The goal of the Get a Life! simulation tool is to introduce futures orientation and long-term thinking as a transformative process from short-term planning. The simulation tool can thus be seen as a part of a sce- nario process in which the user’s choices create individual futures paths within the limits of a pre- programmed set of alternatives and futures images. The idea is that the user will spend some time contem- plating personal decisions and their consequences, and perceive new opportunities and optional courses of
53 action. This way, the user can find new horizons and discover decisions that may be important for personal happiness. Another purpose is to initiate contemplation of one’s capabilities, life, and the various scenarios of future work life.
In order to build a simulation tool for supporting the exploration of the possibilities of alternative fu- tures, we have combined the futures research task of exploring the possible with the emancipatory interest of knowledge. Following Van Notten’s scenario typology (Van Notten, 2006), the futures images behind the Get a Life! simulation tool can be described as a qualitative, descriptive, and explorative approach, as opposed to a quantitative, normative, and linear approach. In the content creation process, the adopted perspective is that of experiential futures, with the aim of forming strategic memories of hypothetical events, in creating experiences of the future and opening up the possibility of and possibilities in alternative futures.
Figure 1. A personal futures-oriented work life simulation tool format. (Adapted from Valkering et al., 2012). Note: PESTEV=political, economical, social, technological, environmental aspects, and values.
The simulation format (Figure 1) consists of 1) the context of future work life, 2) an exploration pro- cess of facing probable but also surprising events during the simulation run, and 3) creating a personal fu- tures path by making decisions on upcoming events and reflecting on personal choices. These elements are explained below.
The context: futures of work
The simulation begins from the year following the actual year of the simulation run and continues for 20 years. The context is Finnish society and the life of a student who is about to graduate from university. The futures-orientation of the simulation is built on five alternative scenarios that are the result of a process that involved professional futurists, public and private employers, as well as contributions from many interest groups such as teachers, students, and employment professionals. The scenarios were formulated into five futures images that serve as the simulation’s storylines. These storylines each depict an image of the future:
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a snapshot of Finland in 2030. These images include several aspects of work life: societal, technological, economic, environmental, and cultural, giving the user a view on alternative possibilities for future events. A timeline and a number of future news headlines based on each image provide the future horizon element and give a sense of time passing during the simulation run.
Simulation structure and dynamics
The content of the simulation tool was created as a participatory process in which various interest groups such as employers, academic workers, entrepreneurs, students, and career counsellors produced both expe- rience-based and imaginary ideas of possible future events in the life and career of academic graduates. The project team collected these ideas and modified them into content: over 900 event cards, each including a) a description of a possible event in the future, b) 3-5 choices, and c) the consequences of these choices. In order to depict the discontinuities and nonlinear dynamics of personal and work life, a number of coinci- dental event cards are included in the simulation.
The simulation presents events that require action, namely choices made by the user. During the simu- lation, the user faces a variable number of events, making choices concerning studies, employment, career, and social activities. The user is also faced with several unexpected events (coincidences) that may have an effect on their career and life. Seven types of user statuses (studies, studies and work, studies and entrepre- neurship, work, unemployment, work and entrepreneurship, entrepreneurship) define the possible situa- tions of the user. The simulation allows returning back to the previous situation and choosing differently. The simulation also includes an auto save function so that the user can end a session and return to the sim- ulation later.
Creating personal futures paths: reflection and guidance
This type of textual simulation is demanding for users as they create personal simulation experiences draw- ing from the storyline, description of the events, and previous personal experiences and memories. In a computer simulation, this process is enabled by the simulation design: engaging elements, usability, context, input, and pedagogy (Aldrich 2009). The user enters the simulation with their personal futures orientation, facing simulation events that require decision-making and reflection. As facilitating elements, some events include advice from career experts. This advice is based on the dynamic and holistic counselling model dis- cussed below. At the end of the simulation, the user is presented with a summary of the events of the simu- lation run. This personal futures path is designed for self-reflection and as a textual document that can be shared and used in various guidance settings.