Describes the process used in developing custom-tailored workplace basic skills programs. Examples show that learning objectives are mainly the same skills that are taught in more generic classes. The difference is that they use scenarios and text directly from the workplace. (Author/JOW)

Offers step-by-step guidelines for creating effective team work in a workplace basic skills program, including preplanning, determining worker skills, developing curriculum, evaluating, and reporting the results. (JOW)

Converting job materials into a basic skills curriculum requires collection of information about job functions; worker abilities; social, cultural, and interpersonal aspects of the workplace; and written materials used on the job. A balance should be struck between literacy and job skills. (JOW)

Points out that, to keep the work force up to date, business, industry, and labor groups are inviting adult basic educators to design and implement retraining programs at the worksite. Provides suggestion for designing custom-made basic skills instruction using work-related materials. (JOW)

This article provides a field-based account of how to develop and implement an adult workplace literacy program for English as a Second Language (ESL) students based upon the principles of a social practices definition of literacy. The purpose of the program is to provide basic literacy instruction for the growing population of Spanish-speaking…