Learning from experience is integral to professional development, with the processes by which it is expected and enabled, varying depending on context and discipline. There is general consensus that it does not just happen. Rather learning from experience is a deliberate act. In higher education, much attention is given to reflective practice and the use of reflective models designed for individuals to use. However, even with a high level of commitment, an individual's review of their own practice is likely to be limited because it is a sole endeavour with inevitably constrained perspective. This paper features an alternative, innovative approach identified as "poetic transcription with a twist" which situates reflective practice in a group context. As such, it enables learning for the individual and for the group members. The paper offers an example drawn from work with a group of early career academics which illustrates both the approach and the potential of "poetic transcription with a twist" to facilitate development with and beyond the immediate participants in the learning experience. It presents "poetic transcription with a twist" to the community of academic developers for consideration in their own practice, understanding that the nature and purpose of the role is complex and contested.