[Excerpt] The goal of the current chapter, therefore, is to examine strategies that can be used to support self-regulation during self-directed learning in the workplace. Over the past decade, researchers have developed and evaluated a number of interventions designed to support self-regulated learning, including adaptive guidance, self-regulation prompts, planning interventions, metacognitive instruction, and structured reflection. Because this work has been largely compartmentalized, I adopt an integrative perspective in this chapter that argues that these various interventions represent manifestations of three overarching strategies for supporting self-regulation during self-directed learning. By focusing attention on these broader strategies, the aim is to not only gain greater insight into what we know about supporting self-directed learning but also to uncover issues that warrant future research attention.