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The Graduate Attributes Matrix for Employability (GAME+) is created to develop students’ career readiness and professional skills. It blends theoretical aspects and practical components to cultivate self-reflective criticality, adaptability, competence, and multidisciplinary practice. The framework includes such attributes as Influence & Impact and Personal Effectiveness, which are both essential for career advancement. We can analyse the literature concerning the attributes to determine their theoretical and practical implications as well as consider the attributes’ context in personal and professional developments.

According to researchers, Influence & Impact are fundamental aspects of leadership and effective communication (Theresa Olivia Marbun, Piterson Antarani and Monica Amallia Putri, 2023). The capacity to persuade does not solely depend on one’s place in the organisational hierarchy; it also depends on the person’s communication approach, emotional regulation, and flexibility. As noted by Koliopoulos et al. (2021), leaders who are able to achieve set objectives by exercising persuasion, negotiation, and strategic planning are considered effective. Additionally, Ramasamy and Ramaswamy (2017) claim that engagement and vision are major aspects of leadership that enable a person to influence change in a company. Effective communication, a critical element in the GAME+ framework, enhances collaboration at the workplace and aids in career development. From my evaluation, I realised a gap in my decision-making and communication in high-stakes situations. Emotions and Self-Regulation theory claim that self-awareness is essential for competency development (Carden, Jones and Passmore, 2022). To foster influence and impact, people should regularly self-reflect and participate in guided leadership activities.

The Eisenhower Matrix provides a structured approach to task prioritisation, categorising activities based on urgency and importance (Anna Korostashovets, 2024). In an increasingly fast-paced professional environment, effectively managing resources and focusing on key tasks enhances individual productivity and overall success (Botjer, 2024). Personal effectiveness, another critical GAME+ attribute, comprises time management, digital literacy, and learning agility (Panha Vorng, 2024). This model is in keeping with the research that suggests that professionals who use structured prioritisation have increased job satisfaction and reduced stress levels (Inegbedion et al., 2020). My self-evaluation suggested that I have issues with prioritisation of tasks as well as digital literacy; therefore, using the Eisenhower Matrix coupled with productivity tools like Trello and Microsoft Planner would allow me to manage workloads better.

Here, Kolb’s Experiential Learning Theory comes strongly into focus because it describes learning as a continuous process consisting of experiencing, reflecting, conceptualising, and experimenting (Kolb, 2015). The model posits that self-correcting cycles can be used to improve one’s effectiveness; the learner evaluates their effectiveness, modifies their approach, and attempts new situations using the refined approach. Learning agility is one of the most in-demand skills in the workplace because it allows employees to cope with new challenges, modern tools, and changes (Mile Živković, 2024). By self-assessing and learning, professionals can cultivate self-regulatory behaviours that are consistent with the GAME+ innovation of lifelong learning.

Gibbs’ Reflective Cycle emphasises reflective learning and stresses its role in developing post-retirement skills. The model is divided into six stages: description, feelings, evaluation, analysis, conclusion and action plan. Using Gibbs’ model with the results of my self-assessment, I’m capable of discerning my active self, my recurring patterns, and my problems and devising corrective measures (Gibbs and Britain., 1988). For example, junior doctors’ reflection on their problem with time management helps to demonstrate the importance of setting attainable targets and using the reviews as part of their everyday practice.

While attempting professional development strategies, one must conduct a constant assessment and improve the approach taken. As noted by Serrador and Pinto in 2015, the professionals who actively seek to cultivate personal effectiveness skills through well-organized training and reflective activities showcase intensified performance along with advancement in their careers. In the same context, Kotter’s work on leadership effectiveness argues that influence and impact are earned through intentional engagement, constructive feedback, and willing change (Ramasamy and Ramaswamy, 2017). With these perspectives, the GAME+ model is a great guide to self-improvement and professional development. With strategic reflection, decision-making, and communication, one can gain the ability to positively influence, adapt, and be more effective in constantly changing job conditions.  Imposing self-imposed limitations with practical approaches coupled with continuous evaluation will foster professional development. By employing Kolb’s experiential learning cycle and Gibbs’ reflective cycle along with prioritisation methodologies, I intend to enhance these facets and harness my professional capabilities (Gibbs and Britain., 1988).

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Influence drives collaboration, impact creates lasting change, and inspiration fuels innovation. Together, they shape leadership, fostering motivation, strategic action, and meaningful progress in professional environments.

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Gibbs’ Reflective Cycle describes how someone can critically evaluate their personal and professional experiences. Influence and impact are vital competencies in leadership and communication, as they define career effectiveness (Gibbs, 1988).

From my recollections, one of the most challenging areas has been exercising influence during discussions, particularly within groups, and adapting my leadership style to fit different professional contexts. At times, I have been overly cautious when it comes to making decisions, especially in the context of a team project. I found that instead of providing my input, I became overly cautious and relied on other people’s input. As such, I was not able to motivate and direct the team to the extent that I could, and this resulted in inefficiencies in our work activities. The emotional reaction to this situation is marked by a sense of frustration combined with some degree of self-understanding. I didn’t like how I could not effectively influence people. However, I acknowledge that influence is more than imposing authority on people; it involves interaction, flexibility, and emotionally attentive engagement. As Channell (2021) argues, effective leadership comes from understanding and managing one's emotions in a professional context. To improve my skills further, I will work on persuasive communication and active decision-making. Using Gibb’s framework, I can set SMART goals like working on public speaking, team leadership, and influence-strong mentorship. Through leadership self-reflection, I hope to continuously improve my impact-making strategies (Ferraz , G. Parry and Wong, 2023).

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Personal effectiveness requires multitasking, time management, creativity, and adaptability. Balancing various responsibilities efficiently enhances productivity, fosters innovation, and ensures success in dynamic professional environments. Prioritisation and skill development are key to growth.

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Kolb's learning cycle relies on experiencing, reflecting, conceptualising and practising. The efficiency of a person is defined as a combination of self-management, ICT competence, and a person’s capacity to learn, which is a specific attribute within the GAME+ approach towards professional development (Akella, 2010). Considering my own effectiveness, I have some issues with time management and organisation under time constraints. There have been situations where I was overwhelmed with too many competing deadlines and had to submit work just for the sake of meeting the deadlines. For instance, I attended a multi-stage and multi-tasking project and did not give myself sufficient time to research the issue, so I ended up doing everything in a panic. That is one reason why I need to learn better planning and prioritisation.

Here, I embraced frustration and self-doubt while questioning my skill in multi-tasking (Crnkovich, 2022). This insight, however, contradicts Kolb’s model, which states that challenges should be looked at as opportunities for iterative learning. With my past experiences, I can apply concepts like the Eisenhower Matrix for prioritisation along with Trello or Microsoft Planner for digital productivity to enhance workflow (Akella, 2010). Moving forward, I intend to use certain structured planning approaches, self-reflect frequently, and obtain constructive evaluations. By trying out various scheduling strategies and digital tools, I will strengthen my ability to cope with the demands placed on me. Reporting back to Kolb’s model, I hope to improve my self-discipline and overall productivity.

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Creativity fuels innovation by transforming ideas into impactful solutions. It involves thinking beyond limits, embracing experimentation, and applying imaginative approaches to problem-solving, fostering progress in professional and digital leadership landscapes.

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Schön’s Reflective Model underlines the reflection-in-action and reflection-on-action types of reflection, regarding creative problem-solving as a process in which professionals can improve their abilities. Workplace creativity is a cornerstone for innovation and flexibility (Robinson, 2022).

While reflecting on my creative competencies, I came to the conclusion that I am able to form ideas but not translate them into specific delineated action items (Crnkovich, 2022). In one instance, during a marketing campaign brainstorming session, I came up with several ideas but was unable to relay them to the team. Consequently, the group was confused, and my proposals were not given proper attention.  In the moment (reflection-in-action), I understood that I had to order my thoughts before trying to vocalise them. Nevertheless, I also understood (reflection-on-action) that being creative is not only about being able to think of many ideas; it is also about elaborating the ideas into terms that the intended audience will understand and adjusting them according to the response they receive. That made me set out to learn new methods that aid in converting creative ideas, in particular, mind mapping and the SCAMPER technique (Robinson, 2022). As a step towards enhancement, I will further improve my creative thinking process by employing structured approaches and practising effective communication. Furthermore, utilising design thinking will enable me to efficiently iterate ideas and determine if they can be realistically implemented. If I reflect on my creative processes, I maximise my potential for innovation and meaningful participation in professional conversations.

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Career development is a continuous cycle of self-assessment, goal setting, skill training, performance, and career awareness. Strategic planning and proactive learning ensure long-term growth and professional success in evolving industries.

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Borton’s and Driscoll’s models are very straightforward yet serve their purpose well for reflecting on career progression. They have an uncomplicated outline: What? So what? Now what? These two questions may not answer everything directly, but they sure put into perspective everything concerning career development. Developing a career includes forming a professional identity, engaging in networking, and a lot of active skill development (Janse, 2024).

What?

In my career journey so far, I have noted the need to cultivate a personal brand for oneself coupled with an effective professional network and career. I, however, have participated very little in active networking and community professional engagement, which impacts the availability of professional career paths to pursue. This, in turn, has affected the prospects of getting industry insights and mentorship (Orduña, 2022).

So what?

The consequences that came from a lack of engagement are evident. While I have made efforts to improve my social media presence, my lack of networking has led me to miss out on significant learning and career opportunities. Research shows that professionals who network tend to have better career advancement opportunities (Ricken, 2018b). Furthermore, self-promotion through LinkedIn has become essential for employers’ visibility.

Now what?

As a solution, I will adopt a proactive approach by deploying a detailed networking strategy, which will consist of attending professional gatherings, participating in industry conversations, and doing active networking on LinkedIn. Achieving networking objectives, such as contacting one new industry colleague every week, will assist me in establishing professional relationships. Moreover, membership in professional firms will improve my visibility as well as my chances for employment (Hays, 2023).

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Subject knowledge is the foundation of professional expertise, integrating critical thinking, research, and lifelong learning. Continuous education enhances adaptability, ensuring success in an evolving global landscape.

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In their work, Moon (1999) highlights the Five Stages of Learning: noticing, making sense, making meaning, working with meaning, and transformative learning, noting the shift from passive to active participation in a learner’s field of specialisation (Henderson, 2021).

Considering my subject, I know that I have some knowledge of the subject, but I need to move from making meaning to transformative learning. I have learned theoretical concepts without practising them. For example, I have participated in research projects, but I have not actively sought to put those findings to use.  With Moon’s model, I can analyse my situation concerning passive learning and active learning. I notice gaps in my knowledge during the noticing phase; during the making sense stage, I try to relate new concepts with my previous knowledge. To reach the level of transformative learning, however, I need to put professional knowledge into practice: I have to do case studies, simulations, and real-life projects (Henderson, 2021).

In order to do this, I plan to use more experiential learning strategies in my academic and career progression.  Using professional knowledge in industry projects, case studies, and professional debates will enable me to attain the final stage of transformative learning. Further, I will seek industry professionals to mentor me to broaden my subject knowledge, followed by relevant practical exposure (Spanjaard, Hall and Stegemann, 2018).

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Some of the areas that need the most attention from my professional growth through the influence of the GAME+ approach have been impact and influence, self-effectiveness, creativity, career progression, and even subject matter. Using the Gibbs, Kolb, Schon, Borton, Driscoll, and Moon reflection models has enabled me to formulate realistic plans for improvement. In particular, the use of digital learning, networking, and training will guarantee further development in these skills. Overall, through active learning in combination with self-reflection and professional activities, I intend to develop my career and employment prospects.

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