A model of work-related learning based on intentionality and developmental relatedness is proposed here. A shift is called for from an educational perspective on work-related learning to a noneducational perspective in which learning is construed as largely implicit and spontaneous. That is, work-related learning can happen both deliberately and spontaneously as direct or indirect result of work-related interactions. Work-related learning often occurs in messy real-life situations, is influenced by various power and social relations, and results in individual learning outcomes as well as shared understandings. The proposed model can help human resource development professionals better understand how learning and work are interrelated. It can also help such professionals take individual and work characteristics more carefully into consideration. (Contains 2 tables, 1 figure and 1 note.)