Beth Page (beth.page@royalroads.ca) is the founder of Dream Catcher Consulting and an associate faculty member in the School of Leadership Studies at Royal Roads University, Victoria BC Canada; Kathy Bishop (kathy.bishop@royalroads.ca) is an Associate Professors in the School of Leadership at Royal Roads University. Victoria BC Canada.

Rationale

Educators are often looking for effective and efficient ways to engage students in meaningful dialogue. This desire for meaningful engagement, creative dialogue, and effective use of time also extends to research. How can educators support students in engaged inquiry with self, teams, and systems (Short, 1998)? One effective approach is using an interview matrix. The interview matrix was developed by Harrison (as cited in Sante Plus Research Associates, n.d.) and expanded on by Chartier (2002). Within Royal Roads University, thesis students have used the interview matrix as a method within their action research projects (Boronowski, 2014, Just, 2016; Khattra, 2011; Leven-Marcon, 2013; Martindale, 2010; Plaizier, 2013; Prinsloo, 2011; G. Smith, 2014; V. Smith, 2004, Wright, 2019). Faculty have also used it within the classroom to enable deeper dialogues as well as offer an experience of a research method. The interview matrix can be used for both education and research. It is “one of the more powerful ways to get the whole group engaged in dialogue, with equal airtime, focus and consensus building as the main elements” (Chartier, 2002, p. 70).

Using an interview matrix in class enables students to (a) practice and improve active listening, interviewing, and cooperative learning skills; (b) demonstrate reflective practice skills by communicating reflections, opinions, and thoughts; (c) demonstrate critical thinking by comparing and contrasting key themes related to collective conversations; and (d) co-construct a collective understanding that identifies key course concepts and applications. They can carry this learning into their research projects and tailor their objectives and implementation accordingly.

Overview: Interview Matrix Preparation

The following steps may be used to facilitate an interview matrix:

1. Decide on a topic to explore (e.g., leadership, learning, a specific management area). See Appendix A for sample question sets.
2. Develop four questions that are relevant to the topic. Each student will be responsible for asking one of the four questions to other students and collecting those responses. They will also be interviewed on the other three questions.
3. Using the Interview Results Templates (See Appendix B), insert Question 1 in Template 1, the next question in Template 2, and so forth.
4. Anticipate the approximate number of participants who will attend the session, divide the number by four, and print off the corresponding number of handouts. For example, if 40 people will be attending, 10 copies of each template will be needed (10 copies of each of Templates 1, 2, 3, and 4). If participant numbers do not evenly divide by 4, then some students can be partnered to interview together.
5. Bring pens for the participants, a timer, and a chime.
6. To set up the room, place flipchart paper at four stations, where participants will gather in four equally sized groups.

An interview matrix is typically 60–90 minutes long. For example, at the end of the first week of a face-to-face in-class or online intensive, the students attend a scheduled session titled: “Exploring Your Leadership and Learning So Far,” in which we facilitate an experiential interview matrix. We have prepared for this activity by defining a relevant set of questions and printing off the Interview Results Templates (see Appendix B). We use the following questions:

1. What has been your best leadership experience this week?
2. What has been the most powerful insight or learning that you have experienced?
3. What course reading has been most valuable to your leadership development?
4. What might be the most courageous act of leadership you take this upcoming week as a result of your learning?

This question set was inspired by Kolb’s (1984) adult experiential learning model. The step-by-step facilitation instructions are captured in Table 1.

Table 1

Experiential Interview Matrix

Interview Matrix Debrief

We typically take 30 minutes to debrief the activity. Borton (1970) developed a process model of education based on three simple questions, which Rolfe (2014) focused into a framework for reflective practice (p. 489). Despite being simple to implement, the framework is comprehensive in that it provides a complete cycle of recalling what happened, analyzing it, and then generating future possibilities, choices, or options. In this way, reflection does not get stuck in self-absorbed navel gazing or negatives of a given experience. It enables the debrief with three easily remembered questions from Borton (1970): What? So What? Now What? See Table 2 for an example. As a result, students can gain awareness and question what, why, and how things were done and consider future choices.

Table 2

Reflective Practice Questions (based on Borton’s (1970) questions)

Appendix C includes sample debrief questions related to identified learning outcomes. Depending on the time allotted for the debrief, the facilitator can select the questions that are most appropriate for the lessons they wish to emphasize, or develop alternative debrief questions. For example, depending on the questions, the facilitator can go deeper into how people feel or their reactions to course content, experiences or ideas. As our course content is related to leadership, we also discuss how this process can foster collaborative leadership, support collaborative learning, and explore what resonated with people and what they plan to do as a result.

Students have told us how effective the interview matrix was for making connections with different people and getting different perspectives over a short period of time. This leads to a shared understanding of content covered in the class as well as deepened relationships. This activity provides students with an opportunity to synthesize their learning collectively and individually, which informs subsequent assignments.

Using the Interview Matrix as a Research Method

When our students return to campus for their second-year residency, we conduct another interview matrix structured with a different question set. In the debrief, we further discuss how it could be used as an effective research method (see O’Sullivan et al., 2015). In our program, students over the years have applied the interview matrix to their research. For example, Leven-Marcon’s (2013) inquiry focused on developing a sustainable environment with full volunteer engagement at a youth-serving agency by using an interview matrix along with a conversation café. Likewise, Wright (2019), who conducted research with an animal welfare organization, used an interview matrix as his first method and followed it with design thinking (p. 46). Finally, for her inquiry into enhancing shared accountability with regards to discharge planning at a local hospital, Just (2016) started with a qualitative survey and followed it with an interview matrix. Considering the issue of “power over,” Leven-Marcon had none, being a volunteer in the organization; however, Wright (2019), who sought “to have the whole system in the room” (p. 47), noted, by having participants interviewing each other, the risk of coercion or “power over” was minimized because, although he was regional manager of the organization under study and facilitating the process, he was not asking the questions, which enabled participants to talk freely among themselves (p. 51). On the other hand, Just (2016), as clinical services manager, employed a third party for recruitment and facilitation. These three examples offer a range of examples of how the interview matrix can be implemented and sequenced with other methods as well as how issues of power and coercion may be mitigated. They also show the usefulness of this method across various topics and fields.

Conclusion

The interview matrix enables inquiry, collaboration, and inclusive engagement (O’Sullivan et al., 2015). As a peer-facilitated process, it enables a balance of information, opinions, or ideas on specific issues to be consolidated (Chartier, 2002, p. 70). Individuals ask and respond to questions, come together in small groups to identify themes, and then discuss in the whole group. In addition to the opportunity to view the responses and themes of others, this method creates ownership and buy-in from the participants. This encourages participants to become invested: as they engage in the inquiry it in turn becomes an intervention enabling change and furthering action research (O’Sullivan et al., 2015).

A key lesson learned is this approach results in high engagement. Recognizing the efficiency of data collection and experiencing its effectiveness in their first year, several students in their second year have gone on to use the interview matrix as a research method.

References

Boronowski, M. (2014). Collaboration in recruitment and enrollment student communications [Master’s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.

Borton, T. (1970). Reach, touch, and teach: Student concerns and process education. McGraw-Hill.

Chartier, B. (2002). Tools for leadership and learning: Building a learning organization (3rd ed.). Queen’s Printer.

Just, E. (2016). Timely patient discharge from a large acute hospital: Sharing accountability [Master’s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.

Khattra, P. (2011). The development of a PHSA dietetic internship (Publication No. MR87239) [Master’s thesis, Royal Roads University]. ProQuest Dissertations and Theses Global.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Leven-Marcon, A. Y. (2013, June 7). Organizational sustainability and volunteer engagement [Master’s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.

Martindale, C. A. (2010). Capitalizing on strengths for “Red Deer Advocate” success (Publication No. 791415567) [Master’s thesis, Royal Roads University]. ProQuest Dissertations and Theses Global.

O’Sullivan, T. L., Corneil, W., Kuziemsky, C. E., & Toal-Sullivan, D. (2015). Use of the structured interview matrix to enhance community resilience through collaboration and inclusive engagement. Systems Research and Behavioral Science, 32(6), 616–628. https://dx.doi.org/10.1002/sres.2250

Plaizier, R. M. (2013). Supporting people to live their best lives: An action research inquiry [Master’s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.

Prinsloo, K. B. (2011). Leadership strategies for a patient flow network at Sheldon Chumir Health Centre (Publication No. MR84870) [Master’s thesis, Royal Roads University]. ProQuest Dissertations and Theses Global.

Rolfe, G. (2014). Reach touch and teach. Nurse Education Today, 34(4), 488–489. https://doi.org/10.1016/j.nedt.2013.11.003

Santé Plus Research Associates. (2015, July 2). Structured interview matrix [Video]. http://sante-plus.ca/2015/07/02/structured-interview-matrix/

Short, R. R. (1998). Learning in relationship: Foundation for personal and professional success. Learning in Action Technologies.

Smith, G. (2014). Collaboration within the student success office: Increasing efficiencies and partnerships [Master’s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.

Smith, V. (2004). What would improve internal communication between managers and staff in a correctional facility [Master’s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.

Wright, G. (2019). Building highly effective teams in an animal welfare organization [Master’s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.

Appendix A: Sample Question Sets for Educators

Human Resources:

Below is a sample question set if you are using the Interview Matrix to explore human resources opportunities and challenges:

1. Describe an HR experience you had that captures the excitement you have for this topic?
2. What reflections do you wish to share on your current understanding of Strategic Human Resources?
3. What strategic human resources literature and/or theory has piqued your interest and why?
4. What actions can you take starting now in your strategic human resources practice?

Organizational Behavior:

If you were exploring the role of individual, team and organizations as elements of Organizational Behavior, a sample question set could include:

1. Describe a team experience that you consider a highlight in your group work?
2. What reflections do you have on what makes for a great team experience?
3. Based on your reading of the three domains of Organizational Behavior (OB), how do they work together to achieve team and organization purpose?
4. What action will you introduce the next time you work on a group assignment?

Strategy:

If you were exploring strategy, below is a sample question set:

1. Describe a time where you experienced a shift in strategy?
2. What are your reflections about the external drivers that are requiring a review or change in strategy?
3. Based on the reading to date, what are the key elements of a good strategy?
4. What is one future action you will take when your organization chooses to implement a new strategy within the organization?

Appendix B: Interview Results Templates

Interview Results

Your number ___1___

Your question: Describe the characteristics of the successful change leader?

(1–2), (4–1), (1–3), (3–1), (1–4), (2–1)

Remember

• You always ask the same question
• You are listening only and responsible for getting the other person’s idea recorded

First Interview

Second Interview

Third Interview

Interview Results

Your number ___2___

Your question: What are the biggest organizational barriers to successful change?

(1–2), (2–3), (2–4), (4–2), (3–2), (2–1)

Remember

• You always ask the same question
• You are listening only and responsible for getting the other person’s idea recorded

First Interview

Second Interview

Third Interview

Interview Results

Your number ___3___

Your question: What one story can you share of a well navigated change?

(3–4), (2–3), (1–3), (3–1), (3–2), (4–3)

Remember

• You always ask the same question
• You are listening only and responsible for getting the other person’s idea recorded

First Interview

Second Interview

Third Interview

Interview Results

Your number ___4___

Your question: Describe a time or moment that you were involved in a successful project? What contributed to the success of that experience?

(3–4), (4–1), (2–4), (4–2), (1–4), (4–3)

Remember

• You always ask the same question
• You are listening only and responsible for getting the other person’s idea recorded

First Interview

Second Interview

Third Interview

Appendix C: Sample Debrief Questions Related to Identified Learning Outcomes

1. a) Practice and improve active listening, interviewing, and cooperative learning skills;

• • What did you learn about actively listening to your colleagues?
  • What was your experience of conducting interviews?
  • What was the value for you in doing this with the whole group?
  • How has this developed your ideas and/or skills?

1. b) Demonstrate reflective practice skills by communicating reflections, opinions and thoughts;

• • What did you learn about yourself as you participated in this activity?
  • What did you experience as you interviewed others?
  • What was the key advantage you experienced as you participated in this activity?

1. c) Demonstrate critical thinking by comparing and contrasting key themes related to collective conversations

• • In identifying the key themes, what process did you use?
  • Are there alternative processes that you thought of that were not used?
  • Was there data that wasn’t included as you themed the information?
  • What criteria spoken or unspoken determined what was included and what was excluded?

1. d) Co-construct a collective understanding that identifies key course concepts and applications.

• • What did you learn about creating a shared understanding?
  • What further opportunities exist to use this activity?

Is there anything else that needs to be said to sum up this course module?