The Southwestern Pennsylvania Area Labor-Management Committee (SPALMC), which serves approximately 180 adult students annually, was experiencing inconsistencies in performance among its adult education staff. The problems included teachers arriving late 50% of the time and individualizing instruction only 70% of the time. To remedy these problems, the SPALMC undertook an action research project consisting of development of a teaching policy manual and delivery of staff inservice training. First, existing performance problems were documented through field observations and a student survey. Next, a procedural manual for SPALMC's instructors was developed that covered start times for full- and part-time instructors, proper student intake procedures, and development of individualized lessons for students. The new manuals were discussed with all SPALMC instructors, and instructors were offered additional materials and training on planning individualized instruction. Field observations, conducted at the end of the project, confirmed that the new manual and staff training had resulted in a 45% improvement in teacher performance. (Attachments constituting approximately 60% of this document contain the following four items: instructor arrival time log form; student questionnaire; overview of the instructor handbook's contents; and information about the SPALMC's Department of Education and full-time instructors.) (MN)