The case is presented for the role of anticipatory reflection in the development of graduate attributes
by employed graduates and in the enhancement of core study skills by students. An approach
initiated by reflection-for-action and the stimulus of subsequent evidence-based monitoring
leading into reflective review has been found feasible and effective. After relevant literature has been
considered, recent accounts of the approach and its impact are summarised, leading into a detailed
summary of the suggested scheme in a form which is independent of discipline and embodies the
assessment of outcomes. Attention is given to the emergence of constructive active experimentation
and metacognition by learners during the development process.