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Process for personal economic development©

BUX can be used as a tool to stimulate personal economic thinking– that is, the way one uses resources, money and time to increase value. It is our theory that once players have become economically aware and effective (even in play), many will want to extend their acquired competence to actions in their own lives. The following table for facilitators, shows a step-by-step process of challenges, actions, and expected results using the game as a tool. All information in this table is open for exploration, comments, suggestions and practice.

Step #	the Challenge	Do this	Reason for action	Expected results
1	To get attention, focus, and structure thoughts and actions around economic activity.	Play BUX to win in a fun, "non-academic" atmosphere. Note: Do not bring up any economic issues during first, say, five games.	Through play, experiences with scarce resources, money and others gives structure to personal economic life. The better the play, the more the benefit.	Improved personal economic awareness, structured thinking, action and motivation. Increased understanding of value creation by putting things together.
2	To connect concepts in the game and play of the game to real life components, situations, actions and results.	Make a list of basic economic concepts such as supply-demand, resources, price, production, choice, money, need, value, trade, markets, time, opportunities... Show how each concept has been experienced in the game. Emphasis on individual performance, and putting things together to build value and get paid. Show players what their play in the game says to them.	The Theory of Observational Learning (Albert Bandura) states that complex issues can be learned by observation and social interaction- in this case, personal economic survival. When players experience the process of "putting it together and getting paid," they will unconsciously apply it to their own experiences and actions.	An increased understanding of economic self, others and environment. An active, functional concept of building value in a market-driven, competitive environment. An understanding of how the personal economic system works.
3	To develop within individual players a clear vision of their future lifestyle choice.	Facilitate each player in developing a vision of themselves in ten years; where they will be living, who they will be living with, what they will be doing, what they will be owning, and how they intend to support this chosen lifestyle. Work out the numbers to see if the income and the lifestyle line up. If not, adjust the income up or the lifestyle down. Focus on the source of income.	Players now make choices and face a more realistic version of their own, individualized, chosen, economic futures. Now they have personalized visions in their minds eyes, tangible objectives for them to shoot at. These visions will provide the forces that motivate each player to perform.	More focused, relaxed, structured and purposeful approach to everyday learning and actions. More constructive use of time and more meaningful moves in general. Less disciplinary problems. Less truancy. Less crime. Less teen pregnancy. A different, more supportive role for teachers.
4	To connect each chosen future lifestyle vision to their own "economic engine." Engines need a source of energy. Economic engines run on motivation inspired by visions.	Facilitate each player to see that his or her vision is attainable by practice of an already mastered process. And through their play in the game, they have already carried out the steps necessary to achieve their visions.	Now their visions aren't only more clear, but they have already mastered the steps to get them there.	More confident, self-actuaued, and motivated players focused on the process of achievement, knowing that they have what it takes to them to their objectives. The issue still remains– how?
5	To develop for each player within the context of a game, a physical map to get the player from where he or she is to his or her chosen future vision objective- whatever it may be.	On a sheet of paper, draw about an 8-inch horizontal line. Draw a small circle at both ends of the line. Write "Start" under the lect circle and "Objective" under ths circle at the right. For further detail, click here..	The player needs some physical, something concrete to look at for guidance to his or her chosen objective. Personally reverse engineering their pathways get players immersed in the process.	Players will have their own presonal, unique maps of sequential activities, in the form of "places," which must be accomplished well in order to reach their objectives.
6	To support and encourage each player to play their individual game in real life using their play in BUX as their guide.	Prepare as best you can– reinforcing how their actions in the game parallel their real life experiences. Show each player how to research his or her questions on the Web or in the library.	Once players leave the controlled gaming environment, some will need more support than others. At this stage, information and psychological support must be quickly available.	Improved, productive performance, personal satisfaction and deep fulfilment from mastering this process.

The content in the above table is a work in progress, and represents a process to assist personal economic development.