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Bob Rankin PowerPoint Presentation

Bob Rankin

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Bob Rankin

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  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):

  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 • AntecedentOutcomes • Progression to Year Two • r = 0.31, N = 178, p < 0.05 • Emotional IntelligenceClinical Performance • r = 0.75, N = 116, p < 0.05 • Academic Performance • r = 0.16, N = 168, p < 0.05

  10. Predictive Relationships • AntecedentOutcomes • Progression to Year Two • Non significant • Prior Academic AttainmentClinical 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 • www.eiconsortium.org