An Establishment Officer who stands around or sits around just talking to people or seniors is dev-t.

If these people knew what was wrong the stats would be in Power. So if they aren’t, why gab?

Questions, sharp and pointed, as in an investigation, yes.

But an Esto who just talks, no.

The amendment HCO PL 26 Jan 72 What is a Course PL is CANCELED.

A GOOD ESTO LOOKS.

The original WHAT IS A COURSE PL, HCO PL 16 Mar 71, is restored AS WRITTEN.

The scene is in the hats or lack of them. The scene is on the org bd or lack of it.

The added script line in the 26 Jan 72 revision is canceled as not written by myself and is a false datum.

THE SCENE IS RIGHT BEFORE ONE’S EYES.

The incorrect line states ”to be on the ball one should be oneself fully trained on the level one is supervising. It is by far preferable to be a Class VIII with full grasp of Standard Tech.”

It is moving or it is not

This is an alter-is of study tech.

Its graphs are rising or they are level or falling or they are false or don’t reflect the product or they aren’t kept or they aren’t posted.

Careful investigation has found that WHEN SUPERVISORS FAIL THEY FAIL BECAUSE OF IGNORANCE OF SCN STUDY TECH AND FAILURE TO USE IT.

Products are appearing or they are not.

In course supervision it is OUT TECH to fail to know and USE study tech.

Overt products are occurring or good products.

If an auditor were to say, ”I have to know all about minds but I don’t have to know anything about TRs, meters or processes,” you would think he was as crazy as a psychiatrist!

The lines are followed or they aren’t.

He would become so involved with the figure-figure of the patient he WOULD NOT KNOW HOW TO HANDLE HIM.

The mest is okay or it isn’t.

A super who does not know or use study tech as a tech and does not heavily apply it to get the student through is an OUT TECH super.

It is a SCENE. It is in three dimensions. It’s composed of spaces and objects and people.

The real WHY of any failed or blowing students or students who cannot or do not apply the data is

They are on a right pattern or they aren’t.

WHY: THE COURSE SUPERVISOR DOES NOT KNOW OR USE STUDY TECH BUT THINKS HE HAS TO KNOW THE SUBJECT TAUGHT SO HE CAN TEACH IT.

A person is on post or he is moving onto one or moving off or isn’t there at all or he is dashing in and out.

Example: A course super standing staring at his class. One half his students not using demo kits, one student listening to a tape and reading an HCOB at the same time but doping off, one third of the students boiling off. Challenged about this states, ”But I don’t know the materials they are studying.”

None of these things are verbal.

If a railway engineer were to say, ”I have to know all the tech of building a railroad and not how to run this train,” you’d think he was batty.

Few are in despatches. Quantities of despatches, types of despatches, yes. Content? Only good for investigation, not for adjusting the lines, types and volumes.

If a housewife said, ”I can’t run my house because I have never taken a course on how to run my husband’s business,” you’d think she was crazy.

Example: Overloaded exec. Examine his traffic. Don’t talk to him. Examine his traffic. Look to see if he has an in-basket for each hat he wears, a folder for each type or area. Find a WHY. It can be as blunt as he doesn’t know the meaning of the word “despatch.” Use the WHY. Handle. Hat his communicator on comm procedures. Hat him on comm procedures. Examine his org bd. Find where it’s wrong. Adjust it. Get his agreement. And the load comes off and product goes up.

A course super who does not respect, know and USE study tech on his students is guilty of practicing OUT TECH.

Now there are moments in that example when one talks. But they are concerned with ACHIEVING THE PRODUCT OF AN ESTABLISHED PRODUCING EXECUTIVE.

If an auditor did not know how to start and stop a session, how to read a meter, his TRs, his processes or handle a session he would have nothing but failed preclears.

If the Esto doesn’t himself know, name, want and get and get wanted his Product 1 (an established thing) or Product 3 (a corrected establishment) he will talk, not look. (See P/L 29 Oct 70 Org Series 10 for Products 1, 2, 3, 4.)

IN THE SAME FRAME OF REFERENCE, A COURSE SUPER WHO DOES NOT KNOW HOW TO START AND STOP A STUDENT, CLEAR WORDS, ENFORCE DEMOS AND DOES NOT GET STUDY TECH APPLIED CONTINUALLY WILL HAVE FAILED STUDENTS.

You can’t know what’s happening in a kitchen by talking to a cook. Because he’s not cooking just then. You can’t know how good the food is without tasting it. You don’t know really how clean a floor is without wiping at it. You don’t know how clean an ice box is without smelling it.

A course super’s primary tech is study tech and its application to a student. If he can keep that student on the rails and F/Ning and rapidly covering his materials he is doing the WHOLE JOB OF SUPERVISING.

You don’t know what a tech page is really doing without watching him.

It is therefore a High Crime for a person to supervise a course who does not know, apply and continually use his study tech on every individual student.

You don’t know how an auditor is auditing without listening to him, looking at the pc, the exam reports, the worksheets, the date and progress of the program. If you listened to him, wow, one sometimes hears the greatest sessions that you ever could conceive.

It is also a HIGH CRIME for a director of training or a tech Sec or an Est O to have anyone supervising without FULL USE OF STUDY TECH.

To adjust a scene you have to LOOK AT IT.

Just as it’s a HIGH CRIME to continue to use HGC auditors who smash up pcs through non-use of auditing tech, it is a HIGH CRIME to continue to use course supervisors who do not know that study tech exists, that it is a tech and that it is the ”tools of his trade” and who does not use it and thus smashes up students.

The society knows nothing about study tech. It thinks a teacher ”teaches the subject and must know the subject!” Thus it alter-ises the subject, almost never makes a competent person and routine school teaching is looked upon by industry as a huge failure. All manner of unusual solutions are in progress in every country to remedy this inability of students to learn.

An Esto or Esto I/C or Exec Esto who tries to do it with admin will fail.

WE MUST NOT CONTINUE TO INHERIT THE IDIOCY THAT A TEACHER ONLY HAS TO KNOW THE SUBJECT AND KNOW NOTHING ABOUT STUDY TECH.

Admin is S-L-O-W.

It is study tech that gets the student of any subject through.

A Product Officer acts very fast if he is producing. The flurry to get a product can tear the establishment apart.

The thing that breaks the super down is ignorance of just ONE point:

You don’t halt the flurry. That’s exactly counter to the purpose of an Esto.

A STUDENT WITH A MISUNDERSTOOD WORD WILL POUR OUT A TORRENT OF QUERIES ABOUT THE SUBJECT!

The right answer is to ESTABLISH FASTER AND MORE FIRMLY.

The super is a complete ignorant fool if he answers one of these questions. The super’s knowledge of the subject is not what is needed! If the super knew and practiced misunderstood word tech he’d know that student has misunderstood words and he would find and handle. HE WOULD NOT ANSWER OR EVEN TRY TO ANSWER THOSE QUERIES. It would do NO good if he did. This query-happy student has passed by a Mis-U word!

It takes quickly found RIGHT Whys to really build something up.

Such a student can get misemotional. He is upset. He thinks data is being denied him. He wants to blow.

And it isn’t done by admin!

What kind of a super is it that doesn’t grab a meter and find the word? An SP? Or What?

“Dear TEO. I have heard that you are in trouble with the D of P. Would you please give me a report so I can bring it up at a meeting we are holding at the Hilton next week to see if we can get people to cooperate in sending us Whys about the insolvency of the org. My wife said to say hello and I hope your kids are all right. Drop around some time for a game of poker. Seeing you some time. Don’t forget about the report. Best. Joe, Esto I/C.”

Just like an ”auditor” is not an auditor who lets pcs blow without handling so is a super no super at all who cannot handle a student with study tech.

Right there you’d have a Why of org insolvency. Not any meeting. But that it’s on a despatch line. TOO DAMNED SLOW.

So let’s knock off the wog world inheritance and get on the ball and REALIZE STUDY TECH IS THE TECH A SUPER KNOWS AND USES.

Already establishment is slower than production. It always is. And always will be. It takes two days to make a car on an assembly line and two years to build a plant.

Just because a super was himself mistaught by old Mrs. Zilch in the third grade — who knew arithmetic but not how to teach a subject – is no reason he has to go on laying an egg in a Scientology classroom.

BUT when you make establishing even slower, you lose.

A course super is a technician, a specialist in study tech.

Esto admin is a splendid way to slow down establishment.

And just to help it out, IT IS A HIGH CRIME TO FAIL TO USE STUDY TECH IN A CLASSROOM.

Let me give you some actual times.

Any time a student blows or later fails to be able to apply his data, the super who taught him will be Comm Eved for OUT TECH.

1. SITUATION: Overloaded exec. Three periods of looking, each 15 to 20 minutes. Time to inspect and find WHY, and handle Mis-U word 32 minutes. Time to write cramming orders on a communicator 17 minutes. Total time to totally Esto handle: 1 hr and 49 minutes over a period of three days.

We must have no blows and no failures.

2. SITUATION: Investigation of lack of personnel. Collection of past records 1 hour. Location of peak recruitment period by record study 7 minutes. Location of EDs and hats of that period 35 minutes. Study of what they did. 20 minutes. Location of Why (dropped out unit) 10 minutes. Orders written as an ED to reestablish unit. Approval 9 minutes. Total Esto time 2 hours and 21 minutes. Plus time to form unit by HAS, 1 day. Unit functioning in 36 hours and got first 3 products in 2 days.

The product of a super is a graduate from his course who knows and can successfully apply the subject that was taught.

3. SITUATION: Backlog on an auditor. Inspection of lines one half hour. Of folders of all auditors and their times in session 2 hours. Finding WHY and verifying 25 minutes (other HGC auditors dumping their pcs on one auditor because he had a slightly higher class and “they couldn’t do those actions”), investigation of D of T 32 minutes (not on post, doing admin, Supers doing admin). Writing pgm 35 minutes. Locating P/Ls on course supervision, one hour. Writing cramming chits on 6 auditors, Supers and D of T 1 hour 15 minutes. Total time 6 hours and 17 minutes. Check of Why five days later found HGC stats up and auditor not backlogged.

This is his true stat. Points measure only quantity. The record of the individual student measures quality. The exchange value of the student after a course (not his fee) measures viability.

4. SITUATION: Stats I/C goofing, making errors. Meter action Method 4, 18 minutes. Found word “statistic” not understood. Total time 18 minutes. Check back in 3 days, Stats I/C doing well, taking on all the duties of the hat.

It may be a crazy planet. Course supers don’t have to teach crazy courses where study tech is not used.

5. SITUATION: Pc Admin only instant hatted. Getting her mini-hatted. M4, demos, clay demos, 4 days at 1 hour per day and 15 minute check in late day to see if she is applying it to produce what it says, 5 hours.

WHAT IS A COURSE is answered by one where the elements of the original HCO PL 16 Mar 71 are in use AND:

6. SITUATION: Exec believes all his products are overt. Three hours and 15 minutes completing 14 Steps of Esto Series 5 on him, locating only one product was overt. Twenty minutes cleaning up how to unbug it. Three hrs and 35 minutes.

Where study tech is in full and continual application to every student in that course!

These are typical Esto situations. They are not all the types of actions Estos do. They would be typical total required time involved if the Esto were right on his toes.

I do such Esto actions. They are very rapid and effective. So what I am writing is not just theory.

Not all actions are at once successfully resolved. I have been involved in efforts to find a WHY in a very broad situation for months before all was suddenly revealed.

But where in all this was writing despatches about it?

One knows he is right when he looks and when he finds the right WHY. It’s always F/N VGIs. Gung ho! (“Pull together.”)

So one isn’t only looking. He is looking to see the scene and find the WHY and establish.

If the Esto has spotted, and named the product he wants, then he has a comparison with the existing scene.

He cannot compare unless he looks!

Product named and wanted. Is it here in this scene? One can only see by looking.

You start listening and you get PR, problems, distractions, 3rd partying, etc., etc. An Esto gets into a cycle of

Outpoint, handle, outpoint, handle, outpoint, handle.

He hasn’t looked and hasn’t found a Why. So the scene will get worse.

You have then a busy, frantic Esto with the walls of Jericho falling down all over him because he listens to people blowing their own horns.

When you see an Esto standing and listening. Okay. If you see it again elsewhere. What? What? This Esto is not doing his job.

If you see an Esto standing and watching, okay. If you see him pawing through old files, okay. If you see him sitting doing a checkout, okay. If you see him working with a meter on somebody, okay. If you see him with a pile full of hats gazing into space tapping his teeth, okay. If you see him running, okay. If you see him reading policy, okay.

If you see him sitting at a desk doing admin, no, unless it’s “today’s chits.” As a habit all day, No No No No No No.

If you see him standing talking, standing talking, give him a dev-t chit. He’s not being an Esto.

The real tale is told when a division or an org is established so that its stats RISE and RISE.

When the staff looks happier and happier.

When the public being served is bigger and bigger and more and more thrilled.

And the Esto achieves all that by LOOKING.

A good Esto has the eye of a hawk and can see an outpoint a hundred feet away while going at a dead run.

A good Esto can find and know a real WHY in the time it takes a human being to wonder what he’ll have for dinner.

A good Esto LOOKS. And he only listens so he can look.

And like Alice he knows he has to run just to keep up and run like everything to get anywhere.

And so a good Esto arrives.