Leadership
Leadership in real life
- Duration
- 3 h 20 min
- Sessions
- 6
- Lessons
- 12
- Interactive activities
- 23
Read the transcript
SMILE · Module 4: Leadership · introduction video (English)
This is Kofi. On Saturdays, he volunteers at a youth centre. Two new volunteers arrive, and nobody tells them what to do. Kofi is not the boss.
But he shows them the tasks, asks for their ideas, and together they make a plan for the day. That is leadership, too. You can lead from where you are.
Employers value it. Sixty-one percent of employers say leadership and social influence is a core skill for their workforce.
This module has six sessions. One: Understanding Leadership. Two: Leadership versus Authority. Three: Breaking Down Leadership Myths. Four: Leadership in Multicultural Environments. Five: Barriers and Coping Strategies. Six: Transfer to Real Life.
You will lead in a real story and answer a message from your team. You will find what stops you, and get a certificate at the end.
Ready to lead from where you are? Let's start: Module four, Leadership.
On screen: Source: World Economic Forum, The Future of Jobs Report 2025
Narration: AI-generated voice (OpenAI)
Music: AI-generated (Google Lyria)
Animation: SMILE project, Smart Leap
You do not need a title to lead. Have you ever shown a new colleague how the scanner works, translated a form for a neighbour or suggested a fairer way to share shifts? Then you have already led. In this module you learn to see these moments and to separate authority from influence. You test popular myths, lead with respect in mixed teams, deal with real barriers and plan one small step for tomorrow. Nobody corrects your grammar here: your ideas matter more than perfect words.
This module introduces leadership not as formal authority, a "manager" title or seniority, but as a practical, learnable and ethical skill that can be demonstrated through everyday actions. It has been designed specifically for young migrants who do not yet hold formal positions but who face situations requiring responsibility, cooperation and difficult decisions every day. Leadership is not a matter of "recognition"; it is made up of small but meaningful "micro-actions" such as supporting peers, communicating respectfully and acting fairly in multicultural environments.
How this module teaches
- Safe and inclusive space. A respectful environment where young people can speak without being judged.
- Approach to language mistakes (critical). To protect young people's confidence, language and grammar mistakes made while sharing are never corrected.
- Focus on behaviour. The focus is on observable actions and micro-initiatives, not on personality traits ("you are an introvert" and similar).
Assessment
There is no exam or grading; assessment is entirely formative, to build young people's confidence and raise awareness. Criteria: the participant can identify leadership situations, explain leadership without authority and take responsibility in activities. Practical task: the participant chooses a context (work, education) and briefly describes a situation that requires leadership, a realistic step they will take and the leadership skill they will use.
Key references of the curriculum
- Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315-338.
- Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.
- Brown, B. (2018). Dare to lead: Brave work. Tough conversations. Whole hearts. Random House.
- Council of Europe. (2018). Reference framework of competences for democratic culture.
- European Commission. (2016). A new skills agenda for Europe.
- European Commission. (2020). EntreComp: The entrepreneurship competence framework.
- Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
- Harvard Business Review. (2015). What makes a leader?
- IOM. (2022). Integrating Migration into Employment Interventions: A toolkit for international cooperation and development actors.
- Northouse, P. G. (2021). Leadership: Theory and practice (9th ed.). SAGE Publications.
- OECD. (2018). The future of education and skills: Education 2030.
- UNESCO. (2017). Global citizenship education: Topics and learning objectives.
- UNHCR. (2020). Youth with refugee background: Participation, leadership and empowerment.
Learning outcomes
By the end of this module you will be able to:
- Define leadership as an action-based and ethical soft skill that goes beyond hierarchy.
- Understand the difference between "Authority (power)" and "Leadership (influence)" and explain the importance of this difference in work/education settings.
- Recognise that leadership is not innate, but an ability that can be developed through practice, experience and reflection.
- Apply inclusive and respectful leadership behaviours suited to multicultural environments.
- Recognise the personal, cultural and structural barriers (language barriers, etc.) that young migrants face on the path to leadership.
- Develop realistic and low-risk strategies for demonstrating leadership in daily life.
- Transfer skills such as taking the initiative, problem-solving and responsibility to real work and education scenarios.
- Discover personal strengths and identify concrete action steps for applying leadership in real life.
Who is it for
- Young migrants and refugees (18-30) who want to take more responsibility at work, in training or in their community
- Young people who think they are "not the leader type" or that their language is not good enough to lead
- Youth workers, trainers and VET teachers who support young newcomers
- Employers and supervisors who want to recognise and encourage informal leadership in mixed teams
What you need
- Basic English (A2-B1)
- A phone or computer with internet
- No leadership title or experience needed
Module challenge: Lead without a title
Complete all required activities of the six sessions, including the practical task "My Leadership in Action", and take the friendly self-check. Then try your step in real life.
Curriculum
Sessions, order and timing as in the SMILE curriculum.
Session 1Understanding Leadership
45 min- Leadership as a behaviour rather than a position 25 min 2 activities Free preview
- Activity: Leadership Around Us 20 min 2 activities
Session 2Leadership vs. Authority
30 min- Power, responsibility and influence 15 min 2 activities
- Activity: Who Holds Authority? Who Is Leading? 15 min 2 activities
Session 3Breaking Down Leadership Myths
35 min- Myths that hold young migrants back 15 min 2 activities
- Activity: Myth or Fact? 20 min 2 activities
Session 4Leadership in Multicultural Environments
35 min- Leadership expectations, inclusiveness and intercultural awareness 15 min 2 activities
- Activity: Case Study (Elena & Marco) 20 min 2 activities Free preview
Session 5Barriers and Coping Strategies
35 min- Language insecurity, stereotypes and power imbalance 15 min 1 activities
- Activity: What Is Holding Me Back? 20 min 3 activities
Session 6Transfer to Real Life
20 min- Integrating what has been learned into work and community life 5 min 1 activities
- Activity: My Leadership in Action 9 min 2 activities
- Self-check: Leadership 6 min Knowledge check
Presentation and materials
Questions about this module
Do I need a job or a title to take this module?
No. The module is about leadership without a title: small actions in daily life, education, work and the community.
Will my English be corrected?
No. Your written answers are never checked for grammar or spelling. Simple words and a mix of languages are welcome.
Is there an exam?
No. There is no exam and no grade. At the end there is a short, friendly self-check with explanations, and you can repeat it as often as you like.
Who can see my answers in the reflection activities?
Your answers are saved in your account, and other learners cannot see them. Platform administrators can see activity answers to support learning, so do not write names or private details.
What is the practical task?
In the last session you choose a context (work or education) and describe a situation that needs leadership. Then you plan one realistic step and name the leadership skill you will use.
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