PAUSE: Promoting Acceptance Using Simulated Environments
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot
be held responsible for any use which may be made of the information contained therein
Grant Agreement number: UK/10/LLP-LdV/TOI-328
Game Design Document
Steven Battersby and David Brown
This document describes the initial design proposed for the simulation deliverable element of the
PAUSE project. The conceptual design of the pedagogic approach and the gameplay approach is
extensively integrated to lead to measurable, reliable, reflective learning, which is a suitable
approach to creating attitudinal change, or creating the readiness for change. The developing design
model incorporates a wide range of modalities, and it is beyond the scope of the PAUSE project to
realise them all, however, they are described here for completeness, and for anticipated postproject expansion of functionality. The document has been completed via the amalgamation of
collated data, project definition documents as provided by the project partner consortium.
Contents:
1.Version History
3
2. Overview of Aims and Objectives
4
3. Hardware Specification
6
4. Simulation Overview
7
5. Description of XNA Authoring Environment
10
6. Game Paly Schematics
12
7. Artefacts of Game Play
15
8. Menu and Screen Descriptions
18
9. The Italian Job Centre (Title, Responsible Partner, List of Attitudinal Barriers Tackled, Scenario Description
(core objective), List of Assets (including characters/environments features), Basic Outline Suggested Narrative
and Final Scripts (Game Narrative))
19
10. The Recruitment Interview (Title, Responsible Partner, List of Attitudinal Barriers Tackled, Scenario
Description (core objective), List of Assets (including characters/environments features), and Final Scripts
(Game Narrative))
55
11. UK Job Centre (Title, Responsible Partner, Scenario Description (core objective), List of Attitudinal Barriers
Addressed, Character List, Scenes 1-6, and Final Scripts (Game Narrative))
67
12. The Job Interview (Title, Responsible Partner, Scenario Description (core objective), List of Attitudinal
Barriers Addressed, Character List, Scenes 1-3, and Final Scripts (Game Narrative))
75
1. Version History
The following table outlines the primary changes made to the document throughout the
course of development and the project life cycle.
Version
0.1.0
0.1.1
Author
Steven Battersby
Steven Battersby
Date
May 2011
11/11/2011
Notes
First Draft of document including exemplar content
developed via WP document.
Edit: Completed for the 2nd Transnational meeting in
Nykoping Sweden
First Draft of document including summary of content
provided by project partners following evaluation of
collated data as presented by consortium during the
Nottingham transnational.
Please note asset bibles are not to be populated for this
release.
0.1.2
Steven Battersby
11/30/2011
0.1.3
Steven Battersby
12/05/2011
0.1.4
Steven Battersby
12/06/2011
0.1.5
Steven Battersby &
Jacquie Lewis
Steven Battersby &
David Brown
Steven Battersby &
David Brown
Steven Battersby &
David Brown
Steven Battersby &
David Brown
12/13/2011
Completed for the 11.11.11 project deliverable WP4
Full refactor of document including separation of Asset
Bibles into separate documents.
Request for additional documentation to be provided by
the partnership to finalise scenario outlines and
rudimentary asset definition.
Refactor of document – preparation of the removal of
initial game editor content to separate document.
Further population of scenario related content
April 2012
Use of standardised Scenario Descriptions
May 2012
Introduction of new avatar set as required by User Group
and final script narratives
Integration of feedback from Usability Testing and
Piloting
Finalised Versions
0.1.6
0.1.7
0.1.8
V1.0
September
2012
Final
Table 1: Game Proposal Document Version History
Please detail here any changes that you have made to this document and the date the
change occurred.
2. Overview of Aims and Objectives
The Promoting Acceptance Using Simulated Environments (PAUSE) Project aims to remove
attitudinal and discriminatory barriers to employment for newly arrived migrants and refugees in the
European Community.
The PAUSE project aims to utilise games technologies to produce games based learning scenarios
scoped via user sensitive inclusive design with project stakeholders in the UK, Sweden and Italy.
It is envisaged that the production of interactive 3D scenarios to demonstrate and address the key
internal and external attitudinal barriers to employment for this target group, would allow the the
target audience to overcome these issues by their own supported problem solving within these
scenarios
The project aims to include stakeholders in producing the narratives for the scenarios to ensure that
the real issues for the target group, which are creating the barriers to employment are addressed
It also aims to ensure that end user groups are included throughout each phase of the project.
Project Rationale
United Kingdom - West Midlands’ statistics show that while the workless rate for the general
population 28%: For the Black/Black British ethnic group it is 44%. For those from the
Pakistani/Bangladeshi group it is 57% .
‘Comparing the labour market experiences of refugees/ethnic minorities in the labour market’
presented findings on the prevalence of discrimination experienced. At least half of the refugees
interviewed had experienced racism or discrimination whilst looking for work or in the workplace.
Italy - In Italy, over 300 cases of hate crime/violence have been reported in the last two years, mainly
against the Roma people, Romanians and Africans. Human rights organisations and trade unions
expressed serious concerns till the Italian government was called upon to answer accusations of
xenophobia and discrimination against foreign workers, either legal or illegal.
Sweden - Recent research done by the Swedish Confederation for Professional Employees (TCO)
found that people with a foreign background have much lower chances of finding a job appropriate
for their education. In 2007, there were a total of 3,536 hate crimes to the police, and Sweden has
been criticized for increasing numbers of hate crimes, seldom resulting in criminal charges.
Project Demographics
The primary demographics envisaged for the simulation usage are those as outlined by the project
definition document as: migrants, refugees, employers, colleagues, agency staff, recruitment
specialists, etc.
This definition represents a vast and heterogeneous target audience.
Suggestion has been made during the Nottingham transnational that the developed interactive
simulations should facilitate “anyone”. If this is to be the case then the core developed media and/or
conversational interactional content needs to be generic in nature and none descript in areas such
as accent, terminology and archetypal constraint.
The initial thoughts of the design team at this initial stage are that in reality this is the most feasible
avenue for development in reflection of the multinational deliverable requirements of the project.
It is suggested that the envisaged customisation aspects of the developed software be utilised for
the tailoring of content to facilitate culturally specific media and/or scenario development.
3. Hardware Specification
Final Hardware Specification as defined in the Trainers’ Manual:
Operating Systems
The following operating systems fully support XNA Game Studio.
Operating system
Windows XP (see remarks below)
Windows Vista
Windows 7
Supported versions

Home Edition

Professional

Media Center Edition

Tablet PC Edition

Home Basic

Home Premium

Business

Enterprise

Ultimate

Home Basic

Home Premium

Professional

Enterprise

Ultimate
Remarks




Microsoft Windows Phone SDK does not support Windows XP.
Windows Vista requires, at a minimum, Service Pack 2.
Although XNA Game Studio itself is available only in English, it is supported under any of the
available language settings on Windows.
Administrator permissions are not required to run XNA Game Studio, but they are to install it.
For Windows 7 and Windows Vista, elevated administrator permissions are required.
Hardware Requirements
To run XNA Framework games on a computer running a Windows operating system, you need a
graphics card that supports, at a minimum, Shader Model 1.1 and DirectX 9.0c. We recommend using
a graphics card that supports Shader Model 2.0, which is required by some samples and starter kits.
To execute and debug XNA Framework games for Windows Phone with the Windows Phone
emulator, you need a graphics card that supports, at minimum, DirectX 10, with a supporting WDDM
1.1 driver.
Ensure your graphics card is using the latest driver. Check with your hardware vendor or
access Microsoft Update to find the latest version of a driver.
To develop XNA Framework games for Xbox 360, you need a hard drive installed on your Xbox 360
console.
Other hardware requirements for XNA Game Studio are identical to those for Microsoft Visual Studio
2010. For information about Microsoft Windows Phone SDK requirements, see the Microsoft
Windows Phone SDK documentation.
4. Simulation Overview
The overarching simulation will consist of the implementation of four 3D interactive simulations, to
tackle the barriers to employers that immigrants and refugees (asylum seekers) face on attempting
to enter the labour market using computer games and/or software development kits.
The core structure of the simulations is an engine/system that facilitates the authoring and playback
of social within context scenarios, developed from narratives provided by the partnership, to tackle
the barriers to employment that immigrants and refugees (asylum seekers) face on attempting to
enter the labour market. (E.g. myths, discrimination, and racism in the workplace).
The engine/system must facilitate the creation, management and playback of game play, presented
within a contemporary, graphically and potentially aurally rich, 3D gaming environment.
This environment will contain audio, scenery, user-driven characters, non-player characters (with
imported/recorded and/or text to speech audio dialogue), interactive elements and animation that
may be combined by a non-technical author to create a range of realistic and engaging interaction
driven scenarios that can be played back within a real time game-play driven context.
Simulation Purpose
To facilitate reflection of the attitudes of self and others. Create the readiness to change attitudes,
or create change in attitudes. The game type is also capable of helping the player to become
comfortable in potentially stressful situations, such that they are better equipped to deal with such
situations in real settings, including interviews, first visit to a job centre etc.
Context of Use
It is envisaged that the game functions in a blended environment, especially with pre- and post-play
discussions, however, many aspects would probably function well in a self-managed learning, too.
Outline of Game Play Mechanics
The original project proposal identified hat three distinct game play mechanisms which should/could
be employed to provide the blended delivery of content, thus creating a range of modes of
engagement and delivery of the learning outcomes.
These play mechanisms were:1. Single Player Mode - In these scenarios users experience a pre-authored narrative with a
number of discrete possible outcomes. Players explore spaces, meet and interact with nonplayer characters and make choices at certain node points within the game. The choice
made at a node point will result in varying paths of progression through the narrative and/or
a Machinima sequence.
2. Machinima Mode - These are short non-interactive outcomes from single player mode
choices that portray the result of a certain choice. Players are then offered the opportunity
to replay the last single player mode sequence or to progress within and/or move on to the
next scenario.
3. Multiplayer Mode. The system will allow multiple simultaneous users to engage in roleplaying scenarios to explore differences, conflicts and ultimately to find resolutions. All
Multiplayer scenarios and interactions can be recorded as boned animations for future play
back, and therefore become the source for more Single player, and Machinima scenarios. It
is envisaged that this mode will provide the means to author novel content.
However, in October 2011 after considering the outcomes from the research phases and technology
review it became evident that many Refuges and Migrant workers have access primarily to
computers at training centres, or access to smart phones. Typically computers at training centres
have relatively low processing power and memory capabilities which would not be compatible with
the use of a high end computer game engine, producing rich interactive graphics.
Reviewing technology against the changing needs of the project as evidenced by these research
outcomes led to the conclusion that Microsoft’s .XNA framework would be a more suitable
development environment, and that NTU have these skills in house and would be better placed to
develop this functionality in house.
5. Description of XNA Authoring Environment:
Collation of data from the previous work packages indicated that a primary requirement for an
additional deliverable that afforded the simulation with capability for customisable content creation.
In order to facilitate this requirement a WinForm/WPF application was developed that facilitates
capability for content to be developed in a standalone (offline) usage scenario.
All content/data/structure defined via the editor is hosted externally and files relating to construct
should be authored in a universal format such as XML that would facilitate potential for additional
editorial tools to be developed to facilitate additional development scenarios (e.g. gifts future
provision for online content creation).
Rationale for this requirement is the volatile nature of specific data related content (e.g. addresses,
legislation and also provision for further expansion of the system to include a web hosted method
for content creation, however the latter is outside the remit of this project)
The editor utilises the standard widget set of the .Net framework consisting of elements such as
drop-down combo boxes and editable text forms.
The editor also facilitates conversational structuring and translation. This enables simulated playback
of within shell usage via provision of a hosted XNA window (i.e. the simulation player component).
Editor Functionality
The rudimentary requirements of editor functionality as envisaged after the research phase were:
1. Capability to define in game menu screens and author/edit related text content.
2. Capability to author conversation scripts and allocate environmental triggers for the
playback of such content.
3. Rudimentary capability for custom model/environment manipulation
a. It should be noted that current XNA SDK limitations may require product updates to
facilitate expandable model sets.
Game Builder and Authoring Components
The developed game/simulation editor and builder consists of the following components:
1.
2.
3.
4.
5.
6.
Display Builder
Environment Builder
Conversation Builder
Translation Tool
Scenario Builder
AI Scripting Tool
Display Builder
Windows forms application that will enable the construct of 2D display media (HUD and Screens)
that overlay the 3D environment. Content is editable in real time. Provision is gifted for the
manipulation of:




Images
Text
Buttons
Text Input
Environment Builder
Windows forms application that enables the construct of 3D scenes that formulate the 3D
interaction environment. Provision is gifted for the manipulation of artefacts such as:




Model – e.g. location
Camera
Activation of elements e.g. light switch, conversation
Avatar positioning
Conversation Builder
Windows forms application that enables the construct of text based conversation. Provision is gifted
for the identification and activation of equivalent audio.
Translation Tool
Windows forms application that enables the translation of all player presented content. Data is
loaded from the .xml files generated via the other authoring components allowing for bespoke
language specific equivalents to be generated and saved.
Saving and Loading
All saving and loading of data is done via the use of the .xml file format. Data is stored in either
isolated storage and/or dedicated storage dependent upon context.
6. Game Play Schematics
Dual Simulation Experience
The developed software enables a user to experience a defined scenario from multiple perspectives
as described and/or divided by the primary user role i.e. in the context of the Job Centre scenario
roles could be that of either a migrant/refugee and also a member of Job Centre staff.
This allows both sides of the target demographic divides to experience the same scenario from each
perspective, thus providing insight and or experience of the opposing party viewpoint and or feelings
surrounding the defined scenario i.e. job interview and/or meeting etc.
Interactive Exploratory Simulation
Development of an exploratory environment that allows the player to interact in a manner akin to
that of real world interaction allows the user to experience potential events that could occur in the
real world context thus equipping and/or preparing them for such experiences.
The undertaking of these scenarios in a manner that facilitates reflection of their interpretation via
both sides of the demographic divide acts to inform the participant as to the nature of attitude
and/or opposed activity during these scenarios.
Potential Game Dialogue Systems
The Investigation if potential games dialogue systems has identified several potential methods for
facilitating dialogue interaction as used in contemporary game play.
In summary these are:





Non-Branching Dialogue
Branching Dialogue
Hub-and-Spokes Dialogue
Parser-Driven Dialogues
Systemic Interactions
More information in reflection of and a full breakdown of the potential dialogue systems can be
found at the following URL:
http://www.gamasutra.com/view/feature/3719/defining_dialogue_systems.php
Investigation of the schemas in reflection of the data collated via WP2/3 suggests that the
development of a Hub-and-Spokes system could be used to great effect to facilitate the application
of a Social Learning Model for the change of attitudes.
The Hub and Spoke Dialogue System
The following except details from the aforementioned source details definition of the Hub-andSpokes Dialogue system:
Hub-and-Spokes Dialogue creates a very different conversation flow compared to basic
Branching Dialogue. The player listens to the NPC's lines and then chooses their response
from the main "hub" of the conversation.
After hearing the NPC's response, the player either returns to the main hub, from which they
can ask the same question again or inquire about another topic, or enters a deeper hub with
more options to choose from.
The player can typically always find their way back to any hub by navigating through their
responses, and thus can explore the dialogue in any order they wish. In this manner, a player
can exhaust a conversation by trying every possible option at their disposal (with no penalty),
and the interaction only ends when the player chooses the "goodbye" option.
Rationale for Hub and Spoke – Social Learning Theory
Robert Bandura in the late 1970’s articulated the concept of Social Learning Theory (SLT) as a
method in which individuals learn from one another in the context of a social situation via use of
observation. Bandura’s theory indicates the effectiveness of human social models in influencing
another to change behaviours, beliefs or attitudes, as well as social and cognitive functioning.
Through processes such as observation, vicarious experience (experience gained by observing
another) and social interaction, one can acquire the behaviours or expertise mediated through a
human social model. Social learning theory is based on the premise that observation and imitation
by an individual leads to learned behaviour.
Research in this area indicates that, indeed, human social models can be effective in influencing
another to change behaviours, beliefs or attitudes, as well as social and cognitive functioning (e.g.
Gredler). Further research such as that conducted by Baylor (2010) has provided evidence that
humans can be socially influenced by automated anthropomorphic agents (avatars) just as they
would be by human social models.
The theory seeks to explain learning in a naturalistic setting as opposed to laboratory or contrived
setting and takes into account that learners can abstract a range of information from the behaviours
of others and that learners can then make decisions about which behaviours to adopt and which to
ignore or not adopt.
Bandura himself notes that learners may acquire internal codes of behaviour that they “may or may
not” perform later based on the observation.
Learning is defined as the acquisition of symbolic representations in the form of verbal or visual
codes that serve as guidelines for future behaviour. In other words, learners observe others, figure
out what works or not and then behave in a similar situation based on those internally formed
guidelines.
In social-cognitive theory, the essential components of learning are:



Behavioural model
Reinforcement of the model
Learner’s cognitive processing of the modelled behaviours
The learner witnesses the behaviour occurring, and witnesses the behaviour being reinforced and
then develops internal guidelines based on their interpretation of the correct or desired behaviours.
The assumptions that support the principles of social-cognitive theory are:



The learner’s cognitive process and decision making are important factors in learning.
The three way interaction among environment, personal factors and behaviour is
responsible for learning
Outcomes of learning are codes of behaviour.
To teach using the model, the components of instruction would be to:



Identify the appropriate behaviours to be held up as the model.
Establish the functional value of the behaviours.
Guide the learner’s internal processing to establish the behaviours within the learner.
Potential Implementation of Hub and Spoke – Mass Effect Style Paraphrasing
Investigation of Hub-and-Spoke systems has identified potential for a system be developed that
reflects the implementation of that found in the Bioware Mass Effect trilogy.
The aforementioned url source also details in reflection of Hub-and-Spoke:
Most conversations in Mass Effect and other BioWare titles take this form, with occasional
basic Branching Dialogue implemented when the player has to make an important decision
that may affect quest outcomes or the NPC's disposition towards the player.
Hub-and-Spokes Dialogue gives the player more freedom and control over conversation and
often allows them to interrogate NPCs to find out every last piece of information about them.
However, this method of dialogue tends to create conversations strongly divorced from
reality.
The NPC usually has infinite patience for the player's strange inquisitions, and every dialogue
plays out like an interrogation as the player keeps pressing the NPC for info. Furthermore, the
player hears a lot of the same lines over and over as he navigates between hubs, potentially
breaking immersion.
As can be seen however there are limitations to this system and suggestion is made to modify the
core construct of the method to account for the described issues.
Implementation of the system in conjunction with an Intelligent Agent (IA) could provide one
potential means of combating artefacts such as linearity and/or abstraction.
However it is envisaged that a blend of IA and HAS would facilitate more than adequate realism and
non-linear interaction with none player characters. Both systems could be used to impart
information together and/or individually dependant on simulation context e.g.



IA & HAS – Job interview conversation
HAS – Security guard encounter
IA – Generic NPC interaction
In the scenarios where IA is not used conversation would be developed to utilise a branching
dialogue with avenues triggered via consequence.
The advantage of the paraphrasing system is that within a game-play context the player is constantly
required to think about their response and reflect on previous responses and/or provided
information.
For example http://masseffect.wikia.com/wiki/Dialogue describes the paraphrasing interaction as
follows:
The conversation wheel was designed to be intuitive. The left side of the wheel is normally
reserved for options that will continue the conversation in depth including Charm and
Intimidate options (see below); occasionally an "Investigate" option is given in the middle,
which allows Shepard to ask about multiple topics.
The right side of the wheel is divided into three sections, and tends to move the conversation
towards quicker completion. Paragon responses, generally more selfless or cooperative, are
on the top segment, the middle segment presents a more neutral option, and Renegade
responses, often more aggressive and hostile, are on the bottom segment.
Characters can also be influenced by the use of Charm or Intimidate. In the conversation
wheel, Charm responses are blue while Intimidate responses are red. Use of those skills is
affected by Commander Shepard's morality; if insufficient ranks in Charm or Intimidate have
been unlocked, the options are greyed out. The harder a character is to persuade, the more
ranks in the respective skills are needed.
Dialogue choices impact how others react to Shepard, the rewards for completing quests,
possible discounts from merchants, romance paths and, most importantly, the commander's
morality. It is also possible to defuse tense situations without violence, or actually provoke it.
It should be noted that due to the large amount of gameplay changes in Mass Effect 2, the
reworked skill system no longer has Charm or Intimidate as trainable skills. Instead, your
ranks in Charm/Intimidate are now tied to your morality level, gauged by how high you’re
Paragon and Renegade scores are. Whether or not you can use a particular Charm or
Intimidate option is based on how many of the available Paragon or Renegade points you've
earned up to that point in the game, rather than the raw values. This is why sometimes
Charm or Intimidate options can be used with less of the meter filled in one play through, but
the next play through the same options are grayed out, but more of the meter is filled.
Presentation of the content in this manner can be seen to embed the content within a game-play
context removing the static fixed presentation of content from which many serious games suffer.
Capability is also gifted to surprise the player with seemingly innocent response that can also have
negative consequence, thus subtly and/or severely demonstrating the positive and negative effects
of simple but sometimes poignant response.
7. Artefacts of Game Play
Genre
Role play-like game. RPGs have been shown to be suitable for the construction of narrative driven,
reflective learning scenarios. The game is mostly played in a first-person, or behind the avatar
perspective.
Whilst based on the RPG definition, the four scenarios also fall under the construct and/or definition
of interactive simulations.
Camera
An overwhelming response from the partner consortium in reflection of WP2/WP3 has detailed the
requirement for the simulations to be presented in primarily in the First Person Perspective
commonly known as FPS (First Person Shooter) and/or FPC (First Person Camera).
This FPC mode is accompanied via an optional Third Person Camera (TPC) mode so that a user can
choose between the two for general environment navigation affording differing visual evaluation
and viewpoint of the environment as required.
A mix of FPC and TPC and fixed position (FP) cameras are to be used to frame any created cut scene
and key environmental events. It is likely that in the majority of these occurrences that user
navigation control will temporarily be disabled and a FP camera will be used to focus on activated
machinima. Upon completion of the machinima control will then be returned to the player.
Controls
All simulation input should be operable via Keyboard and Mouse input. The primary and
recommended control hardware for the game/simulation is that of an Xbox 360 control pad.
Action
Keyboard
Mouse
Control Pad
Menu Up
Menu Down
Menu Select
Menu Back
Up Cursor
Down Cursor
Space Bar
Esc
Hover Selection
Hover Selection
Left Click
Hover Selection / L Click
D Pad Up / Left Stick +Y
D Pad Down / Left Stick -Y
A Button
B Button
Avatar FWD
Avatar BCK
Avatar Strafe Left
Avatar Strafe Right
Up Cursor
Down Cursor
Left Cursor
Right Cursor
Left Stick +Y
Left Stick -Y
Left Stick -X
Left Stick +X
Camera Up
Camera Down
Camera Turn Left
Camera Turn Right
Up Cursor
Down Cursor
Left Cursor
Right Cursor
Right Stick +Y
Right Stick -Y
Right Stick -X
Right Stick +X
Table 2: Envisaged Hardware Mappings
Simulation Interface
The product interface is seen to break down into the following three components:
1. Win form and/or equivalent (e.g. WPF) game editor for customisable content creation.
2. Player for game related interaction/simulation and machinima.
3. Shell that contains Player and facilitates modification of related properties.
Each of these elements can be initially outlined as follows. These definitions will evolve as the
project progress and further information is collated in respect to product definition and requirement.
Game and/or Simulation Editor
The engine/system should facilitate the creation, management and playback of game play,
presented within a contemporary, graphically and aurally rich, 3D gaming environment.
Capability should be provided to facilitate interactive elements and conversation be combined by a
non-technical author to create a range of realistic and engaging interaction driven scenarios that can
be played back within a real time game-play driven context.
Game and/or Simulation Player
The game player is responsible for the playback of content authored by the game editor and/or
builder. The game player aspects of the software will also be responsible for handling artefacts such
as environment rendering and animation and audio playback. The player will also be responsible for
the handling of user interface with the developed simulations.
Game and/or Simulation Framework
The game/simulation framework is responsible for handling user options and the system set-up
related artefacts of the software.
The framework will also handle factors such as the affordance of multilingual capabilities and the
saving and loading of user data.
Functionality related notes
1. This would gift provision for language translation and evaluation/development of content in
real time.
2. Investigation needs to be undertaken to evaluate the potential for expandable content
libraries and/or capability for 3D content hosted externally to packaged content pipeline.
3. Development is to be conducted to facilitate usage on Windows OS hardware that reflects
the overarching product technical requirement.
Game Progression
Progression is primarily via conversational interaction with NPCs and via the use of branch
conversational interaction.
In addition activation and interaction with scenery and/or elements within the environment is also
used to trigger progression e.g. Collection of a ticket detailing a place in a queue and the
announcement via display and/or tannoy of ticket etc.
At key stages within conversational interaction the simulation determines the path of progression
via the evaluation of user input in the form of conversational selection and or attitudinal effect of
the selection.
8. Menu and Screen Descriptions
The following table outlines a breakdown of all screens developed such as: Introduction, Instructions
Options and Game-Over etc. A full breakdown of all screen elements will also be provided for each
defined screen in the form of a Screen Bible.
Screen Name
Introduction
Options
Play
Display Options
Input Options
Audio Options
Game Over
High Score
Pause
Screen Function
 Play
 Options
 Exit
 Display
 Input
 Audio
 Language
 New game
 Load
 Continue
 Full screen or windowed playback
 Resolution
 Quality – low, medium, high
 Interface configuration
 Music on/off
 Effects on/off
 Interface on/off
 Feedback
 Replay
 Presentation of high-scores if applicable
 Temporary halt of scenario playback
 Provision of access to additional shell
functionality and/or screens
Instructions

Scenario

Presentation of media to inform the
player how to operate the simulation
Presentation of 3D simulation
Screen Links

Scenario

Options


Options
Options


Introduction
Scenario





Scenario
Introduction
Save
Instructions
Pause and/or
Introduction
Pause
Game Over


Game/Simulation World
The game world will consist of two main environments in which interactions will take place. Each
environment developed is also able to facilitate multiplayer related interaction in the form of
capability for two participants being able to enter the environment at the same time.
The environments can be outlined as follows:
1. A Generic Job Centre (Used for IT and EN Job Centres)
2. A Generic Office and/or Meeting Room (Used for Swedish Recruitment and UK Job
Interviews).
The environments are designed to be generic to facilitate multicultural application. Provision is
gifted for multilingual artefacts such as signs, however this should be avoided where possible and
universal iconic representations utilised instead.
9. The Italian Job Centre
1. Title: AT THE JOB CENTRE / AL CENTRO PER L’IMPIEGO
2. Responsible Partner: PROVINCIA DI PARMA
3. List of Attitudinal Barriers (prioritised into essential/would be nice…)
The attitudinal barriers faced:
- knowledge of Italian language, both spoken and written (essential)
- misunderstanding of roles and competences: who makes what or the correct distribution of tasks
(essential)
- tendency to replicate rules and conditions of birthplaces regarding working conditions and job
search (essential)
- tendency to replicate traditions of birthplaces regarding gender and labour segmentation (would
be nice)
- acceptance/search for shortcut solutions, even barely illegal (would be nice/important)
4. Short paragraph of non-technical description of scenario
The narrative scenario is highly realistic and is a proxy of real-world situations in which job search
takes place.
The narrative of " At the Job Centre – Al Centro per l’Impiego" is organized in the following principal
settings (scenarios):
A) With the first contact Operator
B) With the intercultural mediation operator
C) An in-depth-interview
plus an initial lounge – called Entering the JC and an exit space. The total scenes are so 5.
In order to achieve the goal, the winning Player must complete the game course collecting the
highest amount of points, e.g.:

fulfilling the course steps

making the minimum number of mistakes

in minimum time.
The participant(s) – through the main character – play a role that is identical to their real-life role as
job-seeker(s).
The immersiveness of the game environment is strictly dependent from the implementation
platform, but we (at Province of Parma) believe that realistic dialogues are very important.
5. List of Assets:

List of Characters
Main Characters are 4:

(1) a young black African male (around 20-25 y.o.), aggressive

(2) a young Maghrebi / African female (around 20-25 y.o.), bigot

(3) an adult Maghrebi male (around 40 y.o.), unmotivated

(4) an adult white Eastern-Europe (Russia and so on) female (around 40-45 y.o.), arrogant
Other Characters are:
The entry lounge characters:
- Man1: black, young, holding papers, quite bored
- Man2: Maghrebi, 40 y.o., impatient
- Woman1 with child: black, young, caring her baby
- Woman2: Maghrebi, wearing viel, suspicious
- Woman3: Caucasic, 40 y. o., from eastern Countries, reading a book, bored
First scenario characters:
- First Contact Operator (FCO): Italian female, 40 y.o.
Second scenario characters:
- Intercultural Mediator (IM): female, 30 y.o., maghrebi
- In-Depth Operator (IDO): Italian female, 35 y.o.
Fourth scenario characters:
- In-depth-interview/pre-selection Operator (ICO): Italian female, 40 y.o.
Exit room: indistinguished crowd, male and female, blurr
List of environmental features (marked essential/non-essential)
The introductory screen depicts the context: these days in Parma, a newly arrived person (all the 4
main characters) is outside the JC, just entering the door of Job Centre, together with a circle of
other people (Italians, other migrants, men, women, some of them with children).
[background noise: bus stop, door opening, noise from queue regulator, blurred speech]
By clicking on START, the game begins. The player is asked to choose one of the four Main Ch that
are shown in a circle or something similar.
A) The first scenario - The entry lounge - takes place just entered the Job Centre (JC), by taking a
number
and
then
sitting
in
the
lounge.
Some voices come out from the crowd regarding the common main concern: getting a job as soon as
possible. Several suggestions, including visiting private job agencies and illegal or barely legal
shortcuts are briefly discussed.
Different characters are asking questions / say something about documents, addresses of other local
services (e.g. health services, schooling, housing, …). When his/her number appears, the dialogue
starts between the Main Character and a FCO (JC) operator (female, 40 y.o.).
Main Features (realistic)
Street noise from outside
Sliding doors
An open space with chairs in row, people sitting and waiting for own turn
Digital counter showing numbers and desks on the wall
All characters are sitting, both main and other Ch
Main Characters are 4:
(1) a young black African male (around 20-25 y.o.), aggressive
(2) a young Maghrebi / African female (around 20-25 y.o.), bigot
(3) an adult Maghrebi male (around 40 y.o.), unmotivated
(4) an adult white Eastern-Europe (Russia and so on) female (around 40-45 y.o.), arrogant
Other Characters in the entry lounge are:
- Man1: black, young, holding papers, quite bored
- Man2: Maghrebi, 40 y.o., impatient
- Woman1 with child: black, young, caring her baby
- Woman2: Maghrebi, wearing viel, suspicious, serious
- Woman3: Caucasic, 40 y. o., from eastern Countries, reading a book, bored
A short speech including the main attitudinal barriers goes on among the Other Characters
B) The second scenario - With the First Contact Operator (FCO) – main features are the following:
it takes place in an open space,
where many working position are located,
each one in a separate setting composed by desk with a PC on the top and some papers, other office
objects (pens, clips, envelopes, …).
The scene is in a one-to-one setting, the player sitting in front of the FCO, the two divided by the
office desk.
A speech starts and some typical problems/misunderstanding are encountered, like:
- insufficient comprehension of Italian language  sending to intercultural mediator,
- misunderstanding about services available at the JC,
- ignorance of the correct JC base,
- lack of needed documents.
After a contest reorganizations, the player decides to act to change his/her occupational condition
and go further with another, more specialized Operator.
C) With the intercultural mediation operator – main features are the following:
The scene is in a one-to-one setting, in a small private office, the player sitting in front of the FCO,
the two divided by a table (PC and printing, pens, papers, …).
Several topics comes out: respect of times and meetings, what is correct to ask and where
(distribution of tasks among different services), engagement needed to find a job (learning Italian
language, attend a VET course, provide translated official qualification, solve problems regarding
housing, health, children schooling, transport, …). The player is asked to decide again and again and,
depending on the choice, the exit scene will be a successful or unsuccessful one.
D) An in-depth-interview - the fourth scenario the player is engaged in an in-depth-interview. The
main features are the following:
- a JC Operator (a female 40 y.o. character) holds the interview and asks seemingly unrelated
questions. Depending on the Main Ch chosen by the player, next dialogue will address different
aspects of past work experiences or previous qualification.
The JC operator asks:
- if the player has work experiences in Italy and related references;
- all the works the player has done and the related specific skills (knowledge, instruments, outputs,
professional relations, …) [the player get nervous since he/she thinks the question is motivated by
his/her race]  the JC operator explains there is often a gap between technical level in Italy/Europe
and his/her Country;
- the player = young Maghrebi female cannot avoid to wear Islamic veil  the JC operator explains
that it will not be accepted in some works (e.g. in-home-care assistance);
- the player = white Eastern-Europe (Russia and so on) female tells she can do/knows everything,
but, at the same time, she doesn’t understand what the JC operator asks  [the player get nervous
since he/she thinks the question is motivated by his/her race]  the JC operator explains there is
often a gap between assistance models in Italy/Europe and his/her Country. Furthermore, the JC
operator explains that everybody has to be able to tell in correct Italian what he/she can do and
knows.
Successful exit announces that the player résumé will be presented to firms looking for workers. The
player is prepared to be called directly by firms to have an interview together with other applicants.
The selection procedure will be carried out directly by the employer, who will decide who hire. Only
then, in case of good evaluation by the firm, the player will be offered a contract.
Unsuccessful / problematic exits imply a criticizing discourse ending with delays due to lack of jobs,
suggestions regarding VET courses useful to get enough skills to be hired, firms difficult to reach
without
private
car,
….
The
player
asks
for
the possibility to pay the JC officer to get a job  the JC operator tells the player that JC services are
free of charge for all citizens.
E) Exit room
The final scenario shows the Main Ch going out the JC.
A background noise emerges: bus stop, door opening, street noise, blurred speech.
6. Basic/ outline suggested narrative – summary of main points/actions in
scenario.
The game opens with a setting definition: a local street with its noises, the JC entry sliding doors.
The 4 Main Characters are shown in a circle to be selected to start the game.
A) The first scenario - The entry lounge
After the choice, the Main Ch chosen enters the JC lounge.
In the lounge, he/she takes a number and seats waiting for his/her turn. In the meantime a short
speech happens (short questions, quick answers) by some Other Characters sitting together. Each
phrase contains a topic issue.
(Man1) “It’s not so easy find a job nowadays … it’s better to go also to private job agencies … [BOX
1: WHERE APPLY FOR A JOB: PRIVATE AND PUBLIC AGENCIES] Just yesterday a friend of mine told
me
that
he
found
a
good
job
in
mechanics
…”
(Woman1 with child) “I‘ve come to the Job Centre to get some papers for health service … Some say
there is a short way to do easy jobs for a good pay … Any contract is needed …”
(Man2, replying to Women1) “I’m here to look for a regular job. I’ve been working in undeclared
jobs for a long time and when I got ill I was left alone, without any pay, any money to send home,
any health assistance. Now for me it’s the time for safe work at clear conditions …”
(Woman2, asking to everybody) “It’s this the correct office where apply for housing?” [BOX 2: THE
SOCIAL
SERVICES
PROVIDED,
WHAT
AND
WHERE]
(Woman3, answering) “No, you’re in the wrong office. This is a job office. Here you can look for a
job”.
[BOX
3:
WHAT
JC
DO
AND
WHAT
THEY
DON’T
DO]
[A new number appears – it’s the Main Character turn. He/she stands up and move towards the desk
of
first
contact
operator.
MyToolbox banner appears. The player can click on it to have a bin to collect useful tools. If the
player click on it, he/she gains a bonus score. If he/she doesn’t a notice appears: “don’t forget your
tools to look for a job!”. The games goes on even if the player doesn’t take the bin]
The turn of the Main Ch comes when a new number appears on the counter on the wall.
He/she stands up and move towards the desk of first contact operator.
Next dialogs depend on the Main Character involved, any of them showing different skills,
experiences, tools and then proximity to the labour market.
The development of the game is presented in the following matrix:
Outside the JC (common to all tracks)
Entry Lounge with some dialogues – Choose of the Main Character (personalization) and
clicks/doesn’t click on “My toolbox”
Main Ch1 / With the
First Contact Operator
(FCO)
Main Ch2 / With the
First Contact Operator
(FCO)
Main Ch3 / With the
First Contact Operator
(FCO)
Main Ch1 / With the
intercultural mediation
operator
Main Ch2 / With the
intercultural mediation
operator
-
-
-
Main Ch3 /An in-depth
interview
Main Ch4 / With the
First Contact Operator
(FCO)
Main Ch4 /An in-depth
interview
Leaving the JC (personalized with each Main Ch image)
So, there are 4 tracks that correspond to each Main Ch:

Entry Lounge - choose of main Ch = CH(1)

Main Ch1 / With the First Contact Operator (FCO)

Main Ch1 / With the intercultural mediation operator

Main Ch1 leave the JC

Entry Lounge - choose of main Ch = CH(2)

Main Ch2 / With the First Contact Operator (FCO)

Main Ch2 / With the intercultural mediation operator

Main Ch2 leave the JC

Entry Lounge - choose of main Ch= CH(3)

Main Ch3 / With the First Contact Operator (FCO)

Main Ch3 / An in-depth interview

Main Ch3 leave the JC

Entry Lounge - choose of main Ch= CH(4)

Main Ch4 / With the First Contact Operator (FCO)

Main Ch4 / An in-depth interview

Main Ch4 leave the JC
Some solutions to animate the game are suggested:
1. A limited set of FOCUS boxes is pointed out in specific points of each
track, to inform about relevant issues.
A bonus or extra points can be added to the player jackpot every time he/she clicks on a FOCUS
box. The content of each box should be upgraded over the time by us or by selected local
Stakeholders, when significant changes happens at institutional and administrative level (e.g.
changing procedures for permit of stay applying, changing in organization and providers of social
services,
…).
List of BOXES, corresponding to an equal number of KEY WORDS / KEY SENTENCES:
BOX 0: WHERE AM I?: A SOCIO-ECONOMIC GUIDE TO PARMA
BOX 1: WHERE APPLY FOR A JOB: PRIVATE AND PUBLIC AGENCIES
BOX 2: THE SOCIAL SERVICES PROVIDED, WHAT AND WHERE
BOX 3: WHAT JC DO AND WHAT THEY DON’T DO
BOX 4: JC, WHERE ARE THEY? A PLAN OF THE PROVINCE OF PARMA WITH A LINK TO THE 4 JC IN
EVIDENCE ON THE PLAN
BOX 5: WHO IS THE INTERCULTURAL MEDIATOR AND WHAT HE/SHE OFFERS
BOX 6: LEARNING ITALIAN LANGUAGE FOR EXTRA-UE CITIZENS
BOX 7: HOW AND WHERE APPLY FOR A PERMIT OF STAY
BOX 8: UNEMPLOYMENT COMPENSATION. WHAT IS IT AND WHO CAN APPLY FOR IT
BOX 9: SKILLS AND QUALIFICATIONS. Recognition, EUROPASS, Personal Portfolio, EMILIAROMAGNA QUALIFICATION SYSTEM
BOX 10: VOCATIONAL TRAINING COURSES
BOX 11: THE RESUME’ AND THE JOB INTERVIEW
_____________
2. To suggest possible answers at key questions, some POPS come out
(pops can be clouds, coloured stripes, coloured squares, coloured circles,
…) and lead to boxes, to a zoom (of documents or something else) or to
the continuation of the game.
3. To provide some alerts regarding traps, frequent mistakes, … Alerts
should have a recurring graphic and sound and must correspond to topic
and extraordinary events. Each alert is followed by the correct definition
that restructures the context (e.g.: JC services are free of charge for
citizens and firms, since they are pre-financed by public funds).
The short message could come by an external speaker / a sort of
institutional character (an assertive expression) or simply by an audio
and written message.
List of the ALERT :
1. KEEP IN MIND!: JC are free of charge for citizens and firms, since
they are pre-financed by public funds!
2. PAY ATTENTION! In Italy people has no habits to work shoulder
to shoulder with veiled women. Some jobs allow to wear veil,
like cleaning. But in other jobs, like teacher, clerk, employee, and
so on, is unusual to find veiled women
3. BE CAREFUL! Accept undeclared work conditions is highly risky. If
you get ill, any health insurance will cover your safety and you
will miss your job. Furthermore, undeclared work is illegal in
Italy, since employers dodge social insurances fees, National
Insurance contributions and other fees.
4. REMEMBER!: if you are looking for a job, be ready to show a
clear résumé, all references by previous employers and to
answer to questions regarding skills, residence, income and
other relevant issues.
5. REMEMBER!: to enter a selection process does not mean to be
hired! It means that your characteristics will be taken into
account by one or more employers looking for workers.
4.
To collect a list of key-documents and compose his/her own job-
searcher “Toolbox”.
The player is made aware that to look for a job a set of
tools/documents are needed. He/she can decide to
provide it since the beginning of the game and fill it with specific
tools or take it during the game.
Any JC Operator the player meets asks to show documentation.
Positive scores are associated to the correct
documents that the player choose to answer and negative scores are
associated to wrong or lacking documents.
e.g. of tools/documents:
a) VALID PERMIT OF STAY
b) RESUME’
c) VET QUALIFICATIONS
d) LIST OF JOB AGENCIES
e) LIST OF SOCIAL SERVICES
f) ITALIAN LANGUAGE QUALIFICATION LEVEL
g) REFERENCES
…
All the tools/documents are provided into the BOXES already
described.
The “MyToolbox” sign remain on the screen since the player clicks on
it and its content is shown by a mouse
movement on it.
5. To schedule in each Track an interactive Italian language test (e.g. a
short text to be filled in) that can provide a
positive or negative score and address the player to the Intercultural
Mediator or to an Italian Language course.
About 3 different essential tests will be provided.
Main dialogues are detailed as follows:
Track 1 - Main Ch1
Main Ch1 is a young black African male, around 20-25 y.o.
With the first contact operator (FCO)
FCO: “Good morning! May I help you?”
Main Ch1 [sitting down in front of FCO box]“ ‘morning” [put some papers on the table, saying
anything else].
FCO: “What are you looking for? Job? Documents?”
[THREE POPS APPEARS:
1=JOB  LINK TO BOX 1;
2=DOCUMENTS  LINK TO BOX 3;
3=?  LINK TO BOX0]
Main Ch1: “ …” [smiles, feeling embarrassed, saying nothing, looking at papers on the table].
FCO: “Do you understand me?” [FCO gives a look to the papers on the table then says] Do you live in
Langhirano? Langhirano?
Main Ch1: “Yes, Langhirano …”
FCO: “You must go to the local JC, then. [BOX 4: A PLAN OF THE PROVINCE OF PARMA WITH THE 4 JC IN
EVIDENCE] JC are widespread in 4 places all over the province of Parma. These documents are useful
to apply for a job, but I see also a blood test analysis. You must go to the doctor’s to show it. [BOX 2:
THE SOCIAL SERVICES PROVIDED, WHAT AND WHERE]
Is this your first visit to the JC? Are you here for the first time? [FCO checks on the PC] I control if you
are registered in the JC database …
Main Ch1: “It’s the first time I come here. … A friend of mine told me to come here to get a job …”
[AN INTERACTIVE LOW LEVEL ITALIAN LANGUAGE TEST APPEARS. “DO YOU WANT TO TEST YOUR
ITALIAN LANGUAGE KNOWLEDGE?”
YES  GO TO THE TEST A BONUS IS GAINED, NO MATTER THE RESULT OF THE TEST
NO GO AHEAD  ANY BONUS IS GAINED]
FCO: [considering the Main Ch1 low level of Italian language comprehension and speaking] I see…
You are in the right place. I send you to the intercultural mediator [BOX 5: WHO IS THE
INTERCULTURAL MEDIATOR AND WHAT HE/SHE OFFERS], at the second door on the right, over the
stairs. She will explain you what we can do for you and what you can do to find a job. But then, you
must go to JC in Langhirano and follow the correct way.
Main Ch1: OK …. I go, thank you.
[Main Ch1 stands up, takes his papers, turns around, runs up the stairs and finally knocks at the IM
door]
With the Intercultural Mediator (IM). [BOX 5: WHO IS THE INTERCULTURAL MEDIATOR AND WHAT
HE/SHE OFFERS]
IM: Good morning! How can I help you?
Main Ch1: [sitting down in front of IM, holding some papers] … I have papers …I’m looking for a job
IM: [looking at the papers provided by Main Ch1] … I see … you have a valid permit of stay, but I
don’t see any qualification. Can you provide it?
[THREE POPS APPEARS:
1=YES  LINK TO BOX 9;
2=NO  LINK TO BOX 9;
3=?  LINK TO BOX6]
Main Ch1: [no answer. Smiles, looking at IM]
IM: I suppose you don’t understand me if I speak in Italian. No understand Italian language?
Main Ch1: … No, no understand Italian well …
IM: [talking in English] Do you speak English?
Main Ch1: Yes, a little
IM: [speaking English] I will repeat it also in Arabic. First of all, you must attend a course of Italian
language provided by public schools especially for migrants. Here you are a leaflet. [IM gives CH1 a
paper – ZOOM on the leaflet]
[a brief speech, supposed in Arabic, goes on silently]
IM: Please, first of all you must attend an Italian language course [BOX 6: LEARNING ITALIAN
LANGUAGE FOR EXTRA-UE CITIZENS]. Then you must go to the JC in Langhirano, near your house.
They will look for a job, then. You cannot work properly without speaking and understanding Italian
language, even at a elementary level.
Main Ch1: OK, thank you … thank you. But, ehm …. I can pay you for a job …
IM: No, you have not to pay for a job at the JC. This is a public service. People are not asked to pay.
[BOX 3: WHAT JC DO AND WHAT THEY DON’T DO]
Main Ch1: … Someone told me I can have a job if I pay …
IM: This is a wrong information. Be careful!!
[ALERT 1 APPEARS “JC services are free of charge for citizens and firms, since they are pre-financed
by public funds”]
Exit scenario.
Main Ch1 goes out of the JC.
A background noise emerges: door opening, bus stop, street noise, blurred speech.
_________
Track 2 - Main Ch2
Main Ch2 is a young Maghrebi / African female, around 20 y.o., wearing veil.
With the first contact operator (FCO)
FCO: “Good morning! How can I help you?”
Main Ch2: [sitting down in front of FCO] “I am not sure I am in the right place … anyway … could you
first of all check my permit documents? [BOX 7: THE PERMIT OF STAY. HOW AND WHERE APPLY
FOR IT] I am waiting for an humanitarian permit of stay … but in the meantime I would like to look
for a job or something useful to do. I don’t know Italian language very well. I don’t understand very
well people speaking Italian”
FCO: “Let me have a look … anyway I suggest you to get assistance over your legal position and
regarding upgrading of your situation.
[BOX 2: THE SOCIAL SERVICES PROVIDED, WHAT AND WHERE]. Anyway, it looks to me that
everything’s OK.
Is this your first visit to the JC?” [FCO in the meantime checks in her PC]
[THREE POPS APPEARS:
1=YES  LINK TO BOX 3;
2=NO  LINK TO BOX 1;
3=?  LINK TO BOX0]
Main Ch2: “Pardon, can you repeat slowly?”
FCO: [speaking slowly] “I suggest you to attend to CIAC to get assistance over your legal position and
regarding upgrading of your condition. Is this your first visit to the JC?”
Main Ch2: “Yes, it is. A friend of mine told me to come”
FCO: “I can register you as unemployed. Anyway I suggest you to encounter the Intercultural
Mediator [BOX 5: WHO IS THE I. M. AND WHAT HE/SHE OFFERS] to get more information over the
services provided by the JC to extra-UE citizens”
Main Ch2: “Where do I go now?”
FCO: “To the Intercultural Mediator office, at the second door on the right, over the stairs”
[Main Ch2 stands up, takes his papers, turns around, runs up the stairs and finally knocks at the IM
door]
With the Intercultural Mediator (IM)
IM: Good morning, I’m Fathma, the IM of the Parma JC. Do you speak Italian?
[THREE POPS APPEARS:
1=YES, A LITTLE  LINK TO BOX 6;
2=NOT ENOUGH  LINK TO BOX 6;
3=?  LINK TO BOX0]
Where do you come from?
[A POP APPEARS WITH A WORLD CARD]
Main Ch2: [sitting down in front of IM, putting her papers on the table] “I speak Italian not so much.
I am from Sudan. My name is Malina and I arrived 3 months ago in Italy. I am in Parma since one
month ago.”
[AN INTERACTIVE LOW-INTERMEDIATE LEVEL ITALIAN LANGUAGE TEST APPEARS. “DO YOU WANT
TO TEST YOUR ITALIAN LANGUAGE KNOWLEDGE?”
YES  GO TO THE TEST A BONUS IS GAINED, NO MATTER THE RESULT OF THE TEST
NO GO AHEAD  ANY BONUS IS GAINED]
IM: So, let me see … What would you like to do while you are waiting for documents?
[FOUR POPS APPEARS:
1=STUDY ITALIAN  LINK TO BOX 6;
2=ATTEND A VET COURSE  LINK TO BOX 10;
3=WORK LINK TO BOX 1;
4=?  LINK TO BOX0]
Main Ch2: A friend of mine living in Milan has told me I can work as a teacher … I was a teacher in
Sudan, before leaving …
IM: I understand … First of all, you must wait for the documents regarding your humanitarian
condition. Then, you could apply for a job. Anyway, to work as a teacher you must show your
qualification and also have it translated in Italian, in an official version. [BOX 9: SKILLS AND
QUALIFICATIONS. …]
Main Ch2: You say I cannot work as teacher in Italy? What a pity! … So what could I do?
IM: We need to check your skills and your previous experiences. Your Italian language knowledge
should be improved by attending a specific course. Look at these proposals by local Language Centre
[IM gives Main Ch2 a leaflet – ZOOM ON THE LEAFLET]. … But, tell me, do you think you could work
without wearing the veil?
Main Ch2: [surprisingly]To take the veil off? I understand well? But … why?
[ALERT 2 APPEARS “PAY ATTENTION: in Italy people has no habits to work shoulder to shoulder
with veiled women. Some jobs allow to wear veil, like cleaning. But in other jobs, like teacher,
clerk, employee, and so on, is unusual to find veiled women.]
IM: I don’t say it’s impossible, but at the moment it could be difficult to be accepted. What do you
think about it?
Main Ch2: Oh, I see … [she looks thoughtful]
[TWO POPS APPEARS:
1=I CANNOT TAKE OFF MY VEIL  BOX0;
2=I WILL THINK ABOUT IT  LINK TO BOX 2]
Anyway, can I come back in a few weeks?
IM: Yes. In the meantime, your documents perhaps will be ready. So we will continue with more
clear ideas about your intentions and we will be able to look for a job that fit in your case. Don’t
forget to apply for an Italian language course [POP with a zoom to an application form for Italian
language course]!
Exit scenario.
Main Ch2 goes out of the JC.
A background noise emerges: door opening, bus stop, street noise, blurred speech.
___________________
Track 3 - Main Ch3
Main Ch3 is an adult Maghrebi male, around 40 y.o.
With the first contact operator (FCO)
FCO: Good morning, Sir, may I help you?
Main Ch3: [sitting down in front of FCO, holding some papers in his hands] Good morning. I’ve just
been laid off. I’m asking for unemployment compensation.
[BOX 8: UNEMPLOYMENT COMPENSATION. WHAT IS IT AND WHO CAN APPLY FOR IT]. Can I have
it soon? It’s urgent for my family needs [BOX 2: THE SOCIAL SERVICES PROVIDED, WHAT AND
WHERE] in the meanwhile I find a new job [BOX 1: APPLY FOR A JOB …].
FCO: OK, let me see. [FCO looks at papers and then check in her PC]. You have been working for 15
months over the past two years. Is that correct?
Main Ch3: I restarted working about one year and a half ago. Before I’ve attended a VET course … I
can’t remember exactly. Here you are my pay-sheets [ZOOM ON A PAY SHEET MODEL]
FCO: [Showing the PC screen to Main Ch3] your position shows you are not entitled to get
unemployment compensation since you did not work enough time over the past 2 years.
[TWO POPS APPEAR:
1= ALMOST 15 MONTHS JOB DURATION OVER THE PAST 24 MONTHS  UNEMPLOYMENT
COMPENSATION
2= LESS THAN 15 MONTHS JOB DURATION OVER THE PAST 24 MONTHS  NO RIGHT RO
UNEMPLOYMENT COMPENSATION]
Anyway, which are your work experiences since you have been working in Italy?
Main Ch3:
a) [getting angry] It’s impossible! I need an income … I’ve been
working hard for months in a regular job and this is all that I get!!!
FCO: Oh, I see. Many people is loosing a good job nowadays. The
only way I can help you is looking for a new job for you.
Main Ch3: no, I know how to find a good income by myself!
[ALERT 3 APPEARS “BE CAREFUL! Accept undeclared work
conditions is highly risky. If you get ill, any health insurance will
cover your safety and you will miss your job. Furthermore,
undeclared work is illegal in Italy, since employers dodge social
insurances fees, National Insurance contributions and other fees.]
[Main Ch3 exit the JC]
END OF THE GAME
b) [getting worried and depressed] It’s a big problem! How can I do
with my family? [BOX 2: THE SOCIAL SERVICES PROVIDED, WHAT AND
WHERE]
FCO: Many people is loosing a good job nowadays. The only way I can
help you is looking for a new job for you starting from your work
experiences and skills [BOX 9: SKILLS AND QUALIFICATIONS].
Main Ch3: I have been working for quite a long time doing jobs in
mechanical sector. I am very qualified …
FCO: We can try for you a match with firms demands. Please, go to the
next office on the left to apply and show all references [ZOOM ON A
REFERENCE MODEL] and pay-sheets to the Operator.
Main Ch3: Ok, I’ll try. Thank you.
[Main Ch3 stands up, takes his papers up and moves on the left
towards the IDO office]
An in-depth-interview/preselection service.
IDO: Good morning, welcome! How can I help you?
Main Ch3: [sitting down in front of IDO] Good morning. I’m looking for a
new job. These are some references my last employer gave me before
laying me off.
IDO: Well, I see …. So, you’ve been working for 15 months as a carpenter.
Can you tell me what did you exactly do and which instruments and
machinery did you use?
Main Ch3: Oh, well, … [getting anxious] … I’ve been working hard and
doing a good work! Why do you ask me so many questions? I just want
to find a new job. I am a good worker! Don’t you believe me?
[ALERT 4: If you are looking for a job, be ready to show a clear résumé,
all references by previous employers and to answer to questions
regarding skills, residence, income and other relevant issues.]
6. IDO: I am sure you are. The questions I’m asking you are
absolutely normal questions you will be asked by any employer to
check your skills and your experiences.
Be ready to talk about it any time someone that could hire you will
ask you!
a) Main Ch3: [getting angry and shouting] I am sick and tired to
talk about a job!!! A want a job now!
IDO: I am sorry, I cannot help you if you don’t explain me your
skills, your education, and so on, everything is important to get a
new job.
Main Ch3: [standing up] I will look for a job by myself! It will take
less time to me!
[ALERT 3: BE CAREFUL! Accept undeclared work conditions is
highly risky. If you get ill, any health insurance will cover your
safety and you will miss your job. Furthermore, undeclared work
is illegal in Italy, since employers dodge social insurances fees,
National Insurance contributions and other fees.
[Main Ch3 exit the JC]
END OF THE GAME
b) Main Ch3: I see… I am sorry … but it looks to me that no one believes
me just because I am a migrant so I have to explain and explain every
time …
IDO: I need to know exactly your skills, your previous experiences, VET
courses you eventually attended, any useful detail to match at best your
application for a job position. It’s important that you tell me everything
in plain words and sincerely. [BOX 11: THE RESUME’ AND THE JOB
INTERVIEW]
Main Ch3: … Oh, yes, … so, I ….[he starts telling about his job –
undefined speech. Il the meantime, IDO takes notes].
IDO: Ok, well. Now I will check in the JC database opportunities for any
job matching with your characteristics. Another important question. Can
you drive a car and do you have one?
[3 POPS APPEARS:
1=NO, I HAVE NOT A DRIVING LICENSE AND I HAVEN’T ANY CAR
2= I DO HAVE THE DRIVING LICENCE BUT I DON’T HAVE ANY CAR
2= I DRIVE A MOTORCAR]
Main Ch3: I have a driving licence, but I don’t have any car or motor scooter.
IDO: It could be a problem to join some firms far form public transport lines [BOX 0: WHERE AM I?]
… could you arrange with friends or parents to get a mean of transport in case of need? Be prepared
if proposals from firms far from the centre town will come!
Main Ch (3): I will look for a solution. But how long I have to wait now?
IDO: It depends on firms demand for carpenters. As soon as I will find a job position, I will call you to
ask if you want to enter a selection procedure. Selection will be conducted directly by the employer.
[BOX 11: THE RESUME’ AND THE JOB INTERVIEW]
Main Ch (3): So, what will happen precisely?
[A POP APPEAR: THE SELECTION PROCEDURE.
Agree to enter a selection.
Have your résumé ready.
Be ready for a job interview: questions on skills, experiences, education, transports house-factory,
…
Many candidates  One / just some chosen
The employer will communicate directly to you if you have been hired  CHECK THE PHONE!]
ALERT 5: To enter a selection process does not mean to be hired!
IDO: If you agree to enter a selection, be ready to answer to any direct call from employers. They will
call you at your phone number – let’s check it [a string of numbers follows] – to convene for a
selection. Any firm will meet a number of candidates and after they will choose the one that match
at best their needs.
Main Ch3: I see … So, I will not get a job as soon as you find a firm asking for a carpenter. I have to
pass the employer selection, too. What a long way … Well, I understand [standing up and
collecting his papers] … Thank you. I hope you call me soon.
IDO: Goodbye.
Exit scenario.
Main Ch3 goes out of the JC.
A background noise emerges: door opening, bus stop, street noise, blurred speech.
___________
Track 4 - Main Ch4
Main Ch4 is an adult white Eastern-Europe (Russia and so on) female, around 40 y.o..
With the first contact operator (FCO).
FCO: Good morning, how can I help you?
Main Ch4: Good morning. I am looking for a new at-home-care-giver job position. I’ve just finished to
assist an old woman who lived alone and decided to go to an hospital. It’s my second work in Italy
like elderly assistant.
FCO: I see. You are registered as unemployed. Well, you can go to room n. 8, at first floor, to meet
the Operator devoted to at-home-care-giver jobs. Goodbye.
Main Ch4: So, I go upstairs. Goodbye.
[Main Ch4 stands up, turn and move towards the stairs. Appears in a corridor and knock at door n.
8]
An in-depth-interview.
IDO: Good morning Ms …?
Main Ch4: Irina, my name is Irina. I’ve just told to the other JC Operator that I’m looking for a new
job like elderly assistant as soon as possible.
I have already worked as elderly assistant in Italy for 5 years. Now I need to find a new job as soon as
possible.
IDO: Can I see an identity document, please? [Main Ch4 gives a paper to IDO] [ZOOM ON A PERMIT
OF STAY]. Thank you [IDO writes the correct name extracting it by the document]. Can you tell me,
please, something about your previous experiences like elderly assistant in Italy? [BOX 11: THE
RESUME’ AND THE JOB INTERVIEW]
Main Ch4: I’ve been working for 3 years in Bologna in a house with an old lady. I was her
housekeeper and I lived with her.
IDO: So, I deduce you did not assist her with her physical needs. The lady was old, but completely
self-sufficient. Is that true?
Main Ch4: yes, but she needed my help, every day … What do you mean by that [getting suspicious]?
IDO: I mean that it’s important to be clear about what you are able to do and about your previous
experiences. Did you get any references? [BOX 9: SKILLS AND QUALIFICATIONS]
[ALERT 4: If you are looking for a job, be ready to show a clear résumé, all references by previous
employers and to answer to questions regarding skills, residence, income and other relevant
issues.]
Main Ch4: I have not any letter with me … but I can ask for it to her family. Why do you ask for it?
Don’t you believe what I am saying?
IDO: What is most important is to be able to offer the families that are looking for a care-giver a
clear and specific description of all your skills and experiences [BOX 9: SKILLS AND QUALIFICATIONS.
Recognition, EUROPASS, Personal Portfolio; EMILIA-ROMAGNA QUALIFICATION SYSTEM], so to get
the best match for you (the worker) and the family (the employer). Do you agree with this?
a) Main Ch4: [getting angry] What a complication just for a simple job!!! Can you offer me a job or
not? I think this is not a right place to find a good job soon …. I will ask to some friends …
ALERT 3 APPEARS: BE CAREFUL! Accept undeclared work conditions is highly risky. If you get ill,
any health insurance will cover your safety and you will miss your job. Furthermore, undeclared
work is illegal in Italy, since employers dodge social insurances fees, National Insurance
contributions and other fees.
[Main Ch4 takes her papers and exit the room. Main Ch4)exit the JC. END OF THE GAME]
b) Main Ch4: I understand …
IDO: So, are you able to provide care to not self-sufficient elderly? Also persons affected by
Alzheimer, Parkinson’s or ictus? Bedridden persons, too? Do you have any previous experience
about these specific diseases?
[5 POPS APPEARS:
SELF SUFFICIENT  more general qualification, like an Housekeeper
NOT SELF SUFFICIENT (BEDRIDDEN)  specific qualification & experience
PERSONS AFFECTED BY ALZHEIMER DESEASE  specific qualification & experience
PERSONS AFFECTED BY PARKINSON DESEASE  specific qualification & experience
PERSONS AFFECTED BY ICTUS  specific qualification & experience]
Main Ch4: I think I can do everything is needed … and I learn quickly. [BOX 10: VOCATIONAL
TRAINING COURSES]
IDO: I am sure you can. But, by the moment, you can apply for providing care to self-sufficient
elderly. You can attend a training course to qualify your skills. Here you are a list of VET agencies that
provide care-givers qualification courses. [IDO gives Main Ch4 a leaflet  POP WITH ZOOM ON THE
LEAFLET].
[AN INTERACTIVE TECHNICAL ITALIAN LANGUAGE TEST APPEARS. “DO YOU WANT TO TEST YOUR
ITALIAN LANGUAGE KNOWLEDGE?”
YES  GO TO THE TEST A BONUS IS GAINED, NO MATTER THE RESULT OF THE TEST
NO GO AHEAD  ANY BONUS IS GAINED]
Another important information is about your time availability: only day, day&night, co-living?
[3 POPS APPERS:
DAILY JOB
DAY&NIGHT JOB
CO-LIVING JOB]
Main Ch4: [getting nervous] How many questions! I need to think about it. But I need to get a new
job as soon as possible. Can you help me or not? [BOX 3: WHAT JC DO AND WHAT THEY DON’T DO]
IDO: We can propose you for elderly who need a limited care, like self sufficient persons. Families
who apply for a in-home-care-giver must be sure of your capability. As I told you before, you can
improve your skills by attending a VET course. [BOX 10: VOCATIONAL TRAINING COURSES]
Main Ch4: I see, but I can’t attend any course at the moment. I have to work as soon as possible. I
am able to work both day, or day&night, and also living with the elderly person.
IDO: Ok, this is an important point. I have registered your application and we will call you as a family
ask for the care services you can provide. If you agree, we can candidate you to the families that will
call you together with other candidates. Then, after having meet all candidates, they will choose the
care-giver they prefer. [BOX 11: THE RESUME’ AND THE JOB INTERVIEW] Is it all clear?
[A POP APPEAR: THE SELECTION PROCEDURE.
Agree to enter a selection.
Have your résumé ready.
Be ready for a job interview: questions on skills, experiences, education, transports housefactory, …
Many candidates  One / just some chosen
The employer will communicate if you have been hired  CHECK THE PHONE!]
ALERT 5: TO ENTER A SELECTION PROCESS DOES NOT MEAN TO BE HIRED!
Main Ch4: Yes, it is. But it’s a long way … Thank you. Goodbye.
Main Ch4 quite boring and vexed exits the JC.
Exit scenario.
____________
As you suggest, some significant avenues for scenario branching have been added.
The branches reflect the real problems that can lead to an unsuccessful outcome.
Introductory screen Core Description: these days in Parma, a newly arrived person (the main
character chosen among the four at disposal is outside the JC, just entering the door of Job Centre,
together with a circle of other people (Italians, other migrants, men, women, some of them with
children).
[background noise: bus stop, door opening, noise from queue regulator, blurred speech]
Items and/or artefacts needed to complete objective
4 Main Ch
Street
JC sign
JC Sliding doors Mixed people
Bus stop
Noise from
Blurred speech Street Noise
queue regulator
(bus, cars, …)
This first screen is just introductory and its scope is to present the 4 Main Ch to choose 1 as Player
and to provide a setting of the game.
The first scenario takes place just entered the Job Centre (JC), after taking a number and then sitting
in the lounge.
Some voices come out from the crowd regarding the common main concern: getting a job as soon as
possible. Several suggestions, including visiting private job agencies and illegal or barely legal
shortcuts are briefly discussed.
Different characters are asking questions / say something about documents, addresses of other local
services (e.g. health services, schooling, housing, …). When his/her number appears, the dialogue
starts between the Main Character and a FCO (JC) operator (female, 40 y.o.).
Items and/or artefacts needed to complete objective
4 Main Ch
Street
JC sign
Scenario Objective(s)
1.
Have a contact
with a JC
Operator
2. Wait for and
initiate the
interview
3.
In the meantime
listen to other JC
users
experience and
questions
JC Sliding doors
Noise from queue
regulator
Mixed people
Blurred speec
4.
5. Main Ch
clicks/doesn’t
“Mytoolbox”
The number appears
on the counter on the
wall. The Main Ch
goes to the displayed
desk.
Tasks and/or events needed to complete objective
Take a number
Wait for the number
on ticket to be called
Receipt of an
appointment ticket
Identify when ticket
has been called and
locate appointment
booth
Take care of items /
questions that other
people sitting in the
lounge are asking
about
Tasks and/or events that could be used to fail objective
Stand up and go to the
correct desk displayed on
the wall
A bonus appe
Player counte
player clicks.
appear ih he/
doesn’t
Argument with a JC
Operator
Argument with a JC
user sitting in the
lounge
Leave JC
Misunderstanding of
Italian language
Tasks and/or events that could be used to complete objective
Instruction indicated
within environment
Locate information
needed within the
environment.
Optimal content that could be presented during objective
Leaflets on desks
Posters within environment
The second scenario is with a FCO (First Contact Operator).
The scene is in a one-to-one setting, the player sitting in front of the FCO, behind a desk with a
PC on the top and some papers, other office objects (pens, books, a bottle of water, clips, …).
Some typical problems/misunderstanding are encountered like:
- comprehension of Italian language  sending to intercultural mediator,
- misunderstanding about services available at the JC,
- ignorance of the correct JC base,
- documents needed.
The paths provided, after a contest reorganizations, make the player
a) decide to act to change his/her occupational condition and go further with another, more
specialized Operator;
b) decide to interrupt the game/the consultation of JC.
Items and/or artefacts needed to complete objective
4 Main Ch acting
JC booth
An office set: desk
with a PC on the top
and some papers,
other office objects
(pens, books, a bottle
of water, clips, …).
Noise from queue
regulator
Scenario Objective(s)
1. Have an
interview with a
JC Operator
2. Explain issues
to JC Operator
3. Receive correct
instructions on how
to go on
Tasks and/or events needed to complete objective
Sit down in the
The dialog with JC
Papers and data
JC Operator send Main Ch
Blurred speec
booth
Operator starts
are checked
to the next step: in-depth
interview or Intercultural
mediator
Obtain advice and
instructions on how to
proceed
Tasks and/or events that could be used to fail objective
Argument with JC
Operator
Argument with JC
Operator
Initiate other avenue
of investigation
Leave JC
Optimal content that could be presented during objective
Leaflets on the table
Posters within the office
In the third scenario, the player is with the Intercultural Mediation (IM) operator.
Several topics comes out:
- respect of times and appointments,
- what is correct to ask and where (distribution of tasks among different services),
- engagement needed to find a job (e.g. learning Italian language, attend a VET course, provide
translated official qualification, solve problems regarding housing, health, children schooling,
transport, …).
The player is asked to decide again and again and, depending on the choice, the exit scene will be a
successful or unsuccessful one.
Items and/or artefacts needed to complete objective
Main Ch 1
Corridor with lounge
IM door Office
Main Ch 2
and chairs
Scenario Objective(s)
1. Have an interview
with the IM
2. Wait for and
initiate the
interview
3. In the meantime
control papers
and check the
time
2 / 3 People sitting and
waiting for IM
Blurred speech
4.
Explain issue to IM
and receive correct
information to go on
5. Exit the JC
Tasks and/or events needed to complete objective
Control date and time
of appointment with
IM
Receipt of an
appointment ticket
Wait in the lounge
outside the IM Office
to be called
Control papers
(documents,
résumé, …)
The IM door office opens
and the IM appears
Tasks and/or events that could be used to fail objective
Main CH fails the
appointment
(another day /
another hour)
Argument with IM
Initiate other avenue
of investigation
Leave JC
The IM calls M
Main Ch 2 into
office
Initiate conve
with IM
Obtain advice
instructions o
proceed
Tasks and/or events that could be used to complete objective
Booklets available for
information
Locate information
needed within the
environment.
Instruction indicated
within the IM Office
Optimal content that could be presented during objective
Leaflets on desks
Posters within environment (IM
Office and corridor/lounge)
A) In the fourth scenario the player is engaged in an in-depth-interview.
A female character holds the interview and asks seemingly unrelated questions.
Depending on the behaviour chosen by the player, next dialogue will address different
aspects of past work experiences or previous qualification.
The JC operator asks:
- if the player holds work experiences in Italy and related references;
- all the works the player has done and the related specific skills (knowledge, instruments,
outputs, professional relations, …)
The player get nervous since he/she thinks all the questions are motivated by his/her race 
the JC operator explains there is often a gap between technical level in Italy/Europe and
his/her Country;
- the player = young Maghrebi male asks for a caregiver job, even if he has not any work
experience in Italy or a specific vocational training qualification  the JC operator explains
there is a significant qualification to obtain before working in care giver sector;
- the player = young Maghrebi female cannot avoid to wear Islamic veil  the JC operator
explains that it will not be accepted in some works (e.g. in-home-care assistance);
- the player = white Eastern-Europe (Russia and so on) female tells she can do/knows
everything, but, at the same time, she doesn’t understand what the JC operator asks  [the
player get nervous since she thinks the question is motivated by her nationality]  the JC
operator explains there is often a gap between assistance models in Italy/Europe and her
Country.
Furthermore, the JC operator explains that everybody has to be able to tell in correct Italian
what he/she can do and knows.
Items and/or artefacts needed to complete objective
Main Ch3
Corridor with lounge
JC Operator door
Main Ch4
and chairs
Office
JC Operator desk,
agenda, books,
leaflets, pens, PC and
printer, …
Scenario Objective(s)
1. Have an in-depth
interview with a
2. Wait for and
initiate the
3. Explain issue to
JC Operator and
2 / 3 People sitting and
waiting for JC Operator
Blurred speech
4. Exit the JC
JC Operator
interview
receive correct
information to
go on
Tasks and/or events needed to complete objective
Control date and time
of appointment with
JC Operator
Wait in the lounge
outside the IM Office
to be called
Control papers
(documents, resumé,
ID Number, …) and
switch off the phone
The JC Operator door office
opens and the JC Operator
appears
Receipt of an
appointment ticket
The JC Operat
Main Ch 3 / M
into the office
Initiate interv
JC Operator
Obtain advice
instructions o
proceed
Tasks and/or events that could be used to fail objective
Argument /
Disagreement
Operator
Misunderstan
Italian languag
Tasks and/or events that could be used to complete objective
Instruction indicated
within environment
Locate information
needed within the
environment.
Optimal content that could be presented during objective
Online training
programs from JC
Operator PC
Posters within environment
The final scenario shows the Main Ch going out the JC
A background noise emerges: bus stop, door opening, street noise, blurred speech.
Items and/or artefacts needed to complete objective
4 Main Ch
Street
JC sign
JC Sliding doors
Noise from
queue regulator
Mixed people
Blurred speech
Bus stop
Street Noise
(bus, cars, …)
As a result of the game, we would like to show:
a) Successful exit announces that the player résumé will be presented to firms looking for
workers. The player is prepared to be called directly by firms to sign a work contract.
b) Unsuccessful / problematic exits (almost two) imply a criticizing discourse ending with
delays due to lack of jobs, suggestions regarding VET useful to get enough skills to be hired,
firms difficult to reach without private car, ….
The player asks for the possibility to pay the JC officer to get a job  the JC operator tells the
player that JC services are a public service free of charge for citizens.
10. Final script template
11. Scenario: Al Centro per l'Impiego - English
ID
Contents
Type
Go to
Character
Conversation IT1
'1.1
'1.2
'1.3
Location: outside the CPI, scene
as picture and noises from the
street as recorded
“Click on one character to start”
It's not very easy find a job
nowadays ...it's better to go to
private job agencies as well...a
friend of mine told me just
yesterday that he found a good
job as a mechanic
n.a.
n.a.
Spoken
BOX 1: WHERE TO APPLY FOR A
JOB:
PRIVATE
AND
PUBLIC
AGENCIES
Control
selection
I‘ve come to the Job Centre to get
some papers for health services
...Some people say there is a
quick way to get easy jobs for
agood pay ...No contract is
needed
Alert 2: BE CAREFUL! Accepting
undeclared work conditions is
highly risky. If you get ill, you
may not have the correct health
insurance and you will lose your
job. Furthermore, undeclared
work is illegal in Italy, as
employers avoid paying social
insurances fees, National
Insurance contributions and
other fees.
I'm here to look for a regular job.
I've been working in undeclared
jobs for a long time and when I
got ill I was left alone, without
any pay, any money to send
home, any health assistance. Now
for me it's the time for legal work
Spoken
All characters stay
together
'1.1
'1.2
Man1
'1.3
Woman2
'1.4
Man2
Control
selection
Spoken
'1.4
'1.5
with proper working conditions
It's this the correct office for me
to apply for housing?
Spoken
BOX 2: THE SOCIAL SERVICES
PROVIDED, WHAT AND WHERE
Control
selection
No, you're in the wrong office.
This is a job office. Here you can
look for a job.
Alert 1. KEEP IN MIND!: JC are
free of charge for citizens and
firms, since they are prefinanced by public funds!
Spoken
BOX 3: WHAT CENTRI PER
L’IMPIEGO DO AND WHAT
THEY DON’T DO
'1.5
Woman1
IT.2
Woman3
a young black man
(1.2), a 40-45 y.o.
white woman (1.5),
a 30 y.o. Maghrebi
man (1.3)
Control
selection
Control
selection
Dialog IT2
‘2.0
Location: in the waiting room,
sitting together with other people,
waiting for his/her own number
to be called.
“Choose a character” showing the
three possible choices:
Good morning! May I help you?
Spoken
Depending
on the
choice:
2.1
3.1
6.1
'2.2
'2.2
... ‘morning …
Spoken
'2.3
2.3
What are you looking for? Job?
Documents?
Do you understand me?
Do you come from Langhirano?
Langhirano?
Yes, Langhirano
Spoken
'2.4
The young black
man
CPIO1
Spoken
Spoken
'2.5
'2.6
CPIO1
CPIO1
Spoken
'2.7
You must go to the local JC, then.
JC are widespread in 4 places all
over the province of Parma.
These documents are useful to
apply for a job, but I see also a
blood test analysis. You must go
to the doctors’ to show it.
Spoken
'2.8
The young black
man
CPIO1
BOX 2: THE SOCIAL SERVICES
PROVIDED, WHAT AND WHERE
Control
selection
Is this your first visit to the JC?
You are here for the first time?
Spoken
'2.9
CPIO1
IT.2
n.a.
2.1
'2.4
'2.5
'2.6
'2.7
'2.8
CPI Operator,
white, woman, 40
y.o. = CPIO1
'2.9A
Yes
Control
selection
Insert control
'2.9B
No
Insert control
‘2.13
'2.10
It's the first time I come here. ...A
friend of mine told me to come
here to get a job ...
It's the correct place. I will send
you to the intercultural mediator.
She will explain you what we can
do for you and what you can do
to find a job. But after this, you
must go to JC in Langhirano and
follow the correct procedure
Spoken
'2.11
Spoken
'2.12
CPIO1
BOX
5:
WHO
IS
THE
INTERCULTURAL MEDIATOR
AND WHAT THE SERVICE
OFFERS
Control
selection
'2.12
OK .... I go
Spoken
STOP
'2.13
I’ve already been here, but the
queue was too long … I could not
wait
To get basic information, you can
also check out our website. You’d
save yourself a journey. You have
to go to Langhirano Centro per
l’Impiego, where you live. In the
meantime, I will make an
appointment for you with the
Intercultural Mediator.
She will tell you what we can do
for you and what you have to do
to look for a job.
BOX 4: CENTRI PER L’IMPIEGO,
WHERE ARE THEY? A PLAN OF
THE PROVINCE OF PARMA WITH
A LINK TO THE CENTRI PER
L’IMPIEGO IN EVIDENCE ON THE
PLAN
BOX
5:
WHO
IS
THE
INTERCULTURAL
MEDIATOR
AND WHAT THE SERVICE OFFERS
Spoken
'2.14
The young black
man
The young black
man
Spoken
'2.15
'2.11
'2.14
BOX
6:
LEARNING
ITALIAN
LANGUAGE FOR non-UE CITIZENS
Control
selection
Control
selection
Control
selection
'2.10
The young black
man
The young black
man
The young black
man
CPIO1
'2.15
Thank you, I will go.
Spoken
‘2.16
Have your TEST!
Control
selection
‘2.17
1. To apply for a job, I have to
show:
a) anything, it’s enough I go to
the employer [INCORRECT]
b) all papers and documents
regarding education and
previous work experience
[PARTIALLY CORRECT]
c) all papers and documents
regarding education and
previous work experiences and
valid documentation showing
the right to stay in Italy
[CORRECT]
2. At the Centro per l’Impiego, I
can:
a) apply for any need my family
have [INCORRECT]
b) apply for a job or ask for
services and assistance regarding
job search [CORRECT]
c) meet other people like me
and talk about jobs [PARTIALLY
CORRECT]
3. Vocational training courses
are:
a) training sessions with the aim
to provide useful skills to the
job seeker [CORRECT]
b) a way to spend time with
people like me [INCORRECT]
c) a sort of adult school
[PARTIALLY CORRECT]
4) Knowledge of Italian
Language is:
a) desirable as it will help you to
enter the labour market
[PARTIALLY CORRECT]
b) required, at a sufficient level,
by the Italian Government to get
a Permit to Stay [CORRECT]
c) optional [INCORRECT]
5) To accept undeclared working
‘2.18
‘2.19
‘2.20
‘2.21
STOP
The young black
man
‘2.22
conditions is:
a) a risky practice as it may leave
the worker vulnerable to
exploitation, and illegal as it
allows employers to dodge social
contribution [CORRECT]
b) an easier way to get a job
[PARTIALLY CORRECT]
c) … what’s the problem with it?
[INCORRECT]
Thank You! Your score is
… Correct answers
… Partially correct answers
… INCORRECT answers
End of the
game
Choose another Character and
try again!
Dialogue IT3
'3.1
Good morning, Sir.
May I help you?
Spoken
'3.2
'3.2
Good morning. I've just been laid
off. I'm asking for unemployment
compensation(benefit). Can I
have it soon? I need it for my
family.
Spoken
'3.3
CPI Operator,
white, woman, 30
y.o. = CPIO2
a 30 y.o. Maghrebi
man (1.3)
BOX
8:
UNEMPLOYMENT Control
COMPENSATION (benefit). WHAT Selection
IS IT AND WHO CAN APPLY FOR IT
'3.3
'3.4
'3.5
OK, let me see.
You have worked for several
months over the past two years. Is
that right?
I restarted working about a year
and a half ago. Before that I
attended a VET course ...I can't
remember exactly.
'3.4
'3.5
CPIO2
CPIO2
Spoken
'3.6
a 30 y.o. Maghrebi
man (1.3)
'3.7
CPIO2
QUALIFICATIONS
Control
Selection
BOX 10: VOCATIONAL TRAINING
COURSES
Control
Selection
BOX 9: SKILLS AND
'3.6
Spoken
Spoken
I’m afraid you are not entitled to
receive unemployment
Spoken
compensation (benefit) as you
have not worked for long enough
over the past 2 years.
'3.7
'3.10
Anyway, what work experience
do you have since you came to
Italy?
I have been working for quite a
long time doing jobs in
mechanical sector. I am very
qualified ...
We can try for you a match with
firms’ demands. Please,go to the
next office to apply.
Ok, thank you.
'3.10
[Control selection]
'3.8
'3.9
Spoken
'3.8
CPIO2
Spoken
'3.9
a 30 y.o. Maghrebi
man (1.3)
Spoken
'3.10
CPIO2
Spoken
IT.4
a 30 y.o. Maghrebi
man (1.3)
CPI Operator,
white, woman, 45
y.o. = CPIO3
a 30 y.o. Maghrebi
man (1.3)
Dialogue IT4
'4.1
Good morning, welcome! How
can I help you?
Spoken
'4.2
'4.2
I'm looking for a new job. These
are some references my last
employer gave me before they
laid me off.
Well, I see .... So, you've been
working as a carpenter. Can you
tell me what type of work you
actually did and what tools did
you use?
Oh, well, ...I've been working
hard and doing good work! Why
do you ask me so many
questions! I just want to find a
new job. I am a good worker!
Alert 3. REMEMBER!: if you are
looking for a job, be ready to
show a clear résumé, all
references by previous
employers and to answer any
questions regarding skills,
residence, income and other
relevant issues.
I am sure you are. The questions I
asked you are absolutely normal
questions you will be asked by
any employer to check your real
Spoken
'4.3
Spoken
'4.4
CPIO3
Spoken
'4.5
a 30 y.o. Maghrebi
man (1.3)
'4.6
CPIO3
'4.3
'4.4
'4.5
Control
selection
Spoken
skills and your experiences. Be
ready to talk about it any time
someone will ask you!
‘4.6
[getting angry and shouting] I
A
am sick and tired of just talking
about a job!!! I want a job now!
'4.6B I see… I am sorry … but it looks
to me that no one believes me just
because I am a migrant so I have
to explain and explain every time
…
'4.7
I need to know exactly your
skills, your previous experiences,
VET courses you attended, any
useful details in order to find the
best job to match your
qualifications and skills. It's
important you tell me everything
in clearly, accurately and honestly
'4.8A … Oh, yes, … so, I ….
[he starts telling about his job –
undefined speech.
In the meantime, CPIO3 takes
notes].
‘4.8B [standing up] I will look for a job
by myself! It will take less time!
[The Character exit the Centro
per l’Impiego]
‘4.8C Alert 2: BE CAREFUL! Accepting
undeclared work conditions is
highly risky. If you get ill or
injured, any health insurance
won’t cover your safety and you
will lose your job. Furthermore,
undeclared work is illegal in
Italy, as employers avoid paying
social insurances fees, National
Insurance contributions and
other fees.
'4.9
Ok, that's all. Now I will check in
the JC database opportunities for
any job matching your details
Another important question. Can
you drive a car and do you
possess one?
'4.10
Spoken
'4.7
a 30 y.o. Maghrebi
man (1.3)
Spoken
'4.7
a 30 y.o. Maghrebi
man (1.3)
Spoken
'4.8
CPIO3
Spoken
'4.9
a 30 y.o. Maghrebi
man (1.3)
Spoken
‘4.8C
Control
selection
End of the
Game
[Insert
TEST
2.16 –
2.22]
Spoken
BOX 11: THE RESUME’ AND THE
JOB INTERVIEW
Control
selection
I have a driving licence, but I
Spoken
'4.10
CPIO3
'4.11
a 30 y.o. Maghrebi
'4.11
'4.12
'4.13
'4.14
'4.15
don't have any car or motor
scooter.
It could be a problem to work for
some firms who are far form
public transport lines ...could you
arrange with friends or parents to
get some means of transport in
case you are offered a job that
you won’t be able to reach by
public transport? Be prepared if
proposals from firms far from the
centre town come!
I will look for a solution. But how
long I have to wait now?
It depends on firms’ demands for
carpenters. As soon as I will find
a job position, I will call you to
ask if you want to enter a
selection procedure. Selection
will be conducted directly by the
employer.
So, what will happen exactly?
If you agree to enter a selection,
be ready to answer to any direct
call from employers. They will
call you at your phone number –
let's check it [a string of numbers
follows] – to arrange a meeting. A
firm will meet a number of
candidates and after they will
choose the one that best matches
their needs.
Alert 4. REMEMBER!: to enter a
selection process does not mean
you will definitely be hired! It
means that your details will be
taken into account by one or
more employers looking for
workers.
[A POP APPEAR: THE SELECTION
PROCEDURE.
Agree to enter a selection.
Have your résumé ready.
Be ready for a job interview:
questions on skills, experiences,
education, transport from home
to work, …
Many candidates  One / just
man (1.3)
Spoken
'4.12
CPIO3
Spoken
'4.13
Spoken
'4.14
a 30 y.o. Maghrebi
man (1.3)
CPIO3
Spoken
'4.15
Spoken
'4.16
Control
selection
a 30 y.o. Maghrebi
man (1.3)
CPIO3
'4.16
'4.17
some chosen
The employer will communicate
directly to you if you have been
hired  CHECK THE PHONE!]
I see ...So, I will not have a job
when you find a firm asking for a
carpenter. I have to pass the
employer selection, too. What a
long process!...Well, I understand
...Thank you. I hope you’ll call
me soon.
Goodbye.
Spoken
'4.17
a 30 y.o. Maghrebi
man (1.3)
Spoken
End of the
game
CPIO3
[Insert
TEST
2.16 –
2.22]
Dialogue IT5
Location: a desk in the open space, calling the number the character holds
'5.1
Good morning, how can I help
you?
Spoken
'5.2
CPI Operator,
white, man, 40 y.o.
= CPIO4
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
'5.2
Good morning. I am looking for a
newjob as a home care assistant .
I've just finished working for an
old lady who lived alone and has
nowdecided to go to a care home.
It's my second job in Italy as a
care assistant for the elderly.
Spoken
'5.3
'5.3
I see. You are registered as
unemployed. Well, you can go to
room n. 8, at first floor, to meet
the Operator devoted to at-homecare-giver jobs. Goodbye.
Spoken
'5.4
CPIO4
'5.4
So, I go upstairs. Goodbye.
Spoken
'6.1
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
Dialogue IT6
Location: an office upstairs, with a door plate: CENTRO RISORSE BADANTI
Spoken
'6.1
Good morning Ms …?
'6.2
CPI Operator,
white, woman, 40
y.o. = CPIO5
Spoken
'6.2
Irina, my name is Irina. I've just
'6.3
A 40-45 y.o. white
told to the other JC Operator that
Eastern-Europe
I'm looking for a new job as a
home care assistant for the elderly
soon as possible.
woman (1.5)
'6.3
I have already worked in this role
in Italy for 5 years. Now I need to
look for a new job as soon as
possible.
Spoken
'6.4
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
'6.4
Can I see some documents
please?
Can you tell me, please,
something about your past
experiences working in this field
in Italy?
I worked for 3 years in Bologna
in a house with an old lady. I was
her housekeeper and I lived with
her.
Spoken
'6.5
CPIO5
Spoken
'6.6
CPIO5
Spoken
'6.7
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
'6.8
CPIO5
'6.5
'6.6
'6.7
So, I understand you did not
assist her with her physical or
medical needs. The lady was old,
but completely self-sufficient. Is
that right?
'6.8
Yes, but she needed my help,
every day ... What do you mean
by that?
Spoken
'6.9
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
'6.9
I mean that it's important to be
clear about what you are able to
do and about your previous
experiences. Did you get any
references?
Spoken
'6.10
CPIO5
Spoken
'6.11
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
Spoken
'6.12
CPIO5
'6.10
'6.11
Alert 3. REMEMBER!: if you are
looking for a job, be ready to
show a clear résumé, all
references by previous
employers and to answer to
questions regarding skills,
residence, income and other
relevant issues.
I don’t have any with me now ...
but I can ask for it from her
family. Why do you ask for it?
Don't you believe what I say?
What is most important is to be
able to offer the families that are
Spoken
Control
selection
looking for a care-giver a clear
and specific description of all
your skills and experiences, so to
get the best match for you (the
worker) and the family (the
employer).
Do you agree with this?
'6.12
A
I understand ...
'6.12
B
Spoken
[getting angry] What a
complication just for a simple
job!!! Can you offer me a job or
not? I don’t think this is the
right place to find a good job
quickly…. I will ask to some
friends …
‘6.12
C
Control
BE CAREFUL! Accepting
selection
undeclared work conditions is
highly risky. If you get ill or
injured, any health insurance
will not cover your safety and
you may lose your job.
Furthermore, undeclared work is
illegal in Italy, as employers
avoid paying social insurances
fees, National Insurance
contributions and other fees.
Spoken
So, are you able to provide care
to older people who are not self
sufficient and who need nursing
care?
'6.13
Spoken
'6.13
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
End of the
Game
[Insert
TEST
2.16 –
2.22]
'6.14
CPIO5
'6.14
Also persons affected by
Alzheimer, Parkinson's or who
have had a stroke? Bedridden
people?
Spoken
'6.15
CPIO5
'6.15
Do you have any previous
experience about these specific
diseases?
Spoken
'6.16
CPIO5
'6.16
I think I can do everything that is
needed ... and I learn quickly.
Spoken
'6.17
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
BOX 9: SKILLS AND
Control
selection
QUALIFICATIONS.
'6.17
I am sure. But at the moment, you Spoken
can apply for jobs providing care
to elderly people who are selfsufficient.
'6.18
CPIO5
'6.18
You can attend a training course
to increase your skills. Here is a
list of VET agencies that provide
care-givers qualification courses
[CPIO5 gives her a leaflet].
Spoken
'6.19
CPIO5
BOX 10: VOCATIONAL TRAINING
COURSES
Control
selection
'6.19
Another important information
that we need to know is about
your time availability: only day,
day&night, can you work as a
live-in care assistant?
Spoken
'6.20
CPIO5
'6.20
How many questions! I need to
think about it. But I need to get a
new job as soon as possible. Can
you help me or not?
Spoken
'6.21
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
'6.21
So, we can propose you as a carer
for elderly people who need
limited care, who are more or less
self sufficient. Families who
apply for a home-care assistant
must be sure of your ability and
skills to do the job properly.
Spoken
'6.22
CPIO5
'6.22
As I told you before, you can
improve your skills by attending a
VET course.
'6.23
CPIO5
'6.23
I see, but I can't attend any course
at the moment. I have to work as
soon as possible.
Spoken
'6.24
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
'6.24
I am able to work both day, or
day&night, and also live in with
the elderly person.
Spoken
'6.25
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
'6.25
Ok, this is an important point. I
have registered your application
and we will call you as soon as a
family ask for the care services
you can provide.
Spoken
'6.26
CPIO5
Spoken
'6.26
If you agree, we can propose you
to the families who then will call
you, together with other
candidates.
Spoken
'6.27
CPIO5
'6.27
Then, after having meet all
candidates, they will choose the
care-giver they prefer.
Spoken
'6.28
CPIO5
'6.29
CPIO5
End of the
Game
A 40-45 y.o. white
Eastern-Europe
woman (1.5)
'6.28
'6.29
[A POP APPEAR: THE
SELECTION PROCEDURE.
Agree to enter a selection.
Have your résumé ready.
Be ready for a job interview:
questions on skills, experiences,
education, transport between
home and work
Many candidates  One / just
some chosen
The employer will communicate
if you have been hired 
CHECK THE PHONE!]
Control
Alert 4. REMEMBER!: to enter a
selection
selection process does not mean
you will be hired! It means that
your details will be taken into
account by one or more
employers looking for workers.
Spoken
Is it all clear?
Yes, it is. But it's a long process!
...Thank you. Goodbye.
Spoken
[Insert
TEST
2.16 –
2.22]
10. The Recruitment Interview
1. Title
“Circles of influence - Help or hindrance”, inter-professional communication and addressing
workplace skills
2. Responsible Partner
Swedish Telepedagogic Knowledge Centre, Nyköping, Sweden
3. List of Attitudinal Barriers (prioritised into essential/would be nice…)
Perceptions on inter-professional communication and related workplace skills in accordance
with STPKC-compiled reference documentation available within the Pause VCP on issues and
definitions of inter-professional communication competences and related workplace skills
(see references in VCP virtual library for details).
4. Short paragraph of non-technical description of scenario
The dialog is taking place in a room with one table and four chairs standing on each of the
four sides of the table. The four actors involved in the dialog are sitting on one of the chairs
each, the main actor the jobseeker/employee, sits away from the door facing the door. The
employer enters the room through the door when the game starts and sits closest to the
door while the other two actor sit one of each side of the employee/main actor. The left and
the right wall in the room has a smart board (interactive whiteboard) which can be seen by
the employer and employee/main actor either from an angle or perpendicularly. In the
perpendicular view the board is possible to interact with by main actor (possible even by the
employer if the game is in multiactor modality). The meeting room has a door from which
the employer enters the room when the game starts and leave the room when the game
ends. The main actor sits on his chair during the whole interaction within the game and so
does also the two other persons on the left and on the right side of the main actor. When a
comment or reply is given by the main actor he is doing so when the “camera” shows the
room from behind of the main actor with the camera showing the employer in the center
and the two other actors (if included in the game) shown on each side of the table displaying
the back side of the head of the main actor in the lower front of picture. When the main
actor is expected/requested to make selections ordering/reordering or prioritizing items
presented to the main actor on either of the two boards in the room then the boards on the
wall are shown in an angelar view first and when the board is clicked at it transfers into a
perpendicular view and activates its interactive modality. The board to the left of the main
actor provides overviews while the board on the right side displayes details of some parts of
the parts on the opposite side. The supportive actor (e.g. councellor/friend) is expected to
mainly give comments/reflections on items on the detailed board (which is behind that
person) while the other secondary actor (colleague/neutral person) on the left of the main
actor is mainly expected to provide comments, reflections on the overview level displayed
on the board behind that person.

5. List of Assets:
List of Characters
A) The job seeker/employee which is also the main actor in operating the dialog via the
game application. Depending on if the game is operating in single user mode or
multiuser mode, this actor will be either the only game player or the main driver of
the game dialog. This person has a central position in the room sitting behind the
table and facing the door with the three other dialoging actors sitting on the three
other sites of the table.
B) Employer or personnel/HRM representative taking on the main dialog partner role.
In case of a single user application this role will not be played by a ‘live’ person but
instead will be implemented as a pre-programmed actor. The employer sits opposite
to the main actor and can leave the room first and come in last as the seat is
positioned next to the door.
C) Councellor/friend/friendly peer-person taking on a supplementary dialog role which
is either played ‘live’ by a third player in a multiplayer modality or as a preprogrammed player. In the case of single user game this actor will always be a preprogrammed dialog actor. This actor is sitting on the right hand side of the main
actor.
D) Colleague/neutral or even a somewhat alienated person versa vi the
employee/prime dialog actor. This person takes a role similar to the councillor actor
on one side of the table on the left hand side of the main actor.
E) Commentator or person reflecting or giving advice in the background. This actor is
assumed to always be a pre-recorded dialog actor. This person takes the place in the
behind of the main actor and does not even need to be visible other than by e.g. a
talking bubble seen by the main actor or whoever it is addressed to .
6. List of environmental features (marked essential/non-essential)
Meeting room with one table and four chairs placed around it.
Three walls in the room are displayed:
1. A wall with the door into the room through which the employer enters and departs
2. A wall with a smart-board shown in either angular or perpendicular view
3. Board on second wall is interactive in the perpendicular view (displaying overview
categories to be interacted with). Entry and exit into interactive mode takes place
from the angular wall view through a click on the displayed board
4. A wall with a second smart-board opposite to the previously mentioned wall.
5. A board on the third wall displaying detailed categorisations/listings operating in
equivalent manner as the opposite wall/board.
There are at least four camera views during the interaction.
6. A view of the room taking from behind the main actor and being the default view in
which the employer actor can be seen to enter or leave the room (other actors are
permanent in the room)
7. A camera view to the left side of the room (seen from the main actor) showing the
board with overviews in angular position
8. A zoom in on the view of the overview listing board displayed perpendicularly to the
camera with the board operating in interactive mode.
9. A camera view to the right side of the room (seen from the main actor) showing the
board with overviews in angular position
10. A zoom in on the view of the detailed listing board displayed perpendicularly to the
camera with the board operating in interactive mode
7. Basic/ outline suggested narrative – summary of main points/actions in scenario.
Scenario 2, SW Recruitment Conversation
ID
SW.1
1.1
1.2
1.3
SW.2
2.1
2.1.1
2.2
2.3
2.4
Content (UK)
The purpose of this gameoriented application
is to provide you with some
hints on how you
could smartly handle a
recruitment interview..
For additional INSTRUCTIONS
for the game,
CLICK on the INFO-PAD !!
To START the game, take a
seat at the
MEETING TABLE !!
Welcome to this job interview.
In the booklet on the table
you can find
some more detailed
information about our
company.
If you want a copy of it you
can download
the company brochure using
the computer
in the corner over there.
I have also summarized the
company values
on the board to your left, and
it is
important for us that all
employees have a
good understanding of those
company values.
A summary of the presently
vacant job positions
is listed on the board to your
right, and you
may select one of them for
the continuation of
this job interview !!
Type
Go
Character
2.5
SW.3
3.1
3.2
3.3
SW.4
4.1
Once you have closed this
initial message
you can call it up again by
addressing me
again (by a click on me).
Please select a current
vacancy from the
following options.
Ok thats great, now please
take your
seat again and we shall
continue.
Im very sorry but that job is
currently not
available. Please select
another.
There are FIVE values that we
would like each
employee to have been
informed about, understand
and convincingly practice in
their every-day
work.
1. Follow all safety
instructions, rule and take
precautions in line with those
2. Take good care of body,
mind and health in
line with recommendations
3. Be open for ongoing
competence development,
and learning new skills
4. Work in close collaboration
with peers, and
practice good team spirit
4.2
5. Adhere to job instructions
and seek to
continuously improve
performances
There are a set of questions
on those values
that we use to ask our new
employees and those
are displayed when clicking on
4.2.1
4.2.2
4.2.3
4.2.4
4.2.5
4.2.6
SW.5
5.1
the options.
You may give your answers
these if you so like.
Value #1 - "Follow all safety
instructions, rule
and take precautions in line
with those" Select
which of the options you
consider are best
matching your own position
relative to this
company value.
Value #2 - "Take good care of
body, mind and
health in line with
recommendations" Select
which of the options you
consider are best
matching your own position
relative to this
company value.
Value #3 - "Be open for
ongoing competence
development, and learning
new skills"
Select which of the options
you consider are
best matching your own
position relative to
this company value.
Value #4 - "Work in close
collaboration with
peers, and practice good team
spirit"
Select which of the options
you consider are
best matching your own
position relative to
this company value.
Value #5 - "Adhere to job
instructions and seek
to continuously improve
performances"
Select which of the options
you consider are
best matching your own
position relative to this
company value.
You can comment here!
Ok, you have chosen Job
5.1.1
5.1.2
5.1.3
5.1.4
5.1.5
5.1.6
5.2
5.3
5.4
one... let's
begin....
One of our vacancies is for a
position as
Repairman in the Mechanical
workshop.
On the table you have a
detailed Job Guide,
which you can both read and
comment on.
We have prepared a set of
descriptions of the
tasks and competency
requirements for this job
which is displayed on the right
and left side
wall-tables.
You can choose which one of
the two listings
you like to explore first. You
will also be
able to review the second list
after you have
reviewed the first one.
The two boards are listing the
key task and
competency requirements for
this job, and
you are able to comment and
relect on each
of the listed items, including
explaining
how your competencies and
experiences are
matching with those items in
respective list.
Click on your right-hand board
for task
requirements, or on the lefthand board
for the competency
requirements.
Ok, you have chosen job two...
however it is
no longer available, please try
again.
Ok, you have chosen job
three... however it is
no longer available, please try
again.
Ok, you have chosen job
5.5
5.6
SW.6
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
four... however it is
no longer available, please try
again.
Ok, you have chosen job five…
however it is
no longer available, please try
again.
Ok, you have chosen job six...
however it is
no longer available, please try
again.
This job is a professional
repairman job. This
repairman position requires
practical experiences
with independent
performance of the listed
tasks
(EQF Ref.Level 3).
The tasks are to be performed
eider as
independently performed
jobs, or as team work
within which you are expected
to take on a
team leader's role
The Most important tasks in
this job are:
1. Prepare repair work plans,
request
processing and
documentation on responses
to repair requests.
2. Inspect items to be
repaired, define and
order required materials and
spare parts,
and schedule the repair.
3. Mechanically repair
machinery, mechanical
components and equipment
operated within the
organization.
4. Review, test and verify
operational correctness
of the equipment and
materials having just been
repaired.
5. Maintain records of repair
work carried out,
6.9
6.10
6.10.1
6.10.2
6.10.3
6.10.4
6.10.5
6.10.6
SW.7
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.7.1
including notes on work done,
results and
replaced spare parts
6. Report to management
and/or requesting
units on the outcomes of the
repair work,
or uncompleted repairs
Click on the task numbers
below in order to give
your experience explanations
and other comments
and reflections on the above
listed tasks.
Comment on task 1
Comment on task 2
Comment on task 3
Comment on task 4
Comment on task 5
Comment on task 6
This job is a professional
repairman job. Some
form of vocational education,
technical College,
or similar skills and
competencies gained from
practical experiences and
preferable validated
through some means.
The following is a list of the
job-related
competencies:
1. Reading of drawings and
technical instructions
2. Understanding operation
and mechanics of
company equipment
3. Operate tools and
equipment used for
mechanical repair work.
4. Maintain records on repairs
and orders of
spares and replacements
Click on the tasks below in
order to give your
experience explanations and
other comments and
reflections.
This is a question on
competence requirement #1.
7.7.2
7.7.3
7.7.4
7.7.5
7.7.6
To what level do you already
have this competency?
This is a question on
competence requirement #2.
To what level do you already
have this competency?
This is a question on
competence requirement #3.
To what level do you already
have this competency?
This is a question on
competence requirement #4.
To what level do you already
have this competency?
Notes here
COMPETENCY REQUIREMENTS
This job as some important
skill requirements as
well as expectations on some
important job
competencies.
It is therefore important that
the job applicant
either already have those
qualifications, or that
thre is a willingess to
participate in training
activities that will result in
gaining of those
competencies.
7.7.7
For the job position that you
are applying for
this will probably imply that
you already have
some form of vocational
education, technical
college, or similar skills and
competencies
gained from som form of
practical experiences
and preferable validated and
documented through
some means.
The most important
competencies required for
this job includes among other;
If you like to
comment on any of these,
7.7.7.1
7.7.7.2
7.7.7.3
7.7.7.4
7.7.7.5
7.7.7.6
7.8.1
7.8.2
7.8.3
7.8.4
7.8.4.1
7.8.4.2
7.8.4.3
7.8.4.4
7.8.4.5
7.8.4.6
SW.8
click on the indicated
SKA number and make your
comments.
Comment on SKA 1
Comment on SKA 2
Comment on SKA 3
Comment on SKA 4
Comment on SKA 5
Comment on SKA 6
This job as some important
skill requirements
as well as expectations on
some important job
competencies.
It is therefore important that
the job applicant
either already have those
qualifications, or
that thre is a willingess to
participate in
training activities that will
result in gaining
of those competencies.
For the job position that you
are applying for
this will probably imply that
you already have
some form of vocational
education, technical
college, or similar skills and
competencies
gained from som form of
practical experiences
and preferable validated and
documented through
some means.
The most important
competencies required for
this job includes among other;
If you like to
comment on any of these,
click on the indicated
SKA number and make your
comments.
Text input for SKA 1
Text input for SKA 2
Text input for SKA 3
Text input for SKA 4
Text input for SKA 5
Text input for SKA 6
8.1
8.2
8.3
8.4
8.5
SW.9
9.1
9.2
9.3
Peer comments on
Competence requirements
The competency specifications
matches well the
actual job requirements. The
company also have
a set of training courses that
enables you to
further refine your stills...
...and tune them more directly
to the company
requirements and needs. You
can read more about
training opportunities in the
OveerviewTraining
Guide.
The competency specifications
matches well the
actual job requirements.
The company also have a set
of training courses
that enables you to further
refine yous stills,
and tune them more directly
to the company
requirements and needs.
You can read more about
training opporrtunities
in the Overview Training
Gude.
Are you sure you wish to exit.
You can see a
review of the asset values in
the application
Employment Game Scenario.
You can also see a
summary of your
performance.
Here you can see a review of
the asset values
in the application
"Employment Game Scenario"
THE CONCLUSIONS FROM
THIS SESSION
You are *** a good candidate
for this job
position.
11.
The UK Job Centre
Title
The Job Centre
Responsible Partner
Greenhat Interactive Ltd
Scenario Summary
This is a scenario aiming to introduce a player to a UK job centre and to teach them what to expect
from their first visit there.
The scenario works as a role playing case study where the player is a refugee, unfamiliar with the
layout, processes and personnel of a UK job centre. It uses a photorealistic 3D job centre
environment to show the player what to expect the place to look like. The refugee has received a
leave to remain letter and is now permitted to live and work in the UK. Somebody has told him that
he should take the letter to the Job Centre, but he is not sure why. It goes through the process of the
refugee arriving at the job centre, meeting the personnel present and presenting the leave to remain
letter to the manager. The player then discovers what the job centre can help with, and also receives
information about where else they can look to find jobs, and also where to get advice on other
issues such as accommodation.
List of Attitudinal Barriers faced
•Not knowing how or where to look for jobs
•Fear of being worse off financially (losing benefits)
•Language
 Low levels of confidence and self esteem
•Lack of UK work experience
•Lack of understanding of UK employment culture and how to apply for jobs
•Racism and hostility
•Uncertain as to the legality of employing refugees
•Not sure what paperwork/identity documents are needed
•Public perception of refugees is so negative.
Scene 1 - Receiving letter of Right to Remain
Screen 1 - Letter received - Thought Bubbles v Speech
Game play - Character shows joy v fear - Decision to be made of where to go Support agency v JCP
Have links to DirectGov and local support agencies.
Joy - Feeling of safety
Family can have a new start
Fears - What do we do now ?
Where are we going to live ?
Hint Box appears:
You now have 28 days
to find alternative
accommodation
Other external links/hints:
 Where can the children go to school ?
 How do I find a job?
Character list
Refugee
Support Agencies?
Scene 2 - First contact with JCP
Screen 1 - First phone call to JCP
Game play - 2 people on screen on phone.
Show length of time on phone - Speech on both characters - Thought bubbles from refugee.
Telephone operator follows script.(eggtimer to show money depleting, show clock with hands
sweeping round)
Hint Box – Use a BT landline for a free call to JCP – o landline in NASS accommodation so use the
landline in JCP office
Refugee - Show signs of anxiety due to credit running out. Thought bubble - Why are they asking so
many questions ?
Screen 2 - First visit to Job centre
Person greeted by security guard before getting to reception – intercepts even though reception
staff in front of them. Security escorts refugee to seat.
Reception - Directing person to phone in corner of office
Game play - Choose which character to be.
Interaction between refugee and JCP staff.
Claim made - Success or not successful
Hint screens
Attitudes to show –
 Shock at being greeted by security
 Confusion as unaware of process
 Anxiety at being led room to room – am I going to be taken back to a detention centre?
Characters
1.Refugee
2.Security Guard
3.Helpful receptionist
4.Unhelpful receptionist
5.JCP contact member of staff
6.People milling around the job centre
Scene 3 - 1st visit to JCP after making a claim
Screen 1 - Positive experience
JCP staff helpful and answer questions
Gameplay - Interaction between the characters.
Attitudes to show - Look of relief
Happy due to being helped
Screen 2 - Negative experience
JCP staff unhelpful, many questions asked - complete lack of understanding of individual’s
culture and refugee issues.
Asks,“Why have you come to this country” (no right to ask this once they have leave to remain).
Lack of understanding of the documentation – link to sub-game
Use of thought bubbles to show attitudes
Attitudes to show - Look of confusion
Look of fear - concerned that may be removed to detention centre
Characters
1.Refugee
2.Helpful staff
3.Unhelpful staff
Scene 4 - A day in the life of a member of JCP staff
Script and video to illustrate
This could either be a sub game or could simply be reflected by the thought v speech element in the
other scenes
Scene 5 - Benefit decision
Screen 1 - Letter received with decision
Gameplay - Depending on decision, will lead to relevant sub scene
Sub - Scene 1 - Benefit refused
Attitudes to show - Fear,
What do I do now?
Sub - Scene 2 - Benefit delayed
Attitudes to show - Worry
What am I going to do for money/food/clothes?
Sub-Scene 3 - Benefit claim accepted
Attitudes to show - Relief
Joy
Confusion - what now? Where do I get help from to find work?
Characters
Refugee
JCP staff
Throughout the game have links to RISE, CAB and other local support agencies as well as Directgov
and national organisations.
Scene 6 – Job search
Creating the job seekers agreement.
“What kind of jobs are you looking for?” (Adviser only shows from previous experience, often
unimaginatively.
This scene could reflect the negative experiences our user groups have had relating to inappropriate
work experience – namely ex-retail chain owners being sent for training in shelf-stacking(Helen –
there was another example like this but I can’t remember what it was, can you?), lack of capacity
to transfer qualifications without retraining. Sent on 4 week rolling programme of work experience
as free labour, not leading to jobs.
Possible approach: Show split screen – good advisor v bad advisor and difference it makes?
Hint box – 15 hour rule on work not affecting benefits.
Hint Box – Fast track rule for processing refugee claims.
Potential Sub-games/ Tutorials
1.
2.
3.
4.
5.
How to apply for a national insurance number
How to claim for different benefits
What a job seeker’s agreement looks like
What the process and timings of calls/visits to JCP involve.
Hint boxes in right hand corner give advice and guidance throughout the games eg “Use a BT
landline for a free call to JCP”.
Additional key functions
1.
2.
Have key words that allow you to go to a sub-section.
Game to be in more than one language
Final Script Narratives:
0.1
This will be an instructions screen
UK1.1
1.1
Where do I go now? (Thought)
1.2
This one looks a bit lost - I'll go and help him.(Thought)
1.3
Why am I being met by a security guard? (Thought)
1.4
How can I help you sir? (Speech)
1.5
I don't know what to say, I don't know how it all works here.(T)
1.6
Nothing - perhaps he doesn't speak English? (T)
1.7
What is your visit for today? (S)
1.8
How do I answer that I don't know what will happen next (T)
1.9
He looks frightened - I bet he thinks I'm a security guard and not a
Customer Services Officer here to make things work more efficiently (T)
1.10
(Slowly and clearly) How can I help you, sir? (S)
1.11
What have you come here for today?(S)
1.12
Oh dear, I must say something, he is getting angry with me and he might send me away.(T)
1.13 I have had this leave to remain letter and I don't know what to do next - somebody told me
to come here.(T)
1.14
What on Earth's this - why's he showing that to me? I'll pass him on to the Manager.(T)
1.15
Come with me Sir(T)
1.16
Where is he taking me?(T)
UK1.2
2.1
This man has a letter he needs to show you.(S)
2.2
Why me..? (T)
2.3
Yes, sir, how can I help you? (S)
2.4
I am a refugee and I have just received this leave to remain letter(S)
2.5
Leave to remain letter - I can't remember what I'm meant to do with one of those. Is this the
right document? (T)
2.6
Do you need to make an application for benefits?
2.7
Yes, I need to find a job and a new place to live and a school for my children but first I need
some money to buy food.(S)
2.8
Oh right, you want me to sort out your whole life for you, do you?!(T)
2.9
Well, sir we can help you with your benefits and advise you getting a job but you need to go
elsewhere for housing and education. (S)
2.10
Oh this is so confusing why can't all this information be in one place? (T)
2.11 I have to find somewhere else to live in 28 days, my children have to go to school and my
family is hungry.(S)
2.12 I have no computer and no money to travel round looking for this information. Why can't
they help me here? (S)
2.13 He looks so anxious, I would like to help him and give him more advice but it is not my job
and I have a queue of people building up.(T)
2.14 You need to call this number or go to this website to make your claim for benefits and then
you will be given an appointment with a personal advisor.(S)
2.15
But I have no computer and no money on my phone, how can I do this? (T)
2.16
How long a call will it be to make this claim? (S)
2.17 It is quite a long application form and you will need to have a lot of information ready when
you make the call. It takes around 40 minutes to apply online.(S)
2.18 But I have no credit on my phone and no computer, how can I afford to make this claim?Can
I use the phone over there? (S)
2.19
As they have asked about the phone, I will offer them a free call.(T)
2.20 (In a panic) Please help me, I have no money, how can I make this call? How will I feed my
family? I must get money, I must get a job - my children will starve!(S)
2.21
My goodness, this is too much for me to cope with.(T)
2.22 I have no time and no resources to help with all of these problems him to get help (T)
2.23
where can I send
Your local CAB will give you advice on where to go for emergency funding and for food.(S)
2.24
As for the phone call for benefits, you can't use this phone because it wouldn't be private enough for
you
to make a confidential call.(S)
2.25
There is a however a private room where you can make a free call. The entrance is just
opposite that desk there.(S)
2.26
OK, thank you very much, that would be very helpful.(S)
2.27
Do you have with you all the information you would need to make a benefits claim? (T)
2.28
Remind me what I need? (S)
2.29
Proof that you have permission to work in this country, information on savings, proof of
earnings, benefit or pension details, outgoings, bills etc, childcare payments, council tax, rent etc,
housing benefits, tax etc, have you got all of that with you? (S)
2.30 No, I don't think I have all of that and I don't have housing benefit arranged yet as I don't yet
have my permanent accommodation sorted (S)
2.31
You need to contact your local council to apply for housing benefits. You can call from home
or make a claim online for job seekers allowance at https://www.gov.uk/browse/benefits.(S)
2.32
Thank you, I will do that (S)
2.33 Now I will make you an appointment to see a personal advisor as to complete your claim you
will need to make a job seekers agreement with them.
2.44
What is that? (S)
2.45 To complete your claim you have to go to an interview at your local Jobcentre Plus.At the
interview you have to agree things like: what steps you can to take to find work - eg improving your
skills, how you can improve your chances of getting a job - that is help on writing a CV, preparing for
interviews, looking for work etc and What you agree to is recorded in a ‘jobseeker’s agreement’.
You’ll normally have a review meeting every 2 weeks to check if you’re doing the things in your
agreement. (S)
2.46
I see, thank you. Let's make an appointment then.(S)
2.47
Next Friday at 10.30 am? (S)
2.48
Yes that will be fine (S)
2.49 It is very important that you are not late. If you are late you might not be seen and you
would put your benefits at risk if you are late for appointments here.
2.50
I understand. I will not be late. (S)
2.51
Then is that all for now? (S)
2.52
Yes, thank you for all of your help. Goodbye.(S)
2.53
Not at all, Goodbye Sir(S)
12.
The Job Interview
Title
The Job Interview
Responsible Partner
Greenhat Interactive Ltd
Scenario Summary
This is a scenario aiming to introduce the player to what to expect from a job interview in the UK.
This is a job interview scenario. It is carried out as a role play case study scenario where the player
experiences the interview as an asylum seeker. The game includes a photorealistic 3D environment.
The interview is conducted with three interviewers with differing viewpoints and personalities. The
player gets to see not only what is said by the interviewers, but also sees their thoughts as the
interview progresses. It is hoped that this process can bring empathy with and understanding of the
other people in the room, and teach the player how to get the most out of the process and to
improve their chances of being successful by correcting their answers when they realise they have
made an unwise response.
List of Attitudinal Barriers faced
•Uncertain as to the legality of employing refugees
•Wary of upsetting current workforce
•Not sure what paperwork/identity documents are needed
•Takes too long to carry out the necessary identity/status checks
•Cost – the added cost of identity/status checks was off putting
•Language
•Retention issues – fear that after investing time and money in employing and training them,
refugees will return to their country of origin
•Cost – additional costs incurred in induction as training takes longer because of language issues
•Afraid of unwittingly employing someone illegally and being investigated by the Home Office
•Public perception of refugees is so negative
•Religious and cultural issues – having to provide place/time for prayer etc.
Scene 1 - Shortlisting Panel
Screen 1 - Reviewing applications - Thought Bubbles v Speech
Discussions reflect characters of panel, their reservations, discriminations
Game Play - Choose your character (Each one will have a mini biography)
Screen 2 - Panel agree shortlist - Reasons given - Use of thought bubbles
Character List
1 Bigot - Exploitative prepared to change salaries, job role and hours to fit need but would rather not
employ refugees.
1 Politically correct person ( woolly liberal!) - Wants to do the right thing but doesn’t want to upset
anyone.
1 Practical person - just wants to employ the right person for the job
Scene 2 - The Interview
Screen 1 - 1st Interview of white candidate - Everything fine, PC person tries to point out deficiencies
in CV (possible lies?) but they are glossed over by others on panel.
Screen 2 - African candidate - Asked for ID - Panel members unaware of different Visas
Sub- tutorial to show different visas – family, student etc
Use of thought bubbles - Snap judgements made
Bigot asks candidate “Tell me about yourself”. Candidate is shown pondering whether to say how
long they have been in the country, that they are a refugee so that it doesn’t become all about the
immigration. Etc
Other interviewer points out they don’t have 2 years experience in the UK for the job. Candidate
thinks, “How do I get 2 years experience if you won’t give me a chance?” Points out they had lots of
experience in their home country.
Other interviewer asks for reference (other candidates show they have used a family friend or could
show African candidate being pushed to lie and do same).
Screens 3 and 4- Interviews of other candidates – how do the panel act differently to the first two
characters?
Screen 5
Decision of panel made. - Arguments across panel depending on views.
Suggested discussions - Could not understand what they were saying
They will be off because of their children
I’m not a racist but.............
Generational - It was the way I was brought up
People try to correct themselves but original comments stand
Use of thought bubbles in relation to comments
Screen 4 - Each person made an offer - Refugee offered in a way knowing that they can’t take it due
to hours or change in job role or bigot is employer and changes hours/pay/ terms of condition,
knowing the person needs the job and will have to accept it.
Gameplay - When each interviewee enters their CV appears on the screen. 3-4 questions asked at
panel,
Some characters may give impression of not listening.
Different questions to be asked dependent on character.
Character list
6.
7.
8.
9.
Refugee - perfectly qualified
White male - Unqualified
Black British - Some experience
Female refugee with children
Scene 3 - 1st day at work - Show good day / Bad day
Screen 1 - Refugee works into the workplace and reaction from different colleagues shown
Use of thought bubbles to show attitudes
Attitudes to show - Silence
Mutterings amongst people – “Here’s another one taking our jobs”
Over friendly
Cold shoulder
Person becomes mentor due to the way they help.
Highlight impact each reaction has on the main character - Use thought v speech
Screen 2 - Problems with HR (Badge/wages) – member of user group given another person’s name
badge and disciplined for not wearing it. A discriminatory mistake with wages or late payment of
wages causes poverty or constitutes constructive dismissal.
Screen 3 – Agency work sending person to work in different places every day or forcing them to
work 7 days a week.
Gameplay Character list
3.
4.
5.
6.
7.
New member of staff (refugee)
HR manager
Finance manager
Staff in canteen
Staff mentor
Final Scripts:
Section 1 - NB Woman [Neutral] acts as panel chair. I = Interviewee, B = Bigot (on left of panel), N =
Neutral (female) and L = Liberal
UK2.0
0.1
Generic instructions content to be defined
0.2
Shot of interviewee from Zimbabwe in smart suit with CV text next to him
0.3N
Hello, please take a seat to continue.(S)
Introductions
UK2.1
1.1
[Control Selection]
1.2.B
Oh no, I don't think so....(T)
1.2.L Yes, I like the look of this one - Bob's not going to like him, must make sure he gets his
chance.(T)
1.2.N
Another smart young man, friendly and enthusiastic, another possible...(T)
1.3N Good morning, thank you for attending today. My name is Maureen Smith and these are my
colleagues, Don Wright and Simon Freeman (S)
1.4L
Hello (S)
1.5 I
Hello (S)
1.6
[UK2.2, 2.1]
UK2.2
2.1 N
Do you have your identity documents with you? (S)
2.2 I
Here are my leave to remain letter, birth certificate and a bill as proof of address.(S)
2.3 I
I bet they'll ask me why I haven't got a passport (T)
2.4.B
No passport - why's that? (T)
2.4.N
Good, thank you, may I see?(S)
[UK2.3,3.1]
UK3.0 [Control Selection]
3.1 Bigot What is this "Leave to Remain" letter? (S)
3.1.1. I Here we go, they're going to make this all about me being an immigrant now, rather than the
job.(T)
Answer [Control selection via Option Buttons]
3.1.A
[Pass] It confirms that I am permitted to remain here and to live and work in the UK.
3.1.B
[Satisfactory] It is the equivalent of a passport.
3.1.C
[Fail] It's a standard official document from the Home Office, have you not seen one?
Response to option A (Thought)
3.2.B
Another one coming here to take our jobs.(T)
3.2.L
Poor man, he must be a refugee, I wonder why he had to escape from his country?(T)
3.2.N
(T)
I must check out the correct documentation for refugees and migrants for future reference
Response to option B (Thought)
3.3.B. Not in my view it isn't[T]
3.3.L
IS it really? I don't think so but I know what he means(T)
3.3N
Not quite it isn't (T)
Response to option C (Thought)
3.4.B
Well that's him out of the running, as far as I'm concerned(T)
3.4.L Fair enough, I bet he gets asked that all the time (T)
3.4.N Steady on, we probably should have known that but there's no need to show that attitude (T)
Response to option A (spoken)
3.5.B
I see so you are a refugee then? Why did you need to leave? (S) Go to 3.5.1
3.5.L
I apologise, we should have known that(S)
3.5.N
I see, thank you.(S)
Response to Bigot's response to option A (spoken)
3.5.1.L [Quickly interrupts Don] That's fine; you don't need to explain any further.
3.5.1.N Let's carry on then, shall we?
Response to option B (spoken)
3.6 B
I'm not sure that's strictly accurate but let's move on.
Response to option C (spoken)
3.7.B
I beg your pardon?. - GT 3.7
3.8 I
I think I was too rude there, I must make that better or I will ruin my chances (T)
3.9 I
I am sorry,it is upsetting that we wait so long for this letter and are so overjoyed to receive it
but no-one seems to understand what it is. I apologise for my rudeness. (S)
3.10 B As if that makes it any better (T)
3.11 N Very well, let's give him the benefit of the doubt on this one (T)
3.12 N Let's carry on then, shall we?(S)
[UK2.4, 4.1]
4.1
Why did you choose to come to the UK then? [Bigot to Refugee only spoken]
Answer [Control selection via Option Buttons]
4.1.A
I came as an Asylum Seeker
4.1.B
I' don't feel comfortable talking about it
4.1.C
I don't think you should be asking me that.
4.2
[ Responses to Option A -Thoughts]
4.2.A.B A likely story, I bet he just came for a better lifestyle (T)
4.2.A.L Poor guy, I'd hate to have to go through all that. I can't imagine what it must be like (T)
to have to leave your home and family and friends. We must give him a chance.
4.2.A.N That's really tough for the guy but I don't think we should be asking about this.(T)
[Response to option B - Thoughts]
4.2.B.B I bet you don't - proves he must have something to hide.(T)
4.2.B.L He's probably seen some terrible things there. Maybe he'd talk more if we got to know
him.(T)
4.3.B.C That's fair enough he shouldn't have to say if he doesn't want to.(T)
[Response to option C - thoughts]
4.2.C.B We can ask you what we like, sonny, don't come here with that attitude (T)
4.2.C.L Oh dear, I think we've upset him, we shouldn't be treating him differently to anyone else.(T)
4.2.C.N Fair enough, Don shouldn't have asked that but that response was a bit abrupt (T)
4.3
[Response to all options - spoken)
4.3.A.N Thank you for that, now let's move on [UK2.5, 5.1]
4.3.B.N Can we move on to the next question please?
4.4.C.N Shall we move on, then...
4.5
[UK2.5, 5.1]
UK2.5
5.1N
What qualifications do you have?(S)
5.2I
A degree and a master's degree [refugee spoken]
[Thought responses}
5.3B
Probably an inferior qualification that's not worth the paper it's written on (T)
5.3L
He's really well qualified - he'll be an asset to us.(T)
5.3N
Good - just relevant to the position (T)
5.4
[UK2.6, 6.1]
UK2.6
6.1N
What subject did you study?(N)
6.2 I
Civil Engineering (S)
Thought responses]
6.3B
Oh no - that's just what we're looking for.
6.3L
A civil engineering graduate would really benefit our company, he's a certainty for the job.
6.3N
Excellent but let's not get carried away just yet...
6.4
[Spoken responses]
6.4.B
I'd like to know a bit more background to that...
6.4 L
Yes, perhaps you could expand on your qualifications a bit more
6.4.N
Yes, could you tell us a bit more about your knowledge and skills?
6.5
[UK2.7, 7.1]
UK2.7
7.1.N
Where did you get your degrees? [S]
7.1.I
Zimbabwe (S)
(Thought responses)
7.2.I
I bet they're looking for UK qualifications.(T)
7.2.B
What's that worth? I bet it's easier over there...(T)
7.2.L
Why is this relevant, a degree's a degree? (T)
7.2.N Must find out the curriculum and see if it's equivalent to a UK degree or if he would require
further training.(T)
7.3
[UK2.8, 8.1]
UK2.8 {Spoken response - follow-on question}
8.1.B
Have you gained any qualifications in England? [S]
[Control selection via Option Buttons]
8.1.A
No, I am already fully qualified in my field.
8.1.B
I could not find a conversion course
8.1.C
I'm already over qualified for this job - what other qualification do I need?
[Interviewee thought responses to options]
8.2.A I know it would be better if I could say yes, but it's best to be honest and I don't need any
more qualifications.(T)
8.2.B
And why should I have to? (T)
8.2.C I bet I'm more qualified than anyone here, I'm so sick of people undermining my hard earned
degrees, but they'll reject my qualifications just because I didn't get them here.(T)
8.3
[Control Selection - Thought responses to option A]
8.3.A.B Arrogant ......, he'd be better qualified if he'd studied here, I'm sure.(T)
8.3.A.L Good answer! That'll show Don!(T)
8.3.A.N Fair enough.(T)
[Control Selection - Thought responses to option B]
8.3.B.B I bet he hasn't even tried
8.3.B.L Why should he have to?
8.3.B.N Fair enough, we could help him with training on the job.
[Control Selection - Thought responses to option C]
8.3.C.B On paper, maybe.....
8.3.C.L He's right but I wish he'd phrased it better, he's coming over really badly now..
8.3.C.N That's a bit aggressive.
8.4
[Control Selection - Spoken responses to option A]
8.4.A.N Thank you, so my next question would be...go to UK 2.9)
8.5
[Control Selection - Spoken responses to option B]
8.5.B.N Thank you, so my next question would be...go to UK 2.9)
{Control selection - Interviewee follow-on to option C]
8.5.C.I That was too sharp, there's no point antagonising them (T)
8.5.C.I I'm sorry; I meant to say I hope that the company would be able to support me with further
training if you identify any gaps in my skills or knowledge.(S)
8.6
{Thought responses to interviewee follow-on to option C]
8.6.B
Nice save.(T)
8.6.L
I feel bad for him; I bet he's better qualified than most of our staff as it is.(T)
8.6.N
Good response. I'll let him off, then.(T)
8.7
(Spoken response to interviewee follow-on]
8.7.N
Yes, absolutely, we encourage continuous professional development in all our staff.(S)
8.8
[UK2.9, 9.1]
UK2.9
9.1
Could you tell us a bit more about your work skills and knowledge, have you done any work
based training or informal courses?
Answer [Control selection via Option Buttons]
9.1.A I have been sent on some courses by the Job Centre in IT and I have been doing an online
course to improve my English.
9.1.B
Only short courses from the Job Centre, nothing really useful
9.1.C Only the job centre training - it wasn't relevant to me but I had to complete it to satisfy their
requirements
[Interviewee thought responses to answer options]
9.2.A Although the courses from the Job Centre was a basic introduction and way below my skills
levels, a complete waste of time.(T)
9.2.B
Complete waste of time but the only way to get my benefits (T)
9.2.C The Job Centre never takes any notice of how qualified I am, their courses are far too basic
for me.(T)
9.3
[Control Selection - Panel thought responses to option A]
9.3.A.B Clever answer for everything hasn't he? Not really relevant though, are they?
9.3.A.L Ha! Another excellent answer.
9.3.A.N Shame the job centre couldn't come up with something better than that for him.
9.3
[Control Selection - Panel thought responses to option B]
9.3.B.B Hm, not exactly shining, is he?
9.3.B.L Well, it's difficult to find anything in this field that doesn't cost money.
9.3.B.N Not great but we could provide him with training ourselves.
9.3
[Control Selection - Panel thought responses to option C]
9.3.C.B So he could keep being supported from my taxes, I suppose
9.3.C.L What a shame...
9.3.C.N I understand but surely there's something he could have done, informally?
9.4
[Spoken response to all options]
9.4N
Ok, thank you (S)
9.5 [UK2.10, 10.1]
--------------------------------------------------------------------------------------------------------------------------
UK2.10
10.1 Could you tell us a bit more about your skills and knowledge, have you done any
postgraduate or informal courses?
Answer [Control selection Answers via Option Buttons]
10.1.A I have been sent on some courses by the Job Centre in IT and I have been doing an online
course to improve my English.
10.1.B Only short courses from the Job Centre, nothing really useful
10.1.C Only the job centre training - it wasn't relevant to me but I had to complete it to satisfy their
requirements
[Control selection Interviewee thought responses to answers via Option Buttons]
10.2.A Although the courses from the Job Centre was a basic introduction and way below my skills
levels, a complete waste of time.(T)
10.2.B Complete waste of time but the only way to get my benefits(T)
10.2.C The Job Centre never takes any notice of how qualified I am, their courses are far too basic
for me.(T)
10.3
[Control Selection - Panel thought responses to option A]
10.3.A.B
Clever answer for everything hasn't he? Not really relevant though, are they?
10.3.A.L
Ha! Another excellent answer.
10.3.A.N
Shame the job centre couldn't come up with something better than that for him.
[Control Selection - Panel thought responses to option B]
10.3.B.B
Hm, not exactly shining, is he?
10.3.B.L
Well, it's difficult to find anything in this field that doesn't cost money.
10.3.B.N
Not great but we could provide him with training ourselves.
[Control Selection - Panel thought responses to option C]
10.3.C.B
So he could keep being supported from my taxes, I suppose
10.3.C.L
What a shame...
10.3.C.N
I understand, but surely he could have done some informa learning?
10.4
[Spoken response to all options]
10.4.N Well let's discuss your experience of the construction sector then...
10.5
[UK2.11, 11.1]
UK2.11
11.1.N Have you had any previous work experience in the construction industry? (S)
11.2.I I had a year's placement as part of my degree and took some part time work in construction
to fund my Master's.(S)
11.3.I Yes! This is where I should have a strong advantage!(T)
11.4
[Panel Thought responses]
11.4.B He would have, wouldn't he? It's going to be difficult to persuade my colleagues not to
employ this guy (T)
11.4.L Excellent! The job's his as far as I'm concerned.(T)
11.4.N Good experience for this job.(T)
11.5
[Spoken response]
11.5.L That's excellent, thank you. (S)
11.6
[UK2.12, 12.1]
UK2.12
12.1.N What wider work experience do you have?(S)
Answer [Control selection Answers via Option Buttons]
12.1.A My placement in care has taught me many transferable skills and given me a sense of
responsibility and empathy. The retail placement has improved my English and communication skills.
12.1.B I have had placements from the Job Centre in care work and in a charity shop.
12.1.C My Job Centre placements didn't really give me appropriate experience
12.2
[Control selection Interviewee thought responses to answers via Option Buttons]
12.2.A The work experience I was given from the jobsite wasn't really useful but let's think...(T)
12.2.B I'm a qualified Engineer, and the job centre could only offer me work experience as a carer
or as a volunteer in a charity shop - useless for this but I'll have to be honest .(T)
12.2.C For this job, what use is it saying I have experience in care or retail? (T)
12.3
[Panel Thought responses to option A]
12.3.A.B
Not bad, I suppose...(T)
12.3.A.L
Excellent use of his time...(T)
12.3.A.N
Made the best of an inappropriate placement, that will serve him well(T)
12.3
[Panel Thought responses to option B]
12.3.B.B
What use is that to us? (Looks smug).(T)
12.3.B.LAh well, at least he's tried to find work, why can't the Job Centre place people more
appropriately? (T)
12.3.B.N
Not terribly useful but he's had plenty of experience in his home country.(T)
12.3
[Panel Thought responses to option C]
12.3.C.B
Useless (Looks smug)(T)
12.3.C.L What a shame for him.(T)
12.3.C.N
12.4
He could have still made something of that answer if he'd thought about it.(T)
[Spoken response to all options]
12.4.B So moving on to this job in particular...(S)
12.5
[UK2.13, 13.1]
UK2.13
13.1.B Why did you apply for this particular job with this particular Company?(S)
Answer [Control selection Answers via Option Buttons]
13.1.A To use my skills and qualifications. It's what I've always wanted to do and been trained to do
and the research. I have done into the company shows me that you would be a good company to
work for, offering me lots of opportunities to develop further in my career.
13.1.B It is what I am qualified for and I enjoy it.
13.1.C Well I am applying for any job in building right now.
13.2
[Control selection Interviewee thought responses to answers via Option Buttons]
13.2.A It's what I've always wanted to do and it looked like a good company to work for on the
internet.
13.2.B Surely that's obvious - anyone in building would want this job?
13.2.C I can't think of what to say, I'm applying for any building job...
13.3
[[Panel Thought responses to option A]]
13.3.A.B
Oh no- an even better answer! (Looks annoyed) (T)
13.3.A.L
Excellent answer again! This is a perfect candidate.(T)
13.3.A.N
Very sound answer.(T)
13.3
[Panel Thought responses to option B]
13.3.B.B
Not exactly brilliant (T)
13.3.B.L
Ok but I wish he'd expand a bit more on his answers (T)
13.3.B.N
He's not really selling himself to the best of his potential, is he? (T)
13.3
[Panel Thought responses to option C]
13.3.C.B
Ha! Blown that, hasn't he!(T)
13.3.C.L
Well, at least he's honest.(T)
13.3.C.N
Oh dear, not quite what we were looking for!(T)
13.4
[Spoken response to all options]
13.4.N Yes, thank you, now...
13.5
[UK2.14, 14.1]
UK2.14
14.1.N What skills do you think you, in particular, would bring to this job?
Answer [Control selection Answers via Option Buttons]
14.1.A I'm well qualified and experienced in many areas of the construction industry but I am also
hard working and enthusiastic.
14.1.B I work hard and always give 100%
14.1.C Well, I think my application speaks for itself, really.
14.2
[Control selection Interviewee thought responses to answers via Option Buttons]
14.2.A Are they getting at me? Do they not think my qualifications are enough? (T)
14.2.B I would have thought that was obvious from my application form.(T)
14.2.C I never know how to answer this question - what are they looking for? Is it a trick question?
(T)
14.3
[Panel Thought responses to option A]
14.3.A.B
Too convincing, isn't he? (T)
14.3.A.L
Yes! Good man!(T)
14.3.A.N
Good response.(T)
14.3
[Panel Thought responses to option B]
14.3.B.B
But is that good enough? (T)
14.3.B.L
Fair answer.(T)
14.3.B.N
He needs to expand more on that, really, to convince me.(T)
14.3
[Panel Thought responses to option C]
14.3.C.B
Well obviously not, or we wouldn't be asking the question, would we? (T)
14.3.C.L
Oh come on, please, you can do better than that.(T)
14.3.C.N
No, he's losing me now.(T)
14.4
[Spoken response to option A]
14.4.A.L
All excellent qualities, thank you. Now we'd like to ask you some general questions(S)
[Go to UK2.15.15.1]
14.4
(Spoken response to option B)
14.4.B.B
But that doesn't tell us how your 100% matches against anyone else's 100%, does it?
(S)(Go to redemption answer) [14.5]
14.4
(Spoken response to option C)
14.4.C.B
[14.5]
14.5.
Not really, sir or we wouldn't have asked the question (Go to redemption answer)
[Redemption response by interviewee to 14.4 options B and C]
14.5.I I have sound and proven skills and knowledge in the sector and I will commit wholeheartedly
to the job.(S)
14.6
[Panel thought responses to redemption answer 14.5]
14.6.B Another good save!(T)
14.6.L That's better!(T)
14.6.N Yes, good response, maybe he didn't understand what we wanted from our question.(T)
14.7
[Spoken response to redemption answer 14.5]
14.8.N Yes, thank you very much. Now we'll move to the final, general questions.(S) [UK2.15, 15.1]
14.9
[UK2.15, 15.1]
UK2.15
15.1.N How many hours would you expect to work a week? (S)
15.2.I As many as possible (S)
15.3.I I need enough to live on and be able to send some money home to help my family (S)
15.4
[Panel thought responses to answer]
15.4.B That's just greed (T)
15.4.L That shows great commitment but what about his work/life balance? (T)
15.4.N I like his enthusiasm but I worry he might take more than his share of overtime and be
unpopular with the rest of the workforce.(T)
15.5.B Overtime would be strictly on a needs basis.
15.5.L We appreciate the enthusiasm but you have to be careful not to overdo it.
15.5.N We would have to offer overtime fairly distributed between all workers and within European
working time directives.
15.6
[UK2.16, 16.1]
UK2.16
16.1.N Would you be happy working in the evening or at the weekend? (S)
16.2.I I would be happy to, unless I had other urgent commitments.(S)
16.3.I A bit of extra pay will always help the family back home.(S)
16.4
[Panel thought responses]
16.4.B I bet you would! (T)
16.4.L I hope he doesn't let himself be taken advantage of. (T)
16.4.N Yes, good answer, and finally.(T) [UK2.17, 17.1]
16.6
[UK2.17, 17.1]
UK2.17
17.1.N Do you have two UK references you can give us? (S)
17.2.I My construction employment experience was in Zimbabwe. I have references from my work
experience here but they were only short placements.(S)
17.3.I I know they aren't going to think this is good enough - why do they have to be references
from the UK? (T)
17.4
[Panel thought responses]
17.4.B Ha! A bad answer at last!(T)
17.4.L What a shame, I don't see why references have to be from the UK.(T)
17.4.N I'd rather have a reference from an employer here but at least we have his University
certificates, work experience report from his placement and school reports to show what a good
student he was.(T)
17.5 N Thank you, that completes the interview. We will be in touch with all candidates within
three working days.
Do you have any questions? (S)
17.6.I No thank you.(S)
17.7.N Are you sure? It is a good opportunity for you to ask us anything? (S)
17.8.L I wish we could have told him in advance to bring questions, it is their opportunity to
impress us (T)
17.9.I I cannot think of anything (S)
17.10.N Then thank you for your interest in our company, it was nice to meet you and you'll hear
from us soon.(S)
17.11.I Goodbye (S)
17.12.L Thank you so much for coming. It was lovely to meet you. Goodbye. (S)
17.10 [Gameplay]