This paper argues that the technology of the systems approach to instruction (using performance objectives) demands a "rules" or structured organizational climate in which high productivity will most likely result from detailed supervision. The author focuses, albeit briefly, on performance as a function of the interaction between supervisory style and organizational climate. He argues that performance objectives are in integral of the systems approach to instruction, which is a highly sophisticated process with carefully defined logic and procedures. The introduction of performance objectives and the concomitant systematizing of instruction produces more structure and rules than is normally the case in teaching, which therefore requires more detailed supervision. Within this context, the paper (1) discusses the need for close supervision in employing the systems approach to instruction, and (2) outlines some of the essential elements in the supervision of instruction using performance objectives. (Author)