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Auditing Basics Drills (The AB's)

These drills cover basic auditing skills needed in most sessions. Basic auditing is usually described as TRs, metering, Auditors Code and Model Session. The drills cover skills, not contained in Meter Drills and TRs, which are essential to successful auditing. The list of drills is:

AB-1 Observing the Obvious
AB-2 Learning the Tone Scale
AB-3 Obnosis and the Tone Scale
AB-4 Obnosis for Sessionability
AB-5 Session Start
AB-6 Spotting Bad Indicators
AB-7 Clearing Commands
AB-8 Indication of F/N
AB-9 Handwriting Drill
AB-10 Auditors Code Drill
AB-11 Flying Ruds 
AB-12 Instant False TA Check
AB-13 Auditors Rights Drill
AB-14 Full Model Session Drill

 

AB-1 Observing the Obvious

Reference: Chapter: Scales - Continued, "Observing the Obvious".
Purpose:
To train an auditor observe accurately without additives or opinions.
 
Position:
Coach and student seated at table or walking around as needed.
 
Instructions:
To train an Auditor the 'art' of observing the obvious. "Its the only way you ever see anything. You look at the is-ness of something, at what is actually there."
 
Commands:
"Start", "Flunk", "What do you see?".


 STEPS
 
1. Coach and student may be seated or standing. The drill is done in the class room for starters but areas outside the course room can be used as well.

2. Coach says "Start", "What do you see?".

3. The student tells the coach what he observes that is plainly visible.

4. The Coach only accepts things clearly visible the student.

Example: The student is looking at another person in the room.
Student: Well, I can really see he's got ears."
Coach: All right. From where you sit, can you see both ears?
 Student: Well, no...
Coach: Okay. What do you see?
Student: I see he's got a left ear.
Coach: Good.

5. After the student has understood what observing the obvious is, coach flunks him for any ideas, assumptions or deductions of what might be there, but not plainly visible.
The Coach only accepts direct observations of what is visible.
 
6. The student is passed on this drill when he can obnose accurately.

AB-2 Learning the Tone Scale

References: Tone Scale in full. Chart of Attitudes and Chapters on Scales. If available: Chart of Human Evaluation from "Science of Survival".
 
Purpose:
To teach a student Auditor the full Tone Scale so he understands and knows it verbatim and can apply it.

Position: Student seated at a table.
 
Instructions:
Student has to duplicate and understand and learn the full Tone Scale. Different methods are used, including "Chinese School". The first 3 parts are done with a coach. The last part can be done by coach either  with one student or with a group students.

Commands: No set commands.

STEPS

Method 8 Word Clearing (see glossary)
1. Take a copy of  Tone Scale in Full.

2. Starting with bottom of the scale and going up towards the top - clear each word of the Tone Scale per Method 8.

Examples:
1. The student tells the coach examples of actions that would indicate a person's tone level. Here Chart of Attitudes from Self Analysis or Chart of Human Evaluation from Science of Survival comes in handy. Characteristics can be found on the Charts and examples made up based on that.

2. When the student has done this to the coach's satisfaction, go on to the next part.
 
Acting it Out
1. The student now takes the Expanded Tone Scale and starts from the bottom up - dramatizing each different tone level. His coach tries to guess which one he is doing. The student does this repeatedly until he knows  he can duplicate the various tone levels. Then the coach takes a turn and dramatizes the different tone levels and the student guesses which one the coach is dramatizing.

Chinese School
Chinese School: Simple learning technique where the students repeat the teacher or call out what the teacher points to on a blackboard.

1. Make a large copy of the Expanded Tone Scale, such as on a blackboard or a large piece of paper with a felt pen.

2. This drill can be done by one student and coach or with a whole group.
 
3. Coach has a pointer and starts from the bottom of the Tone Scale and works up towards the top in the following manner: The coach points and says "Total Failure". Students say after him: "Total Failure". Coach points and says "Can't Hide". Students: "Can't Hide", and so on up to Serenity of Beingness.

4. This is cycled through several times until the student or students feel good about this step and are very familiar with the Tone levels.

5. Next the coach points to a Tone level and says: "What is this?"
Students: "Total Failure."
Coach "What is this?"
Students: "Can't Hide."
and so forth. Coach follows the Tone Scale from bottom up to the top until the students are thoroughly familiar with the scale and can do it very fast

When the students get very good at this coach can have them recite the Tone Levels without looking at the chart. Chinese school can be used by the supervisor on the whole class as a regular group activity. It is not passed until the Tone Levels are known verbatim.

 

AB-3 Obnosis and the Tone Scale

References:  Chapters on Tone Scale, especially "Observing the Obvious".

Purpose: To train the student  to look at the is-ness of people and be able to spot them on the Tone Scale.

Position: Walking around, using clipboard for notes.
 
Instructions:
This drill combines AB-1 and AB-2 into obnosing the Tone Scale.

Commands: Simple prepared questions are used. They are designed to get a person "involved" so you can get an Emotional Reaction:
1. "What's the most obvious thing about me?"
2. "When was the last time you had your hair cut?"
3. "Do you think people do as much work now as they did fifty years ago?"


STEPS

1. The student takes a clipboard and pen and paper. He or she finds a  public area (shopping center, bus station, etc.) where he/she can find strangers to talk to.

2. The student can tell public persons he is a market researcher/interviewer from a research institute.

3. The student keeps interviewing people, one after the other, and spots the persons on the Tone Scale; their chronic Tone and social Tone.

4. The Drill is done on a gradient:

A. The student walks around and spots people on the Tone Scale. At first just saying it to himself what Tone Level each person is at until student feels confident that he can tell easily where any person is on the Tone Scale. Student spots people's social Tone and actual Theta Tone Level.
 
B. Student now has to look for someone at a specific Tone Level. He walks around until he finds someone at that Tone. Then another Tone, etc. This is done until the student feels confident about it, making sure to spot people's social Tone and actual Theta Tone Level.
 
C. Now the student  takes the clipboard and writes the survey questions on it (if not already done) leaving room for notes between questions. The questions are numbered. The student uses it to quickly note the Tone Levels, social and Theta, by number when he does an interview.
 
The student goes up to someone and gives them an R-factor that he is doing short interviews for market research or similar.
 
Ask your questions. For each answer very quickly note the Tone Levels and any useful info you may want to note down for later use.
Do this step until you feel relaxed about approaching people and spotting their Tones.
 
D. Interview at least 15 people. 
1. With the first five, match their chronic tone as soon as you've spotted it and see what happens. Make brief notes after the interview. 
2. With the next five, you drop below their chronic tone and see what happens. Make brief notes after the interview. 
3. With the last five, as soon as you spot their chronic Tone, go half to one tone higher and see what happens. Make brief notes after each interview.
 
Do this drill until you feel very confident about the drill and handling people and Tone Levels.

 

AB-4 Obnosis for Sessionability
  
Reference:
Chart of Attitudes and Chapters on Scales. If available: Chart of Human Evaluation from "Science of Survival". These for Tone Scale evaluation.
Also Auditors Code (5) "Do not process a preclear who has not had sufficient rest and who is physically tired" and (6) "Do not process a preclear who is improperly fed or hungry".

Purpose: To train the student to observe the condition of the pc regarding sessionability (hungry, tired) and tone level.

Position: Moving around using a clip board for notes.
 
Instructions:
An auditor must be able to see when a person (pc) has not eaten or slept enough in order to determine if a pc is sessionable; an auditor should also be able to determine a person's tone level.

 1. Student must know the Tone Scale in Full per earlier drill. Coach and student go around the center or a shopping mall, etc. Coach has the student name the Tone Level of a number of persons until the student can spot a person's level on the Tone Scale accurately and quickly. Student notes his observations briefly on the clipboard.
 
2. Then the coach has the student find someone who hasn't had enough sleep for a session. Student must observe the physical and emotional indicators of the person and note these down. Do this on as many persons as possible who haven't had enough sleep. Coach then gets the student to tell him the characteristics of a person who hasn't had enough sleep. The Drill is done until the student can spot someone who hasn't had enough sleep accurately and quickly.

3. Then the coach has the student find someone who, with certainty, hasn't eaten (an entrance to a restaurant makes a good observation point). Do the same as in 2 above until the student knows the characteristics of a person who hasn't eaten and can spot the indicators.

4. Next the coach has the student find persons who haven't had enough sleep and who have not eaten enough for a session with certainty. Write down these characteristics in their combination. Student does the drill until he can spot a person who hasn't slept enough or eaten enough for a session.

Note: Both coach and student are expected to be familiar with the Hubbard Chart of Attitudes from Self Analysis, and to have a copy of this chart. A disagreement between coach and student is not to develop. It is handled by simply referring to this chart or Chart of Human Evaluation from "Science of Survival".

 

AB-5 Session Start

Purpose: To train the student in setting up for a session and obnose the pc's indicators.
 
Position:
Student and coach seated at a table across from each other.
 
Commands:
No set commands.
 
Instructions:
The steps below are drilled a number of times until the student can do the steps flawlessly. The final Drill should take about one minute to be passed. The coach gradually increases the difficulties, adds mannerisms and difficulties which the student is to see and note down. Flunks are given for incorrect procedure or out TRs. The Drill is passed when the student can do it flawlessly and quickly.

STEPS

1. The Meter is set up on the table. A shield is placed so coach can't see the Meter, Worksheets, auditing reports, etc. or see what the student is writing.
 
2. Reserve pens are kept handy. There should be a minimum 3 extra blue or black ink pens, a green and a red ink pen. 

3. Also worksheets (W/S) are placed next to Meter. The C/S instructions can be kept under the Meter, face down.

4. The is Meter already switched on, trimmed and cans connected before coach is seated.
 
5. Coach is seated. Student may already sit down or be seated with coach.

 6. Student observes coach when he comes in and sits down. watching and noting indicators:

A. Skin tone.
B. Expression on face.
C. Tone level.
D. Mannerisms - twitching eyes, trembling, nail biting etc.

7. Student notes appearance and indicators down on W/S, very briefly.

8. Student tells the Coach, "Pick up the Cans please." 

9 . Student checks the coach's grip on the cans . He may have to instruct the coach to hold the cans so the are visible to student.
 
10. Student looks for any signs of lack of sleep. The student asks coach "How many hours of sleep have you had?" Also obnoses any signs of coach being hungry. Student asks "have you had enough to eat?", or "Are you hungry?" Student can ask, "Have you drunk any alcohol for the last 24 hours?" and ask about drugs, etc. as needed. Student has to assure these points of the Auditors Code are kept before starting the session.

11. Meter and worksheets are placed so the student can see them and the coach at one time.
 
12. Student observes coach and sees whether or not the coach is ready to begin session.
 
13. Student then says "This is the session." (Tone 40.)

 

AB-6 Spotting Bad Indicators

Reference: Chapter: Indicators and EP of a Process.

Purpose: To train the student to be able to observe and obnose a pc as a continued action; to teach the student that auditing is effective to the degree that the pc is in-session.

Position: Coach and student are seated at a table with full session set up.
 
Commands:
"Do birds fly?"; "Do fish swim?"
 
Instructions:
This Drill is done with TR 0-4 in. Coach uses "fruits" in responses (such as "There is an apple on the table.", etc.). Coach is not permitted to enter his own real or imagined case into situations, but of course uses facial expressions, body language, etc. to express different Bad Indicators. Flunks are given for any failure to spot and note any bad indicator, or for any out TR. The Drill is passed when the student can easily and accurately spot bad indicators.

STEPS

1. Student to verify session set up has been done (AB-5).
2. Student notes the coach is ready to be asked the first question.
 
3. Both student and coach have a copy of Chapter: "Indicators and EP of a Process".

4. The coach dramatizes one of the bad indicators. Student spots it and notes it down on his worksheets.

5. Student also tells coach each time what it was coach dramatized.

6. Coach dramatizes another, student spots it and notes it down. Coach gradiently makes this step more difficult by becoming more subtle.

7. This is kept up as described above. This Drill is passed when the student can accurately and quickly spot bad indicators.

 

AB-7 Clearing Commands
 
Reference:
Chapter: Model Session, "Clearing Commands"

Purpose: To train a student auditor in how to clear a command in session.

Position: Coach and student are seated at a table with full session set up.

Commands: No set commands. Coach uses the TR-1 system for finding "commands". They can use phrases from "Jonathan Seagull" with the "he saids" omitted. The coach uses normal coaching instructions, "Start", "That's it", and "Flunk".

Instructions: The student auditor is trained to clear an auditing command fully with TRs 0-4 in and never to run a wrongly understood command per Auditors Code #19 ("Do not let a preclear run a wrongly understood command").

STEPS

1. The coach picks a phrase from the book "Jonathan Seagull" with the "he saids" omitted. He writes down the 'command' and gives the 'process' a name. Then he hands the paper to the student.

2. The coach then gives a "Start." and the student Auditor gives an R-factor "We are going to run a process called___." Student uses the name the coach wrote down.
 
3. Then the student says "We will clear the command."
 
4. The Auditor makes sure the pc is holding the cans and watches the Meter for reads while clearing the words and the command.
 
5. The student then clears each word of the command, starting with the last word in the command (in other words, he clears the command backwards). Let's say the command is "Do horses run?" Student begins, "What is the definition of "Run"? 

6. For any word the pc-coach does not know the definition of, the student opens the dictionary and finds the word to be cleared. Student finds the definition that applies. He has the pc-coach read the definition and use the word in sentences until the pc feels good about it and has an F/N. Then student clears the rest of the definitions of the word with the coach as needed. Each definition is cleared to F/N.

6. The coach meanwhile is holding the cans in his lap and can simulate Meter reads by can squeezes.

7. When all the single words are cleared, the student then clears the whole command and watches the Meter for a read. An instant read at the end of clearing the full command is a valid read on the process.
 
8. The student Auditor makes sure the pc-coach fully understands the command.

9. The Drill is coached on a gradient, handling one thing at a time.
 
10. The coach throws in misunderstood word phenomena becoming more and more difficult until the student Auditor can handle the randomity of clearing words and commands.

11. The coach steps up the bullbaiting on a gradient until student can handle all kinds of situations smoothly and with TRs in. When the student can do that he is given pass.

 

AB-8 Indication of F/N

Reference: Chapter: Indicators and EP of a Process.
and Chapter "Floating Needles and End Phenomena"
Also Auditors Code: (9) Never let the preclear end session on his own determinism, but finish off those cycles I have begun.(12) Always run a major case action to its end phenomenon. (13) Do not run any one action beyond its end phenomenon. (16) Always maintain good Communication with the preclear and do not cut his communication or let him overrun in session. (17) Never enter comments, expressions or enturbulence into a session that distract a preclear from his case.

Purpose: To train student to correctly recognize and handle End Phenomena.

Position: Coach and student are seated at a table with full session set up.

Commands: "Do birds fly?" or "Do fish swim?"

Instructions: The student Auditor is trained to see a process cycle to complete EP and smoothly indicate the F/N to the pc.

STEPS

1. Coach gives student a "Start" and student gives command "Do birds fly?" or "Do fish swim?".

2. Coach mixes his answers as in TR 4. He ensures that the student's TRs are in.

3. When the coach has observed that the student's TRs are in, he can go on to simulate an End Phenomena using a pen to show a small FN which is gradually being widened as the pc-coach cognites.

4. Coach talks, looks at student, looks away, looks at student etc. Introverts and finds more to answer.

5. The student obnoses coach until he sees coach has said all, the needle is floating widely, coach has VGIs and is in PT, meaning no longer introverted or thoughtful.

6. Student Auditor then indicates the FN by saying as though agreeing with the pc-coach - "Your needle is floating."

 

AB-9 Handwriting Drill
 
Reference:
Chapter: PC Folders and Auditors Admin (especially Worksheets)
Also: Glossary: Handwriting Drill
 
Purpose:
To drill the student's handwriting so that he can write legibly and quickly in session and turn in a readable report afterwards. 
 
Position:
Coach and student are seated at a table with full session set up.

Commands: "Do birds fly?" or "Do fish swim?"
 
Instructions:
This drill is done on a gradient to step by step increase the speed and legibility of the student's handwriting.

STEPS

1. The coach gives a "Start" and the student starts the process, using "Do birds fly?" or "Do fish swim?"
 
2. The coach answers the questions keeping a low speed. He talks as a slow pc would.

3. The student Auditor keeps adequate session admin and keeps up session control as well.

4. After a few minutes of this the coach gives a "That's it" and asks to see the worksheets. They go over them and the student clarifies them with a red pen. At this point the student may have to restudy data on worksheets and work with his handwriting and use of abbreviations directly. This he does by himself until he is satisfied. After that drilling is resumed.

5. 1-5 are repeated. The speed is increased. When the student can easily keep up with the coach and maintain good session control, the coach increases his speed of talking further until the student can keep adequate session admin even with a very fast pc.

5. Flunks are given for out TRs, illegible handwriting, or not getting important data written down per 'Worksheets'. The student may have to study up on his own and practice his handwriting and shorthand repeatedly.
 
6. The Drill is passed when the student can write quickly and legibly even with a very fast pc. He is allowed to go over the worksheets with a red pen quickly before he turns them in for a final pass by the coach.


AB-10 Auditors Code Drill

Reference: Chapter: Auditors Code
And: Auditors Beingness
 
Purpose:
To drill the student in keeping Auditors Code as it applies to session and his professional beingness.
 
Position:
Coach and student are seated at a table with full session set up.

Commands: "Do birds fly?" or "Do fish swim?" The coach uses "Start", "That's it", and "Flunk" as in other drills. Further coach uses two R-factors before a drill: "Break the Auditors Code"; and "Keep your Auditors Code in" depending on which step they are on.
 
Instructions:
Only points applicable directly to Auditors Beingness are covered. Points already covered in full as TRs or AB drills are not included. The coach is to make up situations that tempt the student to break the clause drilled. 

STEPS

Wrong Way
1. Coach picks a clause from the list below. First the coach R-factors the step. "Here I want you to break the Auditors Code." The coach makes up a situation as to tempt the student. 

2. The student deliberately breaks one or more clauses of Auditors Code, especially the one they are working on. The drill is continued until the student can do it without getting too excited, emotional, or loose control. Even though this is the wrong auditor's action he should fully be able to confront it and carry it out.

Right Way
3. The coach R-factors the step. "Here I want you to keep you Auditors Code." The coach makes up a situation as to tempt the student to break it. 

4. The same situation as drilled above should be used. The student here keeps his Auditors Code in, especially the one they are working on. He has to do that with smooth TR 0-4. The drill is continued until the student can do this naturally and with ARC without loosing control, going stiff or robotic.

The clauses used in this drill are:
(1) Never evaluate for the preclear or tell him what he should think about his case in session.
(2) Never invalidate the preclear's case or gains in or out of session.
(4) Always keep all auditing appointments once made.
(7) Do not permit a frequent change of auditors.
(8) Do not sympathize with a preclear, but be effective.
(10) Never walk off from a preclear in session.
(11) Never get angry with a preclear in session.
(14) Always grant beingness to the preclear in session.
(16) Always maintain good Communication with the preclear and do not cut his communication or let him overrun in session.
17) Never enter comments, expressions or enturbulence into a session that distract a preclear from his case.
(20) Do not try to explain, justify or make excuses in session for any auditor mistakes whether real or imagined.
(22) Never use the secrets of a preclear divulged in session for punishment or personal gain.
(24) Do not advocate CT only to cure illness or only to treat the insane, as it is intended for spiritual gain.

(4), (7), (24) should be drilled as an outside session situation between pc and auditor. (1) and (2) are drilled a session situation and an outside session situation.
(22) should be drilled as an outside session situation between auditor and a third person (not the pc). 

 

AB-11 Flying Ruds 

Reference: Chapter: How to Fly the Rudiments

Purpose: To drill the student in how to fly the rudiments at beginning of session.
 
Position:
The student is seated at a table with full session set up. In the pc's chair is a doll. The coach sits next to the student and does coaching from there, supplying the doll with answers.

Commands: Student uses commands from "How to Fly the Rudiments". The coach uses "Start", "That's it", and "Flunk" as in other drills. Flunks should be followed by showing student the written reference of what was violated.
 
Instructions:
The rudiments, "Do you have an ARC break?", "Do you have a Present Time Problem?", and "Has a Withhold been Missed?" are each their own drill. They are done per the chapter, How to Fly the Rudiments. The coach can use a pen to simulate Meter reads or use can squeeze. The coach uses 'fruit' answers. Subjective answers are not allowed. The coach watches that TRs, Auditors Code and handling of the Meter are smooth at first. Then coaches the rudiments processes, still keeping an eye on basic auditing.

ARC Break Unbullbated: This is done exactly per How to Fly the Rudiments. In this part the coach does not say much but provides reads and short answers for the student to work with. The stress is for the student to get the procedure right. When the student can do it smoothly without getting caught up in the procedure this part is passed.

ARC Break Bullbated: This is done per How to Fly the Rudiments. Here the coach starts to give the student a number of situations to work with, including having to use buttons to get a read, false read, a non-reading question but pc starts to answer, etc. When the student can do it smoothly with TRs in and good session control the ARC Break Rudiment Drill is passed.

PTP Unbullbated: This is done exactly per How to Fly the Rudiments. In this part the coach does not say much but provides reads and short answers for the student to work with. The stress is for the student to get the procedure right. When the student can do it smoothly without getting caught up in the procedure this part is passed.

PTP Bullbated: This is done per How to Fly the Rudiments.  Here the coach starts to give the student a number of situations to work with, including having to use buttons to get a read, false read,  a non-reading question but pc starts to answer, etc. When the student can do it smoothly with TRs in and good session control the PTP Rudiment Drill is passed.

Missed Withhold Unbullbated: This is done exactly per How to Fly the Rudiments. In this part the coach does not say much but provides reads and short answers for the student to work with. The stress is for the student to get the procedure right. When the student can do it smoothly without getting caught up in the procedure this part is passed.

Missed Withhold Bullbated: This is done per How to Fly the Rudiments.  Here the coach starts to give the student a number of situations to work with, including having to use buttons to get a read, false read, a non-reading question but pc starts to answer, etc. When the student can do it smoothly with TRs in and good session control the M/W/H Rudiment Drill is passed.

Missed Withhold Indicators: The coach now gives the student a number of Missed Withhold indicators which the student has to recognize and handle with M/W/H rudiment questions.

 

AB-12 Instant False TA Check

Reference: Chapter: False TA Handling.
And: Model Session #28.
 
Purpose:
To drill the student in keeping an eye on obvious sources of False TA and quickly eliminate them before starting a session per model Session #28.

Position: Coach and student are seated at a table with full session set up.

Commands: No set commands. Student may check pc's hands physically. Coach uses normal coaching instructions, Start, That's it and Flunk as needed.
 
Instructions:
The coach is to produce a false high or low TA. Student has to check for obvious sources, such as dry hands, wet hands, incorrect can grip, tight clothes and shoes and the like. This is not the full False TA Checklist but an instant check to handle any source of false TA in plain view. When the false TA is handled the drill is complete. In the case where the Instant False TA Check does not handle the high TA the student simply ends the session (before it has formally started).

Drill is passed when the student can do the check quickly and with good control and make the right decision about going on or ending off.

 

AB-13 Auditors Rights Drill

Reference: Chapter: Auditors Rights

Purpose: To drill the student in how to handle Out Ruds in the middle of the session and a number of other things covered in Auditors Rights. Auditors Rights is one of the most important chapters for active auditors.
 
Position:
The student is seated at a table with full session set up. In the pc's chair is a doll. The coach sits next to the student and does coaching from there, supplying the doll with answers and responses.

Commands: Student runs "Do birds fly?" or "Do fish swim?" Coach gives situations and uses normal coaching instructions: Start, That's it, and Flunk. The student uses the appropriate process for situation given to handle it.

Instructions:  The drill is done per the chapter, Auditors Rights. In the drills the coach can use a pen to simulate Meter reads or use can squeeze. The coach uses 'fruit' answers. Subjective answers are not allowed. The coach watches that TRs, Auditors Code and handling of the Meter are smooth at first; then introduces more action and randomity into the situations. In below (8) 'Ruds Going Out' all the indicators listed in the chapter should be drilled. 

Some of the steps just require student to go through the motions. Those we call 'Thru-Motions' for short. The 'motion' can be writing a report for the folder as response. Coach has to use principles from earlier AB drills if in doubt of what to instruct. Here is the list of things to drill. It follows the chapter closely.

1. Accepting the PC (Thru-motions).
2. Accepting the C/S Instructions (Thru-motions).
3. Stale Dated Instructions (Thru-motions). 
4. Ending a Session (Doll Drill).
5. Ruds Won't Fly (Doll Drill, thru-motions).
6. Unreading Items and Terminals (Doll Drill).
7. High TA at Start (Doll Drill, incl. instant false TA check).
8. Rudiments Going Out (Doll Drill many situations per 'Aud. Rights' and  'Flying Ruds' above).
9. Program Violations (Thru-motions). 
10. Ability Attained (Thru-motions). 
11. Unnecessary Repairs (Thru-motions). 
12. What Auditor Did Wrong  (Thru-motions).

 

AB-14 Full Model Session Drill

Reference: Chapter: Model Session

Purpose: To drill the student in all the small steps that has to be in before the session is started. This is the 34 points checklist for starting session. Also, to go through a Model Session, starting and ending as described in the chapter and going from one action to the next as described.

Position: The student is seated at a table with full session set up. The coach in the pc's chair, holding the cans.

Commands: Student follows the Model Session chapter and points. Coach uses normal coaching instructions: Start, That's it, and Flunk. Coach only uses 'fruit answers' to actual auditing commands.

Instructions:  The drill is done per the chapter, Model Session. starting with Checklist for Starting a Session. Then does the steps included in Model Session.

STEPS

1. Checklist for Starting a Session: The student does the checklist step by step until he gets to "Start of session". The coach gets the student through the drill by providing the needed responses. Out control or confusions about what to do are flunked. Too much time consumed is also flunked. Additional references are in the chapter itself. This step is passed when the student can do it smoothly and with good control. The step is ended with "This is the Session".

2. Model Session: The step is started with 
a. "This is the Session", which is step (2) "Starting Session" of Model Session.
b. The auditor checks a rudiment question. The coach gives F/N VGI response (nothing is run).
c. Student gives needed R-factors and clears command "Do horses run?" per AB-7 above.
d. The process is run to EP. Coach only uses 'fruit answers'.
e. The student ends the session as described in Model Session.

3. Some bullbaiting can be introduced but the main thing is to get the student through the motions a couple of times.

The drill is passed when student can do the above smoothly and with good ARC, TRs in and maintaining good session control.

 

 

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