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2.1	Explanation of the GAME+ Framework and Its Key Attributes 

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2.1	Explanation of the GAME+ Framework and Its Key Attributes 

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In order to foster graduate employability, the GAME+ framework is a holistic tool which aims to present students with attributes for tackling the challenging landscapes of professional life. The content in this framework is much broader than skill acquisition; it actually combines personal and professional and academic life growth. In its essence, GAME+ reinforces whole development strategy with integration of attributes of growth, achievement, motivation and employability with targeted to challenges of the workplaces (University of Bolton, 2024).

Growth is an attribute, which describes an ability of an individual to develop continuously by self-improvement and adaptive learning. It mirrors the need that professionals be relevant in an ever changing industry. It reflects on self-learning and aims to solve problems innovatively (Ogunyemi and Anibaba, 2023). On the other hand, achievement is about setting, and achieving, quantifiable goals and reorienting your mind-set to results (Ernest, 2021). The significance of structured planning and steadfastness to accomplish professional milestones is built around the fact that this is an attribute.

Motivation is key to keep the spark alive, especially in severe situations. It discusses factors that constitute intrinsic and extrinsic commitment to personal and professional purpose. In defining and personalizing this attribute, we point to the resilience necessary to overcome setbacks towards achieving greater long term aspirations (Camilleri et al., 2023).   Employability is the essence of the framework, as it prepares individuals to excel in chosen careers. It integrates technical skills with transferable competencies such as problem-solving, effective communication, and teamwork (Okolie et al., 2023).

GAME+ introduces elements like self-awareness, collaboration, resilience, and adaptability beyond these core attributes.

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Different diagnostic tools including personality assessments and skill evaluations are used to evaluate my personal and professional competencies (Krishnamurthy et al., 2022). The personality assessments revealed behavioral predispositions, decision making style and social relationship. The tools used gave clearer insights into strengths, and weaknesses, especially with leadership, communication and adaptability.

Technical and transferable skills were evaluated in skills evaluations and capabilities like problem solving, teamwork and time management were evaluated. Such evaluations were completed to ascertain how well these competencies matched the professional standard and expectation.

To complete the self-assessment process, reflective exercises were completed. Instrument responses were analysed to provide a complete profile of GAME+ framework attributes. In this process, there was intimate introspection which helped me clearly identify what skill gaps and growth opportunities could be addressed. Such insights informed a targeted development plan, to ensure that a match to the attributes being assessed was pertinent to both the immediate and the longer term professional goals.

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The final essence of GAME+ is Employability and workplace Effectiveness.

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The final essence of GAME+ is Employability and workplace Effectiveness.

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By using frameworks such as Gibbs’ Reflective Cycle I can reflect upon my diagnostic test outcomes when linked against the GAME+ attributes.

Self-awareness

One of my stronger attributes emerged as self-awareness. My diagnostic test also reported my strength to work with a group effectively and to think strategically, but also pointed which of my weaknesses I had, including handling criticism constructively. Gibbs’ model comes in handy when I reflect on a project that needed to greatly adapt after stakeholder feedback. Initially I felt defensive to the critique, but once I reflected I realized the need to evaluate these blind spots, and having feedback should be used as a tool to improve. This experience encouraged me to develop emotional intelligence and how self-awareness leads to growth (Sapin, 2013).

Resilience

During reflection, I realised that resilience is one of my developing attribute. I have shown perseverance in anything daunting, however the diagnostic tool highlighted that my coping strategies in extraordinarily high stress conditions require retooling. I thought about a past project where unexpected delays were going to ruin the schedule, I realized that my initial reaction involved frustration and reactive problem-solving. Since then I have improved the way I can get through setbacks by adopting a proactive approach such as anticipating risks then getting the team behind me. It takes resilience to retain composure amongst pressure and to deliver results (Yu and Chua, 2024).

Adaptability

I discovered adaptability as an area with room for improvement. This attribute was demonstrated by a past example of transition from the position of working as team member for leadership in a project with little guidance. At first, it was demanding trying to find a balance between new and old responsibilities until I started prioritizing tasks and found a mentor. It made me able to thrive in a fluid environment.

Collaboration

On reflection, I noted that one of my top traits was collaboration, this was my highest dotted line in terms of people & project skills, namely: the influence I provide by fostering teamwork and building relationships. And for instance, leading a cross functional team, people have their different priorities. I established a team where everyone was listening to each other, communicating clearly with one another and helping align team goals to achieve successful outcomes (Roy and Eukusa, 2020).

Lifelong Learning

Problem-solving was identified as a solid competency, with the diagnostic tool recognizing my analytical and creative thinking abilities. For example, if I sign up for a data analytics course, I will learn technical skills, and it will help reach the organization’s objectives. Reflecting on Kolb’s experiential learning model, this experience represents the cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation (Morris, 2020). However, I understand that to enhance my learning approaches, I have to make them more of the informal type like peer mentoring and -the-job training.

Problem-solving

My analytical and creative thinking skills were recognized in the diagnostic tool as a solid competency that I have. One significant example was redesigning a workflow to speed up a slow moving department. I analyzed bottlenecks and partnered with the team to brainstorm solutions to a streamlined process which cut turnaround time by 30 percent. After reflecting on this I realise that my problem solving is effective, however, there are chances that deep-level stakeholder engagement would improve my problem-solving results.

Effective Communication

The diagnostic test highlights the key strength of effective communication. In various roles this has served me well in painting messages to overarching groups. For instance, whilst presenting for a company I translated technical information into plain language for a non-specialist audience. My colleagues agreed that I could engage and gave me feedback to do so. This attribute, however, reflects further improvement in active listening in discussions which require active listening as well.

Confidence

Diagnostic assessment emerged as moderate in the attribute of confidence. I am confident in routine tasks but nervous about new challenges. An example of reflection is for example when I have to deliver a presentation to senior leadership I would be very nervous and that affects my delivery. I prepared myself, but through it, I picked up confidence, it was alright, but it served as a reminder that you I consistency in myself, when it comes to this.

Global Citizenship

The diagnostic found a growing competency in global citizenship. Even though I welcome diversity, and I do well working with others in diverse team, a cross border collaboration taught me that I still lack some understanding of the different cultural nuances. This requires building cultural intelligence or simply putting more of an inclusive lens (Pidduck et al., 2022).

Conclusion

The reflection also highlighted my strength such as collaboration, communication, etc. and areas which need improvement such as resilience, adaptability and enterprising. Reflective frameworks help me fill such gaps systematically and use strive upon strengths to align me with both personal and professional aspiration.

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The GAME+ framework has mapped out some of the things I will need to work on to achieve my set personal and professional targets. Building resilience simply was a big challenge, especially since the diagnostic tests revealed a tendency to feel overwhelmed during high pressure moments. It takes a toll on my ability to regulate my emotions, and to manage setbacks. Among other things, I also need to improve my enterprising mind-set. Moreover, I am an expert in communication but found myself lacking in emotional listening in crucial debates that would prevent an authentic exchange with stakeholders.

With all of this in mind, the framework also presents many ways in which to use my strengths. My ability to collaborate in a strong way equips me to shoulder leadership roles where having a team integrated is a big thing. Those skills can be used to teach others, as well as providing an inclusive and supportive work place for colleagues. For instance, my constant commitment in long learning allows me stay updated with the trends and technologies in industry, which is an opportunity for my career development and specialization (Krishnamurthy et al., 2022). Another strength is my quick ability to adapt to changes in environments to help me succeed in dynamic, fast paced roles.

Mixed among these strengths are challenges; an integrated and comprehensive approach to growth is dependent upon addressing these challenges while using these strengths as a pathway. I can improve my performance by integrating structured self-improvement strategies such as risk taking workshop and resilience training.

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Reflecting on the GAME+ framework has provided critical insights into my strengths and areas for improvement. Through this, I have developed a greater awareness of what makes individual attributes such as self-awareness being necessary for tackling not only professional but personal challenges. In the process of reflection, I found what weaknesses there were, namely, the fact that I hesitated to take risks, and the reason I needed to work on active listening. The areas I need to focus for developing my leadership and team membership skills are these: It’s also helped me understand and see the value of resilience under high pressure, and so has prompted me to establish more proactive ways of managing stress and regulation of my emotional state.

My future employability is dependent on the professional development plan projected. I can leverage my available strengths, my collaborative abilities and drive for continuous education while addressing existing vulnerabilities.

Using this structured approach is consistent with my long term career aspiration of becoming a more resilient, adaptable and entrepreneurial leader. In the long run I will need continuous improvement to succeed. The GAME+ approach provides an extremely useful technique for repetitive self-evaluation and development so that I am prepared to respond to new challenges with resolve and suppleness.

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Camilleri, M.A., Troise, C. and Morrison, A.M. (2023) ‘Motivations and commitment to work in the hospitality industry: investigating employee psychology and responsible organizational behaviors’, Tourism Review, (ahead-of-print).

Ernest, A. (2021) ‘Discipline and achievement of organizational objectives’, International Journal of Institutional Leadership, Policy and Management, 3(3), pp. 471–489. Available at: http://www.ijilpm.com.ng/assets/vol.-3(3)%2C-ernest-akor%2C-e.-(2021)..pdf.

Herrera-Pavo, M.Á. (2021) ‘Collaborative learning for virtual higher education’, Learning, Culture and Social Interaction, 28, p. 100437. Available at: https://www.sciencedirect.com/science/article/pii/S2210656120301082.

Jaakkola, N., Karvinen, M., Hakio, K., Wolff, L.A., Mattelmäki, T. and Friman, M. (2022) ‘Becoming self-aware—how do self-awareness and transformative learning fit in the sustainability competency discourse?’, Frontiers in Education, 7, p. 855583.

Kim, D., Jung, E., Yoon, M., Chang, Y., Park, S., Kim, D. and Demir, F. (2021) ‘Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC’, Computers & Education, 166, p. 104171. Available at: https://www.sciencedirect.com/science/article/pii/S0360131521000488.

Krishnamurthy, R., Hass, G.A., Natoli, A.P., Smith, B.L., Arbisi, P.A. and Gottfried, E.D. (2022) ‘Professional practice guidelines for personality assessment’, Journal of Personality Assessment, 104(1), pp. 1–16. Available at: https://www.tandfonline.com/doi/abs/10.1080/00223891.2021.1942020.

Morris, T.H. (2020) ‘Experiential learning–a systematic review and revision of Kolb’s model’, Interactive Learning Environments, 28(8), pp. 1064–1077. Available at: https://www.tandfonline.com/doi/abs/10.1080/10494820.2019.1570279.

Ogunyemi, K. and Anibaba, Y. (2023) ‘Self-Development: Mapping the Enablers of Personal Growth within Changing Organizations’, in The Routledge Companion to Leadership and Change. London: Routledge, pp. 231–242. Available at: https://www.taylorfrancis.com/chapters/edit/10.4324/9781003147305-20/self-development-kemi-ogunyemi-yetunde-anibaba.

Okolie, U.C., Nwajiuba, C.A., Binuomote, M.O., Ehiobuche, C., Igu, N.C.N. and Ajoke, O.S. (2020) ‘Career training with mentoring programs in higher education: facilitating career development and employability of graduates’, Education+ Training, 62(3), pp. 214–234. Available at: https://www.emerald.com/insight/content/doi/10.1108/ET-04-2019-0071/full/html.

Pidduck, R.J., Shaffer, M.A., Zhang, Y., Cheung, S.S. and Yunlu, D.G. (2022) ‘Cultural intelligence: an identity lens on the influence of cross-cultural experience’, Journal of International Management, 28(3), p. 100928. Available at: https://www.sciencedirect.com/science/article/pii/S1075425322000035.

Roy, R. and Uekusa, S. (2020) ‘Collaborative autoethnography: “Self-reflection” as a timely alternative research approach during the global pandemic’, Qualitative Research Journal, 20(4), pp. 383–392.

Sapin, K. (2013) Essential Skills for Youth Work Practice. 2nd ed. London: Sage.

Sokhanvar, Z., Salehi, K. and Sokhanvar, F. (2021) ‘Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review’, Studies in Educational Evaluation, 70, p. 101030. Available at: https://www.sciencedirect.com/science/article/pii/S0191491X21000560.

Stewart, T.T. and Jansky, T.A. (2022) ‘Novice teachers and embracing struggle: Dialogue and reflection in professional development’, Teaching and Teacher Education: Leadership and Professional Development, 1, p. 100002. Available at: https://www.sciencedirect.com/science/article/pii/S2667320722000021.

University of Bolton (2022) Graduate Attributes Matrix for Employability (GAME+). LEAP Online. Available at: https://leaponline.bolton.ac.uk/My-Student-Engagement/My-Future/GAME.aspx (Accessed: 20 November 2024).

Yu, Y. and Chua, J.J.E. (2024) ‘How to Foster Resilient Challenge-Takers? Research Findings on Children’s Free Will Beliefs, Intelligence Mindset, and Failure Mindset’, in Enhancing Holistic Well-Being of Children and Youth: Insights from Singapore for Research, Policy and Practice in Education. Singapore: Springer Nature Singapore, pp. 63–77. Available at: https://link.springer.com/chapter/10.1007/978-981-97-3515-0_5.

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To address my challenge in GAME+ attributes and to align them with my future career goal, I have provided some steps in Table 1 with both personal development and professional growth. It is about using these strategies to help improve my weak areas and bolster my potential for improvement in my strengths.

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Short-term goals (6 months):

•                Complete a stress management workshop and communication training to improve resilience and active listening.

•                Take part in an entrepreneurship seminar to start developing an enterprising mindset.

•                Seek a mentor within my organization to provide guidance on building resilience and taking calculated risks.

Long-term goals (1 year):

•                Take on mentorship roles to improve collaboration skills and foster team cohesion.

•                Complete at least one professional certification related to my field (e.g., project management, innovation leadership).

•                Lead a cross-functional team project, applying the principles learned from communication, resilience, and enterprising initiatives.

•                Set clear targets that can be assessed as to how far I am progressing towards being resilient, being an active listener and being innovative and engage with my mentor every six months to confirm they still match my career development goals.

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2.2	Alignment GAME+ Attributes with my Personal Development Goals  

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2.2	Alignment GAME+ Attributes with my Personal Development Goals  

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The GAME+ attributes align with my personal and professional development goals, and each attribute provides actionable insights centred on specific areas I want to gain experience with and maximize.

Self-awareness is a cornerstone piece of the GAME+ framework and coalesces with my need to be able to self-evaluate my strengths, weaknesses, and areas for development. I know I have a strategic thought capability, but also have a gap in my stress management ability with tight deadlines. Self-awareness allows me to tune up, get my decision making processes on point and stay emotionally level headed, which according to Jaakkola et al. (2022) is key for preparations to become a more effective leader.

A second way my professional growth is supported by resilience. In navigating complex projects, I need to be able to recover quickly from setbacks. With resilience in mind, I will have a mind-set of seeing challenges as learning and innovation opportunities (Yu and Chua, 2024).

GAME+ helps in adaptability, a key component of a career that hopes to survive change. Currently, I frequently encounter shifting priorities and the need to learn new tools quickly. Embracing adaptability enables me to remain flexible and proactive (Ogunyemi and Anibaba, 2023).

To achieve my professional goals of building strong networks and team work, communication and collaboration are essential (Herrera-Pavo, 2021). If I can improve these skills, I will be better able to deal with different workplace dynamics by having good relationships with my colleagues, and with my stakeholders.

Lifelong learning, as emphasized in GAME+, directly complements my commitment to staying informed about industry trends. Engaging in continuous education, whether through professional certifications or self-directed learning, ensures I remain competitive and innovative (Kim et al., 2021).

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The GAME+ framework is a structured process as it attempts to improve graduate employability using key graduate attributes such as leadership, communication and team work (University of Bolton, 2024). The skills and the behaviour are evaluated critically, so that we are able to generate personal and professional growth through reflection practices and action plan. The model is consistent with what modern employers expect, the employment of those possessing both technical proficiency and transferable skills to fulfil the requirements of dynamic job markets (University of Bolton, 2024).

Professional development is difficult without self-reflection because it helps to nurse in self-awareness and knowing which areas to improve on (Stewart and Jansky, 2022). By reflective practices, individuals can assess their strengths and weaknesses and continuously create learning goals and find out the specific chances to develop their skills (Roy and Uekusa, 2020). Such practices not only address current skill gaps but also cultivate a growth mindset, ensuring adaptability in diverse professional contexts (Sokhanyar et al., 2021).

Structure of this portfolio critiques GAME+ attributes, reflects diagnostic self-assessment outcomes and develops a professional development plan. It aims to combine theoretical perspectives and practical strategies to harmonize personal growth to career aspirations so that the whole journey of employability and lifelong learning is covered.