Articles / Leadership Course Questions: What to Ask Before Enrolling
Development, Training & CoachingDiscover key leadership course questions to ask before enrolling. Learn what to evaluate in programmes and how to make informed development decisions.
Written by Laura Bouttell • Fri 28th November 2025
Leadership course questions help prospective participants evaluate programmes before investing time and money. Research from the Corporate Executive Board indicates that leadership development programmes vary enormously in effectiveness—some produce measurable improvement whilst others yield minimal return. The Chartered Management Institute reports that 43% of organisations express dissatisfaction with leadership development outcomes, often because programmes were selected without rigorous evaluation. Asking the right questions before committing prevents disappointment and maximises development value.
This guide provides comprehensive questions to ask about leadership courses—questions about content, quality, format, outcomes, and practical considerations. Armed with these questions, you can distinguish programmes likely to deliver value from those that merely consume resources.
Content determines development relevance. Ask:
About curriculum:
About depth:
About relevance:
About structure:
Practice develops capability. Ask:
Programmes emphasising content delivery without practice produce knowledge without capability. Look for significant practice opportunity with structured feedback.
| Content Question | Why It Matters | Red Flags |
|---|---|---|
| Topics covered | Ensure relevance | Vague descriptions |
| Depth level | Match to needs | Over-claiming |
| Career stage fit | Appropriate challenge | One-size-fits-all |
| Practice opportunity | Capability development | Content-only focus |
Faculty quality directly affects learning. Ask:
About qualifications:
About experience:
About approach:
Quality claims require evidence. Ask:
About accreditation:
About outcomes:
About feedback:
About improvement:
Delivery affects learning experience. Ask:
About format:
About timing:
About flexibility:
About group dynamics:
Format significantly impacts development. Consider:
Face-to-face advantages:
Online advantages:
Blended advantages:
Match format to your learning preferences, practical constraints, and development needs.
Credentials matter for career purposes. Ask:
About qualifications:
About assessment:
About recognition:
Assessment rigour indicates programme substance. Ask:
Light assessment may indicate light learning. Rigorous assessment—whilst demanding—typically produces better development and more valuable credentials.
| Assessment Question | Implications | What to Look For |
|---|---|---|
| Methods used | How learning is verified | Multiple methods |
| Requirements | Programme rigour | Substantial work |
| Standards | Credential value | Clear criteria |
| Feedback | Learning opportunity | Detailed response |
Support enhances development. Ask:
During the programme:
For application:
After completion:
Transfer to workplace determines value. Ask:
Programmes without explicit application support often fail to produce lasting change. Look for structured approaches to workplace transfer.
Practical matters affect viability. Ask:
About cost:
About timing:
About requirements:
About location:
If seeking organisational support, ask:
Before evaluating programmes, clarify:
About development needs:
About constraints:
About preferences:
About outcomes:
Assess fit through systematic comparison:
1. List your development needs What capabilities must the programme address?
2. Define your constraints What time, budget, and logistical boundaries apply?
3. Identify your preferences What format, approach, and peer group suit you?
4. Evaluate programmes against criteria Score each option against your needs, constraints, and preferences.
5. Investigate top options thoroughly Use detailed questions to evaluate programmes that pass initial screening.
Past participants provide invaluable insight. Ask:
About experience:
About outcomes:
About application:
About value:
Key questions about leadership courses include: What specific topics and skills does the programme develop? What qualifications and experience do facilitators have? What evidence demonstrates programme effectiveness? What format and time commitment is required? What credentials does completion provide? What support exists for workplace application? Past participant perspectives provide particularly valuable insight.
Indicators of quality leadership courses include experienced, qualified faculty; accreditation from recognised bodies; evidence of participant outcomes beyond satisfaction surveys; substantial practice opportunity; explicit application support; positive alumni testimonials; and continuous improvement based on feedback. Red flags include vague content descriptions, no outcome evidence, and purely passive content delivery.
Effective leadership training should include self-awareness development (often through assessment), communication skills, team leadership capability, decision-making frameworks, change leadership, and emotional intelligence. It should also include substantial practice opportunity, feedback on skill development, and structured support for workplace application. Content alone without practice produces limited development.
Effective leadership course duration depends on development depth required. Short workshops (1-3 days) suit focused skill development; certificate programmes (weeks to months) provide broader coverage; diplomas (6-18 months) enable comprehensive development. Longer isn't always better—match duration to development needs. Insufficient time limits depth; excessive time may not be practical.
Leadership course credentials should be recognised by relevant stakeholders—employers, professional bodies, educational institutions. Valuable credentials include professional body qualifications (CMI, ILM), university certificates and diplomas, and business school certifications. Credential value depends on recognition in your field; investigate what credentials target employers value.
Leadership training costs range from free (online content) to £100,000+ (premium executive education). Short workshops typically cost £500-5,000; certificates £1,500-8,000; diplomas £3,000-20,000. Business school programmes cost significantly more. Price alone doesn't indicate quality; evaluate value based on programme fit with needs, quality evidence, and credential recognition.
Asking for references from past participants provides valuable insight that marketing materials cannot. Request contacts from participants with similar roles, career stages, or development needs. Ask about experience, outcomes, application success, and overall value. Past participant perspectives often reveal programme realities that promotional content obscures.
Leadership course questions transform programme selection from guesswork to informed decision. The questions outlined here—about content, quality, format, credentials, support, and practical considerations—enable systematic evaluation that distinguishes programmes likely to deliver value from those unlikely to justify investment.
Don't accept programmes at face value. Marketing materials present favourable pictures; rigorous questioning reveals reality. Quality programmes welcome questions and provide substantive answers; evasive or superficial responses suggest corresponding programme quality.
Most importantly, start with clarity about your own needs. The best programme is the one that addresses your specific development needs, fits your constraints, and matches your preferences. Generic excellence matters less than specific fit.
Ask these questions before committing. The time invested in evaluation prevents regret over poor programme choice. Leadership development represents significant investment; protect that investment through rigorous questioning.
Know what you need. Ask the right questions. Choose wisely. Develop effectively.