The implications of the capability learning model for learning in the workplace were examined in a roundtable discussion of two complementary projects: a study of the ideas and models associated with a range of approaches to workplace training and education in Australia and the United Kingdom and a study conducted to document capable organizations in Australia. The workplace learning study focused on the following models of workplace training in the United Kingdom: open learning/distance education, university and work-based models, training enterprise council programs, and technology-supported programs. The second study examined the relationship between the ideas of capability and the learning organization through case studies of 10 organizations. The following were among the factors identified in the first study as being critical for effective work-based learning: respect for learners; commitment to lifelong learning; belief in the value of learning in a range of settings; partnerships; flexible delivery; structural functionalism; negotiated learning; learning contracts; technology; and external funding and grants. The second study demonstrated that the capability model, which emphasizes "mindful" understanding, adaptability, and flexibility and extension of individuals and organizations, emphasizes the need for explicit in-depth learning but also clearly lends itself to work-based models. (Contains 33 references.) (MN)