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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

flexibility at the local level. While a series of steps are called for in the development of any instruction, the IPISD Model does not specify what kind of organization is necessary to perform those steps. Further, the Model often provides alternative approaches to the same goals. By carefully articulating the strengths and weaknesses of the local school, the manager can improve the total performance.

Finally, by taking into account all the specific management decisions previously described in the Block Summaries it is possible to continue the improvement process through time.

Where to Begin

Any school manager who has as his responsibility the administration of a large number of courses is faced with a difficult problem of selecting and establishing priorities for courses to put into IPISD. Obviously some courses will not be discretionary, they will simply be required by a higher command. This section deals with the use of discretionary resources in local commands.

One criterion for the selection of courses would be to estimate the potential payoff to the school if the course could be improved. Here, payoff refers to the establishment of an increasing pool of discretionary resources. If it were possible to teach a basic course with fewer people after IPISD than was required before, the reassignment of those people to other important tasks would be possible. One payoff then is to organize the IPISD effort so that the maximum number of discretionary resources are realized.

One of the more obvious places to look for these high payoff courses is in the area of "high flow - high level" courses. These are courses

continued...

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