How to film an organisational video showcasing E&D activities

To understand what is required for developing an organisational video for showcasing E&D activities. This information and insight was collected through our experience in developing a video to showcase and promote good practices in terms of equality and diversity in an organisational context. So a lot of the information below is tailored to this specific context and aim.

The objective of the video was to share and provide insights into how such practices have been implemented; what benefits they entailed to enable others to adopt and adjust to their own context; to communicate activity within the organisation.

Members of an organisation can see what progress is being made of which they were not aware. Good practices implemented in one organisation, can be adapted, implemented and embedded in other organisations.

Before taking any decision on the logistics, it is important to reflect and/or address the following questions:Before taking any decision on the logistics, it is important to reflect and/or address the following questions:

• What is your target audience: internal, external, category of staff or student?
• What are the key messages you want to convey?What specific topics do you want to inform them about?
• Is there one or more problems/challenges/issues that you will contribute to solving through the video? And should you address it? What are the benefits (positive outcomes) and features of the solution?
• Do you want to drive any kind of behaviour in the organisation by making public good practices in part of the organisation? If so how should you present the story to achieve this?

Selecting the participants

• They should have an interesting story to tell
• At least some of them should have a personal aspect to them
• They should be natural in front of a camera
• They should be willing and able to discuss their personal insights/experiences in an appropriate way for wide dissemination
• It is usually a good idea to have a diversity of participants selected according to the answers to the questions above. For the purpose of the specified video above, we selected: a) a senior leadership representation to give us an insight of the mission of the organisation regarding E&D; b) a senior member of staff responsible for E&D with long experience in designing and implementing relevant activities and exposure in how they have affected the organisation and individuals; c) a project member (or an introducer) to explain the aim of the film  and its importance; d) a staff member involved in a good practice to provide the experience of working on such a practice and e) two beneficiaries of the practices (an academic and a managerial/administrative staff member) where they could speak about the personal benefits of participating in those practices.

Developing the content

Create a list of the participants with their names and check with them the role/title they want to be presented in the film.

As noted below it is often best for the participants to have developed a complete script with the information that you would like to include in the film. This will allow them to focus and reflect on the key messages and identify any gaps in the narrative. Participants should consult with colleagues working in this area for any insights/views about what might be missing.

If the video is going to be a series of good practices, some or all the following aspects will be required.

1. The situation: this involves setting the scene, introducing the project/event/practice and its role in the organisation’s E&D activities including their objectives?
2. The challenge/problem: lay out the challenge that motivated the action
3. The ‘solution’: now it’s time to introduce the good practices. Provide key points about how these actions came about what they involve.
4. The outcome:  what was achieved?

• Facts and figures if available
• Qualitative data can be just as powerful as quantitative, personal insights/stories from beneficiaries of the practices are useful

You should also develop a list of questions that will complement the ‘script’ and be used as prompts for the participants so that they can bring their expertise and/or personal experience to the fore.

Potential Questions to ask interviewees  (in relation to good practices example)

• Who are you?
• Tell us about [good practice name]
• What are/were the objectives of this project/good practice?
• Why is it considered a good practice?
• How did it start? How was implemented?
• What benefits did [good practice name] entail for you?
• Were there any challenges or disadvantages or unintended consequences?
• In your opinion, what are the benefits for an organisation having [good practice name]?
• What did you particularly like about [good practice name] ?
• Would you recommend the development of such [good practice name] in other universities and organisations or other parts of your own organisation? why?After the filming takes place, liaise closely with the person doing the editing and check with participants about the final film to ensure that they are all happy with it.

Audiofilm equipment: camera, microphone, filters

Audiofilm equipment: camera, microphone, filtersA consent form with all the relevant information for participants

Human resources

• A person responsible for carrying and using the audio film equipment: camera, microphone etc. and ensuring the light, noise levels are ok for the film
• A person responsible to oversee, coordinate and liaise between the participants and the person with the camera. This person can also be responsible for the content, selection of participants, and interviewing/providing prompts. They may appear in the film or do this from ‘off stage’.

Venue

Choose bright and quiet space(s) to do the filming. Think about whether you want moving shots etc. and whether a variety of backgrounds will create interest. Choosing the time/date of the filming is crucial. Participants need to be available and background traffic minimal unless specifically wanted. Early in the morning and out of academic term can be better for universities as fewer students are around. However, this may preclude students from being involved.

• Reluctance of participants to talk on the video.
• Non availability of preferred participants.
• Un-natural presentations to the camera.
• Resources- budget for the video filming and editing.

• Being explicit about the aims of the video.
• Provide the script in advance to the participants to ensure they are happy with it or work with participants to develop their own appropriate material.
• Contact participants 3-4 months in advance to ensure they are available on the dates/times of the filming.

• Ensure that the press/publicity/marketing office of the organisation is happy with the proposed filming and its content.
• Check if you need permission to film in the organisation.
• Ensure that you contact the video participants well in advance (3-4 months) to get a slot in their diaries on a specific day. Send them a reminder closer to the day to confirm their participation and provide the questions/script in advance so that they have time to take it into consideration.
• Filming is usually an expensive activity and it requires setting up equipment so it is important to schedule the contributions of all participants in half or one day to avoid any extra costs and make it as efficiently and inexpensively as possible.
• Enable participants to repeat what they are saying (from the beginning) if they get confused or stressed. Be prepared to repeat each part of their presentation until they are comfortable.
• Often the questions/prompts from the coordinator are not included in the final video so ask the participants to include make sure their response makes sense without the prompt.
• If participants are very stressed about talking to the camera (or is the first time they are doing it) you can suggest them to do the following:

1. Write out a full specific script of what you want to say
2. Learn it – and then talk not recite. You can actually record almost sentence by sentence as long as you have a big pause at the end of each sentence/paragraph so they close their mouth and editing is possible.
3. The script has to be something that they can say in a conversational way. They should practice to a mirror to see if it works for them.

The governance bodies, key actors and decision-makers

Awareness raising/Communication

University of Warwick (WARWICK)
Higher education institution

Researchers/professors and technical and administrative staff, students