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Bob Rankin
Using Mini Multiple Interviews
And
The case for Emotional Intelligence
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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
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Emotional Intelligence: Attainment and Attrition in Nursing and Midwifery
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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?”
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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?
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Goleman’s Framework of Emotional Competencies (2002):
Self:
Personal Competence
Other:
Social Competence
Recognition Self-Awareness• emotional self-awareness• accurate self-assessment• self-confidence
Social Awareness• empathy• service orientation• organisational awareness
Regulation Self-management• self-control• trustworthiness• conscientiousness• adaptability• achievement drive• initiative
Relationship Management• developing others• influence• communication• conflict management• leadership• change catalyst• building bonds• teamwork• collaboration
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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”
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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.
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Predictive Relationships
Antecedent Outcomes
Progression to Year Twor = 0.31, N = 178, p < 0.05
Emotional Intelligence Clinical Performancer = 0.75, N = 116, p < 0.05
Academic Performancer = 0.16, N = 168, p < 0.05
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Predictive Relationships
Antecedent Outcomes
Progression to Year TwoNon significant
Prior Academic Attainment Clinical PerformanceNon Significant
Academic Performancer = 0.20, N = 168, p < 0.05
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Angry, Sad or Neutral?
(Ekman 2007)
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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
www.eiconsortium.org