Number: WF-1

Number: WF-1

Name: Name the Outpoints and Pluspoints Drill.

Name: Name the Outpoints and Pluspoints Drill.

Purpose: To train staff members to be able to completely identify Outpoints and Pluspoints.

Purpose: To train staff members to be able to completely identify Outpoints and Pluspoints.

Position: Coach and student sit facing each other across a table.

Position: Coach and student sit facing each other across a table.

Commands: As stated.

Commands: As stated.

Procedure: The coach has a full list of all Outpoints and Pluspoints on a piece of paper, plus another piece of paper with full definitions for all words and terms of the Pluspoints and Outpoints.

Procedure: The coach has a full list of all Outpoints and Pluspoints on a piece of paper, plus another piece of paper with full definitions for all words and terms of the Pluspoints and Outpoints.

Step One: The coach and the student define all the words and terms of the Pluspoints and Outpoints, including Pluspoint and Outpoint. This is done Method 6 Word Clearing style, as per HCOB 21 June 1972 W/C Series 39. This step is usually only done once, and would not be done again unless the coach suspected that it was not done correctly the first time. This would be detected by the student having undue trouble with subsequent steps of the drill.

Step One: The coach and the student define all the words and terms of the Pluspoints and Outpoints, including Pluspoint and Outpoint. This is done Method 6 Word Clearing style, as per HCOB 21 June 1972 W/C Series 39. This step is usually only done once, and would not be done again unless the coach suspected that it was not done correctly the first time. This would be detected by the student having undue trouble with subsequent steps of the drill.

Step Two: The coach now drills the student Chinese School style by saying: Repeat after me. " The coach says each line one at a time.

Step Two: The coach now drills the student Chinese School style by saying: Repeat after me. " The coach says each line one at a time.

"These are the Outpoints. "

"These are the Outpoints. "

"Omitted Data"

"Omitted Data"

"Altered Sequence"

"Altered Sequence"

"Dropped Out Time"

"Dropped Out Time"

"Falsehood"

"Falsehood"

"Altered Importance"

"Altered Importance"

"Wrong Target"

"Wrong Target"

"Wrong Source"

"Wrong Source"

"Contrary Facts"

"Contrary Facts"

The coach continues to call out these Outpoints until the student can repeat them back without comm lag or mistakes.

The coach continues to call out these Outpoints until the student can repeat them back without comm lag or mistakes.

He then proceeds to call out first one, then two, then three, etc. until the student can call out all the Outpoints without hesitation.

He then proceeds to call out first one, then two, then three, etc. until the student can call out all the Outpoints without hesitation.

Step Three: The coach now drills the student in the Pluspoints by saying: "Repeat after me. " The coach says each line one at a time.

Step Three: The coach now drills the student in the Pluspoints by saying: "Repeat after me. " The coach says each line one at a time.

"These are the Pluspoints"

"These are the Pluspoints"

"All Data included"

"All Data included"

"Correct Sequence"

"Correct Sequence"

"Time Correctly Noted"

"Time Correctly Noted"

"True Data"

"True Data"

"Correct Importance"

"Correct Importance"

"Right Target"

"Right Target"

"Right Source"

"Right Source"

"No Opposing Facts"

"No Opposing Facts"

The coach continues to call out these Pluspoints until the student can repeat them back without comm lag or mistakes.

The coach continues to call out these Pluspoints until the student can repeat them back without comm lag or mistakes.

He then proceeds to call out first one, then two, then three, etc. until the student can call out all the Pluspoints without hesitation.

He then proceeds to call out first one, then two, then three, etc. until the student can call out all the Pluspoints without hesitation.

Step Four: The coach then proceeds to do the following on a gradient of difficulty. Each step is continued until the student can do it easily.

Step Four: The coach then proceeds to do the following on a gradient of difficulty. Each step is continued until the student can do it easily.

A. Gives example from life and asks the student to identify the Outpoint.

A. Gives example from life and asks the student to identify the Outpoint.

B. Gets the student to give examples from life and then say which Outpoint it was.

B. Gets the student to give examples from life and then say which Outpoint it was.

C. Hands the student slips of paper which contain prepared written simple examples of Outpoint in the form of reports or compliance or data to Seniors containing Outpoints. The student is asked to identify the Outpoints.

C. Hands the student slips of paper which contain prepared written simple examples of Outpoint in the form of reports or compliance or data to Seniors containing Outpoints. The student is asked to identify the Outpoints.

Any conflict regarding examples of Outpoints may only be resolved by reference to HCO PLs 19 Sep 70 Summary of Outpoints, 26 Nov 70 More Outpoints, 11 May 70 Logic. Any prolonged conflict must be handled with Method 7 Word Clearing and on the drill and relevant PLs, followed by M4 on the PLs individually.

Any conflict regarding examples of Outpoints may only be resolved by reference to HCO PLs 19 Sep 70 Summary of Outpoints, 26 Nov 70 More Outpoints, 11 May 70 Logic. Any prolonged conflict must be handled with Method 7 Word Clearing and on the drill and relevant PLs, followed by M4 on the PLs individually.

In the event of it becoming obvious that the student simply cannot grasp or retain the data on the Data Series, he or she must be routed to be audited on the HC List, for the person himself or herself has Outpoints which require auditing on this subject.

In the event of it becoming obvious that the student simply cannot grasp or retain the data on the Data Series, he or she must be routed to be audited on the HC List, for the person himself or herself has Outpoints which require auditing on this subject.

Step Five: The coach hands the student an article taken from any newspaper or magazine and has the student locate and identify Outpoints and Pluspoints. Time Magazine is an excellent source for these examples.

Step Five: The coach hands the student an article taken from any newspaper or magazine and has the student locate and identify Outpoints and Pluspoints. Time Magazine is an excellent source for these examples.

This is done until the student can read and spot them easily as reading.

This is done until the student can read and spot them easily as reading.

Coaching Stress: This is a drill which can be done over and over to higher standards of identification and understanding. As written earlier, Step One is not repeated unless it is obvious it has been done incorrectly earlier.

Coaching Stress: This is a drill which can be done over and over to higher standards of identification and understanding. As written earlier, Step One is not repeated unless it is obvious it has been done incorrectly earlier.

The coach must avoid discussion of the actual data and stick to the drill and the HCO PLs on the Outpoints and Pluspoints.

The coach must avoid discussion of the actual data and stick to the drill and the HCO PLs on the Outpoints and Pluspoints.

If a student gives a wrong example of an Outpoint or Pluspoint, the coach must flunk the student and hand him the PL which describes the Outpoint he has incorrectly identified.

If a student gives a wrong example of an Outpoint or Pluspoint, the coach must flunk the student and hand him the PL which describes the Outpoint he has incorrectly identified.

The Reference Policy Letters for this drill are:

The Reference Policy Letters for this drill are:

• HCO PL 11 May 70 Logic

• HCO PL 11 May 70 Logic

These must be studied by the student and coach, and Method 4 word cleared individually before doing the drill.

These must be studied by the student and coach, and Method 4 word cleared individually before doing the drill.

The various written materials for this drill can be prepared in advance and filed in folders for the future use by other students. The supervisor should check the examples and definitions to ensure they are correct. For example, there would be a folder for Step One with many typed up or mimeoed copies of the Outpoint and Pluspoint dictionary definitions of words for use by students. There would be a folder with various newspaper or magazine clippings stuck onto piece of paper. There would be typed up written reports containing Outpoints and Pluspoints for use in Step Four. There would be small packs of reference materials.

The various written materials for this drill can be prepared in advance and filed in folders for the future use by other students. The supervisor should check the examples and definitions to ensure they are correct. For example, there would be a folder for Step One with many typed up or mimeoed copies of the Outpoint and Pluspoint dictionary definitions of words for use by students. There would be a folder with various newspaper or magazine clippings stuck onto piece of paper. There would be typed up written reports containing Outpoints and Pluspoints for use in Step Four. There would be small packs of reference materials.

History: Developed by L. Ron Hubbard in 1971 and 72 at Flag to help Executives, administrators and technical personnel to identify Outpoints and Pluspoints.

History: Developed by L. Ron Hubbard in 1971 and 72 at Flag to help Executives, administrators and technical personnel to identify Outpoints and Pluspoints.