• The facilitator / trainer asks: “What comes to your mind when you hear the word leadership?”

• Participants share ideas and the facilitator/trainer writes key words on the flipchart.

• Discussion concludes with a simple, collective definition of leadership prepared by the facilitator / trainer.

  Objectives: Encourage critical thinking and create a shared understanding of leadership concepts.

• The facilitator / trainer shows pictures of famous people (activists, athletes, politicians, influencers, etc.).

• Participants quickly answer if they consider the person a leader or not, and why.

• Short discussion on how leadership can take different forms.

• Each participant completes a leadership style self-assessment questionnaire.

• The facilitator / trainer explains the main styles and participants reflect on their results.

• Each participant secretly picks a role card and must act based on their hidden role (they will all receive the “leader” role).

• The facilitator / trainer puts them into a theoretical crisis and they should solve it in a team.

• For 15–20 minutes, they work together to solve the crisis.

When the time is over, each participant will have to show their card or reveal their identities.

• Debrief: Discuss which behaviors helped, which made things harder, and how leadership emerged.

Objectives: Explore leadership behaviors in action by assigning each participant a hidden leadership role. Though everyone receives a card labeled “Leader,” each card actually represents a specific leadership style or responsibility. Participants must act according to their role without revealing it.

1. Role Assignment

   • Each participant receives a card labeled “Leader.”

   • In reality, each card contains a unique leadership style or responsibility (e.g., authoritarian, democratic, laissez-faire).

   • Roles must remain secret throughout the exercise.

2. Scenario Setup

   • The facilitator presents a fictional crisis scenario (e.g., youth struggling to access quality jobs).

   • Groups have 20 minutes to prepare a short theatrical act that reflects the issue.

   • They may use speech, silence, movement, or any creative format.

3. Performance

   • Each group presents their act in 5 minutes.

   • Participants must stay in character and not reveal their assigned role.

4. Debrief

   • After all performances, participants reveal their roles.

   • Answer few or all these questions:

     • How did you experience your role as a leader, and what challenges did you face staying true to it?

     • How did you perceive the behavior of others, and did any styles complement or clash with yours?

     • Did any unspoken leadership emerge during the step, and how did it affect the group dynamic?

     • Are you satisfied with the result your group achieved? What helped or hindered collaboration?

     • What did you learn about leadership styles, and how might you adapt your own in future team settings?

• Participants reflect on what rules and values their club should follow for effective leadership and teamwork.

• They create a “Club Code” poster with agreed-upon rules and values (e.g., respect, punctuality, shared responsibilities).

• Each group presents their chart.

• Participants share one takeaway about leadership and one club rule they commit to respecting.

• The facilitator / trainer summarizes the session’s key lessons.