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Bob Rankin Using Mini Multiple Interviews And The case for Emotional Intelligence.

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Presentation on theme: "Bob Rankin Using Mini Multiple Interviews And The case for Emotional Intelligence."— Presentation transcript:

1 Bob Rankin Using Mini Multiple Interviews And The case for Emotional Intelligence

2 Using Multiple Mini Interviews (MMI) cont. Groups of 25 are invited for interview The interview session takes approximately 4 hours -30 minute presentation -10 minute emotional intelligence questionnaire -5 interview stations (each lasting 7 minutes): questions in relation to UCAS application team building / decision making ethical / moral dilemma facial recognition ( emotional response) Service user/carer station -very short staff debrief takes place after each group of interviews

3 Emotional Intelligence: Attainment and Attrition in Nursing and Midwifery

4 How often do we hear these comments about students in practice? “It is easier just to pass them!” “She might qualify but she won’t get a job (around here)!” “20% of the students cause 80% of the problems!” “We let anybody in now!” “Who on earth interviewed her/him?”

5 What qualities should we look for beyond academic qualifications? People skills? Caring? Interpersonal skills? Common sense? Personality? Social skills? Professionalism? Maturity? Enthusiasm? Motivation? Presence? Charisma? Social attractiveness? Self management?

6 Goleman’s Framework of Emotional Competencies (2002): Self: Personal Competence Other: Social Competence RecognitionSelf-Awareness emotional self-awareness accurate self-assessment self-confidence Social Awareness empathy service orientation organisational awareness RegulationSelf-management self-control trustworthiness conscientiousness adaptability achievement drive initiative Relationship Management developing others influence communication conflict management leadership change catalyst building bonds teamwork collaboration

7 Measuring Emotional Intelligence: Measure of ability: Mayer et al (2003) MSCEIT V2.0: a performance test of EI. Compares answers and behaviours to social norms. Measure of trait: Schutte et al (2007) Assessing Emotions Scale (AES) 33 item self report “successfully predicted college grades”

8 Recent Study in the University of Dundee: Hypothesis: There is a predictive relationship between emotional intelligence and the programme outcomes, academic performance, clinical practice performance and attrition.

9 Predictive Relationships Antecedent Outcomes Progression to Year Two r = 0.31, N = 178, p < 0.05 Emotional Intelligence Clinical Performance r = 0.75, N = 116, p < 0.05 Academic Performance r = 0.16, N = 168, p < 0.05

10 Predictive Relationships Antecedent Outcomes Progression to Year Two Non significant Prior Academic Attainment Clinical Performance Non Significant Academic Performance r = 0.20, N = 168, p < 0.05

11 Angry, Sad or Neutral? (Ekman 2007)

12 Recommended reading: Bar On, R. (2003) How Important is it to Educate People to be Emotionally and Socially Intelligent, and Can it be Done? Perspectives in Education, 21 (4), 3-13. Goleman, D. (1998) Working With Emotional Intelligence New York: Bantam Books Mayer, J.D., Salovey,P. and Caruso, D. R. (2002) Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) Toronto: Multi Health Systems inc Schutte, N.S., Malouf, J.M. and Bhullar,N. (2007) in The Assessment of Emotional Intelligence, Stough, Saklofski and Parker (Eds.) Guildford: Springer Publishing

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