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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

for officers, senior enlisted technical course, etc. , where the individuals likely to be in the course have good academic skills. At the opposite end of the continuum would be a low flow course for trainees with limited academic abilities.

Another consideration might be to select a course which has a high flow but which for one reason or another has not produced graduates who are satisfactory to the receiving commands. In this case, the objective would be to improve the performance of the graduates, prior to attempting to realize cost or time reductions.

The decision to proceed with ISD development of a course must be carefully reviewed. The expected outcomes must be specified and subjected to a critical analysis. First, is it reasonable to believe expected accomplishments can actually be achieved? Second, if the objectives are achieved, will it really make a difference in the school or receiving command:

1. Will it reduce time?

2. Will it be less costly?

3. Will performance meet field expectations?

4. Will it use fewer resources?

In planning IPISD courses, careful problem analyses must be made to be sure that the course is planned and designed to meet the expectations for it. In order to realize cost savings, it is necessary to specify in advance as one of the planning constraints of the course that costs should be reduced. Unplanned cost savings are rarely realized. If it is the purpose of the IPISD effort to reduce the time in the course, again this must be specified in advance so that the instructional developers and designers can know ahead of time that the intended outcome

continued...

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