits translation industry.

Background for trainers

The main idea of this activity is as follows:

• finding as many definitions of project as possible;
• collecting them and see their common points;
• trying to reach a common definition for project;
• exploring how this general concept can be adapted to translation industry.

The core idea is making the trainees aware of teamwork, which is one of the essential features of professional project management, and how they will have to negotiate among themselves to reach a common decision. At the same time, after this activity trainees should have a general knowledge of what a project is as an introduction to project management scenarios.

After all their findings, the trainer will show some conclusions agreed on with the trainees in a summary presentation covering those findings and his/her personal proposal.

For the final summary the trainer can take into account the following information, which should be pointed out in some way by the trainees in their conclusions:

• Project: a set of similar, or at least related, and planned activities resulting in pre-defined results once complete (as defined by Juan José Arevalillo, 2015).
• Success: projects must comply with deadlines, on budget and with the due quality.
• The key is establishing a consistent and solid method:
  - providing a unique approach,
  - minimising risks,
  - defining strict criteria of measuring, planning and control for the project.
• Ultimate goal: meeting customer’s requirements to reach customer satisfaction and guarantee loyalty for future projects.

A project is created to cover the potential distance between customer brief and what the provider can actually deliver. Take into account that the customer brief can require impossible things, have an unfair relationship between the required service and the pricing, and include other misadjustments. For these reasons, it is necessary to streamline time, resources and costs, always as an answer to the following factors in translation industry:

• Consistency along the development cycle of a product or service.
• Balance between required service and pricing.
• Improvement of planning, communication, coordination and teamwork.
• Growing technical complexity of translation requests.
• Big volumes of some translation requests.
• Combination of different language pairs in multilingual projects.
• Mixed profile of participants: translators, revisers, reviewers, post-editors, DTPers, project managers, engineers, proof-readers, testers, etc.
• A need for a common reference/guide: standardisation.

Background for trainees

• Think of potential characteristics which can always be found in a translation project.
• Make a list of those shared features so that they can be commented on by all the trainees and analysed by the trainer, who will finally present their ideas on them.

As a reference for the final summary, trainees should work on concepts such as traceability, tracking, organisation, planning, teamwork, control, global process quality, risk, contingency, metrics, KPIs, costs, etc. All of them are mixed together in the project management process in any industry, and hence in translation industry. All of them are integrated in the business intelligence of any company, as they are measured for on-going improvement. There is a continuum of analysis, planning, execution and measurement in the activity of a company to ensure survival.

As a first approach to translation project management, we should take the following into account as an evidence of translation industry evolution:

• Radical change of paradigm nowadays: from service to industry, caused by the inter-relation between time, costs and quality.
• Danilo Nogueira (1998): “Translation is a service business, not an industry or commerce”. A service does not consist of inventories.
• Jost Zetzsche (2006): The by-product of translation memories is just an inventory of raw and processed materials (translation + revision).
• Technology has led a change in the way of working: formats, tools, processes, Internet, volumes, CAT, MT, SaaS, TEnTs, etc.
• Project management is everywhere.
• Existence of quality standards for translation services: EN-15038, ISO-17100, ASTM, China, Canada, etc.

Background for trainers

Considering the conclusions of activity 1, the main idea of this activity is as follows:

• identify the characteristics which are always present in a translation project;
• identify the different variables a project manager has to deal with in a translation project.

The core idea is making the trainees aware of certain features which impact any translation project (such as traceability, control, costs, quality, deadlines, follow-up, control, planning, etc,), and how this could be measured and how they are traced and tracked.

The trainer will collect all the ideas after a brainstorming process by trainees and present their ideas and findings on all these features of processes impacting translation projects.

As a reference for the final summary, the trainer should be familiar with the concepts of traceability, tracking, organisation, planning, teamwork, control, global process quality, risk, contingency, metrics, KPIs, costs, etc. All of them are mixed together in the project management process in any industry, and hence in translation industry. All of them are integrated in the business intelligence of any company, as they are measured for on-going improvement. There is a continuum of analysis, planning, execution and measurement in the activity of a company to ensure survival.

As a first approach to translation project management, we should take the following into account as an evidence of translation industry evolution:

• Radical change of paradigm nowadays: from service to industry, caused by the inter-relation between time, costs and quality.
• Danilo Nogueira (1998): “Translation is a service business, not an industry or commerce”. A service does not consist of inventories.
• Jost Zetzsche (2006): The by-product of translation memories is just an inventory of raw and processed materials (translation + revision).
• Technology has led a change in the way of working: formats, tools, processes, Internet, volumes, CAT, MT, SaaS, TEnTs, etc.
• Project management is everywhere.
• Existence of quality standards for translation services: EN-15038, ISO-17100, ASTM, China, Canada, etc.

The following image depicts some of these characteristics mentioned above, such as harmonisation, control, organisation, planning, global quality, traceability, tracking, price, teamwork, risks, contingencies and some others which could arise from the info-mining and conclusions. All of them are inter-dependent and must be seen along a timeline from the moment in which the project starts up to the current state of the moment so that it can be traced. In the same way, the project manager must control the potential risks, deviations and other contingencies which could arise from the current moment by means of tracking. All those processes must be measured in some way, so that the project manager can count on objective metrics which will help him/her know the current status of the project and analyse the results so that corrective measures could be taken for recursive projects.

All this should be explained by the trainee to the end of the class with the following graphical aid if necessary.

Graphical representation of project management workflow (source: Juan José Arevalillo, 2015)

Background for trainees

• First, think of the phases of a general-purpose project and then try to align them with the different phases taking place in a normal translation project.
• Create a flow chart including all the processes that take place from the very moment a prospective or a regular customer requests a translation service up to the final delivery to customer.
• To create this diagram, use the flowchart insertion feature of MS‑Word from the ones depicted below. Other similar tools providing these flow chart features are also valid for this activity.

Screen capture of MS-Word flowchart tool.

• For this purpose, the following flow chart objects should be enough:

• Next, all the diagrams will be shown and commented on by the trainer, who will explain how the individual translation phases and tasks can be matched.

Background for trainers

After exploring all the theoretical ideas on project concept and characteristics, this activity is aimed at knowing the different phases a translation project goes through according to the following premises:

• know all the phases a project of any type usually has;
• be aware of how those general phases fit in with a translation project.

The core idea is raising trainees’ awareness of the contents of any project, and especially how those will fit in with a translation project.

As an initial activity, trainees will think of the different phases a general-purpose could have. The trainer will guide the trainees with the idea that any project, regardless its industry or activity, has to go through the same phases more or less, namely:

• Concept: study of possible solutions, including feasibility of project.
• Analysis: customer’s requirements, risks and estimations of project in time and costs.
• Design: definition and design of the optimal solution.
• Development: construction and implementation of solution.
• Revision/Installation: solution is tested after installation and, if passed, solution is accepted.
• Operation: solution used by customer, including maintenance and warranties.

After that, the trainees should adapt this to translation industry, and the trainer will guide them with the following ideas:

• Concept: study of volumes, deadlines and type of text. Check feasibility of project.
• Analysis: type of translation, risks, definition of deadlines and costs.
• Design: definition of tools, file formats and proactive recommendations to customer.
• Development: translation itself.
• Revision/Installation: revision, review, format checking, compiling, QA.
• Operation: delivery to customer, closing of project.

After brainstorming on the trainees’ ideas and putting these ideas in common, the trainees will be requested to draw a flow chart (with the help of MS‑Word or other similar tool) including all the processes taking place from the moment a customer requests a translation service up to the delivery to that specific customer. Though this activity could be done individually, an approach based on pairs or groups is recommended, so that trainees can get familiar with teamwork, in the way project managers work in a real-world scenario. The results will be delivered to the trainer, who will comment them in the class and might show his/her flow chart to demonstrate the major steps of the process. We should take into account that phases of project are generally shared by every translation company, but the way they are implemented in their processes can vary. Therefore, this flow chart can be based on trainer’s and trainee’s personal views and experience with space for many interpretations.

Trainees are supposed to create a flow chart which should include one decision block when passing from one process to another, with the things to do in case that decision is either positive or negative. For instance, the following or similar questions could be used after revising the translation: Is the translation correct?, which could be answered as Yes or No, specifying what to do in each case: passing the translation on to the project manager for assigning review or going back to translator to correct mistranslations, style, grammar, etc. The more decisions charted, the better.

After commenting on the different flow charts, the trainer will present the general phases of any project and how these general phases can be fitted into a potential translation process.

The following image includes a sample of workflow in a translation company used in the drafting of ISO-17100 standard, which is itself a translation project management course. This image can be very useful for the trainer as a reference, though it is not unique, and some versions could be depicted too. In fact, this flow chart could be shared by any translation company, but the way it is implemented could dramatically change according to the quality process requirements of a company: for instance, a company could stress out the revision phase; others could foster preparation of project, etc.

This diagram contains only one decision block as it is a summarised, general one, but it is highly recommended to include as many as possible for the sake of clarity, as normally passing from one phase to another involves decisions of approval.

Sample workflow of a translation project (source: ISO-17100 draft, 2013)

The previous image shows a general overview. For a closer reference to a more specific production (which is only a part of the previous one), the trainer can use the following chart provided by Hermes Traducciones, which depicts a real scenario in a certified translation company. The boxes reading P-n, where n is a number, refer to a different procedure: procurement, verification, etc. For this activity, trainees are not necessarily required to be so specific, but show an overview as in the previous image.

Sample workflow of production process (source: Hermes Traducciones, 2018)

Background for trainees

The trainer will present the following topics:

• what a quality standard is;
• definition of standardisation and standards;
• differences between general-purpose standards and product/service standards;
• how standardisation bodies are organised;
• differences between standardisation and certification;
• impact of standardisation in translation industry;
• existing quality standards for translation industry.

After exploring all these areas, the trainer will conduct a discussion with the trainees regarding these topics and set a FAQ session.

Background for trainers

The trainer will present the following topics:

• what a quality standard is;
• definition of standardisation and standards;
• differences between general-purpose standards and product/service standards;
• how standardisation bodies are organised;
• differences between standardisation and certification;
• impact of standardisation in translation industry;
• existing quality standards for translation industry.

After exploring all these areas, the trainer will conduct a discussion with the trainees regarding these topics and set a FAQ session.

As a reference, the trainer should explain what a quality standard is and how they are created. A quality standard is a document containing the recommended practices, specifications, guidelines and features of a certain product or service in order to meet the purpose of the product, process or the service.

A quality standard needs to comply with the following points to become such a standard:

• being voluntary,
• covering a set of technical specifications as a result of the experience and technological development,
• being agreed upon by industry stakeholders,
• being approved by a recognised body,
• being public.

The International Organization for Standardization (ISO) is an international standard-setting body composed of representatives from various national standards organizations. This organization promotes worldwide proprietary, industrial and commercial standards.

ISO international standards are the most widely accepted set of quality standards adopted by majority of firms across countries. In case that a company fails to meet its quality standard, it may end up losing the trust of the customer and henceforth its market share. In fact, many standards are compulsory, in which case companies must be certified to those standards to operate in some industries.

Therefore, standardisation is the process of implementing and developing technical standards based on the consensus of different parties that include companies, users, interest groups, professional industry associations, academic centres, standards organizations and governments, though other stakeholders can be present in the national technical committees working under the umbrella of the international ISO committees. The following chart shows the stakeholders participating in standards creation:

Participation in standards creation (source: Juan José Arevalillo & Hermes Traducciones)

All these stakeholders of a given standard are members of the national technical standardisation committees which, in turn, are members of the ISO international committees (TC37 in the case of translation and related services). The following chart depicts the way in which all these stakeholders and professional groups are inter-related in the structure of the national committees:

Relationships in national standardisation committees (source: Juan José Arevalillo & Hermes Traducciones)

The standardisation bodies are organised as follows:

• national bodies: AENOR, AFNOR, BSI, DIN, UNI, ON, etc., which publish national standards normally created by European or international bodies;
• European body: the European Committee for Standardisation (CEN), which publishes European standards to be adopted by the national bodies;
• International body: ISO (International Organisation for Standardisation), which publishes world-wide standards.

The following chart shows the hierarchy of international, European and national standardisation bodies:

Hierarchy of standardisation bodies (source: Juan José Arevalillo & Hermes Traducciones)

The intense work of the different national and international committees produces quality standards for different industries (the creation of a new standard can take from three to five years as an average). Once the standard is approved by all the committees, the standards go through a process of adoption in the different national bodies as depicted in the following scheme:

International standards adoption process (source: Juan José Arevalillo & Hermes Traducciones)

When a standard is finally published, it receives a specific naming as shown below (this example shows the naming of the European standard for translation services published as a Spanish standard:

International quality standard naming (source: Juan José Arevalillo & Hermes Traducciones)

There are two main groups of standards:

• General-purpose standards (ISO-9001): they cover all the quality procedures and processes of a company in a holistic, general way.
• Service or product standards (EN-15038 or ISO-17100): they cover a specific service or product in a given industry. They are far more specific than the general ones and supplement the general-purpose standards.

Once a standard is published, a company can be certified to that standard. In fact, certification is the ultimate goal of standardization. To be certified, a company must go through an external quality audit by a certifying company accredited by the national accreditation entity. For that third-party audit (the company being certified, the certifier and the accreditation entity), the company itself must keep the required registers and records proving that it complies with the procedures established by the standard. If this audit is passed, the certifier issues a positive report and the company is awarded the appropriate certificates and logos, as shown below:

Sample of quality certificate (source: Hermes Traducciones)

Sample of quality certification logos (source: Hermes Traducciones)

The first standard which was created for the translation industry at international level was the European EN-15038 standard published by CEN, which has been replaced by the international ISO‑17100 standard. Apart from that, many other standards exist or are under development, such as the following:

• 11669 Translation Specifications.
• 13611 Community Interpreting.
• 18587 Machine Translation Post-Editing.
• 18841 Interpreting Guidelines.
• 20108-09 Simultaneous Interpreting Equipment.
• 20228 Language services in judicial settings.
• 20771 Legal and specialist translation services – Requirements.
• 21720 XLIFF Localization Interchange File Format.
• 21998 Medical-healthcare interpreting.
• 21999 Translation Assessment (previously 14080).
• 22259 Conference Systems Requirements.

We could say that ISO-17100 standard is in itself a translation project management course.

Learning context

Overview of learning activities

Background for trainees

• Search for the minimum potential structures and functions of a general-purpose company.
• Search for the minimum potential structures and functions of a translation company.
• Compare the differences and similarities among those types of companies.
• Compare the differences and similarities between freelance translators and translation companies in any type of process: structure, taxation, responsibilities, certification, processes, etc.
• After summarising the previous steps, trainer will present conclusions and start a group discussion.

Background for trainers

Through an info-mining process, trainees will search for the potential structures of a general-purpose company and a translation company could have, and check differences and similarities among them.

Once they are defined and commented on, trainees will think of the differences and similarities between freelance translators and translation companies in terms of taxation, structure, responsibilities, processes, certification, etc.

Finally, the trainer will present the findings and his/her personal comments and conduct a discussion with the trainees regarding all these topics.

Companies can take many forms and structures, but a mid-size certified translation company could have a structure very similar to the one depicted below. Commensurate with its size, it can have more departments or integrate more than one department into only one. The names of the departments can only vary from one company or another. If the company is not certified to any quality standard, it does not need to have a quality department itself, and part of this function is taken by other departments.

Sample structure of a certified translation company (source: Hermes Traducciones)

Companies need a basic structure, but it depends on their size. In a usual scenario. new entrants in the market take the form of a freelance translator. That translator can grow in his/her volume of words, turnover or outsourcing to other translators, in which case it can be better to become a company so that the former translator can cope with all the minimum structure he/she could need. That small company (many times, a one-man company as staff) can grow organically, and it can be mandatory to hire more staff and create a minimum operating structure. This evolution can be a steady process and reach a structure more or less similar to the one previously depicted.

Taxation and other local fees can be another reason for that evolution, as under normal circumstances a company can deduct more operating expenses than a freelancer, though that can change from one country to another according to the national laws.

The main difference in terms of responsibility is that a company takes responsibility for the issued share capital, whereas a freelancer does for his/personal capital.

As far as certification is concerned, a quality certification can be possible both for companies and freelancers according to ISO-17100 (in fact, standards mention language/translation service providers as a synonym both for companies and freelancers). However, it is not usual to find a freelance translator certified to a quality standard, as those standards are related with processes rather than products themselves.

Background for trainees

• Search for functions, processes and relationships in a certified translation company, mentioning how the different functions and areas of the company are inter-related and inter‑dependent.
• Once established, study the potential dependencies and responsibilities each process has.
• Trainer will explain which the main processes in a translation company are and how they are inter-dependent. The trainer will also explain where the project management takes place among all these processes.
• To have a general overview of all ISO‑17100-based processes, the trainer will explain the concepts of standardisation and certification, and their differences as seen in the previous unit, and how they impact translation industry, mentioning the origins of the first international quality standard for translation industry, the European EN-15038 quality standard for translation services, and how this evolved into the IS‑17100 standard, which is the main reference now in industry, and which is used in a number of translation bids and academic programmes.

Background for trainers

Trainees will search which functions, processes and relationships are present in a certified translation company, mentioning how the different functions and areas of the company are inter‑related and inter‑dependent. At the same time, they will work on the potential relationship, dependencies and responsibilities each process has.

After compiling the findings or suggestions, the trainer will explain how the process map is depicted, and how all processes are organised in four main groups: operating, support, quality and management, and how they are out of the customer’s scope. All these processes are inter-dependent, and though the project manager’s main responsibility falls on the operating processes, he/she reports to the other processes or takes part in them in some way providing information, registers, feedback, etc. In the following chart the four main processes are depicted together with their dependencies and relations. As it can be easily checked, all the arrows point at the operating processes, which is the natural habitat of project managers:

 Process map in a certified company (source: Hermes Traducciones)

Together with the operating process, the support one provides the company with the human and technical resources necessary to work. Quality process covers the organisation of registers for audit, claim management and customer satisfaction. All these processes are inter-related but are always transparent to customers.

The trainer will explain in which of those processes the project management takes place. Basically, the operating processes cover the project management itself from the very moment in which a customer request a service until this is delivered to customer. It contains three main processes or macro‑phases as stated in ISO-17100: pre-production, production and post-production.

Operating processes in the area on project management (source: Hermes Traducciones)

The trainer will explain the concepts of standardisation and certification and which the main differences are. Standardisation has been explained in previous activities, and certification is the process through which a company proves to follow the specifications of a quality standard. To achieve this, an external audit is performed so that the auditors can check that the self-imposed procedures and specifications are complied with by the company by auditing the physical or electronic registers (these days all those registers are contained on a translation project management system or a similar software system). If the audit is passed, the company receives a certification diploma and seal as a proof of the certification.

The origins of EN-15038 standard will be explained together with its evolution to ISO‑17100, as the main standards of translation industry which constitute themselves a model of translation project management. The EN-15038 was created in 2006 by the CEN in cooperation with the national standardisation bodies in Europe, which involved the disappearance of the existing national standards, as only one standard must exist at an international level. For this reason, the ISO‑17100 replaced the EN‑15038 in 2015, which is actually an update of the European one, but reorganising processes in the above‑mentioned three processes and including the profile and activities of project managers.

Background for trainees

• Trainer will present the phases of a general-purpose project and those of a translation project, and how they match.
• Trainer will explain which specific tasks are contained in the three translation project mega‑processes (pre‑production, production and post‑production) as stated by the ISO‑17100 standard, with a special focus on the first one, the pre‑production, as the guideline of the whole project management scenario.
• Trainer will detail as much as possible the potential problems in the different tasks contained in those mega-processes.
• Trainer will start a group discussion with trainees about those specific tasks.

Background for trainers

In a previous activity the phases of a translation project have been commented on, and in connection with that, the trainer will refresh the ideas on the phases of a general-purpose project and afterwards those of a translation project. The equivalences between them will be shown and commented on.

The diagram flow of a project according to the sample of the ISO-17100 standard is the base for this topic. After that the trainer will explain how the translation standards set up a specific scenario for translation project management, grouping all the tasks in three mega-processes, namely, pre‑production, production and post‑production, as stated by the ISO-17100 standard, mainly focusing on the first one as it sets out the basis for the rest of the project through the translation brief.

The trainer will make his/her recommendations about any of those mega-processes and their tasks, taking into account the following chart which details the necessary phases of a translation project, and will start a group discussion with the trainees about those specific tasks.

The trainer will conduct a discussion with the trainees based on the diagram expressing their points of view and commenting if there were any issues of phases they were not aware of.

The trainer should not forget the top-down process which is being followed: from the process map to the operating process, and from the operating process to the specific tasks contained in it.

ISO 17100 Translation workflow (source: ISO-17100, 2015)

Background for trainees

• Trainer will present the three core variables existing in any translation project at any moment.
• Trainer will explain how they are inter-related and how they are measured throughout the whole project cycle.
• Trainer will start a group discussion with trainees about those specific tasks.

Background for trainers

The trainer will explain which the three core variables of project management are and how they are controlled by project managers. In fact, these three variables (cost, deadline and quality) are present in the whole project management process from the very beginning to the end. They are measured to know which the performance of that project is and also the project manager’s performance at a global level.

Normally, the metrics for these three key aspects are defined in the specific translation brief, as they can change from one project to another.

It should be considered that these variables should be kept as balanced as possible by the project manager. In the image below any side of the triangle has the same length, but the variation of one of the corners will involve a change in the size of that side and also a change of the length in the other sides. The more balanced the variables are, the better. If one of them is moved, this movement will imply a negative impact on the other two, e. g. changing the deadline could involve adding more translators, which means more time for revision, which in turn translates into more resources used and more money, and just the other way round.

The three core variables of project management (source: Juan José Arevalillo & Hermes Traducciones)

For instance, if a project manager has to deliver a 25,000-word project in 10 working days with 4 translators, and the customer reduces the turnaround time to only 6 working days for any reason, the project management will have to unbalance his/her planning. The time corner will have to be moved to shorten its side, resulting in a change in the other sides which will be longer, namely a higher cost. In the case of the quality side, it can be moved to any direction according to the requirements, which will imply other changes in the rest in a non-stop process until delivery if any other changes take place.

Change of time variable impacting the other two variables of project management (source: Juan José Arevalillo & Hermes Traducciones)

These variables are a common place in project management in any industry, though some authors as Kerzner add a fourth variable: human resources. It is true that human resources are present and necessary to run this process, but as the key players of the relationship con customers, not as a variable itself. In this case Kerzner changes the quality variable to performance/technology, but we understand performance as the delivery itself, which implicitly include the quality in the delivery.

Visión general de la gestión de proyectos (Kerzner, 2006: 5)

Background for trainees

• From all the information of the previous units, be ready to summarise the main functions a project manager should comply with.
• Sketch the professional profile necessary to accomplish those tasks.
• The trainer will summarise all the information provided by trainees and compare it with the project manager’s competences as listed in ISO-17100 standard.

Background for trainers

Based on all the information in the previous activities, the trainees will try to summarise which the main functions of a project manager are, and they will sketch how their professional profile should be to accomplish all those tasks.

After that work by the trainees, the trainer will summarise and compare them to the responsibilities listed in the ISO-17100 standard regarding the project manager’s competences.

As a reference for the trainer, the ISO-17100 standard states the following tasks for a project manager:

• Identifying the key requirements and translation project specifications during the pre‑production process and following the procedures and specifications throughout its production.
• Supervising and monitoring the translation project preparation process.
• Assigning a competent translator or translators to the translation project.
• Assigning a competent reviser or revisers.
• Assigning a competent reviewer or reviewers when necessary.
• Disseminating information, issuing instructions related to the assignment, and managing the translation project to all parties involved.
• Monitoring to ensure compliance with agreed upon schedule and deadlines.
• Communicating any changes of the project specifications, if applicable.
• Monitoring constant conformity to the client-TSP agreement, project specifications, and, where necessary, communicating with all parties involved in the project, including the client.
• Ensuring translation and other queries answered.
• Managing and handling of feedback.
• Verifying that the translation service specifications have been complied with before approving the target language content and giving clearance for its delivery to client.
• Delivering of the service.
• If applicable, implementing corrections and/or corrective action.
• Monitoring to ensure the project does not exceed the agreed budget.
• Preparing and issuing the invoice, if applicable.
• Completing other activities or tasks agreed with the client.

As it can be deducted from this list, responsibilities of project managers are very diverse. In previous images we have seen the relationship of the operating process with the other processes, which means that project managers have to deal with other additional responsibilities beyond his/her own functions. Benninato and Johnson (2017: 155) state that project management is a core function at the centre of everything: “The project management function is the single most important part of the entire language services provider. […] Project management is a function, not a title”. In the following diagram, we can see how project management manages the resources of people, time, technology and money to add value:

Project management acting as resource management to add value to customers (Beninatto & Johnson, 2017: 156)

Taking all this into account, ask the trainees to draw the profile and characteristics a project manager can have, including soft skills, such as proactivity, reactivity, teamwork, negotiation, leadership, risk analysis, empathy and others.

The trainer should ask the trainees if they think that a project manager should have worked as translator and/or reviser before becoming a project manager. This is a recursive issue in the industry. Though a project manager must not be a translator before, it is true that having a real experience as translator and/or reviser will make him/her cope with some problems with full experience and expertise, as he/she has probably experienced and suffered them before and is able to anticipate those problems, that is, not necessary but highly recommended.

As the ISO‑17100 standard states: “Appropriate translation project management competence can be acquired in the course of formal or informal training (e.g. as part of a relevant higher educational course or by means of on-the-job training or through industry experience). In the course of their training and the execution of their duties, translation project managers should develop a basic understanding of the translation services industry and a thorough knowledge of the translation process, as well as master project management skills”. To sum up, a project manager should have a holistic view of his/her work.

Background for trainees

• The trainer will provide the guidelines to create a quotation in which volumes, costs, deadlines and prices will be the most relevant issues.
• The trainer will explain how to calculate the different costs and prices, and the potential yield of a project.
• The trainees will make the proposed exercise with a project management scenario, which can be solved individually or in a group.
• Deliver all those calculations to trainer for correction and assessment.

Background for trainers

The pre-production macro-process is the most relevant in terms of the future development of the project. Any mistake in planning and estimating the project could lead to a domino effect in production and post-production. For this reason, all the information available for and found by the project manager is extremely important to be able to plan the whole scenario, supplemented by the customer’s translation brief, which is the major guideline of a specific project.

Activity 3 of this unit includes the diagram of these macro-processes, which should be taken into account for this activity. After a feasibility and acceptance process for the customer’s request, the project manager must organise all the available materials to know the exact volume of words in first place, so that he/she can check if the available resources can cope with the deadline proposed by customer according to the language pairs.

For this activity, it is strongly recommended that the trainer could have some practical experience in project management and/or quotations. For those trainers not having such experience, we provide some indications on how to proceed with it.

The trainer will provide the basis for an exercise on a translation quotation, for which the trainee should calculate the exact volume of words, either real or weighted, and other related services with different scenarios taken from real projects.

Before than that, the trainer will provide some guidelines for all these steps, including how to calculate the potential yield of a project.

The trainee will have to calculate volumes, internal and external deadlines, costs, prices and project yield. This exercise will be assessed by the trainer.

The trainer will explain the trainees the concepts of cost, price and yield to the trainees, namely:

• Cost: the amount of money internally incurred in delivering the project, namely, translation, revision and management (these three must be always calculated), and other additional services which customers could additionally request.
• Price: the amount of money quoted/invoiced to customer for delivering the services.
• Yield: percentage of gross profit of the project.

Translation costs are calculated by multiplying the source text word count (either real or weighted) by the internal cost per word. Revision costs are calculated in hours as per the internal hourly cost and based on the revised target words per hour. Management costs are calculated by means of a percentage applied both to the translation and revision costs.

Translation price is calculated by multiplying the source text word count by the company’s rate per word. The translation price always includes the revision price, so revision must not be calculated separately. As to management price, it depends on the fact that a customer accepts it or does not. If the former, it will be calculated as a percentage of the translation price. For this exercise, the trainer should understand that translation rate includes both revision and project management.

Once the project manager knows the total costs and prices, he/she is able to calculate the yield of a project by this formula, which will provide a percentage as a result:

(Quoted price X 100 / Total cost) - 100

As to the deadline, the project manager must calculate the working days needed to meet the deadline proposed by the customer. For this, he/she will use the available translation and revision resources by applying the translation and revision rates per day or hour as appropriate. In order to calculate the working days for translation, the source word count will be used, whereas the target word count will be used for calculating the hours/days of revision.

The trainer will propose the following exercise:

A translation project has the following details:

• Translation from English into Spanish (Spanish text grows at a rate of 25%).
• Total words: 42,778 in English.
• Cost of translation per word: €0.08.
• Cost of revision per hour: €25.46.
• Price per word for customer: €0.20.
• Daily rate of translation: 2,750 words translated per day.
• Hourly rate of revision: 1,500 words revised per hour.
• Project management: 20% of total internal cost.
• The customer does not accept a fee for project management.

According to this information, calculate the following items:

1. Cost of translation.
2. Cost or revision.
3. Cost of project management.
4. Total cost of project.
5. Price of project for customer.
6. Yield of project.
7. Total working days to deliver translation, assuming three translators.
8. Total working days to deliver revision, assuming two revisers (8 hours = 1 day).

The solution would be as follows (the results are 100% exact):

Learning context

Overview of learning activities

Background for trainees

• Brainstorm on the internal circumstances and relationships a translation company can have in its operations and structure.
• Investigate if there are any differences in structure and approaches between translation companies and translation agencies. Are they just the same or do both have different structures and operations?
• As food for thought on this, think of documented procedures, structure, added-value services, staff, specialisation, jobs, responsibilities, traceability, quality management, etc.
• The trainer will finally explain how all those internal forces can lead to different and significant approaches.

Background for trainers

The trainer will ask the trainees to think about the internal circumstances which are related with a translation company which could impact its operation in general terms.

After brainstorming about it, the trainer will let the trainees know the differences between a certification-based approach which can make the difference between an approach in which a value is added to the whole project management process by the translation company, in comparison to a intermediation-based approach which does not add any specific value as it is typically done by translation agencies.

In those two approaches are some differences, some of which are compared as follows:

It is true that some translation companies could act as translation agencies, and just the other way round. At the end, it is a practical naming rather than a real one, but those general profiles pave the way to different operating styles, which impact the way they work from the very inside.

Both translation companies and agencies can share characteristics and processes, but the former are more structured into different functions: mainly operations, quality, support and general management, whereas the latter do not have them all, and normally only the operations one is present, even with a minimum or zero structure for the rest of them.

Background for trainees

• Brainstorm on the external forces impacting the way a translation company can work.
• Identify the influences of horizontal and vertical markets on translation companies’ operations.
• Find professional associations of translators and translation companies both at national and international levels, and search for examples of influences on translation companies.
• The trainer will finally explain how all those external forces can impact operations and depict the whole scenario.

Background for trainers

Similar to the previous activity, the trainer will ask the trainees to investigate the external forces which can influence the way a translation company works.

Basically, there are two main influences: the horizontal market and the vertical market. The former is that related directly to translation as the main activity, whereas the latter refers to the rest of professional industries which are basically the customers and prospects.

The horizontal market sets many trends and implicit rules which impact companies. We should take into account that the relationship among the translation industry stakeholders is complicated and prone to many combined relationships. To sum up, we will find the following agents:

Translation companies

• Big companies: specialised staff for different jobs and profiles.
• SMEs: integration of several functions into one person.

Freelancers

• Translator copes with different functions in an all-in-one environment.
• Translator establishes virtual or real relationships with other translators for revisions or additional tasks.

Customers

• Direct: Customer A outsources a job to LSP B to translate their own material.
• End: Customer A outsources the material to LSP B and this to LSP C for translation (in this case direct customer of LSP C is LSP B, but its end customer is A).

The relationships established among the three groups also impact the operation of LSPs, as defined by the quality standards, which consider both companies and freelancers as LSPs at the same level. The appearance of customers which can belong to the horizontal or vertical industries adds another layer of complexity in this scenario.

Also, half-way between horizontal and vertical markets, we can find the standardisation bodies, which publish quality standards applied to translation industry, which is an additional force to be taken into account in LSPs’ operations.

Professional associations of translators and translation companies can also be driving forces in the operations of companies, both at a national and international level. Universities can also have an influence on it, as well as the standardisation bodies and other groups. Professional associations are featured in the following table:

To sum up all this, we can have a look at the following image which represents all these interactions of forces impacting translation project management (in this case in Spanish industry):

Project manager environment and forces impacting translation project management (source: Juan José Arevalillo)

The trainer together with the trainees will try to depict all this scenario.

Background for trainees

• Trainer will explain the different outsourcing patterns.
• Trainer will explain the potential problems arising from any pattern.
• Trainer will start a discussion in all these mingled relationships among companies and professional revisers and project managers.

Background for trainers

The trainer will explain the trainees how the different outsourcing patterns set different approaches of operations and also the potential problems in project management arising from the relationships between customers and LSPs, mainly in the area of revision.

The trainer will explain the three models: the endogamic one, the direct decentralisation and the indirect decentralisation with two variants (with internal revisers and with external revisers), as defined by Guidère (2001).

Outsourcing patterns: endogamic pattern (source: Juan José Arevalillo, based on Guidère, 2001)

The endogamic model is the more convenient for companies which need to guarantee a high degree of confidentiality of sensible documents or materials, such as pharma companies, movie producers, auditing and consulting companies, law firms, etc. In this case an in-house department of translation is very usual so that documents are not so exposed to information leakages.

If the company can cope with an internal, costly department, the best solution is a direct decentralisation by outsourcing the materials to MLVs which can deal with many languages at the same time if needed, a typical scenario in localisation for technological companies. In this case information easily flows in a bi-directional way.

Outsourcing patterns: direct decentralisation pattern (source: Juan José Arevalillo, based on Guidère, 2001)

If the MLV cannot cope with the languages inside their structure, an indirect decentralisation takes place, by which MLVs outsource those translations to different SLVs or RLVs in different countries. The main problem here takes place with revision: if the MLV has in-house revisers, the process is easier to handle as they are integrated in the normal workflow and are considered as a necessary element in the whole process map of the company.

However, if the revisers are external to the company, a serious issue comes out, as those revisers are tempted to over-revise translations to justify their work, which can lead to arbitrary, unjustified and subjective revisions. In this case, SLVs/RLVs must counter-comment those revision reports. If they are not able to do it and so defend against them, they might lose that valuable customer. Unfortunately, this can be (and actually, in many cases, it is) a day-to-day problem.

Outsourcing patterns: indirect decentralisation pattern with in-house revisers (source: Juan José Arevalillo, based on Guidère, 2001)

Outsourcing patterns: indirect decentralisation pattern without in-house revisers (source: Juan José Arevalillo, based on Guidère, 2001)

The project manager is in the middle of this turmoil, so his/her previous experience in translation and revision processes, as we stated in other activities, can be a valuable asset for risk analysis and problem solving.

Learning context

Overview of learning activities

Background for trainees

• Trainer will explain the development of technology in the last century and the current one, as well as the way those development has impacted the way translators and project managers work.

Background for trainers

The trainer will explain how the technological evolution has been developed in the previous century with the different waves in computing and how those developments impacted the way translation industry changed.

The appearance of the electric typewriter, the first text processors, the desktop publishing, the CAT systems, the project management systems and machine translation systems are just linear examples of evolution which significantly changed the way translators and companies perform their work.

The trainer will work on the document ‘Technologies for translation’ (Freigang, 2009), where a complete history of translation technology evolution is listed, which a special focus on CAT tools, which set the beginning of the translation technology up today. This document is a starting point for discussion.

In 2008 Zetzche coined the acronym TEnTs for Translation Environment Tools, replacing the older term Translation Workbench or Translation Workstation. In this article Zetzche stated the following:

Mazes of tents? Of course, I am not talking about tents made of fabric, poles, ropes, and pegs. Instead, I am referring to translation environment tools (TEnTs). As the name suggests, these TEnTs provide translators with an environment that allows them to work productively. This environment includes a translation memory and a terminology database, but it also provides features for quality assurance, spell-checking, workflow management, project management, analysis, support for complex file formats, and so forth. Anyone who has even glanced into the market of commercially available TEnTs will know about tools like Trados, Star Transit, Déjà Vu, and across, and it would be hard enough to make a choice among those. However, it becomes exponentially harder when you look more closely and find more than a dozen tools!.

Other authors state similar ideas, such as Alcina (2008: 79): “Translation technologies constitute an important new field of interdisciplinary study lying midway between computer science and translation. Its development in the professional world will largely depend on its academic progress and the effective introduction of translation technologies in the translators training curriculum”.

As an illustration which can serve as a base for discussion, the trainees can comment on this image:

The future according to FIT (source: EUATC and Hermes Traducciones, 2017)

Background for trainees

• Trainer will explain the history of translation project management systems (TPMS) and how they are daily used in professional translation environments.
• Trainer will explain the benefits of using this applied technology for project managers and translation companies.

Background for trainers

The trainer will explain how specific technologies for translation project management evolved, and which the benefits of using them are.

For this purpose, the trainer will mention examples of translation project management systems (TPMS) so that the trainees can see the history of those systems which are present day-to-day in translation industry. If the academic centre has any running TMPS software, it will be used for this purpose.

Among those systems, you can find Plunet (the most spread in translation industry), XTRF, Translation Office 2000, Projetex, Gespoint, Protemos, etc.

All of them can operate on the Internet, intranets and extranets, so that access is possible from everywhere. All of them have a centralised operation which integrates relational databases to cover the different relationships and queries necessary in project management. As an example, the following image shows how Plunet deals with the end-to-end workflow of a project manager.

Flow diagram of translation project management in Plunet environments
(source: http://www.plunet.de)

These highly-specialised systems may give project managers significant productivity improvements thanks to the automation of processes which have a manual operation before. These systems are customised to meet different requirements and configurations, so they are a key tool for translation companies of any size.

These systems play a key role in translation companies, as everything in them aims at a correct project management approach. Many tasks of project management can be automated, and this is the essential function of these systems: providing an operating tool able to automate many of the administrative steps of the whole translation process, allowing space for the production task itself. Moreover, a number of these applications can count on a translation memory interface either integrated in the system or as a plug-in. In fact, most important MLVs have proprietary systems covering the whole process.

Background for trainees

The required tasks for trainees is based on the following premises.

A project manager is managing a project with a volume of 85,000 words, which should be delivered in 25 days. Apart from the translation, the service consists of some engineering work for three days, screen captures of the localised software for 8 hours and final testing for 2 days. The project manager has the following resources:

• 5 translators (at a rate of 2500 translated words/day/man),
• 3 revisers (at a rate of 1500 revised words/hour/man; 8 hours equals 1 day),
• 1 software engineer,
• 1 DTPer for the screen-capturing
• 2 testers.

10 days after the beginning of the project, the customer let us know a change in the deadline, as it needs it all in 20 days instead of 25 as originally planned.

Taking into account those details, trainees will initially plan the project deadlines and dependencies with MS‑Project, GanttProject (a free Gantt diagram available at https://www.ganttproject.biz/) or a similar planning tool such as Excel templates. See the following image for a reference of a Gantt diagram:

Gantt diagram of a software development project (source: https://www.projectmanager.com/gantt-chart

For planning reasons, revision can take place before the end of translation and run more or less in parallel. In the case of engineering, screen-capturing and testing, it is necessary to finish the whole material. Also, for revision planning, the target text volume can grow according to the language pair, which should be considered.

With all the previous information, trainees should create an initial planning for 25 days, and afterwards a second planning for 20 days.

Background for trainers

Trainees will work on a planning tool to create a Gantt diagram of a sample project. For this, trainees will be provided with some initial deadline specifications which will be changed by customer, so that trainees playing the role of project managers will have to re-plan their initial schedule.

There is a significant number of tools which can help project managers in their daily work, not only the translation-specific tools. Office systems are used in any industry, and MS-Word, MS-Excel or MS‑PowerPoint are usual tools in the life of a translator, and hence a project manager. In the following image we can see some layers of tools translators and project managers can count on. The deeper the circle is, the highest specialisation might be necessary.

Universe of tools on the translator’s desktop (source: Juan José Arevalillo & Hermes Traducciones)

In the second layer, we can see the office tools. These can be typically productive, but they can also be excellent tools for planning, especially for long projects, in which a quick overview of the project status is necessary both for traceability and tracking purposes.

MS-Project is a well-known planning application which could be used for that purpose. Let’s think of a project which could take a few months due to high word count. That project is a multi-profile project with many different specialists working on them, with some interdependencies. Apart from all the details stored on their PMSs, they could have a graphical representation as the following one:

Gantt diagram of a software development project (source: https://www.projectmanager.com/gantt-chart)

Gantt diagram of a translation project (source: Juan José Arevalillo & Hermes Traducciones)

This graphical representation allows project managers to have a first-eye view of the project tasks and its inter-dependencies and priorities. Even it enables a follow-up of the accomplished tasks as shown below:

Gantt diagram of a translation project showing (source: Juan José Arevalillo & Hermes Traducciones)

MS-Project and most of similar tools are user-friendly and intuitive, so it takes only a while to get familiar with them to create Gantt projects. If trainees cannot have licences for this software, they can use a similar free tool called GanttProject (https://www.ganttproject.biz/) or used Excel templates, which can be used for this task.

Gantt diagram on GanttProject (source: Juan José Arevalillo & Hermes Traducciones)

Project specifications for this task:

A project manager is managing a project with a volume of 85,000 words, which should be delivered in 25 days. Apart from the translation, the service consists of some engineering work for three days, screen captures of the localised software during 8 hours and final testing for 2 days. The project manager has the following resources:

• 5 translators (at a rate of 2500 translated words/day/man),
• 3 revisers (at a rate of 1500 revised words/hour/man; 8 hours equals 1 day),
• 1 software engineer,
• 1 DTPer for the screen-capturing
• 2 testers.

10 days after the beginning of the project, the customer notifies a change in the deadline, as it needs it all in 20 days instead of 25 as originally planned.

Taking into account those details, trainees will initially plan the project deadlines and dependencies with MS‑Project, GanttProject (a free Gantt diagram available at https://www.ganttproject.biz/) or a similar planning tool. For planning reasons, revision can take place before the end of translation and run more or less in parallel. In the case of engineering, screen-capturing and testing, it is necessary to finish the whole material. Also, for revision planning, the target text volume can grow according to the language pair, which should be taken into account.

With all the previous information, trainees should create an initial planning for 25 days, and afterwards a second planning for 20 days.

It is recommended to work in group to simulate a real-life scenario with the trainees playing the role of translators, revisers, engineer, DTPers, testers and project managers.

After that, a discussion should be started on trainees’ work and conclusions. A peer assessment is recommended.

Taking those details into account, trainees will initially plan the project deadlines and dependencies with MS‑Project, GanttProject or a similar planning tool. For planning reasons, revision can take place before the end of translation and run more or less in parallel. In the case of engineering, screen-capturing and testing, it is necessary to finish the whole material. Also, for revision planning, the target text volume can grow according to the language pair, which should be considered.

With all the previous information, trainees should create an initial planning for 25 days, and afterwards a second planning for 20 days.

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[1] This module could either be used for individual training or as part of an existing training programme. All activities within the modules are only inputs and cannot be regarded as an entire course or constitute the main part of a training course.