{"id":66,"date":"2023-01-08T16:23:52","date_gmt":"2023-01-08T21:23:52","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/activelearningforrealworldinquiry\/?post_type=chapter&p=66"},"modified":"2023-02-28T23:23:44","modified_gmt":"2023-03-01T04:23:44","slug":"using-an-interview-matrix-as-an-action-oriented-dialogue-and-research-method","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/activelearningforrealworldinquiry\/chapter\/using-an-interview-matrix-as-an-action-oriented-dialogue-and-research-method\/","title":{"raw":"Using an Interview Matrix as an Action-Oriented Dialogue and Research Method","rendered":"Using an Interview Matrix as an Action-Oriented Dialogue and Research Method"},"content":{"raw":"
Beth Page (beth.page@royalroads.ca<\/a>) 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<\/a>) is an Associate Professors in the School of Leadership at Royal Roads University. Victoria BC Canada.<\/h6>\r\n

Rationale<\/h1>\r\nEducators 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 \u201cone of the more powerful ways to get the whole group engaged in dialogue, with equal airtime, focus and consensus building as the main elements\u201d (Chartier, 2002, p. 70).\r\n\r\nUsing 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.\r\n

Overview: Interview Matrix Preparation<\/h1>\r\nThe following steps may be used to facilitate an interview matrix:\r\n
    \r\n \t
  1. Decide on a topic to explore (e.g., leadership, learning, a specific management area). See Appendix A for sample question sets.<\/li>\r\n \t
  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.<\/li>\r\n \t
  3. Using the Interview Results Templates (See Appendix B), insert Question 1 in Template 1, the next question in Template 2, and so forth.<\/li>\r\n \t
  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.<\/li>\r\n \t
  5. Bring pens for the participants, a timer, and a chime.<\/li>\r\n \t
  6. To set up the room, place flipchart paper at four stations, where participants will gather in four equally sized groups.<\/li>\r\n<\/ol>\r\nAn interview matrix is typically 60\u201390 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: \u201cExploring Your Leadership and Learning So Far,\u201d 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 <\/em>(see Appendix B).<\/em> We use the following questions:\r\n
      \r\n \t
    1. What has been your best leadership experience this week?<\/li>\r\n \t
    2. What has been the most powerful insight or learning that you have experienced?<\/li>\r\n \t
    3. What course reading has been most valuable to your leadership development?<\/li>\r\n \t
    4. What might be the most courageous act of leadership you take this upcoming week as a result of your learning?<\/li>\r\n<\/ol>\r\nThis question set was inspired by Kolb\u2019s (1984) adult experiential learning model. The step-by-step facilitation instructions are captured in Table 1.\r\n\r\nTable 1<\/strong>\r\n\r\nExperiential Interview Matrix<\/em>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
      Step<\/strong><\/td>\r\nActivity<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
      1<\/td>\r\nDistribute your Interview Results Templates <\/em>(either randomly or by inviting each participant to take one). We ask participants to organize themselves into four equal sized groups first and invite partnering when numbers are not equal, and then hand out the Interview Results Templates.<\/em><\/td>\r\n<\/tr>\r\n
      2<\/td>\r\nInform participants there are four groups and each group will have a different question.<\/td>\r\n<\/tr>\r\n
      3<\/td>\r\nExplain to the participants they are responsible for collecting data for their question during paired interviews that will be occurring with different participants in the room, so they are to take notes of each interview.<\/td>\r\n<\/tr>\r\n
      4<\/td>\r\nLet participants know that they will be going through a series of interviewing rounds in which they will either be interviewer or interviewee for the duration of the round on the topic being explored. (The rounds process is included in Appendix B, which includes the Interview Results Template<\/em>s. Each template has a different interviewer\u2013interviewee order). Review the structure of Round 1 with the participants so that participants understand what happens in their first conversation. For example, in Round 1, individual members of Group 1 will each identify an individual from Group 2 to interview. Similarly, a member of Group 3 will identify an individual from Group 4 to interview.<\/td>\r\n<\/tr>\r\n
      5<\/td>\r\nRemind the interviewers for that round they are seeking to objectively obtain the information from each person rather than getting into a conversation. They are welcome to ask follow-up or probing questions related to their topic.<\/td>\r\n<\/tr>\r\n
      6<\/td>\r\nWhen switching rounds, it may be helpful for the facilitator to request that participants hold up the same number of fingers that corresponds with the number they have been assigned on their interview results template so the interviewers who are looking for them during the switch can identify them.<\/td>\r\n<\/tr>\r\n
      7<\/td>\r\nRounds can be 3\u20135 minutes long. Before starting the timer, the facilitator can inform participants that the chimes will be rung to signify the next round.<\/td>\r\n<\/tr>\r\n
      8<\/td>\r\nTo keep everyone on track, encourage people to conclude their interviews and move into the next round each time the chimes ring. We allowed approximately 30 minutes, which included sharing instructions (5 minutes) and completing the interviews (24 minutes) with each other.<\/td>\r\n<\/tr>\r\n
      9<\/td>\r\nOnce the interview rounds have been completed, invite participants to assemble in their question groups at a flipchart area. Inform them they have three tasks: (a)\u00a0discuss and theme what they learned in their interviews, (b) determine an appropriate headline to summarize what they found, and (c) appoint a person to report their data and give their headline.<\/td>\r\n<\/tr>\r\n
      10<\/td>\r\nThe facilitator can set the timer for 20 minutes and leave the groups to complete the tasks.<\/td>\r\n<\/tr>\r\n
      11<\/td>\r\nAt the 15-minute mark, circulate to see if participants have completed theming their data and are beginning to think about their headlines. If not, let them know the deadline is pending and they may want to shift their attention to identifying their headline. If students ask for more guidance on an appropriate headline, some criteria could include the headline is a reminder of the key themes that were identified and that it is memorable.<\/td>\r\n<\/tr>\r\n
      12<\/td>\r\nWhen the 20 minutes are up, invite each group to report out by restating the question that they were provided with, sharing the key themes identified, and concluding with the headline they developed.<\/td>\r\n<\/tr>\r\n
      13<\/td>\r\nAfter each group has reported out, debrief the activity with the larger group.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

      Interview Matrix Debrief<\/em><\/h3>\r\nWe 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.\r\n\r\nTable <\/strong>2<\/strong>\r\n\r\nReflective Practice Questions (based on Borton\u2019s (1970) questions)<\/em>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
      Reflective Practice Element<\/strong><\/td>\r\nReflective Practice Question<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
      The What? Question prompts students to describe what happened.<\/td>\r\nWhat did we do?<\/td>\r\n<\/tr>\r\n
      The So What? Question requires students to analyze what happened.<\/td>\r\nWhy is this important?<\/td>\r\n<\/tr>\r\n
      The What Now? Question offers students the opportunity to consider what they will do as a result.<\/td>\r\nHow might we use this process to further our learning?<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nAppendix 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.\r\n\r\nStudents 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.\r\n

      Using the Interview Matrix as a Research Method<\/em><\/h3>\r\nWhen 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\u2019Sullivan et al., 2015). In our program, students over the years have applied the interview matrix to their research. For example, Leven-Marcon\u2019s (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 caf\u00e9. 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 \u201cpower over,\u201d Leven-Marcon had none, being a volunteer in the organization; however, Wright (2019), who sought \u201cto have the whole system in the room\u201d (p.\u00a047), noted, by having participants interviewing each other, the risk of coercion or \u201cpower over\u201d 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.\r\n

      Conclusion<\/h1>\r\nThe interview matrix enables inquiry, collaboration, and inclusive engagement (O\u2019Sullivan 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\u2019Sullivan et al., 2015).\r\n\r\nA 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.\r\n

      References<\/h3>\r\n

      Boronowski, M. (2014). Collaboration in recruitment and enrollment student communications<\/em> [Master\u2019s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.<\/p>\r\n

      Borton, T. (1970). Reach,<\/em> touch, and teach: Student concerns and process education.<\/em> McGraw-Hill.<\/p>\r\n

      Chartier, B. (2002). Tools for leadership and learning: Building a learning organization <\/em>(3rd ed.). Queen\u2019s Printer.<\/p>\r\n

      Just, E. (2016). Timely patient discharge from a large acute hospital: Sharing accountability<\/em> [Master\u2019s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.<\/p>\r\n

      Khattra, P. (2011). The development of a PHSA dietetic internship<\/em> (Publication No. MR87239) [Master\u2019s thesis, Royal Roads University]. ProQuest Dissertations and Theses Global.<\/p>\r\n

      Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development<\/em>. Prentice Hall.<\/p>\r\n

      Leven-Marcon, A. Y. (2013, June 7). Organizational sustainability and volunteer engagement<\/em> [Master\u2019s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.<\/p>\r\n

      Martindale, C. A. (2010). Capitalizing on strengths for \u201cRed Deer Advocate\u201d success <\/em>(Publication No. 791415567) [Master\u2019s thesis, Royal Roads University]. ProQuest Dissertations and Theses Global.<\/p>\r\n

      O\u2019Sullivan, 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<\/em>(6), 616\u2013628. https:\/\/dx.doi.org\/10.1002\/sres.2250<\/a><\/p>\r\n

      Plaizier, R. M. (2013). Supporting people to live their best lives: An action research inquiry<\/em> [Master\u2019s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.<\/p>\r\n

      Prinsloo, K. B. (2011). Leadership strategies for a patient flow network at Sheldon Chumir Health Centre<\/em> (Publication No. MR84870) [Master\u2019s thesis, Royal Roads University]. ProQuest Dissertations and Theses Global.<\/p>\r\n

      Rolfe, G. (2014). Reach touch and teach. Nurse Education Today, 34<\/em>(4), 488\u2013489. https:\/\/doi.org\/10.1016\/j.nedt.2013.11.003<\/a><\/p>\r\n

      Sant\u00e9 Plus Research Associates. (2015, July 2). Structured interview matrix <\/em>[Video]. http:\/\/sante-plus.ca\/2015\/07\/02\/structured-interview-matrix\/<\/a><\/p>\r\n

      Short, R. R. (1998). Learning in relationship: Foundation for personal and professional success.<\/em> Learning in Action Technologies.<\/p>\r\n

      Smith, G. (2014). Collaboration within the student success office: Increasing efficiencies and partnerships<\/em> [Master\u2019s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.<\/p>\r\n

      Smith, V. (2004). What would improve internal communication between managers and staff in a correctional facility<\/em> [Master\u2019s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.<\/p>\r\n

      Wright, G. (2019). Building highly effective teams in an animal welfare organization<\/em> [Master\u2019s thesis, Royal Roads University]. Dissertations & Theses @ Royal Roads University.<\/p>\r\n\r\n

      Appendix A: Sample Question Sets for Educators<\/strong><\/h1>\r\nHuman Resources:<\/strong>\r\n\r\nBelow is a sample question set if you are using the Interview Matrix to explore human resources opportunities and challenges:\r\n
        \r\n \t
      1. Describe an HR experience you had that captures the excitement you have for this topic?<\/li>\r\n \t
      2. What reflections do you wish to share on your current understanding of Strategic Human Resources?<\/li>\r\n \t
      3. What strategic human resources literature and\/or theory has piqued your interest and why?<\/li>\r\n \t
      4. What actions can you take starting now in your strategic human resources practice?<\/li>\r\n<\/ol>\r\nOrganizational Behavior:<\/strong>\r\n\r\nIf you were exploring the role of individual, team and organizations as elements of Organizational Behavior, a sample question set could include:\r\n
          \r\n \t
        1. Describe a team experience that you consider a highlight in your group work?<\/li>\r\n \t
        2. What reflections do you have on what makes for a great team experience?<\/li>\r\n \t
        3. Based on your reading of the three domains of Organizational Behavior (OB), how do they work together to achieve team and organization purpose?<\/li>\r\n \t
        4. What action will you introduce the next time you work on a group assignment?<\/li>\r\n<\/ol>\r\nStrategy:<\/strong>\r\n\r\nIf you were exploring strategy, below is a sample question set:\r\n
            \r\n \t
          1. Describe a time where you experienced a shift in strategy?<\/li>\r\n \t
          2. What are your reflections about the external drivers that are requiring a review or change in strategy?<\/li>\r\n \t
          3. Based on the reading to date, what are the key elements of a good strategy?<\/li>\r\n \t
          4. What is one future action you will take when your organization chooses to implement a new strategy within the organization?<\/li>\r\n<\/ol>\r\n\u00a0<\/strong>\r\n

            Appendix B: Interview Results Templates<\/strong><\/h1>\r\n
            Interview Results<\/strong><\/h5>\r\nYour number ___1___\r\n\r\nYour question: Describe the characteristics of the successful change leader?\r\n\r\n \r\n\r\n(1\u20132), (4\u20131), (1\u20133), (3\u20131), (1\u20134), (2\u20131)\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
            Rounds<\/strong><\/td>\r\nInterviewer<\/strong><\/td>\r\nInterviewee<\/strong><\/td>\r\n<\/tr>\r\n
            Round 1<\/td>\r\n(1\u20132)<\/td>\r\n<\/td>\r\n<\/tr>\r\n
            Round 2<\/td>\r\n<\/td>\r\n(4\u20131)<\/td>\r\n<\/tr>\r\n
            Round 3<\/td>\r\n(1\u20133)<\/td>\r\n<\/td>\r\n<\/tr>\r\n
            Round 4<\/td>\r\n<\/td>\r\n(3\u20131)<\/td>\r\n<\/tr>\r\n
            Round 5<\/td>\r\n(1\u20134)<\/td>\r\n<\/td>\r\n<\/tr>\r\n
            Round 6<\/td>\r\n<\/td>\r\n(2\u20131)<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nRemember\r\n