The application of adult education principles and theories in the workplace was examined through a study of adult education activities in the following workplace settings over a period of 10 years: the Indiana State Department of Health; the Indiana State Department of Correction; a business in the private sector; and the Indiana State Commission on Persons with Disabilities. The following were among the more than 30 different concepts or principles of adult education identified in the 4 workplaces: project- or problem-centered learning; phenomenology; reflection-analysis-action; intention to inform rather than entertain; participation training; process as product; humanist orientation; well-defined vision/goal; critical thinking; focus groups; applied technology; knowledge of life stages; and use of teams as a data source. The following were among the study's conclusions: (1) learning concepts, theory, and techniques learned in the classroom setting are indeed transferable to the workplace; (2) for adult education to remain relevant in a rapidly changing and technology-oriented workplace, it must shed its "classroom-conference-training session" image and move into the mainstream of the work force's work programs; and (3) to be successful, adult educators must be placed in a position of authority and have direct linkage to and support of top management. (Contains 42 references.) (MN)