In conversational AI, large-scale models excel in various tasks but struggle with target-driven conversation planning. Current methods, such as chain-of-thought reasoning and tree-search policy learning techniques, either neglect plan rationality or require extensive human simulation procedures. Addressing this, we propose a novel two-stage framework, named EnPL, to improve the LLMs’ capability in planning conversations towards designated targets, including (1) distilling natural language plans from target-driven conversation corpus and (2) generating new plans with demonstration-guided in-context learning. Specifically, we first propose a filter approach to distill a high-quality plan dataset, ConvPlan (Resources of this paper can be found at https://github.com/pandazzh2020/ConvPlan). With the aid of corresponding conversational data and support from relevant knowledge bases, we validate the quality and rationality of these plans. Then, these plans are leveraged to help guide LLMs to further plan for new targets. Empirical results demonstrate that our method significantly improves the planning ability of LLMs, especially in target-driven conversations. Furthermore, EnPL is demonstrated to be quite effective in collecting target-driven conversation datasets and enhancing response generation, paving the way for constructing extensive target-driven conversational models.

Large Language Models (LLMs) have shown strong generalization abilities to excel in various tasks, including emotion support conversations. However, deploying such LLMs like GPT-3 (175B parameters) is resource-intensive and challenging at scale. In this study, we utilize LLMs as “Counseling Teacher” to enhance smaller models’ emotion support response abilities, significantly reducing the necessity of scaling up model size. To this end, we first introduce an iterative expansion framework, aiming to prompt the large teacher model to curate an expansive emotion support dialogue dataset. This curated dataset, termed ExTES, encompasses a broad spectrum of scenarios and is crafted with meticulous strategies to ensure its quality and comprehensiveness. Based on this, we then devise a Diverse Response Inpainting (DRI) mechanism to harness the teacher model to produce multiple diverse responses by filling in the masked conversation context. This richness and variety serve as instructive examples, providing a robust foundation for fine-tuning smaller student models. Experiments across varied scenarios reveal that the teacher-student scheme with DRI notably improves the response abilities of smaller models, even outperforming the teacher model in some cases. The dataset and codes are available in https://github.com/pandazzh2020/ExTES.