This study addresses product and process features of design products supporting learning in the workplace. From the perspective that learning in the workplace needs a specific design approach, six theoretical assumptions were derived from literature. Those assumptions were used to analyse sixteen design products and accompanying process reports composed by university students in human resource development (HRD). Results of this reconstruction study show that workplace learning designs contain specific product and process features in accordance with the theoretical assumptions. These features help to shape recommendations for designing and stimulating learning in the workplace.