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This study aimed to explore how facilitators of group dynamic and structured leadership courses cope with difficult situations during the course, and to relate their coping strategies to general individual characteristics and situation-specific appraisals. The study group consisted of facilitators of two of the most widespread leadership courses in Sweden: 110 facilitators of the course Understanding Group and Leader (UGL) and 111 facilitators of Developmental leadership (DL). A web-based questionnaire included descriptions of two difficult interpersonal course situations and questions on personality, general leadership style as well as situation-specific appraisal and coping. Three coping strategies were identified (factor analyses): Focus on course structure, Focus on psychological safety and Focus on own reflection. These factors were positively correlated. Weak associations were observed between the coping strategies and personality and general leadership style. Situation-specific appraisals covaried more strongly with the coping strategies. The findings suggest that reflection based on these coping strategies can lead to increased self-awareness and self-confidence on part of the facilitator. The findings may also help leadership course facilitators to cope more effectively, which in turn creates trust in the group that they are leading. The study contributes to the understanding of a limited research area; how leadership course facilitators cope with difficult course situations. The results provide guidance on how to cope more effectively. Practical implications include aspects to focus on in the training of leadership course facilitators.

Purpose – The Indirect Leadership Questionnaire (ILQ) is constructed to measure important parts of a theoretical model of indirect leadership to be used in leadership courses for high-level managers. The ILQ consists of 15 model-derived items plus extra space that provides for free-text comments. This study aims to evaluate the psychometric properties of the ILQ, its predictive power and practical usefulness in indirect leadership courses and to evaluate the indirect leadership model in the light of new data.

Design/methodology/approach – The study sample consisted of 225 higher managers and 6–10 of their subordinates (total: 1,703). The latter were working at least two hierarchical levels below their higher manager. The managers made self-ratings, and the subordinates rated their respective higher manager using the ILQ.

Findings – Results showed that the ILQ has acceptable psychometric properties in terms of dimensionality(two model-compatible factors were obtained), reliability, discriminability and predictive power. Previousproblems with many “Don’t know” responses from subordinates working two or more hierarchical levels below their higher manager were considerably reduced. A qualitative analysis of the free-text responsess howed that indirect leadership behaviors that can be seen as inspirational influence and communication skills should be more emphasized in future indirect leadership courses. The leaders’ personality, task-related competence and performance-orientation were also highlighted more than in the indirect leadership model.

Research limitations/implications – It was concluded that the ILQ is a useful tool in indirect leadership courses but that it is too limited to be used as a basis for theory development of indirect leadership.

Originality/value – The ILQ has acceptable psychometric properties and provides an easy-to-use tool togain practical, usable knowledge of the “how’s” of indirect leadership