The processes entailed in facilitating or leading workshops or seminars for researching the curriculum in Technical and Further Education (TAFE) were examined by using a modified Delphi process, which was followed by a 2-day workshop. Participants in the study were all experienced curriculum development specialists with knowledge of one or more of the following group process methods: Search Conference, Nominal Group Technique, Developing a Curriculum (DACUM) and its derivatives, and the Critical Incident Technique. The facilitator role was examined in terms of the value orientations (preferences) and social rules (guides for action) used by experienced TAFE facilitators/group leaders. The facilitator/group leadership process was shown to require complex interpersonal skills, including the ability to set clear directions in a nonauthoritarian manner, negotiate flexibly with group members, face and resolve conflicts, and motivate groups. A model of the general stages and steps through which curriculum research workshops progress and a guide to the selection of group process methods for curriculum research in vocational education were developed on the basis of these research findings. Appendixes include instructions to the participants in the study workshop, a summary of the workshop examining the facilitator role, detailed results concerning facilitators' value orientations and social rules, and an example of personal constructs data. A four-page reference list and tables and a figure are included. (MN)