SHOW THEM THEIR INDIVIDUAL FUTURES (IF THEY CONTINUE AS THEY ARE)
||Play BUX for fun. From scores, deter- mine the highest ER, economic ranking
||Let’s play a game about making money.
||Attracts and focuses on productive experiences
||Ages 10 & up. Fun. Saves words, lessons, time…
||After play, connect feelings while playing to various game situations and their actions/reactions
||How did you feel when you had many chips? Few chips? Others were ahead?
||Connects emotions to actions and events. They’re related.
||Demonstrates players’ control of feelings thru material world conditions
||Enable them to make connections between the game and the real world
||Cards are resources, chips are money, sets are products, drawn cards are opportunities, prices are…
||To show that this could be their material futures– if no changes
||Leveling, confidence, self-esteem, success-knowledge builder.
[Table found here.]
ENABLE THEM TO DISCOVER THEMSELVES
||Facilitate self-productivity exploration
||Who are you and what do you want to do in life?
||Questions they nat- urally ask themselves
||Gordon Allport’s 7th Stage of personality developm’t
||Discuss personality. Show how we differ in thoughts, emotions, actions
||Some are introverts, some feel, some logical, artistic.
||We’re all different. No one way for all.
||We’re born with personal- ities that influence us.
||Give your subjects a quick traits-based personality test. (on paper or Internet)
||Go to: Humanmetrics.com
||A quick and effective place to start showing differences.
||Introvert, extrovert, intuitive, sensing, thinking, planning…
||Investigate personal attitudes– their outlook on themselves, others and the environment.
||Are you optimistic or pessimistic? But attitudes can change. How?
||Change and growth, at the core of this process, can be stimulated.
||Attitudes can change with persuasion– Advertising is about changing attitudes.
||Explore their interests and curiosities
||What are you interested in?
||Probing for possibilities
||Explore their talents and strengths
||What do you do best?
||More self discovery
||Try to merge personalities, interests, strengths and preferences into possible career directions.
||Introvert, thinking, loves numbers, curious– mathematician?
||Looking for general directions to excite career interests
||There are methods for this synthesis– some technical, some less so.
||Facilitate them to visualize their desired futures. (Don’t restrict. Go with it. We can’t predict.)
||“Where will you be living? What will you have? What will you be doing for work?
||A self vision gives direction, meaning and motivation to the effort.
||The clearer and more concrete, the better. And it can always change.
||Evaluation; Now that they have connected concepts about themselves, do they feel different? How?
||“Do you see yourself differently now?” “How are you different?” “Why?”
||A reflection on personal understanding and realignment of focus
||A look at themselves building their own value. Birth of a new effort?
||Show that we are all within our unique, limited “bubbles of experiences”.
||“We only know what we’ve seen and have been told…”
||To open their ideas of reality and possibilities
||We are capable of more than we know. Our future is beyond our limits now.
||Demonstrate how we think and how we can think more creatively and productively.
||Google: Edward de Bono, lateral thinking,
||If change is possible, thoughts must precede actions.
||Creativity and innovation are keys to progress and economic growth.
||Define perceived limits and what it is to exceed them. Exploration of the unknown.
||Columbus, space travel, a sub-4-minute mile, computer
||We usually benefit when limits are exceeded
||Limits are changed by vision, courage, will and performance.
||Discuss our five basic psychological and how they drive us to action
||belonging, physiological comfort, competence, stimulation, going against
||We all share these 5 needs. We express them differently
||We are needs-driven. Think of them when producing value.
SHOW THEM WHAT THEY NEED TO KNOW NOW
||Discuss money as concretely as possible and determine what it means to them as individuals. For those who shun it, how do they plan to live?
||“List three of the important things that money means to you as an individual.”
||They know that money is necessary in the material world– and they’ll need it.
||Money cannot be abstract. It satisfies both material and psychologi- cal needs.
||Discuss the concept of value, its definition and its importance as something good to have.
||“What does having value mean to you personally?”
||Personal productive value is the major focus of this entire exercise.
||Resource to value, value to income, income to vision to happiness.
||Discuss and visually present supply-demand-pricing overall concept. (Curves could help if understandable.)
||“Suppliers sell their pro- ducts and services to con- sumers at certain prices.”
||To see how prices are affected by supply and demand
||This concept will reinforce the experience from playing the BUX game.
||Show and discuss an image of the basic, general economic system. (Specific cash-flow diagram required)
||“This is a picture of how money flows in a general economic system.”
||To get a big, visual picture of how the eco- nomic system works
||A picture is worth a thousand words.
||Show and discuss an image of the global/macro economic system. (Spec. diagram)
||“This is a picture of the global economic system. You are here– a consumer.”
||To see the big economic picture and where we fit into it
||A global view. Same as above, but applied to the world economy.
||Show and discuss an image of the micro-economic system. (Specific diagram.)
||“This is a picture of your family’s economic system.”
||To see how their families relate to the global economic system
||A household view. Same as above. Same as company’s econ system
||Show and discuss an image of the individual’s economic system. (Specific diagram.)
||“This is a picture of your own economic system. Notice the similarities.”
||To see how their own economic system works in reference to others
||A personal view. Same as above. All systems similar to each other.
||Discuss lack-of-money issue. It requires a certain, deliberate and focused strategy to reach ones’ vision. Avoid distractions. Focus on the vision.
||“Some players start out with less. They need to play a more focused life-game.”
||In their BUX experience, they have seen winning players start with little
||Comparison of starting behind in BUX game to starting behind in life. It is always possible to win.
||ENABLE THEM TO DEVELOP A MAP TO THEIR CHOSEN FUTURES
||Show a diagram of the general structure of most novels and stories. (Specific diagram)
||“All stories have the same general structure.”
||This structure helps to mentally organize info. to understand stories.
||Accelerate understanding by schema development
||Show a diagram of the general structure of most games. (Essentially same diagram)
||“All games have the same structure. When you see it, you’ll know what to do”
||Structures help to organize your thoughts and actions.
||Accelerate understanding by schema development
||Show a diagram of the general structure of their personal games. (Spec. diagram)
||“All people have the same structure to their life’s game.”
||This structure helps with focus, strategy, & actions
||Accelerate understanding and action by schema use
||Help them develop their structures into detailed, step-by-step maps to their visions.
||“Let’s reverse-engineer a path from your future to where you are now.”
||It helps to have a map to help you get where you’re going.
||Reverse engineering is a known process. Special skill may be required here
SHOW THEM HOW TO USE THEIR EXPERIENCE TO TRAVEL THEIR PATHS TO THEIR VISIONS
||Demonstrate (again) the connections between the cards in BUX and real-life resources.
||“You are already familiar with how to use resources to create value. Here are examples of resources.”
||These connections focus seemingly unrela- ted concepts on one objective– productivity.
||Individual productivity doing what one prefers. Result: satisfaction and growth in personal output
||Show how knowledge/information is a most important and necessary resource.
||“Without knowing much, it is more difficult to create value.”
||Many people see little use for knowledge.
||Once their direction is clear the need for special knowledge increases.
||Show how having skills is a most important resource.
||“Without being able to do much, value creation in- creases significantly.”
||Many people don’t see the need for skills.
||Once their direction is established, skills make things happen.
||Make the definition of resources clear.
||“Resources are anything one can use to build value.”
||Most are unclear on this pivotal point
||Resources are just about everything
||Make them aware of time as a very valuable resource. Once lost, it’s gone.
||“Time is important. Try to waste as little as possible.”
||Most young people are not aware of time-use.
||When focused on a goal, the use of time becomes part of the strategy
||Show how people are resources, especially those with economic value. (This explains some salary differences)
||“People make things happen. They invent new things, they innovate.”
||Many are not aware of their productive effect.
||Everything not created by nature was created by humans.
||Show the importance of technology in our standard of living and economic growth. And that there are a full range of opportunities in its’ production.
||“Your phone screen separates users and producers. Some think that the most fun is on the creative/productive side.”
||Many use technology only for entertainment, while not considering the universe of life on the other side of it.
||Creativity leads to innovation that leads to technologies that grow the economy that usually leads to better living.
||Show that opportunities, seen or not, are passing by us. Some see them. Some don’t.
||“We are all presented with opportunities. Pick the ones that interest you and go.”
||Some never see opportunities. Others see them all the time.
||Opportunity recognition is easier once a clear future vision is achieved.
||Show the necessity to take risks and how to make the most of luck. (Using the game as an example, safer players progress slowly and usually don’t win.)
||“Some people are lucky, but only if they can perform when the opportunity comes.”
||Many don’t understand the importance of being prepared for luck when/ if it comes along.
||We make more progress by risking and being “lucky” than we do by being safe and comfy.
||Demonstrate the importance of action, drive, commitment and grit, the concept of intent and the determination to succeed regardless.
||“Your journey to your vision, while exciting, won’t always be fun and easy.”
||Some think that things just happen. Luck or no luck. Challenges are a fact of life. Push on.
||Like in any game, there will be resistance to you winning. Deal with the challenges and do it.
SHOW THEM HOW TO PLUG THEIR VALUE INTO THE ECONOMY
||Summarize what they have experienced focusing on their preparation for the personal and real game they are about to play.
||“You have been successful with creating value from resources. You know what to do. Continue.”
||Summarizing their experiences prepares and gives confidence for their journey ahead.
||Preparation is a mix of knowledge, experience, action memory, skills, confidence, timing, grit…
||Show the difference between a job and a career– the pros and cons of both
||“There is a difference between a job and a career…”
||Some are not initially clear on this distinction.
||Building personal value requires knowing the dif- ference between the two.
||Show them how to use the value that they have built in themselves to get a job, or start a career.
||“You know your value and how it applies to your vision. This is how you target and present it.”
||Many with value cannot make others aware of it and therefore have a hard time selling it.
||Value presentation is critical. One must present him/herself as a special opportunity.
||Show them how to get paid for their ideas.
||“So you are creative. There is a process for presenting valuable creative ideas. Learn this process.”
||There must be ways for valuable ideas seeking avenues to reality and reward to succeed.
||Economic growth depends on innovation– ideas being developed, presented and utilized.
||Show them the basics of starting their own companies
||“You can give yourself a good job by starting your own company with others and a valuable concept.”
||Many would like to start a company, but have no idea of what’s required
||Starting a company is a 1-2-3 process, and doable, especially with others with value to offer.
||Show them how to put their total experiences together and make the moves, as they did in the game, to get to their objectives.
||“You know the big picture and where you fit in. Play your real game to win.”
||The final confidence building send off. They have what they need.
||They’re ready. Let them know where they can get continued support.