A variety of instructional methods have been shown to be effective in fostering employee learning in workplace training. These include problem-based learning, cooperative learning, and situated learning. Despite their success, however, there are at least two important reasons to actively foster learning beyond the training room: The transfer of training rates has traditionally been exceptionally low; and 80% or more of what an employee learns about his or her job happens on the job. This article presents a method of fostering learning on the job, whether following a training course or not. It reviews the theory and practice of reflective journaling, and offers suggestions for implementing that practice online. Active reflection by employees, especially as practiced through journaling, has been shown to have a variety of positive outcomes, including improvements in learning, job performance, empowerment, and skill transfer from formal training sessions. Two forms of journaling that can be instituted in the workplace to foster employee reflection are discussed: dialog and directed. Such journaling can be used for a variety of purposes, including coaching and mentoring. Specific considerations and recommendations for implementing workplace journaling online are provided, and issues associated with each method are discussed. It is concluded that online, reflective journal benefits organizations and employees by transferring knowledge and skills from training initiatives, establishing mentoring relationships, and providing safe forums where employees can challenge organizational norms and suggest innovative solutions.