D1.HBS.CL5.03 Trainer Guide...D1.HBS.CL5.03 Trainer Guide Manage responsible service of alcohol D1.HBS.CL5.03 Trainer Guide Project Base William Angliss Institute of TAFE 555 La Trobe

Manage responsible service of alcohol

D1.HBS.CL5.03

Trainer Guide

Manage responsible

service of alcohol

D1.HBS.CL5.03

Trainer Guide

Project Base

William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330

Acknowledgements

Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writer: Alan Hickman Project Manager: Alan Maguire Editor: Jim Irwin DTP/Production: Daniel Chee, Mai Vu, Kaly Quach

The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam.

The ASEAN Secretariat is based in Jakarta, Indonesia.

General Information on ASEAN appears online at the ASEAN Website: www.asean.org.

All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Front Office, Food and Beverage Services and Food Production Divisions”.

This publication is supported by the Australian Government’s aid program through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II).

Copyright: Association of Southeast Asian Nations (ASEAN) 2013.

All rights reserved.

Disclaimer

Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page.

Some images appearing in this resource have been purchased from stock photography suppliers Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and Media Library. Some images have been provided by and are the property of William Angliss Institute.

Additional images have been sourced from Flickr and SXC and are used under Creative Commons licence: http://creativecommons.org/licenses/by/2.0/deed.en

File name: TG_Manage_RSA_refined

http://www.asean.org/

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© ASEAN 2013 Trainer Guide

Manage responsible service of alcohol

Table of contents

Competency Based Training (CBT) and assessment - An introduction for trainers ........... 1

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 17

Recommended training equipment ............................................................................... 117

Instructions for Trainers for using PowerPoint – Presenter View ................................... 119

Appendix – ASEAN acronyms ...................................................................................... 121

© ASEAN 2013 Trainer Guide Manage responsible service of alcohol

Competency Based Training (CBT) and assessment – An introduction for trainers


Manage responsible service of alcohol 1

Competency Based Training (CBT) and

assessment - An introduction for trainers

Competency

Competency refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace.

Competency requires the application of specified knowledge, skills and attitudes relevant to effective participation, consistently over time and in the workplace environment.

The essential skills and knowledge are either identified separately or combined.

Knowledge identifies what a person needs to know to perform the work in an informed and effective manner.

Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Attitude describes the founding reasons behind the need for certain knowledge or why skills are performed in a specified manner.

Competency covers all aspects of workplace performance and involves:

Performing individual tasks

Managing a range of different tasks

Responding to contingencies or breakdowns

Dealing with the responsibilities of the workplace

Working with others.

Unit of Competency

Like with any training qualification or program, a range of subject topics are identified that focus on the ability in a certain work area, responsibility or function.

Each manual focuses on a specific unit of competency that applies in the hospitality workplace.

In this manual a unit of competency is identified as a ‘unit’.

Each unit of competency identifies a discrete workplace requirement and includes:

Knowledge and skills that underpin competency

Language, literacy and numeracy

Occupational safety and health requirements.

Each unit of competency must be adhered to in training and assessment to ensure consistency of outcomes.


2 © ASEAN 2013 Trainer Guide Manage responsible service of alcohol

Element of Competency

An element of competency describes the essential outcomes within a unit of competency.

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

In this manual elements of competency are identified as an ‘element’.

Performance criteria

Performance criteria indicate the standard of performance that is required to demonstrate achievement within an element of competency. The standards reflect identified industry skill needs.

Performance criteria will be made up of certain specified skills, knowledge and attitudes.

Learning

For the purpose of this manual learning incorporates two key activities:

Training

Assessment.

Both of these activities will be discussed in detail in this introduction.

Today training and assessment can be delivered in a variety of ways. It may be provided to participants:

On-the-job – in the workplace

Off-the-job – at an educational institution or dedicated training environment

As a combination of these two options.

No longer is it necessary for learners to be absent from the workplace for long periods of time in order to obtain recognised and accredited qualifications.

Learning Approaches

This manual will identify two avenues to facilitate learning:

Competency Based Training (CBT)

This is the strategy of developing a participant’s competency.

Educational institutions utilise a range of training strategies to ensure that participants are able to gain the knowledge and skills required for successful:

Completion of the training program or qualification

Implementation in the workplace.

The strategies selected should be chosen based on suitability and the learning styles of participants.




Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.

Educational institutions utilise a range of assessment strategies to ensure that participants are assessed in a manner that demonstrates validity, fairness, reliability, flexibility and fairness of assessment processes.

Flexibility in Learning

It is important to note that flexibility in training and assessment strategies is required to meet the needs of participants who may have learning difficulties. The strategies used will vary, taking into account the needs of individual participants with learning difficulties. However they will be applied in a manner which does not discriminate against the participant or the participant body as a whole.

Catering for Participant Diversity

Participants have diverse backgrounds, needs and interests. When planning training and assessment activities to cater for individual differences, trainers and assessors should:

Consider individuals’ experiences, learning styles and interests

Develop questions and activities that are aimed at different levels of ability

Modify the expectations for some participants

Provide opportunities for a variety of forms of participation, such as individual, pair and small group activities

Assess participants based on individual progress and outcomes.

The diversity among participants also provides a good reason for building up a learning community in which participants support each other’s learning.

Participant Centred Learning

This involves taking into account structuring training and assessment that:

Builds on strengths – Training environments need to demonstrate the many positive features of local participants (such as the attribution of academic success to effort, and the social nature of achievement motivation) and of their trainers (such as a strong emphasis on subject disciplines and moral responsibility). These strengths and uniqueness of local participants and trainers should be acknowledged and treasured

Acknowledges prior knowledge and experience – The learning activities should be planned with participants’ prior knowledge and experience in mind

Understands learning objectives – Each learning activity should have clear learning objectives and participants should be informed of them at the outset. Trainers should also be clear about the purpose of assignments and explain their significance to participants

Teaches for understanding – The pedagogies chosen should aim at enabling participants to act and think flexibly with what they know

Teaches for independent learning – Generic skills and reflection should be nurtured through learning activities in appropriate contexts of the curriculum. Participants should be encouraged to take responsibility for their own learning

Enhances motivation – Learning is most effective when participants are motivated. Various strategies should be used to arouse the interest of participants



Makes effective use of resources – A variety of teaching resources can be employed as tools for learning

Maximises engagement – In conducting learning activities, it is important for the minds of participants to be actively engaged

Aligns assessment with learning and teaching – Feedback and assessment should be an integral part of learning and teaching

Caters for learner diversity – Trainers should be aware that participants have different characteristics and strengths and try to nurture these rather than impose a standard set of expectations.

Active Learning

The goal of nurturing independent learning in participants does not imply that they always have to work in isolation or solely in a classroom. On the contrary, the construction of knowledge in tourism and hospitality studies can often best be carried out in collaboration with others in the field. Sharing experiences, insights and views on issues of common concern, and working together to collect information through conducting investigative studies in the field (active learning) can contribute a lot to their eventual success.

Active learning has an important part to play in fostering a sense of community in the class. First, to operate successfully, a learning community requires an ethos of acceptance and a sense of trust among participants, and between them and their trainers. Trainers can help to foster acceptance and trust through encouragement and personal example, and by allowing participants to take risks as they explore and articulate their views, however immature these may appear to be. Participants also come to realise that their classmates (and their trainers) are partners in learning and solving.

Trainers can also encourage cooperative learning by designing appropriate group learning tasks, which include, for example, collecting background information, conducting small-scale surveys, or producing media presentations on certain issues and themes. Participants need to be reminded that, while they should work towards successful completion of the field tasks, developing positive peer relationships in the process is an important objective of all group work.

Competency Based Training (CBT)

Principle of Competency Based Training

Competency based training is aimed at developing the knowledge, skills and attitudes of participants, through a variety of training tools.

Training Strategies

The aims of this curriculum are to enable participants to:

Undertake a variety of subject courses that are relevant to industry in the current environment

Learn current industry skills, information and trends relevant to industry

Learn through a range of practical and theoretical approaches

Be able to identify, explore and solve issues in a productive manner




Be able to become confident, equipped and flexible managers of the future

Be ‘job ready’ and a valuable employee in the industry upon graduation of any qualification level.

To ensure participants are able to gain the knowledge and skills required to meet competency in each unit of competency in the qualification, a range of training delivery modes are used.

Types of Training

In choosing learning and teaching strategies, trainers should take into account the practical, complex and multi-disciplinary nature of the subject area, as well as their participant’s prior knowledge, learning styles and abilities.

Training outcomes can be attained by utilising one or more delivery methods:

Lecture/Tutorial

This is a common method of training involving transfer of information from the trainer to the participants. It is an effective approach to introduce new concepts or information to the learners and also to build upon the existing knowledge. The listener is expected to reflect on the subject and seek clarifications on the doubts.

Demonstration

Demonstration is a very effective training method that involves a trainer showing a participant how to perform a task or activity. Through a visual demonstration, trainers may also explain reasoning behind certain actions or provide supplementary information to help facilitate understanding.

Group Discussions

Brainstorming in which all the members in a group express their ideas, views and opinions on a given topic, is a free flow and exchange of knowledge among the participants and the trainer. The discussion is carried out by the group on the basis of their own experience, perceptions and values. This will facilitate acquiring new knowledge. When everybody is expected to participate in the group discussion, even the introverted persons will also get stimulated and try to articulate their feelings.

The ideas that emerge in the discussions should be noted down and presentations are to be made by the groups. Sometimes consensus needs to be arrived at on a given topic. Group discussions are to be held under the moderation of a leader guided by the trainer. Group discussion technique triggers thinking process, encourages interactions and enhances communication skills.

Role Play

This is a common and very effective method of bringing into the classroom real life situations, which may not otherwise be possible. Participants are made to enact a particular role so as to give a real feel of the roles they may be called upon to play. This enables participants to understand the behaviour of others as well as their own emotions and feelings. The instructor must brief the role players on what is expected of them. The role player may either be given a ready-made script, which they can memorise and enact, or they may be required to develop their own scripts around a given situation. This technique is extremely useful in understanding creative selling techniques and human relations. It can be entertaining and energising and it helps the reserved and less literate to express their feelings.



Simulation Games

When trainees need to become aware of something that they have not been conscious of, simulations can be a useful mechanism. Simulation games are a method based on "here and now" experience shared by all the participants. The games focus on the participation of the trainees and their willingness to share their ideas with others. A "near real life" situation is created providing an opportunity to which they apply themselves by adopting certain behaviour. They then experience the impact of their behaviour on the situation. It is carried out to generate responses and reactions based on the real feelings of the participants, which are subsequently analysed by the trainer.

While use of simulation games can result in very effective learning, it needs considerable trainer competence to analyse the situations.

Individual /Group Exercises

Exercises are often introduced to find out how much the participant has assimilated. This method involves imparting instructions to participants on a particular subject through use of written exercises. In the group exercises, the entire class is divided into small groups, and members are asked to collaborate to arrive at a consensus or solution to a problem.

Case Study

This is a training method that enables the trainer and the participant to experience a real life situation. It may be on account of events in the past or situations in the present, in which there may be one or more problems to be solved and decisions to be taken. The basic objective of a case study is to help participants diagnose, analyse and/or solve a particular problem and to make them internalise the critical inputs delivered in the training. Questions are generally given at the end of the case study to direct the participants and to stimulate their thinking towards possible solutions. Studies may be presented in written or verbal form.

Field Visit

This involves a carefully planned visit or tour to a place of learning or interest. The idea is to give first-hand knowledge by personal observation of field situations, and to relate theory with practice. The emphasis is on observing, exploring, asking questions and understanding. The trainer should remember to brief the participants about what they should observe and about the customs and norms that need to be respected.

Group Presentation

The participants are asked to work in groups and produce the results and findings of their group work to the members of another sub-group. By this method participants get a good picture of each other's views and perceptions on the topic and they are able to compare them with their own point of view. The pooling and sharing of findings enriches the discussion and learning process.

Practice Sessions

This method is of paramount importance for skills training. Participants are provided with an opportunity to practice in a controlled situation what they have learnt. It could be real life or through a make-believe situation.




Games

This is a group process and includes those methods that involve usually fun-based activity, aimed at conveying feelings and experiences, which are everyday in nature, and applying them within the game being played. A game has set rules and regulations, and may or may not include a competitive element. After the game is played, it is essential that the participants be debriefed and their lessons and experiences consolidated by the trainer.

Research

Trainers may require learners to undertake research activities, including online research, to gather information or further understanding about a specific subject area.

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

Competency based assessment is aimed at compiling a list of evidence that shows that a person is competent in a particular unit of competency.

Competencies are gained through a multitude of ways including:

Training and development programs

Formal education

Life experience

Apprenticeships

On-the-job experience

Self-help programs.

All of these together contribute to job competence in a person. Ultimately, assessors and participants work together, through the ‘collection of evidence’ in determining overall competence.

This evidence can be collected:

Using different formats

Using different people

Collected over a period of time.

The assessor, who is ideally someone with considerable experience in the area being assessed, reviews the evidence and verifies the person as being competent or not.

Flexibility in Assessment

Whilst allocated assessment tools have been identified for this subject, all attempts are made to determine competency and suitable alternate assessment tools may be used, according to the requirements of the participant.

The assessment needs to be equitable for all participants, taking into account their cultural and linguistic needs.



Competency must be proven regardless of:

Language

Delivery Method

Assessment Method.

Assessment Objectives

The assessment tools used for subjects are designed to determine competency against the ‘elements of competency’ and their associated ‘performance criteria’.

The assessment tools are used to identify sufficient:

a) Knowledge, including underpinning knowledge

b) Skills

c) Attitudes

Assessment tools are activities that trainees are required to undertake to prove participant competency in this subject.

All assessments must be completed satisfactorily for participants to obtain competence in this subject. There are no exceptions to this requirement, however, it is possible that in some cases several assessment items may be combined and assessed together.

Types of Assessment

Allocated Assessment Tools

There are a number of assessment tools that are used to determine competency in this subject:

Work projects

Written questions

Oral questions

Third Party Report

Observation Checklist.

Instructions on how assessors should conduct these assessment methods are explained in the Assessment Manuals.

Alternative Assessment Tools

Whilst this subject has identified assessment tools, as indicated above, this does not restrict the assessor from using different assessment methods to measure the competency of a participant.

Evidence is simply proof that the assessor gathers to show participants can actually do what they are required to do.

Whilst there is a distinct requirement for participants to demonstrate competency, there are many and diverse sources of evidence available to the assessor.

Ongoing performance at work, as verified by a supervisor or physical evidence, can count towards assessment. Additionally, the assessor can talk to customers or work colleagues to gather evidence about performance.




A range of assessment methods to assess competency include:

Practical demonstrations

Practical demonstrations in simulated work conditions

Problem solving

Portfolios of evidence

Critical incident reports

Journals

Oral presentations

Interviews

Videos

Visuals: slides, audio tapes

Case studies

Log books

Projects

Role plays

Group projects

Group discussions

Examinations.

Recognition of Prior Learning

Recognition of Prior Learning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject.

Also known as a Skills Recognition Audit (SRA), this process is a learning and assessment pathway which encompasses:

Recognition of Current Competencies (RCC)

Skills auditing

Gap analysis and training

Credit transfer.

Assessing competency

As mentioned, assessment is the process of identifying a participant’s current knowledge, skills and attitudes sets against all elements of competency within a unit of competency. Traditionally in education, grades or marks were given to participants, dependent on how many questions the participant successfully answered in an assessment tool.

Competency based assessment does not award grades, but simply identifies if the participant has the knowledge, skills and attitudes to undertake the required task to the specified standard.



Therefore, when assessing competency, an assessor has two possible results that can be awarded:

Pass Competent (PC)

Not Yet Competent (NYC).

Pass Competent (PC)

If the participant is able to successfully answer or demonstrate what is required, to the expected standards of the performance criteria, they will be deemed as ‘Pass Competent’ (PC).

The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the necessary knowledge, skills and attitudes in all assessment tasks for a unit.

Not Yet Competent’ (NYC)

If the participant is unable to answer or demonstrate competency to the desired standard, they will be deemed to be ‘Not Yet Competent’ (NYC).

This does not mean the participant will need to complete all the assessment tasks again. The focus will be on the specific assessment tasks that were not performed to the expected standards.

The participant may be required to:

a) Undertake further training or instruction

b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.

Competency standard



Competency standard

UNIT TITLE: MANAGE RESPONSIBLE SERVICE OF ALCOHOL NOMINAL HOURS: 15

UNIT NUMBER: D1.HBS.CL5.03

UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to manage responsible service of alcohol in a range of settings within the hotel industries workplace context

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Maintain a responsible drinking

environment within a licensed environment

1.1 Identify customers who should be refused service

1.2 Apply enterprise and licensing authority eligibility standards and/or requirements to be served alcohol

1.3 Explain restrictions for service courteously and diplomatically

1.4 Request proof of age prior to service where appropriate

Element 2: Dispense alcoholic beverages

2.1 Prepare and serve standard drinks

2.2 Decline request for drinks that exceed standard limits politely and advise reason/s for refusal

2.3 Provide accurate advice to customers on alcoholic beverages if required

2.4 Refuse service to intoxicated customers in a suitable and consistent manner

Unit Variables

The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment

This unit applies to all industry sectors that require to manage the responsible service of alcohol within the labour divisions of the hotel and travel industries and may include:

1. Food and Beverage Service

Licensed environment may relate to:

Hotels

Restaurants

Bars

Night clubs

Gaming venues.

Competency standard


Element 3: Ensure customers drink within appropriate

limits

3.1 Assess intoxication levels of customers

3.2 Offer assistance to intoxicated customers politely

3.3 Refer difficult situations to an appropriate person within the establishment

3.4 Seek assistance from appropriate people for situations which pose a threat to safety or security of colleagues, customers or property

Restrictions for service should relate to:

Customers behaving in an intoxicated manner

Customers behaving in a violent or disorderly manner

Under-age persons

Persons under an exclusion order

Persons requesting service outside licensing hours

Safe drinking and/or responsible service of alcohol guidelines.

Proof of age may include:

Passport

License

Birth-certificate

Photo ID cards.

Standard drinks may relate to:

Defined amounts contained within drinking guidelines

As defined by local authorities

As defined on bottled products.

Advice may relate to:

Types

Strengths

Standard drinks

Restrictions on use

Effects.

Competency standard



Intoxicated customers may refer to:

Drunk

Disorderly due to alcohol consumption

Showing signs of excess consumption of alcohol.

Assess intoxication levels may include:

Observation of changes in behaviour

Monitoring noise levels

Monitoring drink orders

Slowing service.

Assistance may include:

Organising transport for customers wishing to leave

Offering food and non-alcoholic drinks

Assisting customers to leave.

Appropriate person may include:

Manager

Security personnel on site.

Appropriate people may include:

Police

Ambulance.

Competency standard


Assessment Guide

The following skills and knowledge must be assessed as part of this unit:

Knowledge of the effects of alcohol and factors which influence effects

Knowledge of legal requirements for alcohol service and consumption

Knowledge of the benefits in creating a responsible licensed drinking environment to self, colleagues and customers

Knowledge of ways of assessing intoxication of customers.

Linkages To Other Units

Note: The unit Manage and control conflict situations should be completed prior to commencing this unit

Prepare and serve cocktails

Process liquor sales at a bar facility

Operate a bar facility

Customers assistance appropriate to situation and level of responsibility.

Critical Aspects of Assessment

Evidence of the following is essential:

Demonstrated understanding of legal requirements and the principles of responsible service of alcohol

Demonstrated ability to maintain a responsible drinking environment using appropriate communication, conflict resolution and anger management techniques

Demonstrated ability to offer.

Competency standard



Context of Assessment

This unit may be assessed on or off the job:

Assessment should include practical demonstration of managing the responsible service of alcohol either in the workplace or through a simulation activity, supported by a range of methods to assess underpinning knowledge

Assessment must relate to the individual’s work area or area of responsibility

Assessment should include practical demonstration of the ability to maintain a responsible drinking environment either in the workplace or through a simulation activity, supported by a range of methods to assess underpinning knowledge

Assessment must include project or work activities that allow the candidate to respond to multiple and varying customer service and communication situations that require the application of responsible service of alcohol responsibilities/requirements.

Resource Implications

Training and assessment to include access to a real or simulated workplace; and access to workplace standards, procedures, policies, guidelines, tools and equipment.

Assessment Methods

The following methods may be used to assess competency for this unit:

Case studies

Observation of practical candidate performance

Oral and written questions

Portfolio evidence

Problem solving

Role plays

Competency standard


Third party reports completed by a supervisor

Project and assignment work.

Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively

Level 2 = competence to manage tasks

Level 3 = competence to use concepts for evaluating

Key Competencies Level Examples

Collecting, organising and analysing information

2 Assess customer condition before and during service of alcohol

Communicating ideas and information

2 Apply intervention techniques to restrict intoxication of customers

Planning and organising activities

2 Identify the most appropriate way to maintain a responsible drinking environment

Working with others and in teams

2 Ensure that colleagues are aware of planned interventions and agree on course of action to be taken

Using mathematical ideas and techniques

0

Solving problems 2 Defuse conflict

Using technology 0

Notes and PowerPoint slides




Slide

Slide No Trainer Notes

1. Trainer welcomes students to class and encourages participation.



Slide


2. Trainer advises students this Unit comprises three Elements, as listed on the slide explaining:

Each Element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail

Students can obtain more detail from their Trainee Manual

The course presents advice and information but where their workplace requirements differ to what is presented, the workplace practices and standards must be observed.




Slide


3. Trainer advises students that assessment for this Unit may take several forms all of which are aimed at verifying they have achieved competency for the Unit as required.

Trainer indicates to students the methods of assessment that will be applied to them for this Unit.



Slide


4. Trainer identifies for students the Performance Criteria for this Element, as listed on the slide.

Class Activity – General discussion

Trainer leads a general class discussion on student experience and knowledge about licensed premises by asking questions such as:

What experience have you had of working in licensed premises and implementing legal requirements about responsible service of alcohol?

Why is RSA important to servers, customers and the venue?

When/under what conditions should people be refused entry to licensed premises?

When/under what conditions should people be refused service of alcohol?

What is the name of the Authority responsible for liquor licensing?

What is the legal drinking age?

How might you determine of a person is of legal drinking age?




Slide


5. Trainer provides background information about licensed premises stating:

It is a legal requirement all venues which sell or supply alcohol need to be licensed

Licensed premises are obliged to comply with legislated requirements applicable to sale or supply of alcohol

Individual premises receive a liquor licence which may contain additional terms and conditions in addition to the general legislated obligations.



Slide


6. Trainer informs trainees individual licence terms and conditions may address:

Trading hours – identifying the days on which the licence applies and time at which the licence commences each day and the time at which it ceases to have effect. Attention should also be paid to identifying days and times when alcohol may not be sold or disposed of

Types of liquor which can be sold – there may be restrictions specifying certain types of liquor cannot be sold, or specifying the types of liquor which may be sold (for example, beer only, spirits, wine, other nominated products)

Licensed areas of the venue (that is, the areas from which alcohol can be disposed of) – specifying the rooms or locations in from which alcohol may be sold: for example, certain bars or other sections of the premises defined by a building plan

Customers who may be legally sold alcohol – some premises are only allowed to sell or supply certain classes of people: for example, clubs may only be authorised to sell alcohol to members; accommodation venues may be limited to providing liquor only to those who are registered as ‘guests’ of the property; other venues are authorised to sell and supply to ‘everyone’ who is of legal age

Whether authority is given for on-premise and or off-premise consumption – some places will be authorised only to sell alcohol for consumption on the premises, some will only be allowed to sell for off-premises or take away consumption and some may be permitted to sell for both on- and off-premises consumption.

Class Activity – Handout of sample liquor licences

Trainer obtains several examples of liquor licences for different licence types and distributes them for discussion by the class.




Slide


7. Trainer identifies premises or venues which may be licensed:

Hotels – accommodation venues as well as ‘pubs’ or taverns

Restaurants – fine dining and bistros

Bars

Night clubs

Gaming venues – such as casinos

Bottle shops – which may be part of a supermarket or grocery store.

Class Activity – Group discussion

Trainer asks trainees to identify examples of premises, by name, for each of the listed types of licensed premises.



Slide


8. Trainer advises trainees an important aspect of maintaining a responsible drinking environment is the refusal of service to those who should not be served with alcohol explaining this may have a variety of ‘levels’ and may relate to:

Refusal of service of alcohol – but the customer may be allowed to be served with non-alcoholic drinks and to remain on the premises

Refusal of all service – meaning the customer will not be served anything more (that is they will not be served with liquor, non-alcoholic drinks [or food]) but may be allowed to remain on the premises

Refusal of all service (food and drink) and requested/directed to leave the premises.




Slide


9. Trainer advises trainees about people who should be refused service identifying they can include:

Anyone identified by management – this is usually because they have:

Seen them do something inappropriate

Heard them say something which is unacceptable such as bad language, harassing staff or intimidating other customers

Determined they have had enough alcohol to drink

Been banned from the premises on the basis of their previous action – which may include fighting, swearing, refusing to leave when asked, refusing to pay for drinks

Anyone who contravenes house policies, such as those who are:

Inappropriately dressed

Misbehaving

Using bad language

Refusing to obey directions given by staff

Anyone whose presence on the premises renders the business (or server, you, customer or licence holder) liable to an offence under the liquor licensing legislation – this may be someone who is:

Under legal drinking age

Intoxicated – where patron is slightly affected by alcohol



Drunk – where patron is strongly affected by alcohol

Violent – aggressive, antagonistic, fighting, intimidating others

Gambling in a way prohibited by law for the venue

Disorderly – annoying others; making too much noise; not behaving in an acceptable way

Trying to obtain liquor for someone who has been refused service

The subject of an exclusion order

Quarrelsome or argumentative

Trying to obtain liquor outside licensed hours

Unable to be served with alcohol given the type of licence in operation

Identified by legislation as not being allowed on licensed premises – this will vary between countries and may include:

– Known prostitutes

– Police in uniform.

Class Activity – Guest speaker

Trainer arranges for a licensee to attend and talk to trainees about:

The type of licence they hold and the obligations imposed on them by law

House rules/policies they have in relation to determining who must be refused service

Examples of instances where they have banned people from the premises

Advice in relation to refusing service to patrons

Experiences they have had with intoxicated and drunk patrons.


Trainer arranges for an Officer or Inspector from the liquor licensing Authority to attend and:

Speak about responsibilities of those who serve liquor

Talk to trainees about refusal of service identifying:

Who should be refused service

Techniques for refusing service

Penalties for serving alcohol when it should be refused

Distribute relevant information from the Authority.




Slide


10. Trainer identifies to trainees ways they can identify those who should refused service:

Check people who enter the premises, at the door – to ensure people who are already drunk do not enter the premises

Watch the behaviour of patrons – to identify unacceptable behaviour (that is, anti-social behaviour, harassment or intimidation) and other indicators of drunkenness

Listen to customers – to identify swearing, slurred speech or drink-related loudness

Monitor the number and types of drinks people are consuming – and the time they are taking to drink them:

The quicker people drink, the more intoxicated they will become

Drinks with high levels of alcohol will have more of an impact on customers.



Slide


11. Trainer stresses to trainees all alcohol must be served in accordance with enterprise and licensing authority eligibility standards and or requirements explaining this is essential for the delivery of responsible service of alcohol.

Trainer informs trainees RSA is important for the following reasons:

It demonstrates the venue’s responsible attitude – to doing business by proving it will not provide alcohol to those who are not legally entitled to it

It helps prevents you being charged and/or fined by the authorities – for breaking the law when you service alcohol irresponsibly or illegally

It protects the venue against legal action:

From the authorities – fines and other penalties

From patrons – who seek to sue for breach of ‘duty of care’ or negligence.




Slide


12. Trainer continues to inform trainees RSA is important for the following reasons:

Drunk patrons start fights, intimidate staff and other customers, and cause damage to the premises – eliminating these provides the venue with a better reputation making it more attractive to other patrons

A reduction in drunk patrons means a reduction in enforcement by the authorities and a reduction in police presence – less police attendance means less interference by the Authorities in the operation of the property

It helps protect customers from injury – especially drink-driving injuries

Less alcohol abuse results in less assaults, a reduction in domestic violence and fewer health-related illnesses for drinkers

Staff at the venue will have a better working environment if drunken patrons are avoided – fewer drunken patrons will lead to a reduction in abuse directed towards staff, harassment of staff and violence towards employees.



Slide


13. Trainer introduces the issue of drink spiking advising trainees:

Defining drink spiking as the unlawful addition of a drug/substance to someone’s drink with the intention of adversely impacting them or causing them to lose concentration or consciousness

Always be alert to the possibility of drink spiking in venues where alcohol is consumed on the premises

If you believe a customer’s drink has been spiked and they have been affected by it:

Follow house rules in relation to what should be done – this may include:

– Calling for medical assistance – ringing an ambulance

– Notifying Police – so they can investigate

– Not allowing an unknown person to take the victim home or away from the premises – this unknown person could well be the one who spiked the drink

– Monitoring patron activities – with a view to identifying instances of drink spiking.


Trainer arranges for ambulance or police officer (or both) to attend and discuss:

Action to protect against drink spiking

Symptoms of drink spiking

Action to take when a drink spiking event is identified

Action to take when a drink spiking event is suspected.




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14. Trainer tells trainees they can learn the legal requirements applying to liquor licensing by:

Reading the liquor licences for their workplace – note some venues may have more than one liquor licence

Visiting the website of the liquor licensing authority for their country – and reading the information they have online

Requesting copies of relevant materials as applicable to the licence types in the workplace from licensing Authorities – and reading them

Contacting an officer or inspector at the liquor licensing authority and asking them questions – or arranging to meet and talk with them

Reading relevant legislation – much of this is available online and may include Acts, regulations and Codes of Practice

Attending in-house training on ‘liquor licensing’ – as this will cover all the legal requirements you need to be familiar with and are required to observe and or implement.

Class Activity 1 – Internet research

Trainer arranges for trainees to have internet access and:

Visit local liquor licensing website

Visit all relevant web pages



Take notes on information found

Report back to group on findings.

Class Activity 2 – Discussion of local licensing legislation

Trainer obtains local licensing legislation (Acts, regulations and other applicable subsidiary documents – such as Codes of Practice) and:

Explains how each item can be obtained by trainees

Provides a verbal overview of requirements and obligations

Explains reasons for the requirements and obligations

Highlights penalties for non-compliance.




Slide


15. Trainer advises trainees how they can learn about house rules or policies regarding liquor service/RSA:

Read the internal SOPs for liquor service – many venues have a series of SOPs which may address topics such as:

Refusal of service

Checking age

Offering alternatives to alcohol

Slowing service

Obtaining transport for a customer

Discretionary powers when handling intoxicated persons and drunks

Those with authority to notify police and involve them in a refusal of service situation, or in the removal of a drunken person from the premises – most venues limit the persons with authority to summon external assistance to aid with dealing with a situation involving intoxicated persons and drunks.

Most venues give staff authority to call internal security staff to assist with these situations.

Attend all required internal RSA training – which will cover house rules, policies and procedures as well as legally imposed requirements

Talk to more experienced colleagues – to learn from their knowledge and experience



Talk to management, the owner or your supervisor – to gain their interpretation and explanation of house rules, and examples of their implementation

Watch and listen – to see how others implement and apply House rules.

Class Activity – Sample house rules

Trainer obtains house rules, policies and SOPs from local venues and:

Distributes them to trainees

Discusses and explains them

Identifies why each rule or requirement has been developed.




Slide


16. Trainer presents trainees with practices which can be implemented to ensure only those who are legally entitled to be served with liquor are, in fact served with alcohol:

Asking for and checking identification and proof-of-age of anyone who looks under-age when they request alcohol – many venues make it standard practice to check the ID of anyone who looks up to five years above the legal drinking age. See Section 1.4 for more information on this topic

Only using approved proof-of-age documents as valid evidence-of-age documents – these approved documents may be driver’s licence, passport or identity card: see next section

Checking people as they enter a venue – at the door: to prevent under-age persons coming onto the premises, and to stop drunken people gaining entry. Note in some countries it is an offence to have an under-age person on the premises – they do not have to have been served with liquor for an offence to have been committed: just being ‘on the premise’ can be an offence in its own right. Check to see what applies in your country or workplace

Refusing entry and service to anyone who has been banned from the venue – this may be as a result of an external exclusion order, or as a result of action by the venue forbidding the person to enter the premises. A book or register of these people (or electronic, online equivalent) may be used for this purpose to record those who have been banned.



Slide


17. Trainer continues to present trainees with practices which can be implemented to ensure only those who are legally entitled to be served with liquor are, in fact served with alcohol:

Monitoring the alcoholic intake of individuals – trying to keep track of the number of drinks people have consumed and the amount of time they have taken to consume them. The higher the number of drinks, the greater the chance they are affected by alcohol

Making sure those who have been refused service are not given liquor by their friends

Ensuring those who have been asked to leave do not return at that time, or for that session – often by a different entrance in an attempt to avoid detection

Identifying those who have been put on non-alcoholic drinks or low-alcoholic drinks are pointed out to staff – so all service staff know who has been told to slow down their drinking in order to be allowed to remain on the premises

Monitoring the behaviour, language and demeanour of patrons – and advising them when it needs to be modified

Being alert to the potential for third party sales – and refusing to sell liquor where third party sales are suspected

Adhering to internal liquor serving protocols to help limit alcohol intake – see Class Activity (below, this slide).




Class Activity – Group discussion

Trainer conducts a discussion on the protocols venues might adopt to help optimise delivery of RSA within the property, by asking for examples of these protocols.

Possible answers

The internal protocols may include:

Ensuring half-nips of spirits are available

No service of double shots

No service or sale of jugs of pre-mixed alcoholic drinks

No service of alcohol to persons who do not know they are being supplied with alcohol

Not re-filling partially filled glasses – this required glasses to be emptied by the patron before an offer of another drink is made

Making non-alcoholic alternatives available – such as Soft drink, Waters, Fruit juice, Mocktails

Limiting the number of alcoholic drinks a person can purchase at any one time

Restricting the amount of time ‘Happy Hours’ run for

Not having ‘limited time’ specials – that is, not running specials such as ‘25% off for the next 5 minutes’

Not running ‘All you can drink for X amount of money’ advertising or promotional campaigns

Not offering ‘drink cards’ which offer unlimited liquor – drink cards should only entitle holders to one or two drinks

No service of drinks in a manner designed for the drinks to be consumed rapidly – this may mean a ban on the sale of types of laybacks, shooters, test tubes, slammers and shots

Refraining from conducting sessions which are named in a way to give patrons the impression irresponsible consumption of alcohol is expected, or will be ignored by staff. For example, naming a session ‘Drink till you puke’ is unacceptable and against RSA principles

Not conducting or allowing ‘drinking games’ – such as skulling or competitions where drinks can be gained free-of-charge as a result of a game of chance (‘Toss the boss’).



Slide


18. Trainer highlights the need for service staff to be aware of the need at times to explain liquor service restrictions to patrons who may not know or understand the legal requirements, or individual house rules.

Trainer stresses to trainees this must be done:

In a customer-focussed manner – in order to:

Meet the needs and expectations of the customer

Encourage repeat business – from current customers

Encourage referral business – where existing customers refer us to their friends (‘word-of-mouth advertising’).

With an emphasis on:

Courtesy – see next slide

Diplomacy – see following slides.




Slide


19. Trainer explains to trainees being courteous to patrons is a fundamental and non-negotiable requirement when talking to customers highlighting keys to being courteous in these situations include:

Apologising for the need to talk to them/explain reasons to them

Using the customer’s name where it is known – if you do not know their name you can always ask them

Using polite and respectful language – you must:

Never use bad language/swear words

Take care never to give offence – by what you say or via your body language

Avoid being over-familiar – this means treating customers as valued patrons and not as ‘friends’

Say “Please” and “Thank you” – whenever it is appropriate to do so – this helps avoid ‘telling’ the customer, helping to convert the situation into one where you are providing advice or information rather than ‘ordering’ them what to do

Being assertive – as opposed to being aggressive: plenty of eye contact, stand erect, open gestures, firm voice.



Slide


20. Trainer explains to trainees the role of diplomacy at this stage highlighting this refers to ‘not what you say but the way you say it’ and advising it involves:

Using a suitable tone and volume – never ‘lecture’ the customer, and never raise your voice or shout at them

Trying to talk to them on their own – and not in front of other customers, their peers or friends. People who are spoken to ‘on their own’ are more likely to:

Pay attention to what you have to say

Argue less with what you are saying – when people are ‘confronted’ in front of friends they are much more likely to argue with you and take issue with what you have to say

Want to prove they are right and you are wrong

Advising the customer many other people make the same mistake you are discussing with them – they are not on their own, and this sort of thing happens all the time. There is nothing for them to be worried or embarrassed about

Thanking them for their time and understanding

Offering another (non-alcoholic) product (where appropriate and legal) so they can remain on the premises and continue to enjoy themselves and still spend money. Note, this is not always possible but should be offered where it is a viable option

Give the customer ‘options’ and not ‘ultimatums’ – try to put them in a position where they believe they are taking control and making the decisions rather than having your decisions imposed on them.




Slide


21. Trainer identifies to trainees examples of where staff may need to explain restrictions to customers:

When patrons behave in an intoxicated manner – such as:

Engaging in aggressive or intimidating behaviour

Failing to meet accepted standards of behaviour

Annoying other customers or staff – by their words or actions

Talking incoherently, slurring their words or speaking in a way that is hard to understand

Making inappropriate sexual overtures or demonstrating unacceptable sexual behaviour to others

Not being able to pay attention to what is being said to them, or not being able to understand what is being said to them

Talking in a rambling, unintelligible manner

Falling asleep

Uncoordinated actions such as:

– Bumping into other patrons

– Bumping into walls or items of furniture

– Swaying when standing still



– Staggering when walking – to the bar; to the toilet; back to their table

– Knocking over or spilling drinks

– Having difficulty tendering money to pay for drinks and having difficulty handling change.




Slide


22. Trainer continues to identify to trainees examples of where staff may need to explain restrictions to customers:

Anyone who behaves in a violent or disorderly manner can be asked to leave the premises (even though they are not intoxicated or drunk) – behaving in a violent or disorderly manner relates to:

Being argumentative

Refusing to comply with reasonable requests

Shouting, talking loudly or engaging in anti-social behaviour/activities

Being ill tempered or aggressive

Pushing others

Fighting

Threatening to fight

Under-age persons – this may involve (depending on legislation and licence type):

A total ban on anyone under a certain age being on the premises

A total ban on people under a certain age being served with alcohol on the premises, but being allowed to remain on the premises (where, for example, they may be entitled to consume non-alcoholic drinks and eat food).



Slide



Persons under an exclusion order – in general practice:

Anyone named by an Authority as being banned from the licensed premises must not be (depending on the wording of the order):

– Allowed on the premises – this means they cannot come in to drink non-alcoholic drinks, or to eat

– Served with liquor – either for consumption on the premises, or for take away

Persons requesting service outside licensing hours – this means:

Customers cannot be served with or sold alcohol at any time before licensing hours start – that is, if the premises is licensed to trade starting at 9:00AM it is an offence (often for the server, the customer and then venue) to serve or provide alcohol before this time

Customers cannot be served with or sold alcohol after the official closing time for the premises has been reached – that is, if the premises is licensed to trade until 1:00AM it is an offence to provide or sell liquor after this time.

Note:

The venue may have a ‘grace’ period which operates after the official close of trade meaning patrons can finish their drinks during this time but cannot be served or supplied (including drinks provided ‘free of charge’) with more drinks

Many venues which provide accommodation have a 24-hour licence whereby in-house guests can be served at any time in their rooms, or other nominated areas.




Slide



Refusal of service based on venue-specific or industry-accepted responsible service of alcohol guidelines – these include:

Ban on service of doubles

Ban on service of cocktails with more than two shots in them

Ban on service of pre-mixed jugs of drinks – such as jugs of Scotch and Coke

Ban on service of drinks which are intended to be consumed in one hit, quickly – laybacks, shooters, slammers, test tubes

Ban on drinking games

Refusal to add alcohol to the drink of someone who is known not to be drinking alcohol

Ban on topping up wine glasses from the bottle.

Class Activity – Demonstrations and Practical

Trainer demonstrates to trainees:

How to explain the local restrictions applying to under-age persons being on the premises and/or being served/supplied with alcohol

How to explain house rules designed to optimise RSA.

Trainer enables opportunity for trainees to practice same and provides feedback on their verbal and non-verbal practice.



Slide


25. Trainer instructs trainees if they suspect a person wanting to buy alcohol is not of legal drinking age, they must determine whether or not the person is actually legally entitled to purchase liquor.

Trainer advises trainees this is done by sighting acceptable proof of age from the person, explaining this is also known as proof of age which may include:

Passport – from any country

Driver’s licence – or motor bike licence

Birth certificate – the original, not a copy

A variety of photo-ID cards – such as library cards, government issued ID cards, club membership cards, workplace identity cards

National identity card

Any other document approved by your liquor licensing Authority.

Class Activity – Handout

Trainer provides trainees with information from the local licensing Authority regarding:

Names of approved and accepted proof of age documents

Hard copy examples of each.




Slide


26. Trainer urges trainees they must request proof of age from anyone who wants to be served with, alcohol, or consume alcohol on the premises, if they do not know them and their age, and they believe they may be under the legal drinking age.

Trainer stresses this must be a non-negotiable SOP for all security staff, bar staff and beverage service staff if they believe a person to be under-age.

Trainer explains an industry standard is to ask all unknown customers for proof of age if it is believed they are within several years of the legal drinking age. In practice this means:

If the legal drinking age is 18, ask for proof of age from everyone who appears to be under 25

If the legal drinking age is 21, ask for proof of age from everyone who appears to be under 30.



Slide


27. Trainer instructs trainees asking for proof of age must be undertaken within a ‘service, hospitality’ framework:

Remember the ‘service ethos’ which is fundamental to the industry - this means you must ask for, request proof of age as opposed to demanding it

Be polite when talking to patrons in this regard – people at this stage have not necessarily committed an offence and are entitled to be treated with respect. Being polite means using appropriate interpersonal and communication skills:

Saying “Please” when asking for the proof of age, and saying “Thank you” when it is provided, and when the ID has been checked

Explaining why you are making the request – identifying you and the venue are trying to obey the law in relation to preventing under-age drinking

Making an appropriate comment to help soften the request – for example:

– As a general statement – “I’m sorry to have to ask but it is the law: could you please show me some ID?”, or “Would you mind if I asked you for some ID please?”

– To a male – “You certainly look old enough to drink but I just have to check”

– To a female – “You look lovely but I still need to check you are legally allowed in to drink”

Avoid threatening or intimidating verbal and body language.




Class Activity 1 – Demonstration

Trainer demonstrates to trainees how to request proof of age from a person.

Class Activity 2 – Practical

Trainer:

Provides opportunities for trainees to practice requesting evidence of age from others

Gives guidance and feedback on their attempts.



Slide


28. Trainer identifies to trainees the actions they should take when checking proof of age which has been provided to them by a person to make sure the holder is the rightful holder, and they are of legal drinking age:

Verifying the document tendered is, in fact, an acceptable and authorised proof of age document – if the document is not an authorised document then it should be rejected and an acceptable document requested. If the person is unable to provide an authorised documents then they should be refused admittance or service

Checking the card or document to ensure it has not been altered or tampered with – this may mean checking to make sure:

The laminating on a card has not been lifted and re-sealed

Letters and figures on the document have not been altered – through the use of a pen/ink or by using a proprietary technique such as ‘Letraset' or liquid paper

Being alert to the possibility of a person using someone else’s evidence of age documentation – a useful technique is ‘check and chat’ (to ask the person their date of birth and talk with them at the same time):

Compare it to the proof of age documentation

Identify if they pause before answering – which is an indicator they are lying

Asking the person their birth sign/star sign – again, a pause prior to answering may indicate a lie




Inspecting the card and calculating their actual date of birth – look at the DOB on the card/documentation and work out if this means they are of legal drinking age or not. The fact they have presented a document is not, in itself, conclusive proof they are legally entitled to drink

Looking at the card/document and comparing photo-ID to the person tendering it – does the photo match the person? Is it the same person? Check facial characteristics and convince yourself the photo and the person in front of you are the same person

Using the time when checking the evidence of age document (as part of the ‘check and chat’ process) to determine whether or not the person is drunk and hence should refused admission/service on this basis.

Class Activity – Demonstration

Trainer demonstrates to trainees how to:

‘Check and chat’ with person to verify their evidence of age document

Inspect several examples of proof of age documents.



Slide


29. Trainer advises trainees options available for dealing with persons who provide false evidence of age documents:

Follow the legal directives which apply in this regard – if, indeed, there are any legal requirements

Follow house policy

Options regarding dealing with false proof of age documents may include:

Take the false document from the person and forward it to the Authorities

Take the false document from the person and destroy it

Note the details of the holder, return the card to the person and notify the Authorities.

Trainer highlights there may be a requirement certain documents (such as driver’s licence) cannot be seized when suspected of being – or known to be – false.




Slide


30. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.



Slide






Slide


32. Trainer identifies for students the Performance Criteria for this Element, as listed on the slide.

Class Activity – General discussion

Trainer leads a general class discussion on student experience and knowledge about licensed premises by asking questions such as:

What is a standard drink?

Why is it useful, from an RSA perspective, to have a definition of a standard drink?

What are examples of a standard drink?

Why do you think requests for non-standard drinks should be refused?

Why is it important for bar and waiting staff to be able to provide customers with advice on alcoholic beverages?



Slide


33. Trainer introduces concept of ‘standard rink’ stating:

A ‘standard drink’ is a drink containing a standard amount of alcohol

The amount of alcohol is measured in ‘grams of pure alcohol’ in the drink

The amount of alcohol contained in a ‘standard drink’ can vary between countries with definitions ranging mainly from 7 grams to 14 grams of pure alcohol

As a point of reference we will define a standard drink as one containing 10 grams of pure alcohol (which is a commonly used definition).




Slide


34. Trainer provides examples of standard drinks:

One 285 ml glass of beer – at 5% alc/vol

One 60 ml serve of fortified wine (such as port, sherry, muscat) – at 18% alc/vol

One 30 ml serve of spirits – at 40% alc/vol

A 100 ml glass of wine (red, white or sparkling) – at 12% alc/vol.

Trainer tells trainees ‘standard drink’ information is often contained on labels of bottles and cans of alcohol as a guide to patrons.



Slide


35. Trainer advises trainees they can determine the general level of intoxication of customers by monitoring their consumption of standard drinks providing the following information regarding alcohol consumption and processing by patrons:

There is a relationship between the time taken to consume of alcohol and the effect it has on the body – the faster a person drinks the quicker they will be affected. If they drink quicker than their body can process and get rid of it the alcohol builds up in their system and they will become intoxicated. If they continue to do this they will become drunk

The human body gets rid of alcohol (through urine, breathe, sweating and the liver) at the approximate rate of 1 standard drink per hour. This varies depending on:

Gender – if a man and a woman drink the same amount of alcohol in the same time, the woman will usually have a higher alcohol reading

Size of the person – a bigger person will be less affected by the same amount of alcohol than a smaller person

Their individual health – with reference to:

– Their ratio of muscle to fat (muscle will absorb alcohol, but fat will not so fat people can be affected more by alcohol)

– Whether they are ill – sick people are impacted more

– Whether they are depressed – stressed people are affected more than those who are not stressed

Age – older people tend to produce higher alcohol readings after drinking the same amount of alcohol as they get older.




Slide


36. Trainer continues providing trainees with information about alcohol consumption and processing:

Drinking on an empty stomach means the alcohol will enter the bloodstream (and produce the effects of intoxication) quicker than if the person had eaten food

Some medications will interact with alcohol and increase the effect of the alcohol consumed

People can remain affected by alcohol – and have alcohol in their system – many hours after they stop drinking: the more alcohol in their system when they stop drinking, the longer it will take the body to remove all the alcohol (at the rate of 1 standard drink per hour).



Slide


37. Trainer continues providing trainees with information about alcohol consumption/processing:

After alcohol has been consumed it makes its way into the bloodstream and is then pumped by the heart to the brain where is affects the individual’s behaviour, speech and attitude

Once alcohol has entered the bloodstream, the only way to get rid of it is to allow the body time to process it – nothing else (such as vomiting or drinking black coffee) will lower the level of alcohol.




Slide


38. Trainer advises trainees of responsible drinking of alcohol guidelines which have been developed by medical authorities across the world:

Males should limit themselves to four standard drinks per day

Females should limit themselves to two standard drinks per day

There is no acceptable level of alcohol consumption for pregnant women – they should abstain

Drinks cannot and should not be stockpiled – for example, it is not acceptable (from a health perspective) for people to refrain from drinking all week and then consume their week’s quota on one day

Everyone .should aim for two alcohol-free days per week.



Slide


39. Trainer gives information to trainees to help ensure only standard drinks are prepared and served:

Prepare mixed drinks strictly according to House Recipes – which limit the amount of alcohol in a drink to a given quantity of alcohol (such as a maximum of 2 standard drinks per drink). This allows cocktails to be made but prescribes/restricts the amount of liquor in each drink

Refuse orders for non-standard drinks – explaining the RSA reasons for doing so

Erect signage in the venue advising only standard rinks will be sold – including tent cards on tables, and messages on drink lists/boards

Remove measures from behind the bar which will measure double shots – leaving only full shot and half-shot measures.

Class Activity – Handouts

Trainer develops several examples of House Recipes for Cocktails and Mixed Drinks, and:

Distributes them to trainees

Discusses the format

Discusses ingredients and volumes

Highlights benefits of using them – costs controlled; standard product produced every time; assists with controlling customer intoxication.




Slide


40. Trainer continues to give information to trainees to help ensure only standard drinks are prepared and served:

Refuse requests to add extra liquor to mixed drinks

Attend internal training to:

Learn the concept of standard drinks

Raise commitment (of drink mixing staff and waiting staff) to standard drinks

Learn use of House Recipes

Ban the service of ‘doubles’

Ban service of drinks where there is an undetermined amount of liquor in each drink

Ban free-pouring of liquor into drinks, or in any other fashion (such as directly in to customer mouths).



Slide


41. Trainer stresses to trainees when a patron places an order for a drink that exceeds standard house limits on alcohol, RSA principles require this request must be declined, but there is a ‘right’ way and a ‘wrong’ way to do this stressing the need for politeness and the application of suitable:

Non-verbal communication techniques

Verbal communication techniques.




Slide


42. Trainer advises trainees when declining service of non-standard drinks non-verbal language refers to:

How you say what you say – it needs to:

Be sympathetic about the fact their request cannot be met – which can be achieved by suitable facial expressions

Share their disappointment

Be delivered in a customer-friendly manner – as opposed to communicating in a way indicating:

– A ‘take-it-or-leave-it approach

– An authoritarian perspective

Tone of voice – which must:

Cool and calm

Avoid a tone indicating you are giving them instructions/directions

Make and maintain eye contact – an apologetic look is called for accompanied by (for example) one or more of the following:

Head cocked slightly to the side

Slightly pursed lips

Raised eye brows

A slight smile



How you stand/hold yourself – so as to:

Avoid a dominant or threatening stance

Demonstrate an open mind to providing an alternative.




Slide


43. Trainer tells trainees when explaining the refusal critical verbal language points to note are:

Ensure non-verbal communication matches the verbal communication

Apologise – in a sincere manner: say “Sorry”

Use “Please” and “Thank you” where appropriate:

“Please understand this is for everyone’s benefit”

“Please understand this rule applies to everyone and is not a personal thing against you”

“Thank you for understanding”.



Slide


44. Trainer continues telling trainees when explaining the refusal critical verbal language points to note are:

Be respectful – use the person’s name if known – or use “Sir” or “Madam” if name is not known

Advise the reason why the request cannot be met – see ‘Explaining reasons for the refusal’ (see below)

Apologise again

Make an offer a suitable alternative which can be provided – based on their initial request

Thank the patron for an alternative order (if they place one) and their understanding

If the customer is upset or angry about the situation, you may:

Involve or notify the supervisor, manager or owner

Suggest they complete a ‘Customer Comment’ card to let management know how they feel, explaining management reads all comments and does modify policy (where appropriate) on the basis of this feedback

Make their feelings known online if you have a web-based presence.




Slide


45. Trainer urges trainees to explain reasons for the refusal of non-standard drinks choosing from a range of possible options but ensuring the reason given is, in fact, true:

The venue subscribes to a local agreement, charter or code of practice which bans the sale of non-standard drinks – highlighting this creates a level-playing field, and patrons of other local venues will not be served with the requested drink either

The venue wants to make sure customers do not become drunk while on the premises and one way of doing this is to restrict the sale of alcohol in each drink – highlighting if patrons do become drunk they will be asked to leave the venue which means they cannot continue to enjoy the friendship of people they are with and or the facilities in the venue

The venue wants to protect itself – and the customer – from legal action by the Authorities if they are detected as being drunk on the premises

The venue wants to protect the customer from other negative possibilities – which may include:

Car accidents

Drink-driving charges

Assaults

The venue wants to be seen as a responsible citizen and believes they have a social/moral obligation to limit the alcohol intake of patrons for the benefit of the wider community.




Trainer demonstrates use of correct body language and verbal language when refusing to serve a requested drink exceeding standard drink parameters – see Trainee Manual for examples.

Class Activity – Practical

Trainer:

Provides trainees with opportunity to practice refusing service of non-standard drink to patrons

Observes practice and gives constructive feedback.




Slide


46. Trainer explain to trainees in order for them to provide high levels of customer service they must have excellent product knowledge regarding the products they have for sale highlighting:

The information provided must be accurate

Never guess at answers if you do not know the correct answer

Follow prescribed procedures if you do not know the answer:

Tell the customer you do not know

Apologise

Advise them you will find out the answer – if possible or feasible, at the time

Find out the answer

Return to the customer and give them the answer.


Trainer shows trainees how to handle a situation where a customer has asked a question about an alcoholic product that they do not know the answer to.

Class Activity – Practical

Trainer provides opportunity for trainees to practice providing information to patrons about alcoholic products, including situations where they do not know the required answers.

Trainer observes and provides constructive feedback.



Slide


47. Trainer explains to trainees the importance of ‘product knowledge’ stating it is necessary to:

Demonstrate your professionalism – by showing patrons the facts and figures you know about your stock

Optimise the sales you can make – comprehensive product knowledge is a fundamental requirement for making sales

Increase the enjoyment of customers – by suggesting new taste experiences and drink products for them to taste

Recommend drinks or products that will meet identified need as described by each patron

Provide patrons with accurate advice on which they can base their drinking – so they can remain safe and continue to be served in the venue.




Slide


48. Trainer informs trainees advising customers should always be seen as an opportunity to provide outstanding customer service and in relation to advice about alcoholic products this can be achieved by one or more of the following:

Letting the customer see the product, bottle or drink they are enquiring about

Allowing the customer to read, handle and inspect the bottle, can or product

Providing them with the opportunity to smell the product – where suitable and appropriate

Giving them a ‘taste test’ ( a small quantity of the product) to sample – if this is practice is approved by management

Telling them about the product – see ‘Product knowledge’ (immediately below).



Slide


49. Trainer explains to trainees how they can develop their product knowledge about alcoholic products:

Reading product labels – and cartons, as well as any products tags or information sheets enclosed with or attached to bottles

Sampling products – observing colour, smell and taste

Speaking to others – staff, customers, sales representatives

Reading relevant magazine articles and books

Visiting online websites of alcohol producers.

Class Activity – Product research activity

Trainer:

Provides sample product information – information supplied by manufacturers (labels, tags, information sheets, cartons)

Supplies a range of printed examples of product information – newspaper articles, text books

Allows time for trainees to research websites of popular manufacturers beer and spirits) to identify the information available on their websites.




Slide


50. Trainer informs trainees they should strive to develop comprehensive product knowledge on the alcohol offered for sale at their workplace and they should endeavour to find information in relation to:

Types of liquor:

Beer – which can include variations such as

– Imported and domestic

– Full strength, mid-strength and low-strength

– Different styles – lagers, bitters, ales, stout, boutique beers

Spirits – domestic or imported, addressing at least the five main types :

– Gin

– Brandy

– Whisky

– Rum

– Vodka

Wines – including:

– Table wines – reds and whites

– Sparkling



– Fortified wines

Liqueurs – including the range of:

– Proprietary brands – these are liqueurs produced by a specific maker such as Tia Maria, Galliano, Cointreau, Drambuie, Kahlua

– Generic liqueurs – which are those made to a style such as crème de menthe, crème de cacao, advocaat, curacao.




Slide


51. Trainer continues advising trainees about the elements of knowledge they should strive to develop about the liquor they sell:

Name of products of the same type – this means knowing the variety of brand names for the spirits, liqueurs, beers, and wines you sell, and knowing what type of liquor each name applies to. This means for example, if a customer asks for a Bells’ or a Ballantynes’ you know they are talking about Scotch and will know whether or not you stock it. If you do not, your product knowledge in this regard will allow you to recommend (perhaps) a Johnnie Walker or Black and White as opposed to suggesting a Bushmills’ (an Irish whisky), or a Cougar (a bourbon).

Class Activity – Question and Answer session

Using the Brand names listed on the slide, trainer asks trainees:

What type of product is it?

Johnnie Walker – Scotch

Jim Beam – Bourbon

Gordon’s – Gin

Smirnoff – Vodka

Bacardi white – Rum (white)

Remy Martin – Brandy

What could be offered as an alternative if that brand name was unavailable?



Slide



Alcoholic strengths of each product type and individual brands:

Beer – 4% – 6% alc/vol

Spirits – 40% alc/vol

Liqueurs – 15% – 40% alc/vol

Table wine (still and sparkling) – 12% alc/vol

Fortified wine – 18% alc/vol

It is also useful to know the number of standard drinks per bottle, can or other container.


Trainer asks trainees the alcoholic strength and range of the liquor types listed on the slide.

Answers are:

Beer – 4% – 6% alc/vol

Spirits – 40% alc/vol

Liqueurs – 15% – 40% alc/vol

Table wine (still and sparkling) – 12% alc/vol

Fortified wine – 18% alc/vol.




Slide



Appearance of each product/brand/what they look like – addressing the need to know:

The colour of each product/beverage

Special visual factors such as:

– Gold flakes in certain products (Goldschläger, goldwasser)

– Worms in certain tequilas

– Tartrate crystals in some wines

Base materials or ingredients used to manufacture each type of liquor.



Slide



Serve size for each type of drink – which can be:

Beer – 200 ml – 250 ml

Spirits – 30 ml

Fortified wine – 60 ml

Table wine:

– Per glass – 160 ml – 180 ml

– Carafes – half carafe (500 ml); full carafe (1 litre)

Liqueurs – 30 ml.


Trainer asks trainees what is a standard serve size for each of the items listed on the slide.

Answers provided above.




Slide



Price – by the glass, serve, bottle can or other unit (for example, half carafes and full carafes of wine)

Ways the product can be used – for example:

In aperitifs, mixed drinks and cocktails as appropriate

In cooking

Recipes for drinks and cocktails – including details of name of drink, ingredients by volume, method of mixing or making, garnish and glass in which it should be served

Awards won by the product – this may be in relation to wine shows, cocktail mixing competitions or sales-related accolades

Popularity of the item – identifying how popular the item is within the venue and externally.



Slide


56. Trainer identifies for trainees those who need to be refused service include:

Drunk

Disorderly – person does not have to be drunk and disorderly

Showing signs of excess alcohol consumption

Behaving in an unacceptable manner

Banned by the venue

Under-age.


Trainer asks trainees:

What are indicators a person is drunk or has had too much to drink?

What are examples of unacceptable behaviour?

What is the legal drinking age?




Slide


57. Trainer presents points to note when refusing service:

Make sure you have watched and listened to a more experienced staff member refuse service to patrons before you do it yourself for the first time – so you can learn from:

What they say

Their body language

What they do

Practice refusing service before you do it the first time – practice what you will say, your non-verbal communication and how you will respond to threats, arguments and pleas for more service (‘just one more drink, please!’)

Make sure other staff are with you or watching you when you refuse service for the first few times – so they can assist if necessary, and so they can de-brief you after the event about what you did well and what needs improvement (what you could have done better).



Slide


58. Trainer continues to present points to note when refusing service:

Realise every situation is unique – you are dealing with an explosive mix of people and alcohol and their reaction to being refused service can never be predicted with certainty. Even a person who is refused service on a regular basis, and who usually accepts this with good grace may one day become aggressive and nasty when refused service

Realise many customers feel they have to ‘put on a show’ in front of their friends when they are refused service

Never change your mind and allow someone who you have decided to refuse service to, to be served – this is the Golden Rule: you must never back down regardless of what the customer says to you or threatens you with.

Class Activity – Guest Speaker

Trainer arranges for an experienced person from a relevant venue to attend and:

Talk about how they handle drunk customers

Provide advice for identifying those who are affected by alcohol

Explain legal need to comply with liquor licensing legislation

Provide examples of house rules relating to liquor service and RSA

Demonstrate how to refuse service

Demonstrate how to switch intoxicated customer from alcoholic drink to other so they can remain on the premises.




Slide


59. Trainer continues to present points to note when refusing service:

Realise all your actions are on public show – when you refuse service to a customer you automatically send a message to all the other customers who see/hear you that:

Certain behaviour or language is unacceptable

You/the venue will not tolerate it

Realise if you ignore unacceptable behaviour or language you send a message to customers this behaviour or language really is acceptable

Be respectful and polite when refusing service – do not be rude or offensive

Consider giving people warnings – if you see someone who is intoxicated, it can be effective to:

Warn them they will be asked to leave if they drink too much

Suggest they switch to a drink containing less alcohol

Suggest a period of drinking non-alcoholic drinks

Suggest they eat some food.

Class Activity 1 – Demonstrations

Trainer demonstrates the verbal and non-verbal techniques which are appropriate to use when:

Providing a warning to patrons regarding their behaviour or language or drinking – and the need for them to modify what they are doing



Refusing service of alcohol – but allowing them to remain on the premises

Refusing service of alcohol – and requesting the person to leave the premises.

Class Activity 2 – Internet research

Trainer provides internet access for trainees to view the following videos (and others as identified and deemed relevant by the trainer).

Trainer should:

Ask trainees to view the videos, take notes and report back to the group on what they learned

Lead a group discussion on the research and the videos.

Videos to view may include:

http://www.youtube.com/watch?v=3_hCLOTmK9E&feature=related

http://www.youtube.com/watch?v=kWM6zhXtm6A&feature=related

http://www.youtube.com/watch?v=kdo8YpyVD5c&feature=related

http://www.youtube.com/watch?v=pVR5JGyWXQA&feature=relmfu.

http://www.youtube.com/watch?v=3_hCLOTmK9E&feature=related

http://www.youtube.com/watch?v=kWM6zhXtm6A&feature=related

http://www.youtube.com/watch?v=kdo8YpyVD5c&feature=related

http://www.youtube.com/watch?v=pVR5JGyWXQA&feature=relmfu

http://www.youtube.com/watch?v=pVR5JGyWXQA&feature=relmfu




Slide





Slide






Slide


62. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.



Slide


63. Trainer tells trainees an important aspect of ensuring customers drink within appropriate limits is to assess the ongoing intoxication levels of customers highlighting the aim of this stage is to:

Issue warnings to customers – so they can modify their rate or style of drinking and remain on the premises

Identify those who must be refused service – but who may remain on the premises

Determine those who are drunk and must be asked to leave the premises for their own safety, the safety of others and to protect you and the venue from prosecution.




Slide


64. Trainer reminds trainees of the signs or indicators of intoxication highlighting individuals vary in the way they react to alcohol:

Noticeable changes in behaviour of an individual

Intimidating others – by looks or words or manner

Behaving in a way which does not meet accepted standards of behaviour, or House standards

Annoying other customers or staff – by their words or actions.



Slide


65. Trainer continues reminding trainees of the signs or indicators of intoxication:

Having difficulty picking up change from the bar counter

Lack of focus and concentration

Making inappropriate sexual overtures or demonstrating unacceptable sexual behaviour to others

Not being able to pay attention to what is being said to them, or not being able to understand what is being said to them

Talking in a rambling, unintelligible manner.




Slide



Falling asleep

Noise levels – an increase in noise levels often accompanies increased intoxication

People who engage in drinking games

Skylarking – those who are intoxicated often find it funny to do (or say) things that others do not find amusing

Patrons who are ‘drinking quickly’ – this is difficult to quantify but common sense should be used. Given venues are encouraged to serve only ‘standard drinks’ and the body processes one standard drink per hour, this should be used as a guide to the level of intoxication .



Slide



Bumping into other patrons as they walk within the venue – to toilets, the bar etc

Bumping into walls or items of furniture – as above

Swaying when standing still

Staggering when walking – to the bar; to the toilet; back to their table

Knocking over or spilling drinks

Having difficulty tendering money to pay for drinks.




Slide



Being argumentative

Refusing to comply with reasonable requests from staff or management

Shouting, talking loudly or engaging in anti-social behaviour or activities

Being ill tempered or aggressive

Pushing others

Fighting

Threatening to fight.

Class Activity – Guest Speaker

Trainer arranges for police officer to attend and:

Discuss their interpretation of a drunk customer

Give tips on preventing drunkenness on licensed premises

Suggest techniques for dealing with drunken patrons

Describe the police role in:

Responding to requests for assistance from licensed venues caused by drunks

Possible charges and penalties faced by staff, the venue and customers for breaches of liquor licensing legislation.



Slide


69. Trainer provides trainees with techniques and advice for assistance (and action) when customer must leave the premises:

Apologise – for the need to ask them to leave

Explain – the need for them to leave: if previous warnings to modify their behaviour/drinking/language have been given, these should be mentioned

Offer choices – to give customers the impression they are still in control of the situation. Standard industry options which may be able to be provided can include:

Offering to call a taxi for the person

Asking if there is a friend or family member who can be contacted to come and collect the person

Asking if they would like to be walked – for security reasons – to their car or room

Giving information about where else they may go

Provide physical assistance – see Class Activity (below).


Trainer asks trainees to contribute examples of the physical assistance which could be provided or offered to patrons who must leave the premises.

Answers may include, but are not limited to:

Help the patron with their belongings




Check they have not left any property behind

Ensure all accounts have been paid

Walk with them to the door to assist with hailing a taxi

Guide them to the exit or taxi rank

Provide direction about where to go

Help them retrieve items left behind the bar or in a cloak room.



Slide


70. Trainer presents trainees with options for slowing the alcohol consumption of patrons highlighting any specific (or other) House techniques must be adhered to where they apply:

Slow down service to the individuals – some venues may not approve of this as it does not enable ‘quality customer service’ to be provided so check with your workplace to see if they approve of this technique

Suggest the customer switch to low-alcoholic drinks

Suggest patron reduce their drink from a full-shot to a half-shot

Suggest the customer drink non-alcoholic beverages

Recommend the customer partake in a meal.




Slide


71. Trainer stresses to trainees where assessment of patrons determines they are intoxicated it can be necessary for trainees to take appropriate action but this must still be done within the context of high levels of customer service, which can include (as appropriate to the individual situation):

Apologising for the refusal

Explaining the reason for the refusal

Suggesting or recommending alternatives

Thanking the patron for their understanding and co-operation.



Slide


72. Trainer advises trainees regarding assistance where a customer is determined to be in a condition that will allow them to remain on the premises:

Recommend and serve them a low-alcoholic beer or wine

Recommend and serve a non-alcoholic drink:

Mocktail

Fruit juice

Soft drink

Water

Recommend and arrange for the service of a meal

Provide free ‘nibbles’ as supplied by the venue.




Slide


73. Trainer states to trainee it is a fact of life some customers may become difficult when spoken to about their alcohol consumption, their language or behaviour, or when asked to leave the premises identifying difficult situations as:

The customer has demanded to see the manager

The customer is refusing to comply with your stated requests – to modify behaviour or language

The customer has become verbally or physically abusive or threatening

Other people have become involved in the situation – such as a situation which is starting to impact on other people, tables, and parties.



Slide


74. Trainer identifies to trainees those who may be the appropriate internal person to refer difficult situations and customers to:

Someone with experience – at handling these situations

Someone with authority – to take action which may need to be taken – such as contacting:

Police

An external security company with whom the venue has a commercial arrangement – that is, they provide pre-determined security services to the property as well as responses to ‘calls for assistance’

Someone whose job role nominates them as the person to be involved/with responsibility for dealing with these situations.




Slide


75. Trainer stresses to trainees it is rarely their responsibility to become involved:

In physically removing people

In fighting with customers

In any dangerous or threatening situation.



Slide


76. Trainer notifies trainees the appropriate person in this context may be, depending on internal venue structure and individual job descriptions:

Owner

Manager or Duty manager

Bar manager

Beverage manager

Head of Department

Nominated senior or experienced staff member

On-site security personnel.




Slide


77. Trainer provides trainees with advice/tips when referring difficult situations:

Make the decision to refer the situation as quickly as possible – there is nothing to be gained from delaying the decision to get someone else involved in resolving the situation; delays will only cause more problems and make matters worse

Advise the ‘appropriate person’ of the exact location of the problem – so they know exactly where to go

Provide as much detail as possible about the situation and or persons involved – this may include information on:

Reason for making the referral – ‘bad language’, ‘refusal to leave the premises when asked to do so’, ‘unacceptable behaviour’

If they are a guest in the house or a walk-in

Number of people in the group

Warnings and or requests previously given to them

Their demeanour or attitude

Details of any threats made or physical hostility displayed

It is best to make these referrals out of ear-shot of the person creating the problem – experience indicates patrons who hear a referral/request for assistance tend to become more disruptive if:

They know/believe you are unable to deal with the situation – they will gain confidence from the fact you appear unable to cope



They think help is on-the-way – they sometimes think they have an opportunity ‘now’ to do something before assistance arrives.

Class Activity – Demonstration and Practical

Trainer:

Demonstrates how to refer a difficult situation internally

Provides opportunity for trainees to practice doing same

Gives constructive feedback.




Slide


78. Trainer advises trainees if a situation arises where the safety of people is at risk or property is threatened you must respond according to internal protocols designed to address these circumstances highlighting:

The safety of people – workers and customers – must always take priority over protecting physical assets and or cash. In practice this means:

Protecting someone from assault or injury must take precedence over protecting stock or furniture from damage or theft

Saving a life takes priority over protecting the cash in the register behind the bar

If you are ever in a position where you need to choose:

Always choose people above property

Always choose the greatest good for the greatest number.



Slide


79. Trainer suggests to trainees where there is a threat to safety or security of people or property they may seek assistance internally from:

Owner

Manager or Duty manager

Bar manager or Beverage manager

Head of Department

Nominated senior and or experienced staff member

On-site security personnel.




Slide


80. Trainer advises external sources from which assistance may be sought where there is a risk t safety or security includes:

The external security company who services you venue

Police

Ambulance.



Slide


81. Trainer indicates protocols to follow when summoning internal assistance when there is a safety/security threat:

Identify yourself – by name and position title

Tell them where the incident is and where you are

Advise of type of situation – for example ‘threatening customer’, ‘customer refusing to leave when asked’, ‘assault’

Identify numbers involved and their demeanour

Explain action taken so far to control the situation, and tell them what has been said to those involved.




Slide


82. Trainer indicates protocols to follow when summoning external assistance when there is a safety or security threat explaining when making initial contact with Emergency Services to obtain help they will require information about the incident before they send assistance:

Be guided by them – let them ask questions and answer them as required

Speak clearly and calmly – do not rush what you say: ‘slower’ is ‘quicker’

Never hang up the telephone until directed to do so.



Slide


83. Trainer states Emergency services operator will require information such as:

The exact location of the incident – never assume they know the venue or its address/location

Type of incident – fight; refusal to leave premises; assault victim; collapsed patron

Number of people involved

Other relevant details which will provide context and or basis for response.

Class Activity – Guest Speaker (and Role Play)

Trainer arranges for an Emergency Services operator or representative to attend and:

Provide advice on calling Emergency services

Give examples of information they will ask for when receiving a request for assistance

Discuss responses available and response times

Participate in a mock call (role play) to Emergency Services from several trainees.




Slide





Slide






Slide



Trainer thanks trainees for their attention and encourages them to apply course content as required in their workplace activities.



Recommended training equipment




Liquor licensing legislation for host country – including Acts, Regulations and any subsidiary requirements such as Codes of Practice and/or local By-laws

Copies of required signage – advising customers of liquor licensing requirements and penalties

Sample liquor licenses – with ‘terms and conditions’

Copies of local media RSA advertisements (where applicable)

Sample house recipe for alcoholic drinks/cocktails

Sample ‘House rules’ relating to service of alcohol

Sample ‘evidence of age’/’proof of age’ documents/identification as accepted/recognised by host country

Computers with internet connection

Small range of liquor samples of different types – for reading labels, determining alcohol content, identifying warnings on bottles/cans

Copies of any host country-specific RSA materials – such as videos/DVDs, handout materials, workplace signage



Instructions for Trainers for using PowerPoint – Presenter View



Instructions for Trainers for using

PowerPoint – Presenter View

Connect your laptop or computer to your projector equipment as per manufacturers’ instructions.

In PowerPoint, on the Slide Show menu, click Set up Show.

Under Multiple monitors, select the Show Presenter View check box.

In the Display slide show on list, click the monitor you want the slide show presentation to appear on.

Source: http://office.microsoft.com

Note:

In Presenter View:

You see your notes and have full control of the presentation

Your trainees only see the slide projected on to the screen

More Information

You can obtain more information on how to use PowerPoint from the Microsoft Online Help Centre, available at: http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033

Note Regarding Currency of URLs

Please note that where references have been made to URLs in these training resources trainers will need to verify that the resource or document referred to is still current on the internet. Trainers should endeavour, where possible, to source similar alternative examples of material where it is found that either the website or the document in question is no longer available online.

http://office.microsoft.com/

http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033

Instructions for Trainers for using PowerPoint – Presenter View


Appendix – ASEAN acronyms




AADCP ASEAN – Australia Development Cooperation Program.

ACCSTP ASEAN Common Competency Standards for Tourism Professionals.

AEC ASEAN Economic Community.

AMS ASEAN Member States.

ASEAN Association of Southeast Asian Nations.

ASEC ASEAN Secretariat.

ATM ASEAN Tourism Ministers.

ATPMC ASEAN Tourism Professionals Monitoring Committee.

ATPRS ASEAN Tourism Professional Registration System.

ATFTMD ASEAN Task Force on Tourism Manpower Development.

CATC Common ASEAN Tourism Curriculum.

MRA Mutual Recognition Arrangement.

MTCO Mekong Tourism Coordinating office.

NTO National Tourism Organisation.

NTPB National Tourism Professional Board.

RQFSRS Regional Qualifications Framework and Skills Recognition System.

TPCB Tourism Professional Certification Board.



Documents

D1.HBS.CL5.03 Trainer Guide...D1.HBS.CL5.03 Trainer Guide Manage responsible service of alcohol D1.HBS.CL5.03 Trainer Guide Project Base William Angliss Institute of TAFE 555 La Trobe