Tony Crowle¥

Ltfetd.,eers WILTSHIRE

Contents

Aims and objectives Winners and Losers defined

The contents of the pack of cards A guide to the Tutor's Notes

Winners and Losers as a group activity

Winners and Losers as a game for teams of players Other activities using the individual sets of cards Worksheets and Evaluation

Appendices

1. List of green cards (jobs) and red cards (survival plans)

2. List of blue cards (future events) and possible outcomes

3. Some additional future events for discussion

4. Summary of employment trends 2000-2010 Useful references

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Winners and Losers

Winners and Losers is a programme of careers education activities based on a pack of cards for use with students in years 9 to 11. It has been designed for that part of the programme where students are investigating opportunities in the local labour market and are learning about different workrelated skills. Its underlying theme is about the future. It encourages students to appreciate how the world of work is changing, and to investigate how workers adapt to change.

Aims

The pack will help students:

• to increase their awareness of the ways in which their community earns its living, and learn about the skills that are valued in different kinds of work

• to appreciate the ways in which local, national, and international events can affect the structure of employment and the jobs that may be available to them

• to recognise the importance of being adaptable, and of developing a wide range of skills, in order to cope with an ever-changing world of work.

Definition

During some of the games and exercises, students try to identify occupational winners and losers as a result of certain events. Winners are defined as those occupations which might experience an increased demand for their services. The workers, of course, may not necessarily consider themselves to be 'winners' and may feel overworked or even exploited; an important issue which can be identified and discussed. Losers, however, are those occupations which might experience a reduced demand for their services, or be faced with increased competition from other workers or types of work, i.e. their jobs are at risk.

The contents of the pack of cards

The pack contains 80 cards arranged into three sets. No further items (e.g. dice, counters, boards, money, etc.) are required. The material, therefore, is easy to distribute and collect, and adaptable for variations on the basic theme.

The pack of 80 cards is arranged into three sets:

Jobs

This set of 48 green cards covers a wide range of jobs usually found in most working communities. Three cards are blank for tutors to add job ideas of their own. Each job title or type of work is accompanied by two questions or tasks which contribute to the information-sharing activity included in some of the exercises. e.g. Librarians

Where else might a librarian work?

Name a useful library skill.

The Future?

This set of 16 blue cards contains a range of imaginary events which could have an influence on certain jobs and types of work. One card is blank for tutors to add a future event. The contents are presented as cuttings from newspaper headlines, e.g.

"Town centre roadworks will last for manymont:.hs.

TraderS to sue the council for lost income."

Survival Plan

This set of 16 red cards contains a range of strategies which workers, or their employers, could use to overcome difficulties arising from a particular event. One card is blank for tutors to add an extra strategy. The suggestions featured on each card are open-ended to promote discussion and encourage students to use their imagination, e.g.

Why not offer all customers a free ?

Why not take a training course in ?

Although the three sets of cards are designed to be used together, the sets may be used individually for other group activities and discussions. For example:

• The questions on the Jobs Cards may be used for a simple classroom quiz on local sources of employment.

• The impact of the events featured on The Future? cards can be explored over a wide range of occupations - not just those featured in the Winners and Losers pack.

• The Survival Plan cards may be used to discuss strategies that workers or employers may use as a

result of an actual event in the local community.

In reviewing future events, students may ask for advice on how certain jobs should be classified. Clearly, there is much conjecture here, but Appendix 2 suggests some potential winners and losers arising from the events on the blue cards.

A guide to the Tutor's Notes

Here is a brief guide to the headings used in these notes.

Corridor briefing: a short paragraph summarising the game or activity. It is intended as a memory jogger for busy tutors as they dash between commitments on the timetable.

Purpose: a statement outlining how the students should benefit from the activity or game. Players: the recommended number of players or groups.

Resources: any special arrangements, equipment, or materials which may be required. Time: the amount of time usually occupied by the game or activity.

Introduction: suggests how the game or activity may be introduced to the group. Procedure: an outline of how the game or activity would normally progress.

Variations: some suggestions for varying the game or activity according to the general ability level of the students.

Review: related follow-up activities and recommended worksheets.

Winners and Losers - a group task

Corridor briefing: An event is chosen, students select potential winners and losers, and consider possible strategies for the jobs identified as losers.

Purpose: To help students appreciate the ways in which local, national or international events can affect a wide range of jobs.

Players: Depending on the number of green Jobs Cards, as many as 48 students could be occupied in small groups of 5 to 6 students.

Resources: The three sets of cards

One copy of Worksheet 1 or 2 per student (optional)

Time: This varies according to the number of events selected.

Introduction: Within this pack of cards there are three sets. The blue cards represent events that might take place in the future and they are shown as newspaper headlines. (Read an example). The green cards represent different kinds of work. (Read one or two examples). I shall select an event and your task will be to choose which jobs will be affected by that event. Which jobs will be winners and which ones will be losers? For example, if, because of the event, you think there is going to be more demand for a certain job then you pick it as a winner. If, however, you think there will be less demand then it becomes a loser. Later, we shall use the red cards to think of ways in which the losing jobs might become winners.

Procedure

1. Distribute all the green cards around the groups.

2. Remind the group of the definition of winners and losers.

3. Select an event from the set of blue cards and read it to the students.

4. Allow students sufficient time to study their cards and to discuss their ideas.

5. Ask students in each group to:

• describe the cards they hold

• state whether they consider them winners or losers

• give the reasons for their choice.

During this stage, tutors must be alert to any occupational misconceptions that may arise. They may also need to encourage students to reconsider some of the jobs they have selected or rejected.

6. When all the green cards have been discussed, select one of the red cards and read it to the students.

7. Ask students to consider the jobs they have selected as losers and to see if the red card suggests a solution.

8. Take suggestions from the groups and discuss.

9. Distribute the rest of the red cards around the groups and allow some time to discuss the various solutions.

10. Collect all the cards. Redistribute the green cards and choose another event from the blue cards. Variations: There are several variations depending on the general ability level of the students in the group.

• With less-able students, the range of jobs could be reduced with the help of Appendix 2.

• With able or older students, the range of jobs could be extended to include the kinds of occupations they may be considering as careers.

• Extend the list of events featured on the blue cards with the help of the suggestions in Appendix 3, or add some of your own.

Review: Follow-up this activity by asking the students to complete and discuss Worksheets 1 or 2. Evaluate the session with worksheet 4.

Winners and Losers - as a game

Corridor briefing: A future event is selected at random and teams of students try to identify as many winners and losers as they can arising from that event. Teams challenge each other with the help of the Survival Plan cards.

Purpose: To help students appreciate the ways in which local, national or international events can affect a wide range of jobs; to increase students' knowledge of the local economy and range of employment.

Players: Two teams with up to 12 players in each team.

Note: Feedback from teachers suggests that the rules should be kept to a minimum and the scoring as simple as possible. This advice has been followed but there is much scope for tutors to vary the instructions and scoring procedure.

Resources: The three sets of cards

One copy of Worksheet 1 or 2 per student (optional)

Time: Each round should last from 5 - 8 minutes but the variations described below will extend this. Introduction: I am going to share these green Jobs Cards between the two teams, then I shall select a future event from this set of blue cards. Each team will discuss the event and then try to find as many winners and losers as it can from the job cards. Then each team takes turns at declaring its winners, and gains points. When you declare your losers, I shall show you how to use the red cards to challenge the other team and gain more points. The winner is the team with the most points.

Procedure

1. At the start of each round, the green Jobs Cards are distributed between the two teams. The two sets of blue and red cards are placed face down.

2. An event is selected at random from the blue cards, e.g.

Discovery of vast ancient riverside settlement. New housing estate will be delayed. Excavation may last a year.

Visitors' centre planned.

3. Teams discuss the event and attempt to identify as many potential winners and losers from the cards they hold, e.g.

Potential winners: Travel & Tourism; Librarians; Catering etc. Potential losers: Construction workers; LGV drivers; Estate agents etc.

4. Teams take turns at declaring their winners and the reasons for their choice e.g.

"We think that tourism is a winner because the visitors' centre will attract people to the area."

A team gains a point for each winner it can identify and justify.

5. The two teams take turns at declaring their losers, e.g.

"We think that estate agents are losers because they may lose sales as a result of the delay"

6. The other team, however, can challenge this by taking a card from the top of the red Survival

Plan pile and using it to suggest a survival strategy for the losing job, e.g.

Survival Plan: "Why not attract new customers by ?"

"The estate agents could attract new customers by redesigning any adverts to mention the historical link with the area. "

If the challenge is successful, a point is gained by the challenging team, but if the challenge is unsuccessful or not attempted, the other team gains the point. The Survival Plan card is always returned to the bottom of the red pile.

7. At the end of each round the green Jobs Cards are redistributed, a new event is selected, and the game continues. The winning team is the one scoring the most points over an agreed number of rounds.

Variations

1. The questions featured on the green Jobs Cards may be included in the game and there are several ways of doing this. For example, before claiming a point, each team can be required to respond to one of the instructions on the card, e.g.

Name a local travel or tourist agency.

"There is a tourist information office in the town hall. rr

Name an important building skill.

"For many jobs, being able to work at heights is important."

Or, when the selection of a winner or loser is in dispute, the team claiming the point has to answer one of the questions on the card. As the game progresses, however, previous answers should not be repeated.

2. To make the game easier for less-able students, the tutor could: • reduce the number of Jobs Cards

• carefully choose certain future events for discussion

• dispense with the red cards

• allow more time for the procedure

• simplify the worksheets.

3. With older or more-able students, though modifications to rules and procedures are easy to suggest, they are probably less important. The game serves as a springboard to stimulate further discussion topics, e.g.

• skills required for facing an uncertain jobs market

• techniques for researching the local economy

• investigating the relevance of training courses

• keeping options open when choosing HE courses

• the importance of broadening one's interests

Review: Follow-up this activity by getting the students to complete and discuss Worksheets 1 or 2. Evaluate the session with Worksheet 4.

Other activities with the cards

Here are some suggestions based on individual sets of cards.

local Workscene Quiz

Corridor briefing: The green Jobs Cards are used to quiz students on their knowledge of the local economy and its workforce.

Purpose: To encourage students to increase their knowledge of how the community earns its living and the skills required for various jobs.

Players: This activity is suitable for younger students arranged into groups of 6. Resources: One set of green Jobs Cards

One large sheet of paper per group

Note: Prior to your using the cards, the local Careers Service may be prepared to inspect them and provide sample or unusual answers for those jobs where there is uncertainty or a lack of published information.

Introduction: This activity will help you to find out more about how your community earns its living. You are going to work through a set of green cards. Each of these cards contain the name of a particular type of work. You will be required to name one place in the community where this work takes place. You also have to describe one skill that is important for people doing that kind of work. Work together as a group and get one person to write the answers on the large sheet of paper.

Procedure

1. Distribute the pack of green cards amongst the groups.

2. Give each group a large sheet of paper.

3. Group members study the green Jobs Cards.

4. They answer the two questions on each card and record their responses on the sheet of paper.

5. When the pile of green cards is exhausted, groups exchange piles of cards and continue as above.

6. The tutor collects the worksheets and summarises responses noting those occupations which students find difficult to describe.

Variations

There many ways of varying this activity. For example, a gaming element may be introduced with the tutor selecting the green cards at random and reading them aloud to the groups. The groups then compete to provide the most suitable answers.

Another suggestion concerns summarising and classifying the various job skills that have been identified by the students, e.g.

Physically active work: lifting, carrying, moving, defending, etc. Practical work: making, mending, operating, assembling, etc. Persuasive work: organising, managing, selling, arguing, etc.

Scientific work: researching, testing, investigating, solving problems, etc. Clerical work: checking, calculating, recording, managing information, etc. Creative work: designing, writing, performing, using imagination, etc. Caring work: helping, caring, supporting, listening, etc.

Complete this exercise by asking the students to consider which subjects and activities contribute to the development of these skills.

In a further variation, the search for skills could be extended to consider the kinds of personal qualities that are valued in certain jobs, e.g. patience, trustworthiness, a calm disposition, courage, cheerfulness, an outgoing personality, being observant, etc.

Review: Follow-up this activity with the aid of Worksheet 1. Evaluate the session with Worksheet 4.

Future Shock

Corridor briefing: Students discuss the impact of the events featured on the blue cards in relation to jobs in the local community.

Purpose: To help students appreciate the interdependence of occupations and how work patterns are influenced by local, national or international events.

Players: This activity could be used with a large number of students, as a single group or in small teams.

Resources: One set of blue Future Events cards

One large sheet of paper per group One copy of Worksheet 2 per student

Introduction: One method of introducing this activity is by reviewing a past event that has had a powerful impact on the structure of employment. For example:

The steel box that changed millions of Jives

In the second half of the 20th century, a few ships were converted to carry their cargoes in large containers which were transported to and from the docks by road or rail. The sight of these large, ungainly vessels, with their decks stacked high with metal boxes was often a source of amusement and ridicule. Though ugly, these ships were efficient; they were loaded and discharged quickly, and the cargoes they carried were less likely to be damaged or stolen. Within a few years, containerisation had transformed the world of shipping. Thousands of existing ships were scrapped, many famous old ports like London, Liverpool and New York had closed down, countless numbers of dock workers and seafarers became redundant, and many supporting jobs and services were swept away. Some shipowners and smaller ports, however, had prepared for the dramatic changes that were to take place; these were the winners; survivors of a gale that had swept away many losers.

Procedure

1. Give each group a selection of blue cards and a sheet of paper.

2. Ask each group to select one event and consider how it might affect jobs and workplaces that are in their community. Who might benefit from the event and who might lose out in some way?

3. Groups record their opinions on a sheet of paper.

4. Groups select another event and continue as above.

5. General summary of findings and discussion.

Variations

To extend the list of future events, see the items in Appendix 3.

Review: Follow-up this activity by getting students to take away and complete Worksheet 2. Evaluate the session with Worksheet 4.

Virtual Reality

Corridor briefing: With the help of local or national papers, students identify situations that bring changes to people's working lives and investigate how they might cope with these changes.

Purpose: To help students gain a better understanding of the issues and events that shape the local economy and affect the workforce.

Players: This activity could be used with a large number of students as a single group or in small teams.

Resources: A generous supply of recent local newspapers A large felt tip pen per group

One set of red Survival Plan cards placed on display One copy of Worksheet 3 per student

I ntrod uction

In this session, we shall be looking at changes in the community which affect people's working lives. In any city or town, there are many kinds of incidents and decisions being made that will affect jobs and employment. I want you to inspect these local newspapers and circle any items which will have some impact on people's jobs. Look for items like firms going out of business, new building developments, council decisions, retirements, accidents and deaths, an increase in rates or fares, an advertising campaign, and so on.

Procedure

1. Distribute newspapers to groups of students.

2. Place the red cards on display.

3 Ask groups to record the events on a sheet of paper. Then, alongside each event, list some of the jobs in the community which could be affected and describe very briefly how they might be affected.

4. Remind groups to study the contents of the red cards to suggest a survival plan for those affected by the work-related changes they have identified.

5. Allow time for feedback and discussion.

Variations

This session could be extended to include a survey of national newspapers.

Review: A useful way of rounding up the session is by considering the impact of discoveries and inventions on working lives. For example, the interval between the discovery of an invention and its use is constantly diminishing.

Photography 112 years Radio 35 years

Nuclear reactor 10 years

Solar powered battery 2 years

Electric motor 65 years X-rays 18 years

Atomic bomb 6 years Laser 1 year

Telephone 6 years Television 12 years Transistor 3 years

As a result of this process, there is less time for the side effects of a new discovery or idea to be predicted. So whenever a new idea or method is adopted, the workforce has to be ready to meet the unexpected. It may have to grow, shrink, or reshape itself. The workers will have to accept changes and learn new skills if they are to survive. It makes the world of work an interesting but a rather uncertain place.

Follow-up this session by asking students to take away and complete Worksheet 3. Evaluate the session with Worksheet 4.

Worksheets and Evaluation

Worksheet 1: Workscene. This is a quiz to see how much your students know about employment in their community. The local Careers Service may be willing to review the items and offer sample or unusual answers where there is uncertainty or a lack of published information. Responses to the questionnaire will help tutors to gauge the general level of local occupational knowledge within the group.

I IT J

r

Worksheet 2: 10 years from today? This exercise has been designed to reflect current predictions of future work patterns. In completing it, students may get a notion of how working lives may unfold in the 21st Century. In discussing the completed worksheets, tutors will be interested to discover how much existing or traditional work patterns influence the students' responses. Note: the term portfolio worker refers to someone who earns a living performing several occupations. See Appendix 4 for further discussion points.

Worksheet 3: Changes. This is a set of questions for interviewing a relative, neighbour or friend who has a job. Its main purpose is to uncover the kind of changes which are taking place at work and how people adapt to them. Responses to the completed worksheets can form the basis of a useful follow-up exercise in which tutors summarise findings and note any unusual responses. The responses to the final question on this questionnaire can be most revealing.

Worksheet 4: Feedback. A student questionnaire which is intended to help tutors evaluate and improve their use of the materials in this pack.

Winners and Losers Workscene

Area covered by the quiz .

See if you can name ...

1. The business that employs the most people .

2. A business that employs temporary or seasonal workers .

3. A job that is done by shift work .

4. A business that closed down recently .

5. A business that opened recently .

6. Two items that are made locally .

7. A job that requires safety clothing .

8. Three jobs in which you persuade or influence others .

9. Three jobs that require imagination ~ .

10. A firm that employs security staff .

11. A business that sells through mail order .

12. A job that requires much attention to detail .

13. Three jobs in which you might need to wear a hat .

14. How most people get to work .

15. A firm that uses flexitime .

16. A job that didn't exist 20 years ago .

17. A job that may not exist in ten years' time .

18. A service for tourists or visitors .

19. A firm which advertises on the Internet ..

20. The address of the Careers Service ..

Worksheet 2

Winner and Losers 10 years from today?

The world of work is changing rapidly. Old jobs are disappearing and new ways of working lie ahead. Perhaps the word 'job' will have disappeared. Imagine what you might be doing in ten years'time. Write the date ten years from today and answer the following questions.

Name Age .

Date What sort of work do you do? ..

Are you a permanent worker, a temporary worker, or self-employed? .

How did you hear about this work? ..

How did you apply for it? ..

What general work skills can you offer? ..

Are you a portfolio worker, and, if so, what other jobs do you perform? ..

What languages can you speak? .

What equipment do you use that didn't exist when you were at school? .

Who negotiates your wages and conditions? ..

How many hours do you work each year? ..

How much holiday do you take each year? ..

Do you need to resign to take a long holiday? .

What kind of clothes do you wear for work? ..

Do you travel to work, and, if so, how? ..

Who looks after your children when you are working? ..

How long do you expect this work to last? ..

How much time do you spend each month looking for a new job? ..

How much time do you spend each year learning new skills? ..

Winners and Losers Changes

Interview someone who has a job, with the help of these questions. They are about changes at work. Tell them that it is for careers lessons at school and that their name need not appear on it.

What is the name of your job? .

What was it called when you were at school? .

What firm or business do you work for? .

What was it called when you joined? ..

In your job, what tasks or duties:

have disappeared? ..

have been created? ..

Compared with a year ago, are you:

(a) busier

(b) no change

(c) less busy

(a) under more stress

(b) no change

(c) less stressed

(a) working longer hours

(b) no change

(c) working shorter hours

(a) given more responsibility

(b) no change

(c) given less responsibility

(a) more interested in the job

(c) less interested

(b) no change

Since you started this job:

What training courses have you attended? .

How has your journey to work changed? .

Which of these issues concerns your workmates most? ..

(a) job security (b) wages and conditions (c) safety at work (d) learning new skills

At work, what changes may happen in the next few years? ..

What general or life skills are useful for a school-or college-Ieaver starting work?

What advice about work would you give to the person you were at 15?

Winners and Losers Feedback

Worksheet 4

Name Form/Group .

Name of the activity .

Describe the main purpose of this activity .

What did you learn about the world of work? .

In what way did this activity make you think about the future? .

What was the best part of this activity? .

What was the worst part? .

How could this activity be improved? .

Give the activity a score from 0 to 10

o

3

5

6

7

8

9

10

2

4

satisfactory

excellent

Poor

Appendix 1:

list of green ca rds Gobs)

Administrators and office staff Casual workers

Catering workers

Childcarers

Cleaners

Cinema, club, or disco staff Coach and bus drivers Construction workers Designers

Electricians

Engineers

Estate agents

Farmers

Finance workers Firefighters

Hairdressers and beauticians Healthcare workers

Home appliance repairers Hotel staff

ITworkers

LGV drivers

Librarians

Local delivery workers Manufacturing workers

Motor vehicle workers Neighbourhood shop assistants Market stall holders

Media jobs: TV, radio, newspapers Nursing home staff

Police officers

Printing workers

Pub and restaurant workers Refuse collectors

Retail park sales staff Roadworkers

Scientific and technical staff Security staff

Social workers

Solicitors

Sports and leisure centre staff Taxi drivers

Teachers

Traffic wardens

Travel and tourism jobs Warehouse and storekeeping jobs

3 blank cards

List of red cards (Survival Plans)

Why not offer all customers

a free ?

Why not take a loan and

invest in ?

Why not take a training

course in ?

Why not save or cut back

on ?

Why not attract new

customers by ?

Why not ask the workforce

to ?

Why not reduce the cost

of ?

Why not work together

and share ?

Why not consider a change

of jobs to ?

Why not expand the range of products to

include ?

Why not expand the range

of services to include ?

Why not move to a

new ?

Why not offer our service

to ?

Why not ask existing

customers to ?

Why not advertise

by ?

One blank card for tutor's use

Appendix 2:

List of bl ue ca rds (future events)

Desperate shortage of practical and creative skills. Offices overcrowded with keyboard slaves. Minister blames influence of computer games.

Potential winners: catering, construction, designing, repairing, electrical services, engineering, garage jobs, hairdressing, beauty care, manufacturing, printing, scientific and technical work.

Potential losers: administrators, finance, office jobs, IT, media (information), storekeeping.

New survey shows that workers holding essential qualification enjoy better job security.

Potential winners: childcaring, driving, electrical services, healthcare, police, social work, legal services, teaching.

Potential losers: jobs not requiring qualifications by law.

The new sharing generation! Cars, phones, cameras, clothes, computers, sports goods. You name it, they're sharing it.

Potential winners: local deliveries, domestic appliance repairing, media (advertising).

Potential losers: engineering, finance, retailing, manufacturing, market sales, vehicle sales, warehousing.

Flash floods: town centre swamped. Traders to sue for lack of warning. Damage will run into millions. Farmers deny interfering with nature.

Potential winners: cleaning, construction, electrical services, firefighting (emergency services), LGV driving, hotels, housing department, roadworking, legal services, social work.

Potential losers: various businesses and services based in the town, insurance, public transport, farming.

Security cameras at every junction: dramatic reduction in street. crime. Town centre shops plan campaign to extend hours.

Potential winners: casual workings, catering, childcare, cinema, clubs, discos, coach and bus' services, firefighting, media (advertising), printing, retailing, pubs and restaurants, refuse collecting, sports and leisure centres, taxi services.

Potential losers: less demand for policing (deployed on other tasks), security firms, retail parks outside the town, some media may lose an audience.

Discovery of vast ancient riverside settlement. New housing estate will be delayed. Excav.ation may last a year. Visitors' centre planned.

Potential winners: catering, hotels, library, media, nearby pubs and restaurants, security guards, taxi services, travel & tourism;

Potential losers: administrators, construction, electrtcianaestate agents, LGV driving, insurance, site office work, roadworking.

Virtual reality holidays are here to stay! All the sights, sounds and smells without the hassle of airport delays.

Potential winners: retailers ofthe software, IT development and design, catering (take-away), hardware servicing and repair.

Potential losers: a considerable range of services supporting travel and tourism.

Lessons at home votedaqreat success .. Internet education service to be extended. Teachers plan non-violent. protest marches.

Potential winners: service' and repair of home equipment, IT, library support, catering (takeaway), neighbourhood shops, media, policing, scientific and technical work, security services.

Potential losers: jobs related to the construction, maintenance, staffinq and supply of schools.

Exposure to traffic fumes causing mysterious illness. Major reduction in .traffic necessary.

Potential winners: casual work (messengers), healthcare, neighbourhood shopping, scientific & technical (research).

Potential losers: many jobs which re.gulate, service, support, or rely on road transport.

New European law introduces a shorter working week. Workers limited to three days, but not everyone is cheering.

Potential winners: catering, cjnemas, appliance repairers, hairdressing, hotels, IT, libraries, media, pubs, restaurants, retailing, refuse .collecting, security, sports & leisure facilities, travel and tourism.

Potential losers: childcare, industrial cleaning, public transport.

Working from home on the increase. Many workplaces now deserted. National survey reveals a depressed and isolated workforce.

Potential winners: casual work, electricians, home appliance repairers, home delivery services, healthcare, social work, IT, insurance (less claims).

Potential losers: services that support people travelling to and at work, industries related to construction and maintenance of

"factories, shops, offices, etc:

Computerised shopping: shopaholic declares "I did not leave home for 13 months". Doctors warn of unknown health risks.

Potential winners: casual workers (delivery). sales offices, home appliance repairs, home delivery services, IT, insurance, warehouse and storekeeping.

Potential losers: bus services, catering, cinemas, clubs, discos, construction industry, libraries, motor vehicle services, public transport, shops, taxi services, travel & tourism.

Industry and essential services will avoid the new employment tax. Chancellor outlines plans for tough new budget.

Potential winners: construction, design, electricity supply, engineering, farming, firefighting, healthcare, IT, manufacturing, police and traffic services, roadworking, scientific and technical development, social work, teachers, warehousing.

Potential losers: those businesses and services not considered essential. Just what is essential to society will always be a source of dispute.

Plans for major teaching hospital approved. Opposition group angered by compulsory purchase of valuable farming land.

Potential winners: administrative and office work, casual work, catering, childcare, cleaning, construction, designing, electrical services, engineering, hairdressing, healthcare, manufacturing, media (hospital radio), nursing home staff, refuse collection, roadworking, scientific & technical. security, social WQrk,storekeeping, taxi services, transport service.

Potential losers: farmers (but they may have got a good price forthe land)

Tropical island temperatures are here to stay - it's official! Greenhouse effect has transformed British weather. Tenfold increase in holidaymakers to Costa Britannia.

Potential winners: with the demand for accommodation,transport, and entertainment, it is difficult to find an occupation that wouldn't benefit from the influx of tourists.

Potential losers: this event is useful for illustrating the point made earlier in the notes that winners may not always benefit. They may find that they are overworked or exploited. Indeed, with the intense competition "for living space caused by this event, the quality of their lives may deteriorate.

One blank card

Appendix 3:

Some additional events for discussion

Local and national weather can now be predicted with 100% accuracy.

Older workers compete for service jobs. "We may not be young but we stili have all our marbles" .

Government bans all unnecessary packaging to achieve dramatic reduction in household waste. Retailers:

"Where shall we put our bar codes?"

Nationwide ban on drink and driving comes into force at midnight.

Parliament votes for life to finish at 80. Travel operators swamped with flight bookings. Pensioner jailed for falsifying birth certificate.

Notes and coins removed from circulation. All transactions replaced by mobile electronic money transfer systems.

Gridlock! Main roads can no longer cope with traffic. Fuel rationed. Drivers banned from non-essential journeys.

Library to close. Internet centre to be housed .. in purpose-built unit. Bookworms plan noisy protests.

Appendix 4:

Summary of Employment Trends 2000-2010

Work patterns: some experts predict a gradual decline in the number of permanent jobs locked within hierarchical organisations. They see workplaces less fettered by pyramid structures, job boundaries and standard contracts .. of employment. Core tasks will be performed inhouse, and other taskswill be given to temporary staff, parttimers, consultants, and contract workers. Although there will be no shortage of work, for work is infinite, it is less likely to come in eight-

hours-a-day and five-days-aweek slots. Jobs will become harder to define, and more workers will be hired for a fixed length of time during which they will be expected to focus on what needs to be done. Job sharing will no longer be a special issue because most jobs will be shared in one way or another. Workers will have to be adaptable as they move between different projects, coping with different leaders and co-workers, time schedules, workplaces and tasks. Many, however, will find the task of marketing themselves, negotiating wages and conditions, and the need to be ever alert for new opportunities, a severe challenge. Retirement will be less to do with organisational policies and more to do with the individual's circumstances and needs.

Some occupations for which an increase in demand is anticipated: accountants, administrators, aerospace engineers, building surveyors, care assistants, catering workers, call centre staff, construction technicians, domestic workers, fashion technicians and consultants, healthcare, information technologists, lawyers, maths and science teachers, military specialists, private security guards, professional managers, sales staff, telecommunication engineers, teleworkers, travel and tourism, waiters/waitresses.

Some occupations for which a decrease in demand is anticipated: .banking staff, car makers, miners, milk delivery workers, plant and machine operators, printers, routine office workers, shipbuilders, traditional crafts, unskilled manual workers, employment linked to tax concessions (e.g. duty free), self-employment.

Sources: IRS Employment Review, Labour Market Trends, The Times.

Useful references

Careers Enterprise Group:

Facing the Future: Labour Market Information.

Surrey: Careers Enterprise, 1997.

CRAC: ClOLA Directory: the essentialguide to careers information.

Cambridge: CRAC (Annual publication).

DfEE: Labour Market Information Matters. Sheffield: DfEE (1996)

East Lancashire Careers: New Ways of Working - Teacher's resource pack and video. Accrington: East Lancashire Careers Service Ltd, 1998

Handy. C: The Empty Raincoat. London: Hutchinson (1994)

Vandevelde. H: Beyond the CV: securing a lifetime of work in the global market.

London: Butterworth Heinemann, 1997.

Other useful sources:

Tomorrow's World BBC TV programme.

Local authority planning department reports

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