Power And Influence In Establishing Continuing Professional Education: A Case Study

Abstract

Studying power and influence tactics and the contexts in which they are used in program planning can advance understanding of establishing continuing professional education (CPE) programs. Researchers (Caffarella, 2002; Cervero & Wilson, 1994; Yang, et al 1998) have primarily focused on power and influence tactics used by adult educators (Caffarella, 2002; Cervero & Wilson, 1994; Yang et al, 1998). This case focuses on identifying and measuring the power and influence tactics in the context of an organization deciding whether or not to establish a CPE program. The author uses the samples of positive and influences (Caffarella, 2002), and Power and Influence Tactics Scale (POINTS), (Yang,Cervero, Valentine, & Benson, 1998) to identify and measure the tactics that were used to ensure establishment of a CPE program. The findings lend support to the planning theory offered by Cervero and Wilson (1994) in that “planning practice is a social process of negotiating personal and organizational interests in contexts of structured power relations” (p. 253).