Previous research has shown that the majority of the characteristics of vocational education and training (VET) learners in Australia typically lie in the quadrant of "dependent" and "non-verbal," and preferred to learn from hands-on direct experience rather than through reading or listening. Workplace educational delivery systems for these learners, however, tend to fall into the quadrant of "verbal" and "independent/self-directed" learning. The results from this research indicate that challenges confront the successful implementation of flexible delivery for VET learners in the workplace. Therefore, a model should be developed to include intervention strategies to assist VET learners to develop the skills needed for effective self-directed, and ultimately, lifelong, learning and to include the development of enterprise-based strategies to assist enterprises to develop the policies, processes, and structures to recognize and support flexible learning within workplaces. Additional research is planned to identify methods of implementing these strategies in the workplace. (Contains 14 references.) (KC)