It will be found that in organization there are MANY major factors involved.

The following three, however, give the most problems:

1. Personnel

2. Hats

In Scientology a course consists of a checksheet with all the actions and material listed on it and all the materials on the checksheet available in the same order.

3. Lines.

“Checksheet Material” means the policy letters, bulletins, tapes, mimeo issues, any reference book or any books mentioned.

Technology is a subdivision of both personnel (who may have to be specially trained before they can be considered personnel) and hats (which are mainly admin technology and line functions).

“Materials” also include clay, furniture, tape players, bulletin boards, routing forms, supplies of pink sheets, roll book, student files, file cabinets and any other items that will be needed.

To solve any problem, one has to recognize what the problem is. One cannot solve problem A by trying to solve problem B or C. Example: Problem: broken-down car. You cannot fix the car by repairing the kitchen lino. Example: You cannot floor the kitchen by fixing the car.

If you look this over carefully, it does not say “materials on order” or “except for those we haven’t got” or “in different order”. It means what it says exactly.

All this may seem obvious when obviously stated. But there is a more subtle version. ANY PROBLEM THAT DOES NOT SOLVE IS NOT THE PROBLEM. There must be some other problem.

If a student is to have auditing or word clearing rundowns or must do auditing those are under ACTIONS and appear on the checksheet.

Locating and isolating situations (problems) in an organization is the technique of the Data Series. That technology will find for one the problem that should be solved.

A course must have a Supervisor. He may or may not be a graduate and experienced practitioner of the course he is supervising but HE MUST BE A TRAINED COURSE SUPERVISOR.

As there are three major organizational factors these then also form the core of all organizational situations (or problems, same thing).

He is not expected to teach. He is expected to get the students there, rolls called, checkouts properly done, misunderstoods handled by finding what the student doesn’t dig and getting the student to dig it. The Supervisor who tells students answers is a waste of time and a course destroyer as he enters out-data into the scene even if trained and actually especially if trained in the subject. The Supervisor is NOT an “instructor”, that’s why he’s called a “Supervisor”.

Each one of these is its own zone — personnel, hats, lines.

A Supervisor’s skill is in spotting dope-off, glee and other manifestations of misunderstoods, and getting it cleaned up, not in knowing the data so he can tell the student.

Each one has its own problems. There are situations in personnel. There are situations in hats. There are situations in lines.

A Supervisor should have an idea of what questions he will be asked and know where to direct the student for the answer.

They are related. They are not identical.

Student blows follow misunderstoods. A Supervisor who is on the ball never has blows as he caught them before they happened by observing the student’s misunderstanding before the student does and getting it tracked down by the student.

You will find you cannot wholly solve a problem in lines by solving personnel. You cannot wholly solve a problem in hats by solving lines. You cannot wholly solve a problem in personnel by solving the other two.

It is the Supervisor’s job to get the student through the checksheet fully and swiftly with minimum lost time.

Example: Production hours are down. Fifteen new personnel are added to the area. Production stays down. It was a problem in lines.

The successful Supervisor is tough. He is not a kindly old fumbler. He sets high checksheet targets for each student for the day and forces them to be met or else.

Example: Confusion reigns in the pipe shop. The lines are carefully straightened out. Confusion still reigns. It was a problem in hats.

The Supervisor is spending Supervisor Minutes. He has just so many to spend. He IS spending Student Hours. He has just so many of these to spend so he gets them spent wisely and saves any waste of them.

Example: Broken products are wrecking org repute. Hats are carefully put on. Products continue to be broken. It was a problem in personnel.

A Supervisor in a course of any size has a Course Administrator who has very exact duties in keeping up Course Admin and handing out and getting back materials and not losing any to damage or carelessness.

Example: The org stays small. Executives work harder. The org stays small. It was a series of problems in personnel, hats and lines, none addressed at all.

If Paragraphs One to Three above are violated it is the Course Administrator who is at fault. He must have checksheets and the matching material in adequate quantity to serve the course. If he doesn’t he has telexes flying and mimeo sweating. The Course Admin is in charge of routing lines and proper send-off and return of students to Cramming or Auditing or Ethics.

You will see symptoms of all this in various guises. The test of whether or not the right problem was found is whether or not production increased in volume, quality and viability.

The final and essential part of a course is students.

In actual practice one works on all three of these factors constantly — personnel, hats and lines — when one is organizing.

If a course conforms with this P/L exactly with no quibbles, is tough, precisely time scheduled and run hard, it will be a full expanding course and very successful. If it varies from this P/L it will stack up bodies in the shop, get blows and incompetent graduates.

You will find with some astonishment that failure to have or know or wear or do a hat is the commonest reason why lines do not go in. That personnel is hard to procure and train because hats and lines are being knocked out. That hats can’t be worn because lines or personnel are out.

The final valuable product of any course is graduates who can apply successfully the material they studied and be successful in the subject.

Situations get worsened by solving the wrong problem instead of the real problem. In the Data Series this is called finding the right Why.

This answers the question What is a Course? If any of these points are out it is NOT a Scientology Course and it will not be successful.

Organizational problems center around these three things in the broadest general sense. More than one can be present in any situation.

Thus, the order “Put a Course there!” means this P/L in full force.

Production problems are concerned with the particles which flow on the lines, changed by the hatted personnel, with consumption and general viability. So to make a full flow from organization through to distribution, one would add raw materials, changed state of materials and their consumption. Organization is not an end-all. To have value it must result in production.

So here’s the order, WHEN OFFERING TRAINING PUT A COURSE THERE.

But when personnel, hats and lines are not solved, production is very difficult. Therefore to get production one must have an organization to back it up. And personnel, hats and lines must exist and be functional. If these exist, the rest of the factors of establishment can be brought into being.

It goes without saying that organization involves other problems like space, materiel, finance, etc. These and many more also enter into “Whys” of no production. But dominating others are problems in personnel, hats and lines. Others tend to solve if these are handled and organized.