This report focuses on an investigation of assumptions and principles underpinning training and assessment programs offered by a civil construction company in Australia. Section 1 is an introduction. To conceptualize the new workplace and consider the role of literacy and numeracy in it, Section 2 addresses changing work conditions, features of a learning organization, what might constitute workplace learning or knowledge production, and employee development. As a background to later analysis, section 3 explores Gee's (1996) concepts of 'Discourse/discourse' and addresses concepts of literacy. Section 4 introduces the research design. Section 5 focuses on case study methodology and raises issues related to design, use of interviews, and analysis of transcriptions. Section 6 focuses on the local history of competency-based training (CBT) and learning; addresses topics related to perceptions of CBT; and identifies understandings of literacy and training. Section 7 uses Watkins' (1998) "dimensions of a learning organization" to identify similar characteristics in this company and discusses discourses surrounding workplace literacy. Each topic is discussed in relation to the literature and supported quotations from transcriptions of interviews with employees at several levels. Section 8 is a conclusion. Section 9 draws implications for vocational education and training teachers and trainers who are collaborating with companies implementing industry training packages. (Contains 76 references.) (YLB)