SITHFAB002

Provide responsible service of

alcohol
Learner Workbook
Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Observation/Demonstration............................................................................................................7
Third Party Guide.............................................................................................................................8
Third party details (required information from the learner).........................................................8
Activities...........................................................................................................................................9
Activity 1A......................................................................................................................................9
Activity 1B....................................................................................................................................10
Activity 1C....................................................................................................................................11
Activity 1D...................................................................................................................................12
Activity 1E....................................................................................................................................13
Activity 2A....................................................................................................................................14
Activity 2B....................................................................................................................................15
Activity 2C....................................................................................................................................16
Activity 2D...................................................................................................................................17
Activity 2E....................................................................................................................................18
Activity 2F....................................................................................................................................19
Activity 3A....................................................................................................................................20
Activity 3B....................................................................................................................................21
Activity 3C....................................................................................................................................22
Activity 4A....................................................................................................................................23
Activity 4B....................................................................................................................................24
Activity 4C....................................................................................................................................25
Activity 4D...................................................................................................................................26
Activity 4E....................................................................................................................................27
Activity 4F....................................................................................................................................28
Summative Assessments................................................................................................................29
Section A: Skills activity................................................................................................................31
Section B: Knowledge activity (Q & A).........................................................................................33
Section C: Performance activity...................................................................................................37
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.

Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Your assessment tasks are well presented, well referenced and word processed

 Your assessment tasks include your full legal name on each and every page.

Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.

Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).

Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.

Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
 Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
Assessment requirements
Assessment can either be:
 Direct observation

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Questioning

 Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.

Third parties can be:

 Supervisors

 Trainers

 Team members

 Clients

 Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria
required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.

The reasons to use a third party may include:

 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.

Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.

Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.

Third party name: ______Jean philippe rene

__jp______________________________________________________

Position of third party: ___Trainer and Assessor

__Lecture_________________________________________________________

Telephone number:
___0433029152___________________________________________________________

Email address:
____jean.philippe@niet.edu.au________________________________________________________
__

Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) _____Aakash
bhattarai_____________________

Third party signature: _____________________________________ Date:

_____31/03/2023______________

Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).

Activity 1A
Estimated Time 25 Minutes
Objective To provide you with an opportunity to identify relevant state or territory
legislation, licensing requirements and responsible service of alcohol
principles.
1. Identify the legislation, regulations and licensing requirements that
govern your organisation in your particular State or Territory.

There are 11 special sorts of liquor licenses open in western Australia

Each grant class moves in permitted trading hours and the manner by
which liquor can be sold and given to the organization certain condition
can be moreover be constrained on an individual liquor license while the
workplace cant give express admonishment to competitors on what
license they should apply for they can give information on each great type
any person who needs to apply for a liquor grant the division is a huge
resource for fathom what license type might be applied to a specific field
tried methodology it is furthermore illicit for anyone to buy liquor for an
adolescent or give or give them liquor on approved or controlled
premisest

2. What are some of the principles of the responsible service of alcohol?

The principles of the responsible service of alcohol are :-

1 Try not to serve anybody younger than 18
2 perceive the indications of approaching and don’t serve anybody now.
3 deter supporters from participating in exercise which can hurt themselves or
other
Activity 1B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to describe acceptable proof of age and
how to confirm its validity.
1. Which documents may be used as acceptable proof of age?
The documents which used as acceptable proof of age are as follows
1 A flow drivers permit with a photo
2 A current identification
3 A current photograph credit
4 Evidence old enough card or comparable gave in any state or region.
5 A permit copy of the key pass card given by the post

2. When presented with proof of age, what should you check to verify its
validity?

When presented with proof of age following things should be checked verify its
validity
1 The date of birth must be confirmed that the person is of legal drinking age
2 The photo must match the appearance of the customer
 3 Ensure that a security feature is visible example hologram
4 inspect card for evidence of tampering or counter felt .

Activity 1C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to provide accurate information to
customers on alcoholic beverages according to organisation or house policy
and government legislation.
With another class member, role-play an interaction with a customer in which
you provide accurate information on alcoholic beverages according to
organisation or house policy and government legislation.
This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your
answer. It should detail what was done, when it was done, the time it was
completed in, the completed actions and the overall outcome of the tasks.

Nature of conversation
1 A refuse to serve alcoholic drink to intoxicated to customer offer another drink
to under 18 age customer
As a customer method of supplying information would be
a. Verbally
b. Websites
c. Using factsheet and advertising materials
d. Use of mandatary signage
e. The information I will provide to customer on alcoholic beverages
Activity 1D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify the range of non-alcoholic
beverages available for purchase within your organisation.
Make a list of the non-alcoholic beverages available for purchase within your
organisation. Where can customers find information about these?

Non alcoholic beverage available for purchase within our organization are :
1 tea and coffee
2 juices
3 Water
4 Minerals such as Lemonade ,dry ginger ,coca cola etc

Customer can find information about these through

1 Verbal exchange with vendor
2 listed item in drinks menu
3 signage around the point of sale .
Activity 1E
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify issues related to the sale or
service of alcohol to at risk customers, and describe how you incorporate this
into your service.
1. Which groups of people are ‘at risk’ when it comes to the sale and service
of alcohol?
The people at risk when it comes to sale of alcohol are
1 Pregnant women’s
2 Young People
3 People affected by the consumption of illicit and other drugs
4 Minors
5 Aboriginal and Torres strait islanders .

2. How do you incorporate provisions for ‘at risk’ groups into your service?

1 underage individuals and the individuals who purchas eon advantage of

adolescents
2 inebriated people
3 individuals influenced by the utilization of alcohols or medications
Activity 2A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to prepare and serve standard drinks or
samples according to industry requirements and professional standards.
Prepare a standard drink for each of the following:

 Beer
Full strength beer
285ml of 4tt 8 %
 Wine
Standard serve of rest wine
100ml of 13 %
1tt 0 Standard drinks
 Spirit.
High strength
30 ml of 40 %
1 tt 0 Standard drinks
Activity 2B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to describe techniques for encouraging
customers to drink within appropriate limits.
What are some of the ways that you can encourage a customer to drink
within appropriate limits?
some of the ways that you can encourage a customer to drink within
appropriate limits are
1 Ensure water is accessible to patrons
2 promote non alcoholic drinks or drinks with low alcohol content
3 reflect to signage
4 recognize the sign of intoxication and when to stop serving customers
5 Slow down your service wait for customer to re-order
Activity 2C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to recognise erratic drinking patterns as
an early sign of possible intoxication and describe appropriate action.
1. What are some of the indicators of erratic drinking patterns?
some of the indicators of erratic drinking patterns
1 mixing a wide range of drink types
2 drinking quickly and asking for more immediately
3 ordering more than one drinks for own consumption
4 ordering multiple samples
5 ordering triple shots or extra large drink

2. Which action might you take to tackle erratic drinking patterns on your
 premises?

Action might you take to tackle erratic drinking patterns on your premises
1 Recognise signs of erratic drinking pattern on your premises
2 offer alternative to alcohol such as non alcoholic beverages or food
3 Remove violent aggressive or anti social person from the premises

Activity 2D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to describe experiences with intoxicated
customers or with customers under the effects of drugs.
1. Have you ever encountered or dealt with an intoxicated person in your
work or personal social life? What were some of the indications that they
were intoxicated?
Sign of intoxication
1 Change of behaviour
2 Emotional and physical distance
3 Increase in noise level and drinks purchase

2. Have you ever encountered or dealt with a person under the influence of
drugs in your work or personal social life? What were some of the
indications that they had consumed drugs?

Indication of that person who has consumed drugs

1 Sniffly nose
2 Impaired thinking/paranoia
3 sweating / clamminess
4 poor co-ordination
5 Excessive Talkativeness
6 Red eye
Activity 2E
Estimated Time 10 Minutes
Objective To provide you with an opportunity to recognise appropriate occasions to
offer food and non-alcoholic beverages.
When might you offer a customer food or a non-alcoholic beverage?
1 To patrons showing signs of intoxication
2 to patrons who have had multiple alcoholic drinks
3 To patrons who have been drinking without food
4 To at risk person example pregnant women or those who appear to be under
the influences of drugs .
Activity 2F
Estimated Time 15 Minutes
Objective To provide you with an opportunity to recognise requests for alcohol service
that are irresponsible.
1. Which kinds of requests from customers, in relation to the service of
alcohol, would be considered irresponsible?

Requests from customers, in relation to the service of alcohol, would be

considered irresponsible are
1 Customer ordered triple shots
2 Place order for mixture of drinks
3 Exercise drinks
4 Served in an unusual receptacle ,example straight from keg ,
2. How would you respond to these types of requests?
1 Right of the bat, I need to ensure that I am declining their solicitations
2 Notice how I can help them in substitute
3 I will without a doubt clarify my exploitation behind refusal of their
solicitation .
4 Will disclose law to them
Activity 3A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to list criteria and strategies for assessing
intoxication.
1. What are some signs of intoxication that you may look for in order to
assess a person’s level of intoxication?
some signs of intoxication that you may look for in order to assess a
person’s level of intoxication are
1 Being perspective about clients conduct
2 Paying special mind to indication of inebriation in any individual
anywhere nearby
3 Watching out for client who consistently stay situated
4 Enough observing of the premises .

2. What are some strategies you might employ to help assess the
intoxication levels of customers?
To help access the inebriation levels of client or to evade unattended
separation and shame for clients it is truly imperative to know that a few
inabilities or other medical condition may have signs or indication that
are like the impact of devouring liquor .
Activity 3B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to take into account factors that may
affect individual responses to alcohol when assessing intoxication.
What factors may affect an individual’s response to alcohol?
 Gender
 Food consumption
 Health, weight , height or fitness
 Other substances taken
 General health
Activity 3C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify customers to whom sale or
service must be refused according to state and territory legislation.
According to legislation in your state/territory, to whom must the sale or
service of alcohol be refused?
 The client is inebriated
 The individual is adolescent
 The client is buying on the advantage of minor
 The client is affected by legitimate medication or different substances
Activity 4A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to refuse sale or service in a professional
manner, state reasons for the refusal, and where appropriate point out
signage.
With partner from your class, role-play an interaction with a customer in
which you must refuse service. In this interaction you must act in a
professional manner, state reasons for refusal, and point out signage, where
applicable.

This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your
answer. It should detail what was done, when it was done, the time it was
completed in, the completed actions and the overall outcome of the tasks.
Details : A drunk man want to order wine and the waiters refused him when :
22/09/2020 1:00 pm
Action : Explain the rules and provide the alternative drinks ( Soft drinks ,juice ,
tea . coffee . and water )
Outcomes : customer left
Performed /role played in the class to trainer
Activity 4B
Estimated Time 10 Minutes
Objective To provide you with an opportunity to describe appropriate assistance for
customers who have been refused service.
Which assistance might you offer to a customer who has been refused service
on your premises?
When at 12: 00 PM
Outcomes : this act helped to understand the situation better
Perfumed role played in the class with groups to trainer Role play
Customer : Pour me another drink
Me : I cant pour you another drink sir , but I can offer you sodas or cold drink
which are alcohol free
Customer : if u cant give me alcohol drinks then I am leaving !
Me : sir your BAC is not 0.00 so it is illegal for you to drive right now I suggest
you to please use our organizational transport or I can book you on uber
Customer : I want you to call me an uber since I cant drive Thank you for your
suggestion
Me : it was pleasure having you sir .
Activity 4C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to describe appropriate times to give
verbal warnings and/or to ask them to leave the premises according to
organisational or house requirements, the specific situation and provisions of
state or territory legislation and regulations.
1. When might it be necessary to give a verbal warning to a customer?
1 When a customer is acting belligerent rude or aggressive
2 When a customer is unsafe to themselves or those around them
3 when a customer who has been refused service continues to attempt to
purchase drink s or request other buy drinks on their behalf
2. What is your organisation’s policy and procedure for asking customers to
leave the premises? What steps might you take if a customer refuses to
leave?
The authoritative strategy is to offer them taxi and when they are being
approached to leave the premises further more in the event that they would
prefer not to ride a taxi , should offer them hierarchical vehicle .
In any case ,in the event that the client wont leave I may caution them to call
security or police .
Activity 4D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to use appropriate communication and
conflict resolution skills to handle difficult situations.
With a partner from your class, role-play a scenario in which you must use
appropriate communication and conflict resolution skills to handle a difficult
situation with a customer.
In a pretend of having strife circumstances with a client
1 As a specialist co-op I will keep tone of my voice ojuward appearances and
language quiet
2 Additionally I will stay away from forceful and hostile to social clientstt
3 it the client will be forceful and impolite I will attempt to have an ordinary
discussion with companions of client .

This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your
answer. It should detail what was done, when it was done, the time it was
completed in, the completed actions and the overall outcome of the tasks.
Details : A drunk man want to order wine and the waiters refused him
When : 22/11/2019 11: 00 am
Actions : Explain the rules and provide the alternative drinks ( soft drinks juice
tea coffee and water )
Outcomes : customer left
Performed /role played in the class to trainer
Activity 4E
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify the appropriate personnel to
whom difficult situations should be referred when beyond the scope of own
responsibility.
Within your own organisation, to whom would you refer difficult situations
that are beyond the scope of your own responsibility?
The learner should accurately identify the appropriate personnel for handling
difficult situations and/or security issues within their own organisation. This
may
include:
➢ More senior staff
➢ Nearby colleagues
➢ Security staff
➢ Authorities (as a last resort).
Appropriate personnel may be identified by name or job title.
Activity 4F
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify situations that pose a threat to
the safety or security of colleagues, customers or property.
1. Which kind of customer behaviours might indicate a potential safety or
security risk?
1 Raised voice
2 Presence of a weapon
3 verbal threats
4 offensive language
5 International damage to property
2. What is your own organisation’s policy and procedure for responding to
such risks?
1 What to do when there is a safety risk
2 When to seek assistance
3 From whom to seek assistance
4 Under what circumstances authorities should be contacted .
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.

Skills, knowledge and performance may be termed as:

 Skills – skill requirements, required skills, essential skills, foundation skills

 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence

 Performance – evidence requirements, critical aspects of assessment, performance

evidence.

Section A: Skills activity

The skills activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.

Section B: Knowledge activity (Q & A)

The knowledge activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.

Section C: Performance activity

The performance activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.
Section A: Skills activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

Reading skills to:

 Read at times complex information in:

o general regulatory and advisory information issued by local, or state and territory liquor
licensing authorities
o in house policies and procedures
o specific provisions of relevant state or territory legislation and licensing requirements
 Read a range of identification (ID) and proof of age documents, statutory signage, and
warning signs and wording within in house policies and procedures

Oral communication skills to:

 Provide complex information on responsible service of alcohol laws in a way that is easily
understandable for customers
 Speak firmly and clearly with intoxicated customers in a manner that de-escalates conflict

Numeracy skills to:

 Measure and calculate standard drinks or samples

 Determine customer’s age from date of birth on ID and proof of age documents

Learning skills to:

 Source relevant information on laws, regulations and codes of practice or conduct relating to
responsible service of alcohol and continuously update knowledge of changes in that
information

Teamwork skills to:

 Share customer information with team members to ensure proper responsible service of
alcohol practices within the organisation

Self-management skills to:

 Deal with hostile and uncooperative customers in a professional manner and in line with
organisational procedures
Answer the activity in as much detail as possible, considering your organisational requirements.

1. Read your in-house policy and procedure and explain, in your own words, at least THREE
requirements of your own job role verbally to a partner.

This activity will need to be observed, and a signed record of this observation (completed by
the assessor or third party) should be uploaded in your answer. It should detail what was
done, when it was done, the time it was completed in, the completed actions and the overall
outcome of the tasks.
The learner must demonstrate reading skills that are advanced enough to enable them to read
potentially complex information within their in-house policy and procedure. This should be
evidenced in the paraphrasing of sections of the policy and procedure they have read.

2. Manage a difficult situation with an uncooperative and intoxicated customer, demonstrating

that you can speak clearly and firmly with intoxicated customers in order to de-escalate
conflict. Your conduct must be professional and in line with your own organisation’s
procedures.

Where you are unable to manage an actual situation in real work practice, your assessor will
create a simulation in order for you to demonstrate your skills.

This activity will need to be observed, and a signed record of this observation (completed by
the assessor or third party) should be uploaded in your answer. It should detail what was
done, when it was done, the time it was completed in, the completed actions and the overall
outcome of the tasks.
The learner must demonstrate that they have strong oral communication skills and strong self-
management skills. When dealing with intoxicated customers, the learner must demonstrate
that
they can speak clearly and firmly in order to de-escalate conflict and that they can follow all
applicable in-house policies and procedures for responding to intoxicated customers. For
example, offering alternatives to alcohol or asking the person to leave the premises.

3. Check the IDs of at least THREE customers to ensure they are of legal drinking age.

This activity will need to be observed, and a signed record of this observation (completed by
the assessor or third party) should be uploaded in your answer. It should detail what was
done, when it was done, the time it was completed in, the completed actions and the overall
outcome of the tasks.
The learner must demonstrate that they are able to identify the relevant information on an ID
and correctly calculate the person’s age using this information, i.e. date of birth.

4. Research the applicable code(s) of conduct and code(s) of practice relating to the responsible
service of alcohol in your own state/territory.
The learner must demonstrate that they are able to conduct independent research in order to
manage their own learning and increase their own knowledge. They may conduct research
online
or using materials available within the organisation. The information they provide should be
current and fulfil the criteria of being relevant to the responsible service of alcohol and to the
state/territory of the learner.
5. Monitor the customers on your premises over the course of your shift. Before your shift ends
(or mid-shift if your shift is the final shift), share customer information with a team member to
ensure that the proper responsible service of alcohol is ensured after you have left.

This activity will need to be observed, and a signed record of this observation (completed by
the assessor or third party) should be uploaded in your answer. It should detail what was
done, when it was done, the time it was completed in, the completed actions and the overall
outcome of the tasks.
The learner must demonstrate that they are able to share relevant information with team
members in order to ensure the responsible service of alcohol throughout the course of
business
and even if their own shift has ended. In the scenario given, for example, the learner may tell
team members to be alert to specific customers who have been drinking for a long time or
heavily.
Section B: Knowledge activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

 Public interest reasons for implementing responsible service of alcohol (RSA)

practices

 Ways of assessing intoxication

 Customers to whom sale or service must be refused according to state and territory
legislation

 Impact of excessive drinking on:

o local neighbourhood and community

o the night-time economy

o premises and staff

o customers

o particular types of customers who are at heightened risk

o physical and mental health of individuals who drink to excess

o productivity of individuals who drink to excess

o those around the person drinking to excess

o government agencies

 Key agencies and how to source relevant information on laws, regulations and
codes of practice or conduct

 Methods of supplying information on responsible sale or service of alcohol to

customers

 Current promotional and strategic community education campaigns developed and

conducted by agencies and industry groups

 Effects of alcohol on:

o emotional state

o health

o physical alertness

 Factors that affect individual responses to alcohol

 Time for effects of alcohol to be registered

  What constitutes a standard drink for different beverage types and acceptable
measures of alcohol

 Indicators of erratic drinking patterns

 Ways of assessing customers affected by the consumption of illicit and other drugs

 Communications methods used when refusing service

 Appropriate means of assistance to be offered when refusing service

 Principles of responsible delivery of packaged liquor

 Principles of responsible service of alcohol, and their purpose and benefits

 Principles of harm minimisation and community safety described in the

jurisdiction’s liquor legislation

 Strategies to minimise the harm associated with liquor abuse

 Key provisions of liquor laws and regulations at a depth relevant to the scope of job
responsibility in licensed premises and the following general requirements of liquor
legislation and information that must be customised for each State or Territory

 Legal restrictions on alcohol use customised to state or territory legislation

 Intoxication provisions of liquor licensing laws

 Legal drink and drive limits customised to state or territory legislation

 Organisation specific policies and procedures for the responsible sale or service of
alcohol.

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

1. alcohol (RSA) practices?

➢ Government and community concern with alcohol misuse and abuse
➢ Alcohol-impaired driving accidents, crime, public violence, family violence and anti-social
behaviour associated with alcohol abuse.

1. What are some of the ways that you can assess intoxication?

The some of the way that we can assess intoxication are :

➢ Observing changes in behaviour
➢ Observing emotional and physical state
➢ Monitoring noise levels and drink purchases.
2. To whom must sale or service be refused according to state and territory legislation?
➢ Minors and those purchasing on behalf of minors
➢ Intoxicated persons
➢ Persons affected by the consumption of illicit and other drugs.

3. Which groups of people may be affected by the excessive drinking of customers?

➢ Local neighbourhood and community
 ➢ The night-time economy
➢ Premises and staff
➢ Customers
➢ Particular types of customers who are at heightened risk:
o Aboriginal and Torres Strait Islanders
o minors
o people affected by the consumption of illicit and other drugs
o women, particularly pregnant women
o young people
➢ Physical and mental health of individuals who drink to excess
➢ Productivity of individuals who drink to excess
➢ Those around the person drinking to excess:
o family
o friends
o colleagues
➢ Government agencies:
o local police
o health facilities
o road authorities
o local councils.

4. In your state or territory, which are the key agencies from which you can source relevant
information on laws, regulations and codes of practice or conduct?
For example, the following are some key agencies for the states/territories of Australia:
➢ ACT – Access Canberra, https://www.accesscanberra.act.gov.au/
➢ NSW – Office of Liquor, Gaming and Racing,
https://www.liquorandgaming.justice.nsw.gov.au/
➢ NT – Northern Territory Licensing Commission, https://nt.gov.au
➢ QLD – Office of Liquor and Gaming Regulation/Queensland Government Business and
Industry Portal, https://www.business.qld.gov.au
➢ SA – Consumer and Business Services, http://www.cbs.sa.gov.au/
➢ TAS – Department of Treasury and Finance, http://www.treasury.tas.gov.au/
➢ VIC – Victorian Commission for Gambling and Liquor Regulation,
http://www.vcglr.vic.gov.au/
➢ WA – Department of Racing, Gaming and Liquor,
http://www.rgl.wa.gov.au/Default.aspx?NodeId=64

5. What are some suitable methods of supplying information on the responsible sale or service of
alcohol to customers?
➢ Use of fact sheets and advertising material that comply with legislative requirements
➢ Use of mandatory signage
➢ Verbally
➢ Websites.
6. Conduct your own research to determine which promotional and strategic community
education campaigns are being conducted by an agency or industry group relevant to your
state/territory in relation to alcohol and its sale and service.
The learner must demonstrate that they can conduct their own research to keep their
knowledge
 current and must identify current promotional campaigns from relevant agencies, where
they

exist.

7. What are the effects of alcohol on the emotional state, health and physical alertness of
individuals?
The learner must demonstrate that they have an awareness of the effects that alcohol may
have
on emotional state, health and physical alertness. They may draw upon their own knowledge
and
experience to answer, or conduct independent research to give a more precise response.

8. What are the factors that will affect an individual’s response to alcohol?
➢ Food consumption
➢ Gender
➢ General health
➢ Rate of consumption
➢ Other substances taken
➢ Weight.
9. How much time does it take for the effects of alcohol to be registered?
On average, it takes 30 minutes to 2 hours for the effects of alcohol to register in the human
body.
10. What constitutes a standard drink for different beverage types and acceptable measures of
alcohol? Give examples.
➢ 285ml glass of 4.8% beer = 1.1 standard drinks
➢ 100ml of 13% red wine = 1 standard drink
➢ 30ml of 40% spirit = 1 standard drink.
11. List some indicators of erratic drinking patterns.
➢ Mixing a wide range of drink types
➢ Drinking quickly and asking for more immediately
➢ Ordering more than one drink for own consumption
➢ Mixing alcohol consumption with consumption of prescription or illicit drugs
➢ Consistently returning to the tasting site to request more samples
➢ Ordering multiple samples
➢ Ordering large samples
➢ Ordering ‘triple shots’ or extra-large drinks.
12. How might you assess customers affected by the consumption of illicit and other drugs?
➢ Red or glassy eyes
➢ Sniffly nose
➢ Impaired thinking
➢ Paranoia
➢ Excessive talkativeness
➢ Sweating / clamminess
➢ Tremors
➢ Staggering
➢ Lethargy
➢ Poor co-ordination
 ➢ Hyperactivity.
13. List suitable communication methods for refusing service.
➢ Using open and non-aggressive body language
➢ Using a number of strategies to defuse a situation:
o taking the person away from an audience
o blaming the refusal on ‘the law’
➢ Monitoring the reactions of other customers
➢ Picking early warning signs and intervening before the person is intoxicated
➢ Not using physical touch or body language
➢ Remaining calm and using tactful language.
14. What are some appropriate means of assistance to be offered when refusing service?
➢ Assisting the customer to connect with their designated driver
➢ Offering alternatives to alcohol:
o food
o non-alcoholic drinks
➢ Organising transport for customers wishing to leave
➢ Providing information on taxis.
15. What are the principles of delivering packaged liquor responsibly?
➢ Ensuring adequate instruction to person delivering liquor
➢ Seeking proof that the delivery is being received by a person over the age of 18
➢ Procedures for delivering alcohol to an unoccupied premises.
16. What are some of the principles of the responsible service or alcohol?
➢ Refuse entry and/or service to intoxicated persons
➢ Strictly enforce the minimum drinking age (18 in all States and Territories)
➢ Monitor and prohibit the promotion and running of activities that encourage excessive
drinking or drinking that leads to rapid intoxication
➢ Ensure that alternatives to alcoholic beverages are available to drinking patrons, e.g.
water, non-alcoholic beverages, food, etc.
➢ Minimise anti-social behaviour.
17. What principles of harm minimisation and community safety are described in your
jurisdiction’s liquor legislation?
The learner must research the relevant principles using the liquor legislation relating to their
own
state/territory. A list of the liquor legislation applicable to each state/territory is available in
section 1.1 of this unit. All information correct at the time of writing (June 2016).
18. Which strategies are laid down to minimise the harm associated with liquor abuse in:

 Legislation and codes of conduct developed by government agencies and industry

groups
 Organisational policies.

19. Source copies of liquor laws and regulations that apply in your state/territory and highlight the
relevant section(s) that outline the general requirements for each of the following:

 Legislative definition of intoxication; intoxicated person and unduly intoxicated

 Role of individual staff members and supervisors or managers in providing responsible
service of alcohol, and seller or server duty of care and liability
 Requirement to adopt and use statutory signage on the premises for the entire range
of circumstances applicable to the organisation
  Requirements for mandatory content of warning signs and wording in advertising or
promotional material of any form
 Requirements relating to the remote sale and delivery of alcohol sales generated via
the telephone, fax, email, internet or mail
 Requirements for proof of age and obligations to minors under local legislation
 Provisions for retaining and reporting falsified proof of age documents
 Provisions for requiring someone to leave the premises
 Transportation options for customers who have been removed from the premises
 Procedures for barring customers from premises
 Opening and closing hour provisions
 Requirements for monitoring noise and disturbances in and around licensed premises
 Requirements described by an in house policy, standard or code of practice or conduct
for patrons and RSA staff in regard to responsible serving principles adopted by venue
management
 Organisational training and training record keeping requirements to maintain currency
in RSA certification
 Products that are banned or undesirable when responsibly selling or serving alcohol
 Personal and business implications of breaching any laws, regulations, government or
industry-driven codes of practice or conduct
 Offences relating to the sale or service of alcohol and ramifications of non-compliance
with the law and industry codes for the organisation, licensee and individual staff
members.

With a partner, discuss the implications of each of these requirements in relation to your own
organisation and job role.

20. What are the legal restrictions on alcohol use in your state/territory?
The learner’s answers should be accurate for their state/territory and may cover aspects such
as
legal drinking age, drink and drive limits and provisions for the service of alcohol to intoxicated
persons.
21. What are the intoxication provisions of liquor licensing laws?
Liquor must not be served to intoxicated persons.
22. What is the legal drink and drive limit in your state or territory?
A BAC of 0.05% is the legal drink and drive limit in Australia.
23. Outline policies and procedures for the responsible sale or service of alcohol that are specific
to your organisation.
The learner’s answer must be an accurate summary of policies and procedures that
are specific
to their organisation and accurately describe in-house RSA principles as they apply
in the work
practice of their specific job role.Section C: Performance activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

 Interpret the legal requirements for responsible sale or service of alcohol for the local state
or territory law

 Document organisational policies and procedures that must be followed for the responsible
sale or service of alcohol

 Identify at least three early indicators of intoxication and identify suitable intervention
strategies to prevent intoxication

 Demonstrate procedure to refuse sale or service of alcohol and assist each of the following
groups of intoxicated customers:

o those in emotional or physical distress

o those with no food consumption during extended service of alcohol

o those who appear to be under the effect of illicit substances or other drugs

 Demonstrate organisational or house requirements and use effective communication and

conflict-resolution skills when asking the following different intoxicated customers to leave
the premises:

o one compliant customer

o one difficult customer refusing to leave.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Interpret the legal requirements for responsible sale or service of alcohol for the local state or
territory law.
The learner must use relevant and current sources to identify and interpret their own legal
requirements, as applicable in their specific state or territory. This may cover aspects such as
legal requirements for service or sale, such as legal drinking age or liquor licenses, as well as
practices that a worker serving or selling alcohol may have to adhere to, such as asking for
proof
of age, or refusing service when necessary.
2. Document organisational policies and procedures that must be followed for the responsible
sale or service of alcohol.
The learner should identify and gather all organisational policies and procedures that must be
followed for the responsible sale or service of alcohol in order to create a broad understanding
of
their legal requirements as servers or vendors of alcohol.
3. Identify at least THREE early indicators of intoxication and identify suitable intervention
strategies to prevent intoxication.
The learner must monitor customers for early indicators of intoxication and identify suitable
strategies for preventing intoxication. For example:
➢ Wait for customers to re-order rather than offering refills
➢ Slow pace of service – serve other patrons first, for example
➢ Ensure water is accessible to patrons so they can drink water between or with alcoholic
drinks
➢ Promote non-alcoholic drinks or drinks with low alcohol content
➢ Refer to signage that outlines the venue’s drinking policies and serving limits
➢ Recognise the signs of intoxication and when to stop serving customers
➢ Refuse service when necessary
➢ Ask customers to leave the premises when necessary.
4. Demonstrate procedure to refuse sale or service of alcohol and assist each of the following
groups of intoxicated customers:

 Those in emotional or physical distress

 Those with no food consumption during extended service of alcohol
 Those who appear to be under the effect of illicit substances or other drugs.

5. Demonstrate organisational or house requirements and use effective communication and

conflict-resolution skills when asking the following different intoxicated customers to leave
the premises:

 One compliant customer

 One difficult customer refusing to leave.