The materials, visuals to accompany a presentation on development of workplace literacy programs, include: a definition of workplace literacy; flow chart for basic skills program development; definition of workplace education needs assessment; list of topics for interviewing trainers, supervisors, management personnel/HR, safety, union/labor representatives and worker, in developing a workplace literacy program; checklist of materials to collect in organizing program content; notes on the readability of written materials; form for analyzing job tasks in terms of basic skills needed, core literacy skills, and related terms, materials, and situations; list of program marketing and recruitment activities; comparison of advantages of mandatory and voluntary worker literacy assessment, and of company-wide assessment versus assessment based in department or shift; notes on use of standardized versus customized assessment instrument; list of tests available to assess ESL, reading/writing, and math skills; excerpt from an assessment report; definitions of competency (general) and a competency (specific); list of characteristics of a customized curriculum; list of competencies and syllabus for a high-beginner-level ESL course for production workers; characteristics of a quality workplace instructor; and chart outlining purpose and data-gathering methods for four levels of program-based evaluation (reaction, learning, transfer of learning, organizational impact). (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)