Self-directed learning at work is becoming a major trend in training and organizational development. Referring to theoretical considerations in the domains of motivation and learning in disciplines beyond adult education, the concepts of interest, strategies, control, and evaluation seem appropriate to describe self-directed learning. Constructs of the concept "strategies" are resource management, sequencing, and acquisition. Constructs of "control" include cognitive, metacognitive, and motivational. Constructs of "evaluation" are diagnosis and attribution. Constructs of "interest" include contextual and procedural. With reference to these concepts and constructs, a conceptual model of self-directed learning, the Two-Shell Model of Motivated Self-Directed Learning, has been developed and validated. Impact of selected perceived work conditions (experienced autonomy, competence, and social integration) on this type of learning has been structurally modeled with a sample of 67 employees in the fish processing industry in Germany who were administered the Motivated Self-Directed Learning Questionnaire for Companies. The hypothesis of a directed relation among experienced workplace conditions, interest in self learning, and learning activities was tested. Findings indicate a relatively strong correlation between experienced workplace conditions and self-learning interest and self-learning interest as an explanation for over 50 percent of variance in learning strategies. (Contains 43 references.) (YLB)