Workplace learning is of immense importance in many current theories about Human Resource Development (HRD) (Bassi, Cheney & Lewis, 1998; Kessels & Poell, 2001; Klarus, 1998; Streumer, 2001; Torraco, 1999; Van der Klink, 2001). The workplace is described as a powerful learning environment on various grounds (see e.g. Poell, 1998). Some learning processes are believed to be more effective at the workplace, because they are difficult to master in more formal learning environments. Another argument is that the more practice- based structure of workplace learning averts transfer problems. The final reason is that a lot of work has become knowledge work. Workplace learning is a natural and integral part of this type of work (Kessels, 2001). Despite the different theoretical perspectives underlying these reasons (Onstenk, 1997), methods of designing, supporting and encouraging workplace learning may be considered a combined issue. How can we derive the greatest possible benefit from this powerful learning environment? From a design perspective, the work setting is an explicit object of design.