Number:WF-2

Number: WF-1

Name:Find a Why on a Person.

Name: Name the Outpoints and Pluspoints Drill.

Purpose:To train staff members to be able to apply the Data Series to find a right Why on a person.

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:Each step is done in turn.

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 has prepared in advance a list of the following words and their dictionary and Scientology definitions: Situation, Statistics, Data, Why, Ideal Scene, Handling, Project; Programme, Compliance, Analysis, Policy, Plans, Order, Debug, Evaluate, Evaluation. These are defined M6 style on each word or term. This step is usually only done once. It is done by the coach and the student.

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 drills the student on Data Series 23 Why Finding steps Chinese School style until he can rattle them off effortlessly.

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.

Coach says:

"These are the Outpoints. "

"This is the procedure.. "

"Omitted Data"

"Policy"

"Altered Sequence"

"Situation"

"Dropped Out Time"

"Stats"

"Falsehood"

"Data"

"Altered Importance"

"Why"

"Wrong Target"

"Ideal Scene"

"Wrong Source"

"Handling"

"Contrary Facts"

1. Coach works out and writes a situation and Why on a piece of paper. He puts this face down on the table. The Why must be consistent with the situation.

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

2. The coach says: "The situation is … (same as on the piece of paper). " Student writes this down.

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

3. Coach says: "Find the Why. "

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.

4. Student now questions the coach by first taking up the statistic involved.. he ascertains at this point whether it is an Up Situation or Down Situation, as related to the statistics. He finds out when the stats were last up in a high range and what was being done at the time, if they are down now. He may find the stats have never been up. He verifies that the stats presented are true.

"These are the Pluspoints"

5. He gets the data, by two way communication, noting down any and all Outpoints or Pluspoints. The coach must feed the student data relative to the situation given.

"All Data included"

6. The student narrows the target by selecting out the area of the biggest or most repeated Outpoint, or missing scene, to reveal the basic Outpoint which aligns and explains the other Outpoints.

"Correct Sequence"

7. The student announces the Why to the coach. It will be the Why for the Up Situation or Down Situation, as given by the coach earlier. This should match up with the Why written on the piece of paper.

"Time Correctly Noted"

8. The coach asks: "Is the Why consistent with the situation?" Student checks and answers Yes.

"True Data"

The coach asks: "Is it a Why that is something to do with the person involved?" Student checks and answers Yes.

"Correct Importance"

The coach asks: "Is it a Why that the person can do something about?" Student checks and answers Yes.

"Right Target"

If the answer is No to any of these questions, the coach refers the student to the relevant Policy Letter and then has the student review his data and Outpoints or Pluspoints until he can find a Why which is correct.

"Right Source"

M4 of M7 Word Clearing can and should be used where necessary to clear up confusions.

"No Opposing Facts"

9. The coach says, "Good," and lists up the piece of paper and shows it to the student. The Why found by the student should be the same as or close to the Why on the piece of paper.

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

10. Coach asks: "What Policy are you operating on?" Gets answer.

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

11. The coach asks: "What is the Ideal Scene?" Student answers. Coach asks: "Is the Ideal Scene consistent with and a reverse statement of the Why?"

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.

12. The Coach says: "Good. What is the handling?"

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

13. The student quickly works out the handling. Give the student a little time to work this out.

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

13. Student says the Handling to the coach.

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.

Coach asks: "Does this handling actually handle the Why?" If the answer is Yes and the student is correct, the coach asks: "Will this handling bring about a return to or approach towards the Ideal Scene?" Student looks at this and answers Yes or No.

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.

Coach asks: "Does this handling contain a Bright Idea that will boost production?" Student looks at this and answers Yes or No.

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.

The coach asks: "Can this handling be done by the person involved?" Student answer Yes or No.

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.

Finally coach asks: "Is the handling consistent with the Situation and Why?" If the answer is No to any of these questions, the coach refers the student to the relevant Policy Letter and then has the student review his handling. In the case of any undue difficulty, the coach uses M4 and M7 Word Clearing.

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

Training Stress: This drill must be done on a gradient of wins. The first two or three times through the drill may take some time. The time will be well spent.

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 standard operating procedure to correct a student who has not done a step correctly is:

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

1. Give the student a Flunk.

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.

2. Refer the student to the relevant HCO PL.

The Reference Policy Letters for this drill are:

3. Reclear the definition of the key term of terms involved and get a few examples given.

• HCO PL 11 May 70 Logic

4. Use first M7 and then M4 Word Clearing on any Policy Letter to handle any persisting difficulty.

5. Go back and check the earlier step done to ensure correctness.

6. Rehandle the step that was flunked and take the student to a win and then proceed with the rest of the drill.

Start off with very very simple Situations and Whys and build these up as the student becomes more confident and in control of the technology.

The Qual Librarian should be standing by to give Policy references for students doing these Why Finding drills.

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

If a student is having any difficulty on doing two way comm, he should be referred to Dianetics 55 Chapters 7, 8 and 9. He should be word cleared M7 on the chapters and then demonstrate two way comm in practice.

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.

It is very important in this drill not to get into discussions about the technical aspects of the drill. The coach must must must always refer the student to the reference material involved, or go to the Qual Librarian for data.

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

The immediate reference material for the drill is:

• HCO PL17 Feb 72 Data Series 23 Proper Format and Correct Action

Reference material quoted and Why Finding Drill One. The remainder of the Data Series PLs.

History:Developed by L. Ron Hubbard at Flag in 1971 and 72 in order to train up competent technical and administrative evaluators.

Judy Ziff, C/S-5

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