A model of an instructional program which uses principles of effective management to optimize learning for adult learners is described. The model is a result of the authors' work with the Institute for Personal and Career Development which is responsible for the external degree program of Central Michigan University. Most adult learners have limited time available to attend class meetings; however, this time factor becomes far less crucial and learning and instruction can be efficient and effective if these individuals can acquire the basic concepts and principles of the course prior to the group sessions. For this purpose learning packages and various mediated materials are used which include diagnosis of pre-instructional knowledge, behavioral objectives, self-pacing and self-diagnostic tests with immediate feedback. Intensive schedules are used for class sessions at which time the professor can assist the students to apply, synthesize, and evaluate the concepts and principles learned prior to class and to develop new principles from them. The professor develops the hierarchy of objectives and acts as the resource person. The student gains additional insight by assuming greater responsibility for an enriching learning experience. (Author)