This study determines the effect of the Instructional Development Institute (IDI) on the skills of a group of District of Columbia public school instruction personnel in the use of the systems approach to instructional development. The following null hypotheses were tested: (a) IDI participants will not show significant gains in developing initial skills in the use of the systems approach as measured by the IDI Pre-Post Inventory and (b) responses on the IDI Participants' Program Evaluation will not indicate that the systems approach has been utilized, that teams have continued to work together, that participants feel some sense of self-improvement due to IDI, nor that there has been a positive effect on the students of the participants. The following instruments were used to test the hypotheses and to assess the IDI Program: (a) IDI Pre-Post Assessment Inventory, which measured skills gained toward utilization of the systems approach; (b) Participants' Feedback Sheets, which provided insight to the participants' in-process ideas about IDI; and (c) IDI Participants' Program Evaluation, which was the main instrument for testing the second hypothesis. Results indicate a rejection of both hypotheses. Also, it is recommended that the followup course be continued, that a procedure for initial training in the systems approach be made available, and that a continuous followup evaluation be made of the effect of the IDI program on students. (PD)