The training routines were developed By R. Hubbard in 1956 (in London) and 1957 (in Washington D.C.). They were developed to teach already accomplished auditors to audit better. It soon became clear that how well the auditors could do the TR's in session made all the difference in the world to pc's and the results they got from the auditing. The TR's have since they were first developed been an important part of any auditor course on any level. There were a few additional drills added later (in 1971 and '78).

TR's and Results in Auditing
The auditing skill of any student auditor will only be as good as he can do the TR's.
Errors and confusions in TR's is the basis for all other errors and confusions in trying to audit.

Almost all confusion about the Meter, session form and processes can be traced back to an earlier confusion in doing TR's.

A student, that hasn't become an expert on his TR's will not be able to become a master at his trade.
Processes will not work properly, if the student auditor has bad TR's.
The processes of today's ST work fast and require perfect TR's for the pc to be winning.
The TR's have to be done hard and long and to high standards or we could loose 90% of the results available.

The TR's are not a tea party! They are done exactly as the materials state, without changes or additions.

Theory: This drill is an undercut to the actual use of the communication formula. For any communication to take place, it requires somebody there. On OT TR-0 the student is drilling simply being there as potential Cause (Source-point) or potential Effect (Receipt-point).

Purpose: The student simply has to comfortably confront another person. The student gets trained to BE there in a position one meter (3 feet) in front of another person. He has to BE there and be relaxed and comfortable about it.

Commands: None

Position: Student and coach are sitting facing each other with eyes closed, about 1 meter (3 feet) apart at a comfortable distance.

Directions: This is a silent drill. Student and coach sit across from each other with their eyes closed.

No moving around, confronting with a body part, or via's used to confront with are allowed. Sleepiness or drowsiness is not allowed to pass. This is a simple drill. Anything added to simply BE there is a flunk. The student will usually see blackness when his eyes are closed.

When the student can BE there in a relaxed and alert manner and confront and feels great about it, the drill is passed.
Note: Confronting is not part of this drill.

(Note: Often this drill is done without coaching and simply to a point where the student feels relaxed, alert and great about being there. The instructor sometimes comes around and will give the coaching instructions).

Theory: In addition to potential cause or effect, the following parts of the Comm Cycle are introduced: Observation, Distance, Consideration, Attention, Confront.

Purpose: To train a student to confront a preclear with auditing only or with nothing. The idea is simply to get the student able to hold a position one meter in front of a preclear and to be relaxed and comfortable about it. He simply is supposed to BE there and not do anything except BE there.

Commands: None

Position: Student and coach are sitting facing each other about 1 meter (3 feet) apart at a comfortable distance.

Directions: The student and coach sit facing each other. They don't make any conversation or try to be interesting. They simply sit and look at each other without saying or doing anything for some hours. Student must not speak, blink nervously, move around or move, laugh or smile or be embarrassed or get sleepy or drowsy. Often you will see the student confront with a body part, Like his face, nose, chest etc. rather than just sit and look relaxedly at the coach. He can fall into using a system of confronting rather than just BE there. Confronting means just that. You don't DO anything. The whole action is to accustom an auditor to BEING THERE, 1 meter in front of a preclear without apologizing or moving around or defending self. Confronting with a body part can cause somatics in that body part. The solution is to just carry on and confront and BE there.
The emphasis is to first and foremost get the student to confront the person opposite him (the coach). Then later in the TR, coach can iron out physical manifestations, twitches, blinks, etc.

Student auditor passes when he can just BE there and confront and he has reached a major stable win.

A full and final pass is being granted, when the student is able to sit there for a full two hours in one sitting without any discomfort, sleepiness etc. as listed above. Natural blinking allowed. Excessive (nervous) blinking is not.

Theory: Same as TR-0, unbullbatied. Emphasis on confronting a preclear who is being at cause.

Purpose: The student is to confront a preclear with auditing only or with nothing. The idea is simply to get the student able to hold a position 1 meter in front of a preclear and to be relaxed and comfortable about it. He simply has to BE there without being thrown off, distracted or have any reactions to anything the preclear says or does.

Note: The purpose of TR-0 is just to get the guy to sit there and confront. But the purpose of TR-0 Bullbait is to get the student able to confront a preclear.

Commands: Coach uses: "Start," "that's it," "flunk."

Position: Student and coach are sitting facing each other about 1 meter (3 feet) apart at a comfortable distance.

Directions: After the student auditor has passed TR-0 and he can just BE there, it's time for "Bullbaiting". Anything added to BEING THERE is instantly flunked by the coach. Twitches, nervous blinks, sighs, moving around or moving, anything except just being there is promptly flunked, with the reason for the flunk.
To Coach: Student laughs. Coach: "Flunk! you laughed. Start." This is all the coach is supposed to say as a coach.
To Student: The coach may say anything or do anything except leave the chair. The student's "buttons" has to be found and worked over hard. No words (except coaching words) may cause any response. If the student reacts, the coach is instantly a coach (see above). Student is given a pass when he can BE there relaxedly without breaking up or become distracted or react in any way to whatever the coach says or does and has reached a major stable win.

(Button: Words, phrases, subjects or actions used by other people, that causes a Bank reaction in an individual, resulting in discomfort, embarrassment or upset, or in making him laugh uncontrollably.)

Theory: Added to TR-0 is, student actually being Cause, and awareness of effect; he gets a Message across a Distance to a Receipt-point.

Purpose: to drill and perfect how to deliver an auditing command to a pc - each command is to be delivered fresh, in its own unit of time; and to deliver it without flinch or strain, but done naturally and directly from auditor to pc.

Commands: The student uses a book -  like 'Jonathan Livingston Seagull' by Richard Bach. He takes sentences (omitting "he said's") reads a sentence to himself and then delivers it to the coach.

Position: Student and coach are sitting facing each other about 1 meter (3 feet) apart at a comfortable distance.

Directions: the student picks a sentence from the book and makes it his own. He says it to the coach in a natural way. It must not sound like a thing he is reading from a book. He is not trying to impersonate a character either. He simply says it as his own in a clear and straight forward manner.

The coach must have received the command clearly and understood it before he says "Good."

The coach controls the session. He says "Start". He listens to the student delivering the sentence. If it is received clearly he says "Good" and the student takes the next sentence. If the command is not received clearly or other things need correction, the coach says "Flunk" and tells the student why. The student repeats a flunked command. "That's it" is used to break off for a discussion or to end the coaching session. The coach uses "Start" to resume the session after a discussion and at the very beginning of the activity.

Note: The Affinity level of the student is very important. All too often an auditor whose TR-1 is out lacks affinity. He can't reach or be the other person (coach or pc), so has difficulty communicating.

TR-1 is passed when the student can put across a command naturally and relaxedly. Yet loud and clear. It has to be without strain or flinching. No gestures are allowed. His voice has to sound clear and natural. No acting, artificiality or public speaker manners are needed nor allowed.

Theory: The student drills switching from Effect to Cause. He receives, Understands and Duplicates the pc's Answer (effect); then is cause to give the Ack.

Purpose: To teach the student auditor that an acknowledgment is an important method to control a preclear's communication in session. An acknowledgment is a full stop, that ends a communication cycle. The student must understand and appropriately acknowledge as to end the comm.

Commands: The coach reads a line from a book - like 'Jonathan Livingston Seagull'. He omits "He said's" and the student has to thoroughly acknowledge each. The coach repeats any line he feels was not truly acknowledged. The student can use "Good", "Fine", "OK", "I heard that" and anything that is appropriate to pc's statement. It has to convince the pc or coach that he was heard and understood. The coach will repeat any statement he fells wasn't correctly acked.

Position: Student and coach are sitting facing each other about 1 meter (3 feet) apart at a comfortable distance.

Directions: The student is to acknowledge exactly what was said so the coach knows it was heard. Ask student from time to time "what did I say?" Straighten out over- and under-acknowledgments. Let the student do anything at first to get his acknowledgment across and then start straighten him out. Teach him that an acknowledgment is a stop, an end of cycle - not the beginning of a new comm cycle or an encouragement to the pc to go on. Teach the student further that an ack is not a robotic thing. It has to express understanding of what was said. Even "That's terrible" can be appropriate if pc is telling a dreadful story. Reality is thus important in TR-2.
Teach him further that one can fail to get an acknowledgment across or can fail to stop a pc with an acknowledgment or can acknowledge too strongly which can totally throw the pc out of session.

The coach says "Start," reads a line and says "Flunk" every time the coach feels there has been an improper acknowledgment. The coach repeats the same line each time the coach says "Flunk." "That's it" may be used to break off for a discussion or end the coaching session. "Start" must be used to begin a new coaching after a "That's it."

Theory: The same parts as on TR- 2. But the emphasis here is on drilling Acks and Control in such a way as to bring about the "Continue" (or "change") part of the Control cycle.

Purpose: To teach the student that a half ack is how you encourage a pc to keep talking about something.

Commands: The coach reads a line from a book - like 'Jonathan Livingston Seagull'. He omits "He said's" and the student has to half ack each. The coach repeats any line he feels was not half acked.

Position: Student and coach are sitting facing each other about 1 meter (3 feet) apart at a comfortable distance.

Directions: The student is to give a half ack as an encouragement to the pc to continue talking. Correct over-acknowledgment that stops a pc from talking. Drill student on how half ack is a way of keeping a pc talking by giving the pc the feeling that he is being listened to with interest.

The coach says "Start," reads a line and says "Flunk", when the coach feels there has been an improper half ack. The coach repeats the same line each time the coach says "Flunk." "That's it" may be used to break off for discussion or end the activity. If the coach used 'that's it' before discussing something, he must say "Start" again before coaching resumes.

Theory: The student is using all the parts of the comm cycle in this drill. He has to get a communication duplicated and completed.

Purpose: To teach a student auditor to duplicate an auditing question without any variation (of words), each time newly, in its own unit of time and to acknowledge it. 
Also: To teach that as an auditor you never ask a second question until you have received an answer to the one asked.

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

Position: Student and coach are sitting facing each other about 1 meter (3 feet) apart at a comfortable distance.

Directions: One question and student's ack of its answer is in one unit of time which is then finished. Keep auditor from straying into variations of the question. Even though the same question is asked, it is asked as though it is a brand new idea - and never as a blur with the previous cycles (robotic repeat).

The student auditor must learn to give a command and receive an answer and to acknowledge it in one distinct unit of time.

The student auditor is flunked if he fails to get an answer to the question asked, if he fails to repeat the exact question, if he Q and As with a diversion offered by the coach.

The coach uses "Start" and "That's it," as in earlier TRs. The coach is not bound after 'Start' to answer the auditor's question. He may hesitate (comm lag) or give off the subject, wild comments as answer to Bullbait the student. Often the coach should answer.

Somewhat less often the coach attempts to get the student auditor into a Q and A or upset him.

Example:

Student Auditor: "Do fish swim?"
Coach: "Yes."
Student Auditor: "Good."
Student Auditor: "Do fish swim?"
Coach: "Aren't you getting tired of this?"
Student Auditor: "Yes."
Coach: "Flunk."

When the student doesn't get an answer, he repeats the question. The auditor must say, gently, "I'll repeat the auditing question" (repeat statement), and continue to do so until he gets an answer.

Anything except commands, acks and, as needed, the repeat statement is flunked. Unnecessary use of the repeat statement is flunked. A poor command is flunked. An improper ack is flunked. Q and A is flunked (as in the example). Student's misemotion and confusion is flunked. Student's failure to say the next command without a long hesitation (comm lag) is flunked. A premature acknowledgment is flunked. Lack of ack (or with a distinct comm lag) is flunked. Any words from the coach except an answer to the question, "Start," "Flunk", "Good" or "That's it" should have no influence on the auditor. He keeps giving the repeat statement and the question until it is answered.

"Start," "Flunk," "Good" and "That's it" may not be used to Bullbait the student auditor with. Any other statement can be.

The coach is allowed to try to leave his chair in this TR. If the student allows it, it is a flunk. (The student may use his hands to prevent the coach from leaving the chair). The coach should not use personal or case-related statements such as "I just had a cognition." Coach's statements should all go on the student with the intent to throw the student off and cause him to lose session control or track of what he's doing.

The student's job is to keep the session going despite anything going on; he uses only the command, the repeat statement and the ack (and hands as mentioned above). If the student does anything else than the above, he is flunked by the coach and given the reason why.

Theory: An origination is something of importance to pc he brings up on his own. Pc is at cause unexpectedly. It is actually an indicator of the pc making progress.

Purpose: To teach the student auditor to maintain ARC with the preclear when he originates. He should not become silent or startled or hesitant by this, but maintain communication and ARC with the preclear throughout an origination.

Commands: The student runs "Do fish swim?" or "Do birds fly?" on the coach. Coach answers, but now and then makes unexpected statements. The student auditor must be able to 'change gear' and handle coach's originations smoothly and to his satisfaction.

Position: Student and coach are sitting facing each other about 1 meter (3 feet) apart at a comfortable distance.

Directions: The student auditor listens to the origination and does three things. (1) Understands it; (2) Acknowledges it; and (3) Returns the pc to session. If the coach feels the student is abrupt or spends too much time on it or shows lack of understanding, he flunks the student and corrects him to handle it smoothly.

All originations are statements about the coach, his case, ideas, reactions or difficulties; none are about the student. Otherwise it is very similar to TR-3.

The student says enough to: (1) Clarify and understand the origination; (2) Acknowledge the origination; (3) Give coach the repeat statement, "I'll repeat the auditing command," and then give it. Anything else is a flunk.

The student learns to prevent ARC breaks and to clearly see the difference between ( a) a vital problem that concerns the pc and ( b) an effort to blow session (as on TR-3). Flunks are given if the student does more than (1) understand; (2) acknowledge; (3) return pc to session.

Coach mixes it up by throwing in personal remarks aimed at the student auditor as on TR-3.

Student's failure to differentiate between comments (attempts to distract or blow) and originations (something important to the 'in-session' pc) is a flunk.

Student auditor's failure to persist is always a flunk in TR's and very much so in this TR.

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Note
You do not want a student to get hung up on one TR forever. Instead you can go through the TR's several times, getting tougher on each time through.

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