Overview

This project involved the design and facilitation of an interactive leadership development session delivered during a regional Province Day event at California State University, Fullerton, for Sigma Alpha Iota International Music Fraternity (SAI) in March 2026. 

The session was attended by 15 participants, including collegiate and alumnae chapter members in various leadership roles, as well as two province officers. This diverse audience required a learning experience that could resonate across different levels of leadership experience and organizational involvement.

Core Audience & Session Structure

Attendees spanned a wide range of experience levels and life stages, from younger members in their early 20s to members with decades of leadership experience, including individuals aged 80+. The group included both collegiate and alumnae members, requiring content to be relevant and applicable across different chapter contexts.

The topic needed to balance accessibility for newer members with meaningful depth for experienced leaders. The resulting session was structured around three core leadership frameworks, using a music-based metaphor to create conceptual cohesion:

1. The Pillars of Alignment (Intention → Behavior → Impact) explores how misalignment between intention and impact can create breakdowns in group dynamics, and how self-awareness and feedback can improve leadership effectiveness. 

2. The Leadership “Keys” (Push, Pull, Move Away) explains how leaders and group members can identify and apply different modes of influence depending on the situation:

• Push = advocacy

• Pull = inquiry and collaboration

• Move Away = strategic pause

3. The IMEA Cycle (Information → Meaning → Energy → Action) emphasizes the importance of building shared understanding (“Meaning”) before moving into action, reinforcing the principle of “going slow to go fast.”

Instructional Strategies

The session was intentionally designed to move beyond the traditional lecture and incorporate active learning strategies. The following strategies were employed to create active engagement:

• Guided Reflection
  Participants responded to prompts such as: “Do I know what it’s like to work with me?”
  
  

• Scenario-Based Learning
  Realistic interpersonal situations were used to analyze gaps between intention and impact
  
  

• Experiential Activity (“Push Hands”)
  A physical activity demonstrated how different leadership approaches affect group dynamics in real time
  
  

• Facilitated Discussion
  Participants engaged in dialogue to reflect on their experiences and connect concepts to their own chapters

Deliverables

To support learning transfer, the following supplemental materials were developed and made accessible to participants via QR code:

• Slide deck (instructional content)

• Leadership reflection journal

• Framework guides (e.g., IMEA Cycle, Leadership Keys)

• Visual job aids for quick reference

These resources were designed to extend the learning experience beyond the session and encourage ongoing reflection and application.