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Bob Rankin. Using Mini Multiple Interviews And The case for Emotional Intelligence. Using Multiple Mini Interviews (MMI) cont. Groups of 25 are invited for interview The interview session takes approximately 4 hours - 30 minute presentation

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bob rankin

Bob Rankin

Using Mini Multiple Interviews

And

The case for Emotional Intelligence

using multiple mini interviews mmi cont
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
how often do we hear these comments about students in practice
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?”
what qualities should we look for beyond academic qualifications
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?
measuring emotional intelligence
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”
slide8
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.
predictive relationships
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
predictive relationships10
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
recommended reading
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