This study evaluated whether effectiveness in curriculum planning groups is raised by involving a professional adult educator as a nondirective, information giving group member, or by training group chairmen in discussion leadership skills. Group effectiveness was measured by member satisfaction with the group product, satisfaction with discussion, use of group resources, group creativity, and clientele perception of group report quality. Four H leaders (100) were divided into 20 groups distributed among the following treatment categories: trained leaders--professional present; trained leaders only; untrained leaders--professional present; untrained leaders only. Leader training in shared group leadership skills was given in a four hour workshop. Professional involvement resulted in higher member satisfaction with the group product and some aspects of discussion. It was concluded that training and professional involvement will both improve member satisfaction. However, the lack of effect on group creativity, use of group resources, and clientele perception of group report quality, suggested that neither techniques would enhance the process of identifying educational problems. (Author/LY)