The value of learning from work-based experience has been advocated by a number of commentators, including management writers as well as those addressing aspects of organisation and leadership in the higher education (HE) sector. Yet, in the field of HE administration, as is the case more generally, evidence suggests the limited application of this form of learning in practice, despite recognition of the benefits that can arise from reflecting upon work-based experience. Such modest levels of adoption may, in part at least, relate to the challenge of identifying suitable reflective tools. This study considers the findings from the piloting of one such tool aimed at identifying, capturing and sharing experiential learning within a university-based team working in student outreach and recruitment. The evidence gathered reveals a high and sustained level of take-up, as well as confirming the value of this approach; not only in terms of individual practice but as a means of enhancing the work of the team through the sharing of insights into the quality of the interventions team members deliver. It is hoped that the tool profiled in this study has the potential to be used elsewhere. To this end, the paper concludes with some recommendations for wider adoption whilst also reflecting upon the importance of an organisational culture that supports such practice.