A 1991 conference provided a forum where workplace educators could analyze their experience. Participants agreed that establishing a partnership between business or labor organizations and education providers was a key step in developing an effective workplace literacy program. Participants also saw the importance of curriculum development to project success and suggested promising curriculum development strategies. Participants identified as effective those recruitment techniques based on strategic plans that included incentives for worker participation. The focus group on staff development focused on the projects' failure to anticipate a need for and to incorporate a systematic staff development and training effort. Other management issues included the importance of a well-qualified coordinator and regular class attendance. Participants described a mix of indicators and data-gathering methods that could be used to measure either student ability or program outcomes. They agreed that new kinds of assessment and evaluation methods were needed to replace traditional academic measures that had little relevance to most program goals. In response to questions dealing with future policy direction, participants recommended longer grant periods, incentives for project partners, and states' assumption of new roles. (Appendixes include results of the "Critical Issues" and "Program Continuation Issues" surveys and participant list.) (YLB)