A review of literature and work with focus groups shows that, although adult education has always focused on helping undereducated adults prepare for work, since the early 1990s there has been emphasis on work force development (helping prepare the work force and get them into rewarding productive jobs) and workplace (organizational) change. A more systematic approach to training and education for employed and unemployed workers has been called for, especially in the new Workforce Investment Act (1998). Adult education can be a dynamic player in these new systems for improving the workforce and strengthening workplaces if adult educators follow the following guidelines: (1) be clear about who they are serving and what those customers' needs are; (2) involve stakeholders; (3) provide clear and relative learning objectives; (4) document program evaluation; (5) provide multiple learning opportunities; (6) establish a corps of well-prepared and well-supported professionals; (7) make efficient linkages between adult education and other services and opportunities; (8) provide appropriate learning facilities and technologies; (9) keep resources adequate and consistent; (10) establish mechanisms to protect the rights of workers; and (11) create state-level supports. Adult educators should prepare themselves for leadership roles and develop collaborative systems with other educators and the business and industrial sector. (16 references)