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HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO POLICY LETTER OF 4 OCTOBER 1964
Reissued on 21 May 1967
Remimeo
All Staff
All Students
Tech Hats
Qual Hats
THEORY CHECK-OUT DATA
(Modifies HCO Pol Ltr of Sept 24, '64)
In checking out technical materials on students or staff, it has been
found that the
new system as per HCO Pol Ltr of Sept 24, '64 is too lengthy if the whole
bulletin is
covered.
Therefore the system given in Sept 24, '64 Pol Ltr is to be used as
follows:
1. Do not use the old method of covering each bit combined with the new
method.
2. Use only the new method.
3. Spot check the words and materials, do not try to cover it all. This
is done the same way a final examination is given in schools: only a
part of the material is covered by examination, assuming that if the
student has this right the student knows all of it.
4. Flunk on comm lag in attempts to answer. If the student "er. . .
.ah.. . .well. .. ," flunk it as it certainly isn't known well enough to
use. (Doesn't include stammerers.)
5. Never keep on examining a bulletin after a student has missed.
6. Consider all materials star rated or not rated. Skip 75%'s. In other
words, the check-out must have been 100% right answers for a pass. 75%
is not a pass. When you consider a bulletin or tape too unimportant for
a 100% pass, just require evidence that it has been read and don't
examine it at all. In other words, on those you check out, require 100%
and on less important material don't examine, merely require evidence of
having read.
THE "BRIGHT" ONES
You will find that often you have very glib students you won't be able
to find any
fault in who yet won't be able to apply or use the data they are passing.
This student is
discussed as the "bright student" in the Sept 24, '64 Pol Ltr.
Demonstration is the key here. The moment you ask this type of student
to
demonstrate a rule or theory with his hands or the paper-clips on your desk
this
glibness will shatter.
The reason for this is that in memorizing words or ideas, the student
can still hold
the position that it has nothing to do with him or her. It is a total
circuit action.
Therefore, very glib. The moment you say "Demonstrate" that word or idea or
principle, the student has to have something to do with it. And shatters.
One student passed "Itsa" in theory with flying colours every time even
on
cross-check type questions, yet had never been known to listen. When the
theory
instructor said, "Demonstrate what a student would have to do to pass
Itsa," the whole
subject blew up. "There's too many ways to do Itsa auditing!" the student
said. Yet on
the bulletin it merely said "Listen". That given as a glib answer was all
right. But
"demonstration" brought to light that this student hadn't a clue about
listening to a
pc. If he had to demonstrate it, the non-participation of the student in
the material he
was studying came to light.
Don't get the idea that Demonstration is a Practical Section action.
Practical gives
the drills. These demonstrations in Theory aren't drills.
Clay Table isn't used to any extent by a Theory Examiner. Hands, a
diagram,
paper-clips, these are usually quite enough!