1.03 - The Self-Determined Career Development Model - Page 2
The Self-Determined Career Development Model
A model of instruction can be defined as a plan or pattern that is used to design courses of learning, develop instructional materials, and to guide instruction using the materials in the classroom and other settings (Joyce and Weil, 1980). The Self-Determined Career Development Model of Instruction is a model based upon the principles of self-determination and self-regulated learning.
The model consists of a three-phase process. Each phase presents a problem to be solved by the person with the disability. The problem relates to some aspect of the job and career development process. The problem the person with the disability must address in the First Phase consists of “What is my goal?” The problem presented in the second phase is “What is my plan?” The third phase addresses the problem “What have I learned?” A facilitator can use the model to support the person with the disability in learning the problem solving sequence, answering the questions presented in each phase, and moving from one phase to the next within a goal-oriented context.
[Diagram description: There are three overlapping circles in a horizontal row. Text in the first circle reads "Phase 1: Set A Goal", in the second circle: "Phase 2: Take Action", in the third circle: "Phase 3: Self-Evaluate, Adjust Goal or Plan".]
The problem presented in each of the three phases is solved by answering four questions. The questions are structured to employ a problem solving process. The person with the disability works with the facilitator to identify a solution that solves the problem or difficulty. Answering the four questions will help to reduce the discrepancy between where the person with is the disability is now and where he or she wants to be. While the questions differ from phase to phase, they represent the same self-regulated problem-solving sequence. This sequence is illustrated in Figures 1, 2 and 3.
The model was designed to be implemented by a facilitator or model instructor. As a result, the person with the disability may not completely understand or be able to read each question independently. The questions represent a starting point for discussion between the facilitator and the person with the disability, and may need to be rephrased or paraphrased by the facilitator to be more understandable. The key to success will be to maintain the intent of each question in the problem solving sequence.
While the model is used to set and complete a goal, facilitators also need to focus on the problem solving sequence. Learning to set goals is important and is an integral part of this model. It is even more important that the person with the disability learn to apply a self-regulated problem solving process to attain the goal they set.
As a quick overview and reference, there is a summary chart of the Model in a Word File. The summary chart contains, in a table format, the same information shown on the next few pages in an outline format. The summary chart is provided for people who prefer to view the information as a table.
Page updated 11/7/06
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