Say to students, “Congratulations! I’d like to offer you a job as my assistant. Your hours are Monday through Friday from 3 p.m. to 4 p.m. and Saturdays from 11 a.m. to 1 p.m. You’ll help me prepare for classes, make copies, and clean up the classroom each day. Your pay will be $8.00 per hour.”

Ask students if they would accept this job offer. Why or why not?

Explain to students that almost all job offers will have some trade-offs. For example, the pay may be higher than they expected, but there are fewer hours, so their total income is less than they wanted. They might also find a job with ideal hours and responsibilities but very low pay.

Point out to students that they will need to use their decision-making skills when deciding whether to accept a job.

Purpose: Students practice gathering the information that will help them decide whether to accept a job offer.

1. Students are reminded that the first step of the decision making process is gathering information.

Ask students, “What should you do first when trying to decide whether to accept a job?”

Remind them that when making any decision, the first thing to do is gather information. Explain that though they may have been given information about the job in the offer itself, they may need to find other information before taking the job.

2. Students identify the information that is important when making a decision about a job offer.

Distribute copies of the “Job Offers” activity sheet. Ask students to count off by threes so that each person has either a number one, two, or three.

Tell students, “Ones, you have been offered the first job on the activity sheet. Twos, you have been offered the second job. Threes, you have been offered the third job.”

Tell students to take out their “Ideal Job Equation” activity sheet from “Lesson 2: Exploring Job Possibilities” of Module Eight: A Game Plan for Work. Ask them to take a few minutes to compare the information on their “Ideal Job Equation” activity sheet with their new job offer.

Ask, “What do you need to know about the job before you can make a decision?” Write responses on the board.

3. Students learn how to get answers to their questions.

Ask students how they would get answers to these questions. Explain that they can get some answers by talking to people they know. If it is important enough, they can even call the company, particularly the person for whom they would be working, to ask the question. Remind students that gathering information is an important part of the decision making process.

Purpose: Students practice weighing their options and using a pro/con list.

1. Students make a pro/con list.

Ask students to identify the next step of the decision making process. Lead them to the understanding that the next step is to weigh their options. One way to do that is to use a pro/con list. Explain that by investigating jobs carefully, students will not put themselves in a position where they might not do their best because they don’t like what they’re doing.

Ask students to take a piece of paper and fold it in half lengthwise. Have students title one half “Pros” and the other half “Cons.” Explain to students that the positive reasons for taking the job go in the “Pros” column, and the reasons why the job may not be right for them go in the “Cons” column.

Instruct students to complete the pro/con list for their job number.

2. Students recognize the importance of using pro/con lists.

After students have completed the list, explain that they now have an idea of whether the job is likely to be a positive or negative opportunity. Organizing the information in this fashion makes it easier to decide whether to accept or turn down the job offer.

Point out to students that they probably won’t find a job that meets all of their criteria, so they should pursue a job that satisfies most of the criteria.

Purpose: Students recognize how to appropriately interact with an employer when they are offered a job and practice making a decision and acting on it.

1. Students identify how to respond professionally to a job offer.

Ask students to identify what they can do when they receive a job offer but need to take some time to weigh their options. What should they tell the prospective employer? Elicit student suggestions. Lead students to the understanding that it is important to thank the employer for the offer and tell them a specific date by which they will provide an answer.

Explain to students that they should always call a prospective employer back to tell them their decision. Point out that even if they do not take the job, they should thank the individual for the opportunity to have interviewed for the job and to have met them.

2. Students make a job choice.

Have students identify, by a show of hands, if they would take the job offered on the activity sheet. Instruct students to give a few reasons why they are or are not taking the job.

3. Students role-play calling a prospective employer to accept or decline a job offer.

Have pairs of students role-play calling employers to let them know when to expect a response to a job offer. Allow students a few minutes to practice. Then, ask students to role-play calling to accept or refuse the position.

Ask pairs that did an exceptional job to demonstrate the telephone calls for the class.

Ask students to describe how to decide whether to accept a job offer. Ask students to describe the information they should gather before making a decision about a job offer. Elicit from students the following key points that were taught in this lesson:

• Use the steps of the decision making process to decide whether to accept a job.
• Choose a job that is right for you.
• Always call the person who interviewed you with your decision and thank them for the interview.