Lesson Plan
Course Title:
Principles of Architecture and Construction
Session Title:
Public Relation Skills and Client Satisfaction
Performance Objective:
According to the TEKS, “The student exhibits public relation skills to address a variety of
situations such as increasing internal and external customer and client satisfaction. The student
is expected to communicate effectively, develop and maintain customer relations, apply
relationship skills in a variety of situations, define customer and client satisfaction, evaluate
customer and client satisfaction.”
In other words, the student can listen carefully and speak clearly in order to communicate
effectively.
5 Specific Objectives: (Refer to Outline below for further information)
· Use appropriate verbal communication
· Use appropriate body language
· Use appropriate written communication
· Evaluate the outcome of communications
· Respond accordingly
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following: TEKS 130.42.c.9 which is stated above
in quotation marks in the performance objective.
Any changes/alterations to the activities may result in the elimination of any or all of the TEKS
listed.
Interdisciplinary Correlations:
Related Industries that utilize the skill set in this lesson:
Architecture and Design, Interior Design, Construction Trades, Facilities Management,
Landscape Architecture, Engineering, Construction Management, Real Estate, Property
Development, Parks and Wildlife, Environmental Systems, Zoning and Regulations, Building
Codes, among others.
Relevant Core Curriculum Concepts:
· Math: charts and graphs, time
· English Language Arts: written and verbal communication
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Teacher Preparation:
PRIOR TO THIS LESSON, Students should already be able…
·
… to read charted data
·
… to read a graph
·
… to follow written and verbal instructions
·
… to define “Client” and “Architect”
PRIOR TO THIS LESSON, Teacher should have knowledge and experience with…
·
… professional etiquette standards
·
… efficient written professional communication
·
… appropriate verbal professional communication
·
… collaborative development
·
… debate facilitation
·
… conflict resolution
References:
Nichols and Schwartz. Mathematics Dictionary and Handbook. Pennsylvania, Nichols Schwartz
Publishing. 1999. ISBN 1-882269-07-1 (or most currently published edition)
Leonard L. Berry. Discovering the Soul of Service. New York, The Free Press. 1999. ISBN 0684-84511-3
William P. Spence. Architecture. California, Glencoe/McGraw-Hill. 1991.ISBN 0-02-677123-3
Zeithaml and Bitner. Services Marketing: Integrating Customer Focus across the firm. New
York, McGraw Hill Higher Education. 2003. ISBN 0-07-247142-5
Instructional Aids:
1. The form which scripts the various student role playing parts. Please refer to the
Microsoft Word document found alongside this Lesson titled: “PR Skills Client
Satisfaction Student ROLES to play”
2. The form which will allow you to pair partners. Please refer to the Microsoft Word
document found alongside this Lesson titled: “PR Skills Client Satisfaction Student
PARTNER match up”
3. The Student Activity sheet, which is the form students use to complete the exercise and
the students turn it in for the grade. Please refer to the Microsoft Word document found
alongside this Lesson titled: “PR Skills Client Satisfaction HANDOUT”
4. Teacher PowerPoint Presentation, please refer to PowerPoint document found
alongside this Lesson titled: “PR Skills Client Satisfaction PRESENTATION”
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Materials Needed:
1. 1 set of dice per pair of students.*
2. Pencils or pens- 1 per student.
3. 8 ½” x 11” standard printer papers.
*NOTE: If you have technology in your room that allows for a “digital” set of dice, such as the
kind you find in the Promethean Board Active Inspire software, you can use that in the
classroom to substitute for the dice. Let the students take turns rolling the dice on the Board.
Any way you have to help the student’s select who will play what role and when, in a “random”
order, will work if you don’t have dice. This lesson will assume you have dice, and will be written
as such.
Equipment Needed:
1. Teacher computer workstation.
2. Printer, black and white with capacity to print single sided on size 8 ½” x 11” paper
3. Overhead projection screen that can exhibit the teachers monitor.
Learner Preparation:
· Each Student is placed into pairs of 2. Preferably these pairs are balanced with students
of varied skill levels and learning styles. Also, if there is a group of students with much
slower learning processes or difficulty with English proficiency, you would place them
accordingly.
·
Refer to “Teacher Preparation” above for list of specific items with which students should
already be familiar.
·
Each pair of students receives the proper materials: the “PR Skills Client Satisfaction
HANDOUT”, a pair of dice, a writing utensil, and a set of the 4 possible scripts, which
are the vertically cut strips from the file called “PR Skills Client Satisfaction Student
ROLES to play”.
·
Definitions* of various vocabulary words should be prominently placed in a visible
location in the room:
Client: a person or group that uses the professional advice or services of a lawyer,
accountant, advertising agency, architect, etc.
Architect: a person who engages in the profession of architecture
Satisfaction: confident acceptance of something as satisfactory, dependable, true, etc.
Communication: the imparting or interchange of thoughts, opinions, or information by
speech, writing, or signs
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Resolution: the act of resolving or determining upon an action or course of action, method,
procedure, etc.
Conflict: to fight or contend; do battle
Compromise: something intermediate between different things
Observation: an act or instance of regarding attentively or watching
Professionalism: the methods, character, status, etc, of a professional
Confrontation: an open conflict of opposing ideas, forces, etc.
* NOTE: These words were defined online using www.dictionary.com as a reference.
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Introduction
Introduction (LSI Quadrant I):
Students enter and receive the slip of paper with their name written on one side and a common
term from the industry of architecture found on the opposite side. Students are instructed to find
the other person in the room with the same architectural term, as this will be their partner for
today’s exercise.
SAY: Everyone should have found their partner by matching the architectural terms.
ASK: Has everyone found their matching partner? Does everyone remember seeing that word
before in this class?
SHOW: Sure! We’ve all learned these terms before. See? They’re up here on the Word Wall.
SAY: This will be your partner for the day.
ASK: Tell me this - have you ever had to speak to someone you don’t know very well, and get
confused about what they’re saying? Maybe you have miscommunications with them because
you’re not sure what they’re asking, or maybe they don’t know what you’re trying to say.
SHOW: That’s what we call conflict in our professional communications. It requires resolution.
Sometimes it requires compromising. If we observe the person we’re dealing with, we might be
better at listening to what they’re trying to say and speaking with them more clearly. Let’s review
some of these new terms here on the Word Wall.
SAY: Bad communication leads to unhappy clients. As an architect, remember that you are
providing a service and you must design the structure to meet the client’s needs - not your own.
ASK: Who’s ready to “fight and make up?” I’ll need a volunteer…
SHOW: Here’s how the scripts work. (Demonstrate with a student. Refer to the Instructions in
the Outline for complete “rules” on how to “role play” this activity.)
SAY: Now each pair will complete today’s activity by role playing the scripts, logging your
observations on the activity sheet, and then individually - you will each contribute suggestions
as to what would make the communication more effective.
ASK: Ok, I need one person from each pair to come get your role play scripts, your dice, and
your activity sheet. Let’s get started.
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Outline
Outline (LSI Quadrant II):
· Instructor uses the PowerPoint presentation to help with the activities pace and
sequencing.
· Instructor will ensure that all Student Partner pairs receive the required materials:
· Printed copies of the Activity sheet. (PR Skills Client Satisfaction HANDOUT)
This is what they will turn in for a grade. Give 1 sheet per student.
· Writing utensils
· Set of dice
· Set of role playing scripts (PR Skills Client Satisfaction Student ROLES to play)
1 sheet per pair, and each sheet gets cut into 4 columns, which makes a set of 4
scripts for 2 people, in order to provide four potential scripted scenarios of
professional (and unprofessional) verbal communication.
HOW TO PLAY THE ROLES: Each person in the pair roles the dice. The highest number roll
gets to pick if they want to be the Client or the Architect. Each person gets their 2 script options.
The person acting as the Client acts either as the Happy Client or the Unhappy Client. The
person acting as the Architect gets to either be the Positive or the Negative Architect. Partners
act out their scripted roles. Afterwards, they swap places and draw again. Demonstrate how
they will log their observations on the Activity sheet.
MI
·
·
·
·
·
·
·
·
Outline
Use appropriate verbal communication
Students will follow verbal and written
instructions from the teacher to role play a
game of scripted communication between the
2 players - an Architect and a Client.
Students will observe the appropriateness of
the comments being made by their partner.
Students will assess the climate of the
relationship.
Notes to Instructor
· Students play the
game twice.
· For the second
round of the game,
they switch roles.
Use appropriate body language
Students will follow verbal instructions from
the teacher, as a new element is added to the
activity.
Students will observe how body language
affects how they themselves play their own
role.
Students will observe how body language
affects how they react to their partner’s role.
· Students are
paused by the
teacher, and given
instructions on how
body language
affects the
effectiveness of the
communication.
· Students are
instructed to
change their body
language, and
repeat playing the
game 2 more times,
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swapping roles
each time.
·
·
·
·
·
·
·
·
·
·
Verbal
Linguistic
Logical
Mathematical
Use appropriate written communication
Students will follow verbal and written
instructions on how to adequately log their
observations in writing on the Student activity
sheet.
Students will log their observations.
· Students will
complete the first
part of the Activity
Sheet together with
their partner.
Evaluate the outcome of communications
Students will follow verbal and written
instructions on how to adequately log their
observations in writing on the Student activity
sheet.
Students will log their observations.
· Students will
complete the
second part of the
Activity Sheet on
their own.
Respond accordingly
Students will collaborate in small group
discussions.
Students will provide suggestions as to how to
improve the professional communication
between these 2 individuals.
Students will take into consideration the
various scenarios the scripting provided there are four combinations of role playing
scenarios.
· Students will
collaborate in a
teacher-led group
discussion.
· This is the class
wrap up at the end.
· Follow the last slide
of the PowerPoint
presentation.
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
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Application
Guided Practice (LSI Quadrant III): Student Partner Role Playing “game” Activity as described
and explained above in the Outline. Refer to all related documents for completion of this activity.
Independent Practice (LSI Quadrant III): Students complete the last part of the Activity sheet
on their own, which logs their observations about the quality of the relationship of the roles they
played with their partner, and they write their thoughts on what could improve the professional
communication between the two roles.
Summary
Review (LSI Quadrants I and IV): Students collaborate in a group at the end of class wrap up,
when they discuss what went well and what could change to make the communication more
professional and effective. Basically, they have an opportunity to share their own observations
and hear how other students observed similar situations.
Evaluation
Informal Assessment (LSI Quadrant III):
During the 30 minutes or so of group activity when Students are working together in Teams,
teacher practices active classroom monitoring and regular checking for understanding by
individuals while moving around from team to team.
Formal Assessment (LSI Quadrant III, IV):
Students should be able to exhibit knowledge independently - with both spoken and written
words - the completeness of their understanding of professional communication and observing
the satisfaction or dissatisfaction of the client.
Refer to the “PR Skills Client Satisfaction RUBRIC for HANDOUT” document for assessment
of the partnerships’, as well as the individuals’, observations logged on the activity sheet
Extension
Extension/Enrichment (LSI Quadrant IV):
Advanced students can take it further in their comprehension of professional communication
and client satisfaction by writing their own scripts, then filming them and/or acting them out for
the rest of the class.
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Happy Client
I just love my house
plans, you’ve done a
terrific job.
(Wait for the Architect
to respond)
Mad Client
I guess we have to talk
about my house you’ve
drawn up for me.
(Wait for the Architect
to respond)
No, really- I appreciate
all that you’ve done.
(Wait for the Architect
to respond)
You didn’t really hear
what I said last time.
(Wait for the Architect
to respond)
I have a question about
1 of the notes you
made on the living
room area.
I told you what I
needed to be drawn in
the living room. I told
you the last time we
met!
(Wait for the Architect
to respond)
(Wait for the Architect
to respond)
Positive Architect
(Let the Client start
talking first)
Negative Architect
(Let the Client start
talking first)
I hope you’ve been
happy with the project
so far. It’s been a
pleasure working for
you.
(Wait for the Client to
respond)
I try very hard to listen
to your needs. This is a
good time to ask
questions.
(Wait for the Client to
respond)
Yeah, well, I didn’t
have anything else to
do this month.
What a mess you
made of that! I mean,
really. It was terrible.
What else do you want
me to say? It’s all right
there on paper.
(Wait for the Client to
respond)
Good thing you said
something now before
we start building.
(Wait for the Client to
respond)
Could you explain it to
me then?
(Wait for the Architect
to respond)
Don’t you listen?
I don’t think I
understand what you’re
saying.
(Wait for the Architect
to respond)
Seriously? You must
be joking.
That was a tricky item
to fix; I was hoping to
talk with you about it. I
want to get it done right
for you.
(Wait for the Client to
respond)
I would be happy to
answer your questions.
Let’s go back over it
again.
(Wait for the Client to
respond)
(Wait for the Architect
to respond)
Here, let me show it to
you in another way.
Oh! That makes a bit
more sense now.
(Wait for the Architect
to respond)
Ok, I think I’ve heard
enough.
(Wait for the Architect
to respond)
Thank you for your
help. I can’t wait to see
my house when it’s
finished being built.
(Wait for the Architect
to respond)
Yeah, well , I’d like to
see you fix this.
(Wait for the Client to
respond)
We can fix it at this
stage before we start
building.
(Wait for the Client to
respond)
(Wait for the Architect
to respond)
(Wait for the Architect
to respond)
Glad we had a chance
to meet and talk about
this.
(Wait for the Client to
respond)
Whatever.
(Wait for the Client to
respond)
(Wait for the Client to
respond)
What’s the point? You
won’t get it anyways.
(Wait for the Client to
respond)
Email me next time- we
don’t need to meet.
Print this form - 1 for each pair of students. Cut each column out into tall strips. These are the Scripts for the students
to use as they role play the different scenes. Give all 4 strips to each pair of students. The roll of the dice will
determine which strip they use and when.
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PR Skills and Client Satisfaction
Student Handout to be turned in for a daily work activity. This is a graded assignment.
Student Names:
Role Playing Activity. Client and Architect must communicate effectively and professionally!
1
2
Assignment Summary: You are either a Client or
an Architect. You may be a happy or a sad client, or
you may be a positive or a negative architect.
Depending on which role you are playing and which
role your partner is playing will determine the
success of the communication’s outcome. Let’s see
what we observe to happen.
Role
Play #
Principles of Architecture and Construction
Team Member Roles:
Mark an X in the box that correctly
describes the selected relationship for this
round of reading the script with your
partner.
HOW TO PLAY THE ROLES:
Each person in the pair rolls the dice. The highest number roll gets to pick if they want to
be the Client or the Architect. Each person gets their 2 script options. The person acting
as the Client acts either as the Happy Client or the Unhappy Client. The person acting as
the Architect gets to either be the Positive or the Negative Architect. Partners act out their
scripted roles. Afterwards, they swap places and draw again. Demonstrate how your
observations here on this sheet of paper.
What did you observe? Who played what role? Explain here in complete sentences.
1
Negative
Architect
Positive
Architect
Happy
Mad Client
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PR Skills and Client Satisfaction
Student Handout to be turned in for a daily work activity. This is a graded assignment.
Role
Play #
Team Member Roles:
Mark an X in the box that correctly
describes the selected relationship for this
round of reading the script with your
partner.
Principles of Architecture and Construction
What did you observe? Who played what role? Explain here in complete sentences.
2
Negative
Architect
Positive
Architect
Happy
Mad Client
Now STOP! Wait for your teacher to give you further instructions before you go on to the next round.
3
Team Member Roles:
Mark an X in the box that correctly
describes the selected relationship for this
round of reading the script with your
partner.
Now pay attention to your partner’s body language! It’s a big deal!
What did you observe? Who played what role? Explain here in complete sentences.
Negative
Architect
Positive
Architect
Happy
Mad Client
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PR Skills and Client Satisfaction
Student Handout to be turned in for a daily work activity. This is a graded assignment.
Role
Play #
Team Member Roles:
Mark an X in the box that correctly
describes the selected relationship for this
round of reading the script with your
partner.
Principles of Architecture and Construction
Now pay attention to your partner’s body language! It’s a big deal!
What did you observe? Who played what role? Explain here in complete sentences.
4
Negative
Architect
Positive
Architect
Happy
Mad Client
Now STOP!
The next step is for you to complete ON YOUR OWN.
In the space below, you are going to explain what you think would be a good idea for helping the Architect and the Client
communicate more effectively so that the Architect does a better job and so that the Client is happier about the outcome.
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RUBRIC
PR Skills and Client Satisfaction
Student Handout to be turned in for a daily work activity. This is a graded assignment.
Principles of Architecture and Construction
Role Playing Activity. Client and Architect must communicate effectively and professionally!
Each student wrote their names here: 5 pts each:
1 Partner Name #1
2 Partner Name #2
Each student did not write their names: 0 pts each
Assignment Summary: You are either a Client or
HOW TO PLAY THE ROLES:
an Architect. You may be a happy or a sad client, or Each person in the pair rolls the dice. The highest number roll gets to pick if they want to
you may be a positive or a negative architect.
be the Client or the Architect. Each person gets their 2 script options. The person acting
Depending on which role you are playing and which
as the Client acts either as the Happy Client or the Unhappy Client. The person acting
role your partner is playing will determine the
as the Architect gets to either be the Positive or the Negative Architect. Partners act out
success of the communication’s outcome. Let’s see
their scripted roles. Afterwards, they swap places and draw again. Demonstrate how your
what we observe to happen.
observations here on this sheet of paper.
Role
Play #
Team Member Roles:
Mark an X in the box that correctly
describes the selected relationship for this
round of reading the script with your
partner.
1
Negative
Architect
Positive
Architect
Students marked the
correct box.
5 pts
Students did not mark
the correct box.
0 pts
Happy
What did you observe? Who played what role? Explain here in complete sentences.
Students wrote their observations in complete sentences, explaining what they saw and
heard in the dialog exchange.
10 pts
Students wrote briefly about what they think they observed, and did not write in complete
sentences.
5 pts
Students did not respond at all. No effort to answer the question is apparent.
0 pts.
Mad Client
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PR Skills and Client Satisfaction
Student Handout to be turned in for a daily work activity. This is a graded assignment.
Role
Play #
Team Member Roles:
Mark an X in the box that correctly
describes the selected relationship for this
round of reading the script with your
partner.
2
Negative
Architect
Positive
Architect
Students marked the
correct box.
5 pts
Students did not mark
the correct box.
0 pts
Happy
Principles of Architecture and Construction
What did you observe? Who played what role? Explain here in complete sentences.
Students wrote their observations in complete sentences, explaining what they saw and
heard in the dialog exchange.
10 pts
Students wrote briefly about what they think they observed, and did not write in complete
sentences.
5 pts
Students did not respond at all. No effort to answer the question is apparent.
0 pts.
Mad Client
Now STOP! Wait for your teacher to give you further instructions before you go on to the next round.
3
Team Member Roles:
Mark an X in the box that correctly
describes the selected relationship for this
round of reading the script with your
partner.
Negative
Architect
Positive
Architect
Students marked the
correct box.
5 pts
Students did not mark
the correct box.
0 pts
Happy
Now pay attention to your partner’s body language! It’s a big deal!
What did you observe? Who played what role? Explain here in complete sentences.
Students wrote their observations in complete sentences, explaining what they saw and
heard in the dialog exchange.
10 pts
Students wrote briefly about what they think they observed, and did not write in complete
sentences.
5 pts
Students did not respond at all. No effort to answer the question is apparent.
0 pts.
Mad Client
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PR Skills and Client Satisfaction
Student Handout to be turned in for a daily work activity. This is a graded assignment.
Role
Play #
Team Member Roles:
Mark an X in the box that correctly
describes the selected relationship for this
round of reading the script with your
partner.
4
Negative
Architect
Positive
Architect
Students marked the
correct box.
5 pts
Students did not mark
the correct box.
0 pts
Happy
Principles of Architecture and Construction
Now pay attention to your partner’s body language! It’s a big deal!
What did you observe? Who played what role? Explain here in complete sentences.
Students wrote their observations in complete sentences, explaining what they saw and
heard in the dialog exchange.
10 pts
Students wrote briefly about what they think they observed, and did not write in complete
sentences.
5 pts
Students did not respond at all. No effort to answer the question is apparent.
0 pts.
Mad Client
Now STOP!
The next step is for you to complete ON YOUR OWN.
In the space below, you are going to explain what you think would be a good idea for helping the Architect and the Client
communicate more effectively so that the Architect does a better job and so that the Client is happier about the outcome.
The Student, independently, wrote about what he/she felt would be a good idea to help these two individuals communicate better. The Student
used complete sentences as well as thoughtful and descriptive vocabulary.
30 pts
The Student, independently, wrote about ideas they think would be good in a brief manner, without good descriptions, and did not write in the
response in complete sentences.
15 pts
The Student did not respond at all. No effort to answer the question is apparent.
0 pts.
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