One of the goals of the Office Systems Research Association (OSRA) is to ascertain the competencies needed by an information systems professional charged with organizational and personal performance technologies. This model curriculum, a major update of OSRA's 1986 Model Curriculum, emphasizes the technical aspects of multimedia desktop information systems. Crossing into behavioral science domains like job redesign, planned organizational change, and adult learning theory, the model also examines organizational and individual factors that are vital to the success of any new system. The curriculum is particularly geared for the end-user, or the person who actually uses these systems in daily work activities, who is increasingly playing a variety of roles in needs assessment, design, implementation, and evaluation. The model presents suggested designs for 11 separate courses, and each outline contains: (1) a course description; (2) a list of course outcomes, or abilities that a graduate of the course should be expected to have; (3) a course approach, or what kinds of class presentations or assignments might best accomplish course objectives; (4) course content, including a recommended percentage of the entire course that each topic should take up and a skill level that learners will need to undertake each topic; and (5) resources, often books, but also including journals and even agencies. (BEW)