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Interservice Procedures for Instructional Systems Development :
Executive Summary and Model (Continued...)
by Robert K. Branson, Gail T. Rayner and J. Lamarr Cox

implementation. Experience with it will probably provide the best indicators of when the procedures should become completely institutionalized. Further, because the IPISD approach is somewhat different than the traditional, it will take time and resources to train enough people to perform the work in accordance with the IPISD specifications. Time must be provided for adequate training.

Because the procedures in the Model are different from many current practices in most schools, some resistance can reasonably be expected. Common questions like, "what's wrong with what we're doing now," and "we tried that and it didn't work," will be encountered. Experience has shown that as people become more familiar with the ISD approach and use it as a procedure to accomplish specific goals, the resistance to its use declines. Often, sufficient training changes opponents to supporters. Probably one of the more general fears will be the lack of adequate staff to continue the existing work and to take on the additional tasks of implementing IPISD at the same time; however, implementation of IPISD is not an additional task which will be separately funded. It is an evolutionary process which will ultimately replace current practices. The difference between what is being done now and the IPISD approach will have to be overcome through time as resources are reallocated to accomplish the change. The implementation is planned to be accomplished through the reallocation of existing resources rather than the addition of new resources.

Spirit of the Model

It is a distinctly stated objective of the interservice implementation program to try to avoid making the IPISD program a paper exercise. The

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