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Interaction

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Tools for group interaction analysis

Bales' tables are among the most efficient tools for the analysis of group interaction. They allow the coordinator to build a map showing the quantity, quality and distribution of interaction during a group discussion. They even allow him or her to observe the existing ratio between the internal and external systems by counting the interventions related to the task and those related to private matters. This survey method proved very useful to coordinators of small groups. At each intervention, the coordinator records who the speaker is addressing, if the intervention is positive or negative, if task-centered or not, and more in detail, if the speaker is asking or giving advice, if he or she is being critical, egocentric, helpful or if he or she is causing tension, antagonism, disagreement in the group etc. Data is then summed up to survey the number and type of interventions each member of the group has made.

This method employs a double-entry table which classifies each intervention through twelve interpretative categories related to the quality of the interaction and records the addressees of the interventions. Through this method, the interactions of each group member are recorded on a single table. This implies that the teacher-coordinator has to pay great attention to the dynamics of discussion. However, his or her effort is balanced by results.

TYPE OF INTERVENTION

addressees
    A B C D Y ... ... Every-
body
1 The student supports, helps, encourages, shows esteem                
2 The student tends to reduce tensions, jokes, smiles, shows satisfaction                
3 The student shows his/her consent, accepts, understands                
4 The student gives advice, ideas, suggests alternative action                
5 The student gives opinions, judgements                
6 The student gives information, repeats, explains, confirms                
7 The student asks for information, clarifications, explanations                
8 The student asks for opinions, judgments, impressions                
9 The student asks for advice, ideas, instructions                
10 The student expresses his/her dissent, refuses                
11 The student shows tension and increases tension                
12 The student shows antagonism, tends to impose himself/herself or tends to defend himself/herself                

When x takes the floor, the teacher-coordinator must observe first of all whom x addresses. If for example, x addresses y, the teacher-coordinator will mark the intervention in the y column. On the contrary, if x addresses the whole group, the intervention will be marked in the last column. While taking note of the addressee, the coordinator must also evaluate the quality of the intervention using the twelve parameters supplied by the table, considering that:

a) n.1 to n.6 refer to positive interactions while n.7 to n.12 refer to negative interactions.

b) n.4 to n.9 refer to interventions that are centered on private matters - n.1 to n.3 and n.10 to n.12 refer to task-centered interventions

c) as far as the task-centered interventions are concerned, the coordinator should remember that:

  • n.6 refers to the positive contributions that help the group understand objectives
  • n.7 refers to the interventions made to inquire about what the group should do
  • n.5 refers to the interventions that help the group strike a definite attitude about the task
  • n.8 refers to the interventions made to criticize attitudes or to inquire about the right attitude to strike towards the task
  • n.4 refers to the interventions that aim at helping the group check its action
  • n.9 refers to the interventions made to ask others what to do to check the group's action
  • n.3 refers to the interventions that show altruism and consent towards the other members of the group
  • n.10 refers to the interventions that show egocentrism and dissent towards the other members of the group
  • n.2 refers to the interventions that create relaxation and decrease tension
  • n.11 refers to the interventions that increase tension
  • n.1 refers to the contributions that show the sense of humanity and the cohesion of the group
  • n.12 refers to the contributions that show antagonism and disunity among group members

After completing the tables, the results can be summed up through the following table:

Names of group members Number of interventions addressing individuals Number of interventions addressing the group
(all members)		 Number of interventions
1 to 6		 Number of interventions
7 to 12
      1 to 3 4 to 6 7 to 9 10 to 12
Mario            
Franco            
ecc.