The Catalpa Handbook
  • The Catalpa Handbook
    • Handbook guidelines
  • 1. ABOUT CATALPA
    • 1.1 About Catalpa
    • 1.2 Vision, Values and Strategic Plan 2022
    • 1.3 Governance at Catalpa
    • 1.4 Organisational structure of Catalpa
    • 1.5 Our projects and key contacts for each
    • 1.6 Our key products
      • Bero
        • Content
          • Exams
          • Targeting Content to Users
            • Resizing images for Bero
        • Design
        • Requirements
        • Theming
      • Gathr
      • Openly
  • 2. OUR PEOPLE AND HOW WE WORK
    • 2.1 How we work and the tools we use
      • Google Drive
      • Trello
      • Github
      • InVision
    • 2.2 Communicating internally
      • All Hands Stand-up (weekly / Mondays)
      • Tutorial Tuesdays
      • Show & Tell
      • Guide to Slack
      • Team meetings
      • Other Events
    • 2.3 Mission Driven Teams
    • 2.4 Recruitment and Onboarding
      • Hiring Guidelines
    • 2.5 How we support our people to thrive
      • Onboarding a new hire
        • Onboarding Trello
        • Onboarding buddy guide
        • 30/60/90 Day Plan
      • Goal Setting
      • Regular work/task based 1X1's
      • Quarterly Catch Up's
      • Feedback
      • Managers - Managing Underperformance
    • 2.6 Offboarding
    • 2.7 Leave and public holidays
      • Leave
      • Public Holidays
    • 2.8 Supporting our Mental Health
    • 2.9 Working from home & remotely
    • 3.0. Learning & Development Allowance
  • Page
  • 3. EXTERNAL COMMUNICATIONS
    • 3.1 Guide to Communication
      • Describing Catalpa
      • Guide to photography
      • Guide to social media
      • Writing: style guide
      • Writing: grammar
    • 3.2 Procedures for the collection, storage and use of stories, photos and video
    • 3.3 External Complaints and Feedback Policy
  • 4. PARTNERSHIP AND GROWTH INCLUDING BUSINESS DEVELOPMENT
    • 4.1 Introduction / overview
    • 4.2 Pre-bid stage including networking and partnering
      • Networking
      • Positioning for priority bids
      • Tracking bid opportunities
      • Partnering
        • Partnership brokering
        • Due diligence of downstream partners /subcontracting agencies
        • Pre-bid agreements
    • 4.3 Go / No Go
      • Go / No Go meetings
      • Selection criteria and guidelines
    • 4.4 Tender planning and preparation
      • Project planning and design pre-submission
      • Key templates and links for bid planning and preparation
      • Bid Writing - full proposal or concept note
        • How to appoint an external bid writer
        • Key templates
        • Commonly required building blocks / required materials for tenders
        • Guides
    • 4.5 After a bid has been submitted
  • 5. PROJECT AND PRODUCT CYCLE MANAGEMENT
    • 5.1 Introduction
    • 5.2 Planning and pre-submission design
      • 5.2.1 Monitoring, Evaluation & Learning
        • Project-level M&E
        • Catalpa's organisational approach to MEL
      • 5.2.2 Risk Management
      • 5.2.3 Cross-cutting issues in projects
        • Gender equality
        • Disability inclusion
    • 5.3 Mobilising a new project
      • Handover from BD team to PM team
      • Program Summary Document
      • Team Kickoff Meeting
      • Team Charter
    • 5.4 Post-contract implementation
      • Stage 1 - Learn: Design and Discovery
        • Human Centred Design
        • Our Tools
        • Creating a product
      • Stage 2: Create and Ideate
        • Our model
        • Agile Project Management
          • Getting started
          • Product design and development phases
            • 0. Contracting
            • 1. Learn
              • 1.1. Prepare
              • 1.2. Discovery
              • 1.3 Empathise
            • 2. Create
              • 2.1 Ideate
              • 2.2 Implement
            • 3. Refine
            • 4. Evaluate
          • Product Roadmap
          • Defining releases
          • Create the solution
          • Make a global plan
          • User Stories
          • Prototyping
          • Incremental development
          • UX & UI
          • Conducting tests
      • Stage 3: Refine and Release
        • Introduction and overview
        • Data privacy on a project basis
        • How-tos
          • Retrospective
        • Scrum methodology
          • Daily standup
          • Sprints
          • Sprint prep
          • Sprint meeting
        • Release
          • Epics
          • Epic selection
          • Epic planning
          • Product Q&A, deployment and implementation
          • Make it available
          • Delivery
      • Stage 4: Evaluate
        • Define the maintenance support plan and team
        • Customer support
        • Ongoing user data collection and analysis
      • Glossary of Terms
    • 5.5 Project close-out
      • Product transition and handover
      • Transition to governmen
      • SMA
      • Licenses / handover documents
      • Migrating to Gov owned data-center or cloud hosting
  • 6. POLICIES AND PROCEDURES
    • 6.1 Register of policies and compliance
    • 6.2 Policy Development Procedure
    • 6.3 Code of Conduct
    • 6.4 Data Privacy & Storage Policy
    • 6.5 Human Resources Policies
      • Breastfeeding and Work Policy
      • Occupational Health and Safety Policy
      • Domestic and Family Violence Policy
      • Gender Equality Policy
      • Disability & Discrimination Policy
      • Use of Catalpa Vehicles Policy - PNG
      • Anti-Bullying, Harassment and Discrimination Policy
    • 6.6 Safeguarding Policies, Templates and Training
      • Child Safeguarding Policy
      • Prevention of Sexual Exploitation, Assault and Harassment Policy (PSEAH)
      • Safeguarding templates
      • Safeguarding training
      • Safeguarding procedure for collecting, storing and using images / stories
    • 6.7 Financial and Asset Management
      • Fraud & Corruption Policy
      • Vehicle Use
    • 6.8 Complaints and Feedback
      • Internal Complaints and Feedback Policy
      • External Complaints and Feedback Policy
      • Whistleblower Policy
    • 6.9 Contract Development Procedure
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  • Getting Consent
  • Guidelines on ethical photography

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  1. 3. EXTERNAL COMMUNICATIONS
  2. 3.1 Guide to Communication

Guide to photography

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Last updated 1 month ago

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Photos help us communicate the work that we do. They can give context to our programs and demonstrate the way we work with partners and communities.

We encourage you to take photos when you’re working on your programs and share them on Slack.

If you’re worried your photos aren’t any good, the can help you compose a great shot without any special expertise.

Getting Consent

If there are people under 18 in your photos, always get a signed consent form. You can find these forms .

Guidelines on ethical photography

Photographs and videos taken by Catalpa staff should respect human dignity and ensure the rights, safety and well-being of the person or people being portrayed. This means:

  • Complying with local traditions or restrictions in taking or reproducing images of people, objects or places

  • Understanding national laws related to photography, filming and privacy rights

  • Gaining appropriate verbal or written informed consent before taking photographs or videos

  • Respecting a person’s right to refuse to be photographed or video. If you sense any reluctance or confusion, refrain from taking the photo or video

  • Not causing harm. Individuals or groups may be put at risk of reprisal, violence or rejection in their communities as a result of exposing their identity or personal story through the publication of their photograph or broadcast of any video

  • Not misrepresenting the individual, situation, context and location of the photograph or video

  • Absolutely no payments or any other form of compensation being provided to subjects in exchange for their photograph or video to be taken or for their consent or signed release for publication or broadcast

Photographs and videos of issues that are culturally sensitive, politically sensitive or socially stigmatised must protect the identity and privacy of individuals.

  • Do not identify individuals. Position the camera in such a way that faces and other unique characteristics cannot be discerned.

  • Obtain informed written consent to use real names and locations in situations where disclosure could result in harm. Otherwise, remove detailed personal information such as names and locations in captions or any other associated documentation.

  • Identifiable images of individuals should not be used to illustrate sensitive subject matter in such a way as to indicate that the individual is connected with the issue.

Photographs or videos of people with special needs are to be taken with particular care, compassion and protection of privacy.

  • Photograph or videos all people with respect and dignity. Special care and compassion must be exercised with vulnerable subjects.

  • Survivors of sexual exploitation, gender-based violence or abuse are not to be identified as such.

  • An individual’s status as a person living with HIV, TB or any other serious health conditions must not be revealed without informed written consent.

  • An individual’s engagement in sex work or other socially marginalised or criminalised (or criminal) activities must not be identified.

  • Care must be taken in photographing or filming people in times of crisis. Do not exploit an individual’s vulnerability at times of trauma or grief.

  • Before photographing or filming a child, assess and comply with local laws, traditions or restrictions for reproducing personal images

  • Ensure photographs, videos and DVDs present children in a dignified and respectful manner and not in a vulnerable or submissive manner. Children should be adequately clothed and not in poses that could be seen as sexually suggestive

  • Images must be honest representations of the context and the facts

  • File labels must not reveal identifying information about a child when sending images or videos electronically.

Photographs or videos of children taken for work related purposes must adhere to standards arising from . Before photographing or filming a child, staff or contractors must obtain informed consent from the child and a parent or guardian and explain how the image or video will be used. In group situations such as a classroom, confirmation of previous parental consent is to be obtained from a school principal or senior teacher. In addition:

rule of thirds
here
DFATs Child Protection Policy