This study investigated the efficacy of a reflective process designed to enhance novice professionals' capacity to critically reflect on their practice. One hundred and eighteen (118) final-year behavioural science students participated in an action learning based subject that simulated the roles (e.g. client-consultant) and demands of professional practice. Student consultants completed, and evaluated the effectiveness of, a self-managed reflective workbook process designed to scaffold their critical reflection on a self-nominated critical incident. Findings suggest that the process facilitated metacognitive learning and that students experienced all stages of the structured process as personally and professionally valuable and psychologically safe. Students reported the greatest value from the aspects of the process that linked insights from the critical incident to wider patterns of behaviour. (Contains 4 tables.)