Use of ethnographic methods to assess learning and staff development needs for workplace adult education programs is discussed, focusing on the teacher's role as ethnographic researcher. Four stages of ethnographic research are identified: (1) open-ended, inductive study; (2) structured observation; (3) analysis; and (4) speculation and sharing of findings. Characteristics of the ethnographic researcher's approach and behavior are also noted. Two models of data collection are presented. The first, use of photography, is intended to create a record of the workplace, identify its technology status and needs, and create an image for later analysis and sharing. Tips for taking and analyzing photographs are noted. The second data collection method discussed is the use of interviews. Five kinds of interview questions are discussed: "grand tour" or overview; specific task- or area-related questions; asking for examples; eliciting experiences; and questions about use of job-related terminology. An interview form is included. Benefits of using these data collection methods are noted, and similarities and differences in workplace and adult basic education are outlined. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)