Lesson 4 – Common Consumer Problems
This lesson is designed to be delivered in 40 minutes. Slides can be adjusted or amended as the teacher sees fit or feels appropriate for the class.
Aims and Objectives
By the end of this class, students will be able to:
- Define “Caveat Emptor”
- Identify valid and non-valid complaints
- Outline the stages involved in making an effective complaint
- Role-play resolving a complaint
- Identify their rights when using deposits and gift vouchers
Materials
- Student worksheet and blank “Stair Steps” (to be photocopied prior to class) along with solutions which must be copied (one per pair) and cut into strips prior to class.
- Lesson 4 PowerPoint
Introduction
Open Lesson 4 PowerPointand provide an overview for the class of the material to be covered in the lesson (Slides 1 & 2)
Slide 3: Explain to students the importance of examining products carefully for any defects or faults prior to purchase and asking questions if they’re not sure about anything. In pairs, ask students why this is important. Explain the concept of “Caveat Emptor”. Ask students for examples of items that they may have purchased that were flawed. When buying parts for a car/electronic item, consumers must ensure that they select parts for the correct model. Asking questions is particularly important with regard to terms and conditions of contracts to make sure everything is understood before signing up (e.g. ringtones, mobile phone contracts etc)
Slide 4: What is a valid complaint? Pose the question and take brief feedback. Display rest of the slide, explaining each point
Slide 5: What type of complaints could be regarded as non-valid? Pose the question to the class, asking students to work in pairs. Display the rest of the slide, explaining why each example shown is not a valid complaint.
Slide 6 and 7: Inform the students of the importance of acting promptly when a fault is discovered and remaining firm and reasonable when complaining.
Slide 8: Sometimes a complaint is not dealt with to the consumer’s satisfaction by the retailer. In this case it is necessary to involve a third party. Some examples are shown in this slide.
Students should note that while the National Consumer Agency provides information for consumers on how to pursue a complaint, it does not intervene in individual cases. The NCA may take separate legal action if a law has been broken.
Slide 9: If the third parties cannot resolve the complaint, then the consumer can use the Small Claims Court, which is a fast, inexpensive and convenient way to resolve complaints without using a solicitor.
Slide 10: Display the “Stair Steps” showing the steps involved in making a complaint. The teacher can distribute the worksheet showing the stair steps and either allow the students to write in their own answers, or distribute the sample solutions (amended versions) (which are in the wrong order). Students can then cut up the sheets and glue the steps onto the sheet in the correct order.
Slide 11: Consumers are often asked to pay a deposit when ordering goods. Do students know their rights when paying deposits? Ask for an example of when a deposit may be required. Display the rest of the slide, showing that if a consumer changes their mind, they have no right to the deposit being refunded (explain thatpaying a deposit creates a contract between the retailer and consumer, and that on the basis of the deposit being paid, the shop will most likely have ordered goods in which they may not be able to sell to another consumer, or might take time to sell, or they do not have room to store).
In the current economic climate, a big issue for consumers is what happens to their deposits if a business goes bust. There is more information on this at
Slide 12: Gift vouchers. People often buy gift vouchers as gifts, and students often receive them. However, consumers need to be careful as they often have an expiry date and of course the business may go bankrupt. Students need to be made aware of this.
Slide 13: Receipts are not always given by the retailer, and are not required by law, but they are considered very important as they are a proof of purchase in the event of a complaint. Consumers should therefore always ask for a receipt.
Slide 14: Summary of Lesson. Students to either complete the “Clever Consumer” and “Great Complainer” quizzes in class, individually or as a whole class, or, depending on timing, they can be assigned these quizzes for homework.
Homework assignment
Ask students to write a letter of complaint to a retailer about a mobile phone which has been repaired once and is now faulty again.
The students must assume that they have already called the shop on the 30th of last month (the day after the fault reappeared after a month of working OK following an initial repair) asking for a refund, but were told by the shop that the phone would need to be repaired three times before a refund would be considered – they are not happy with this as they feel it’s the same fault.
Points to look out for in the letter:
- Addressed to the manager
- Dates of previous contact given
- What they were told
- Why they’re not happy with this
- What they want instead
- What action they will take (Small Claims Court) if denied their favoured remedy
Alternatively, the students can adapt a complaint letter template (available in Word and HTML versions on the ConsumerConnect.ie website) to address this problem with the mobile phone shop. See
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