The trainer's guide to successful PLAGIARISM

If you have lasted the course and read all six previous articles in this DIS series, I expect you could be feeling pretty overwhelmed by now. You will have read about behaviour analysis categories, computer‐assisted feedback, operations rooms manned by behavioural scientists and lots more besides. In this article I am going to cut straight through all the paraphernalia and show you how to apply something of these new methods with minimal resources. When I talk of resources, I'm thinking of money, people and time. In so doing I shall make my colleagues wince because, inevitably, the starter suggestions I shall make fall a long way short of the sort of standards we have become used to in ICL and BOAC. My colleagues will wince because the standards they are used to are not absurdly high. The practices described in the previous articles exist and are carried out because we believe them to be both realistic and necessary. I am prepared to leave them wincing if I can do something to give you a leg up into the interactive skills area. At the very start we said that our purpose in publishing this DIS series at all was to encourage trainers to implement, and put into everyday use, some of the new methods which we have developed in our work. Neil Rackham actually invited you to ‘plagiarise, copy, adapt, modify or develop anything which you read in these articles’. And this is surely sensible. You will have noticed our own unashamed references to plagiarism throughout the previous articles. The existence of this current article should reinforce our sincerity in making such an invitation and make it more likely that you will accept.