college-wide interviewing policy and guidelines

8/10/2019 College-wide Interviewing Policy and Guidelines

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Approved by the Academic Board 10 May 2006

College-wide Interviewing Policy and

guidelinesBACKGROUND

The Subgroup was formed by the Admissions Committee to recommend College policy and

guidance for undergraduate and postgraduate applicant interviewing in light of the following:

1. The final report of the Admissions to Higher Education Steering Group chaired by

Professor Steven Schwartz outlined a practical guide to 'fair' admissions. At the heart of the

report was the need for transparency in all aspects of the admissions process including

interviews; clearly defined selection criteria, consistency in procedure, audit trails, structured

interviews and training for admissions tutors were all identified.

2. The QAA Code of Practice: Recruitment and Admissions also states that admissions

policies including interviews should be "fair, clear and explicit and are implemented

consistently. Transparent entry requirements, both academic and non-academic, should be

used to underpin judgements that are made during the selection process for entry".

3. As a result of the Race Relations (Amendment) Act 2000, one of the specific duties is that

the public authorities must monitor their employment procedures and practice. In particular,

Higher Education institutions must monitor, by racial group, student admissions and progress.

In addition, it is College policy to anticipate the incoming requirements in other equalities

areas such as disability (now a legal duty also), gender and age. To carry out this duty,appropriate data on applicants must be collected and stored prior to the selection process.

The Subgroup has considered the current practice on interviews for admission to College

postgraduate research, postgraduate taught and undergraduate programmes. Responses to an

initial questionnaire were received from 102 programmes in the College.

There is a wide range of approaches to interview across the College. In the initial responses

approximately 40% interviewed all applicants 50% some applicants and 10% no applicants.

Where interviews were given to a selection of applicants this tended to be those with

borderline qualifications or non-standard qualifications. Many programmes did not interview

overseas applicants.

A number of different reasons were given for interviewing applicants; the commonest was to

select the best candidates. Others used the interview to give information about practical and

financial implications of the programme and to sell the programme or the College to

candidates or to verify areas of qualification or suitability. Research suggests that candidates

are more likely to accept a place after an interview as they feel there has been more personal

involvement in their selection. A small minority of programmes used telephone interviews.

For a small number of programmes the Subgroup explored the interview programme in more

depth. Length of interviews ranged from 15 to 30 minutes. Number of interviewers rangedbetween one and five. In most cases programmes relied on experienced staff and only a small

minority claimed to provide training or required training for interviewers.

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On the basis of the responses, a review of some of the literature in this area and discussions of

the group we have produced a number of recommendations in the form of principles which

should be applied to all interviews and a number of areas of good practice which are

recommended across the College.

For the purpose of these recommendations an interview is regarded as a contact between an

applicant and a member of the College, which contributes to the selection process of theapplicant.

COLLEGE POLICY ON INTERVIEWING

It is proposed that where interviews are held in the College the following compulsory

principles be observed.

It is also proposed that these principles should apply to all undergraduate and postgraduate

taught and research interviews.

KEY COMPULSORY PRINCIPLES

1. Before being invited to interview, all interviewees must have formally applied to theCollege via UCAS, NMAS or one of the Colleges direct entry application forms either

paper or online (Studylink).

2. Where there is selection for interview, criteria must be fair, clear, transparent andimplemented consistently. Applicants called for interview may be a subgroup chosen on

the basis of academic or other criteria determined by the School (e.g. applicants with

certain Access qualifications, applicants of borderline academic quality etc). Overseas

fee paying applicants can be regarded as a separate group.

3. The aims of the interview and the skills and qualities sought from the interviewee mustbe identified in advance and be fair, clear, transparent and implemented consistently.

4. On no account should any information be divulged to a candidate at interview about theoutcome of that interview. Applicants must not be given any impression as to whether

they are likely to be offered a place or rejected

5. There should be clear standard process and transparent criteria for accepting or rejectingan applicant based on interview.

6. In the invitation, the candidate must be made aware that they are attending a formalinterview as part of the selection process. It should not be confused with any other

informal meeting to discuss a possible or actual application. Where contact with an

applicant is simply part of recruitment and not selection this should not be regarded as

an interview and should be clear to applicants.

7. Interviewees should be aware in advance of the purpose of the interview (including briefcriteria for success), the likely number of interviewers and the length of the interview.

8. There must always be more than one member of staff present. If only one academic ispresent, an administrative member of staff should be present to participate or observe.All staff present should have clearly defined roles and responsibilities and be fully

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conversant with interviewing policies and procedures. Deviation from this principle will

be allowed ONLY in exceptional circumstances, eg telephone, overseas, recruitments

fairs, and an explanatory account of the alternative arrangement be recorded on the

applicants record.

9. A formal written record of the interview and decision should be maintained.

10. The interviewee should be encouraged to supply details of any special needs/disabilitieswhich may affect the interview arrangements. Therefore, if the applicant indicates a

special need/disability on their application, the following paragraph should be included

in the invitation letter:

"If you have any specific needs because of a disability or health condition, please

contact (named contact) on (phone number) or (email address) as soon as possible so

that any necessary adjustments can be in place for the interview. This may include

communication support, lift access or other types of support."

Any information on a special need or disability supplied should not be considered in

assessing the applicants suitability for the programme. Reasonable interview

adjustments should be made as appropriate.

11. The interview should be conducted with regard to the College's Equal OpportunitiesPolicy. By 2008, all interviewers should have completed equal opportunities training

and this training should be delivered flexibly at the different sites across the College.

KEY RECOMMENDED GUIDELINES FOR CONDUCTING AN

INTERVIEW

a) Interviews should be at least semi structured.

b) Interviews should have a clear scoring system completed by interviewers independently(see example of GPEP in Appendix 1 and BSc Nutrition and Dietetics/Nutrition in

Appendix 2).

c) The School/department should inform the applicant in writing of the interview date asfar in advance as possible and no later than one week before (longer if EU/overseas).

The location of the applicant should be considered e.g. do not offer very early interview

times to applicants with the furthest to travel. The School/department should send

written detailed travel instructions with any interview offer.

d) Questions should be fair. Candidates will not appreciate what appear to be trickquestions or attempts to catch them out.

e) The interview panel should be representative of the staff/student population as far aspossible.

f) In areas where interviewers may not have undergone formal training clear guidelines

should be supplied to interviews.

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g) Any assessment methods should be designed carefully to minimise any inconvenience tothe applicant and also minimise the effect of disabilities or coaching.

h) Applicants should be told when they will hear the outcome of the interview.

i) It is not recommended that more than three members of staff be present as a row ofinterviewers can be intimidating to a candidate.

j) It is advisable to interview any candidates whose qualifications, experience etc. indicatethat they are of a borderline standard when considered alongside specific programme

entry requirements.

k) It is also advisable to interview mature applicants who may offer non-standardqualifications. Also, they may need more guidance in making suitable subject choices,

may have less knowledge of current teaching, learning and assessment methods, and

may also need assistance in updating their study skills.

l) Whenever possible, candidates who receive an offer without interview should be invitedto a School/departmental open day where they have the opportunity to meet staff and

current students.

FURTHER AREAS OF GOOD PRACTICE

(i) The School/department should always select the best room available for the interview togive the best possible impression. A waiting room/area may be required if several

candidates arrive together and this should be appropriately staffed. There should be no

interruptions to the interview.

(ii) It is vital that the College makes a friendly and professional impression on potentialstudents. Even when a candidate is unsuccessful, it is important that they are left with a

positive view of the College which they may later pass on to friends and colleagues.

(iii) If an open day is not available, it is advisable that candidates invited to interview arealso given an opportunity to be shown around the department and/or College and meet

current students. Emphasis should be placed on the latter activity in particular, as the

majority of respondents in applicant surveys cite meeting current students as a major

deciding factor when choosing an institution.

(iv) It is advised that candidates should be put at ease and made to feel comfortable.Informal chats with students, or a group discussion or practical can help them to settle

down.

(v) Unless the School is adopting a policy of blind interviewing (ie interviewers are notaware of the candidates background beyond their selection for interview - interviewees

must be made aware of this), the candidates application form should have been read

and should, if possible, be at hand.

Candidates may attach a great deal of importance to the serious consideration of their

application. In particular, they often value careful examination of their personal statements (ifappropriate). Above all, they appreciate interest in them as a person.

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Appendix 1

KINGS COLLEGE LONDON SCHOOL OF MEDICINE ME00.4P

INTERVIEW FORM G/PEP 2006 ENTRY

STUDENT PERSONAL DETAILS

First Name

Surname

UCAS number

Time/Date of

interview

INTERVIEW PANEL

Panel Chair

Interviewer

Interviewer

Observer

(if appropriate)


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Qualities being

assessed

Mark allocation per question. For example:

1= v poor No caring, empathy, sensitivity, decision making ability. No

evidence of teamworking or awareness of importance of research. No

vocation, motivation or commitment

2= fair

3= satisfactory

4= very good

5= excellent

Question 1

Vocation

Motivation

Commitment

Decision making

Ask the candidate how they are and how their journey was.

Can you tell me why you would like to become a doctor?

How did you reach that decision? How did your medical/caringwork experience help you to reach your decision?

Have you thought about what area of medicine you would like topursue?

Question 2

Motivation

Communication

Hard working

Teamworker

Good listener

Sensitivity

What qualities do you think a good doctor needs to have? When or where have you had to exhibit these qualities to date?

Give me specific examples?

What did you do?

What happened as a result?

On reflection, would you do the same again?

Question 3

No right or

wrong answer

Decision making

Confidentiality

vs public good

One of your friends comes to see you in a panic because theyhad several drinks last night, drove home but cannot remember

arriving and are worried that they might have run over someone

because their front headlight is broken. They do not want you to

tell anyone. What do you do?

Question 4

Case study

Ethical scenario, studied by candidate beforehand

There is no right or wrong answer to these questions

Question 5Importance of

research, public

health

Tell me what you know about bird flu or avian influenza virus'

virus H5N1, origin, spread, culling vectors, transmission bird tohuman at present, different from human flu, prevention,

surveillance, tracking of infection in birds and

humans, decreasing bird/human close contacts, monitoring

travellers and bird imports, monitoring migration patterns,

vaccine, flu vaccine - who? (at risk professionals - poultry

farmers, food processors and vets, key health workers, teachers)

treatment

Question 6 Do you have any questions for us?


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Communicationskills

Please give an overall rating for the candidates communication

skills

COMMENTS Important issues or comments about suitability, please document

here:

INDIVIDUAL MARKS COMMENTS CONSENSUS MARKS

Question 1

Individual

Mark from 1-5

Consensus

Mark from

1-5

Question 2

Individual

Mark from 1-5

Consensus

Mark

Question 3

Individual

Mark from 1-5

Consensus

Mark

Question 4

Individual

Mark from 1-5

Consensus

Mark

Question 5

Individual

Mark

Consensus

Mark


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No Mark No Mark

Communication

Skills global

rating

Reason Communication skills

consensus

Mark

TotalIndividual

Mark

Total ConsensusMark

CONCLUDING COMMENTS


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Panel Chair signature

Interviewer signature

Interviewer signature

Date


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GPEP Interview Instructions

Instructions to Interviewers

All candidates to be interviewed by a panel of threeinterviewers

One panel member on each panel will be a current Kings medical student completing arelated Special Study Module

The role of the chair is to introduce the panel, time keep, facilitate reaching consensus at theend of the interview, and record this on the interview sheet

Each interview will last 20 minutes and MUSTbe completed by this time.

Before the interview, each panel must decide who will ask which questions

For each interview, the samepanel members must ask the same questionsin the same way

Prior to the interview, all candidates will have studied one of four ethical scenarios andquestion 4 will concern this. You will be provided with a copy of the scenario and questions

During the interview, five responses to five questions are scored by each individual panelistfrom 1 to 5. A global communication skills rating from 1 to 5 will also be recorded.

1= very poor, 2= fair, 3= satisfactory, 4= very good, 5= excellent

Additional comments about suitability or other important points should be recorded in the

allocated space at the bottom of the score sheet.

Candidates are to be given the opportunity to ask questions at the end of the set questions

When the interview is finished, the candidate will leave the room.

Each panel will then have 10 minutesto reach consensus and record their decision.ThisMUSTbe completed in 10 minutes

Any consensus score of 1 on any question means automatic rejection

The panel must agree on a consensus score for each question and global rating and the chairwill then record and add these to reach the final score.

In practice, it is likely that a score of 25-30 will mean an offer of a place and one of less than15, rejection. However, until the final marks are evaluated, it is difficult to be more precise

than this.

Please note: ALL interviewers must use individual score sheets. ALL interview score sheets and

notes MUST be collected by the Chair at the end of a session and handed into the Interview

Coordinator in the waiting room.


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What are the implications / effects of this problem? (e.g. disease-risk, economic, psychological)

What do you think could be done to reduce this problem? (e.g.govt, NHS, schools, industry)

3. What makes a healthy diet?

Food or nutrient Why is this healthy / not healthy?

a)

b)

c)

d)

ExceptionalVery good

GoodSatisfactoryWeakVery weak

If B401 BSc Nutri tion and Dietetics, ask the followingquestions:

4. Have you spent any time with a dietitian?

No (remind candidate that all offers are conditional on visiting

a RD)Yes, ., what did you find

interesting about it?

ExceptionalVery good

Good

SatisfactoryWeakVery weak

5. What knowledge and skills do you think a good dietitianneeds? Why?

Scientific knowledge (e.g. physiol, biochem)Food knowledgeCommunicationListeningTeam-workingEmpathyOther Other

ExceptionalVery goodGoodSatisfactoryWeakVery weak

6. Do you do much cooking at home or at school? Do you Exceptional


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have a broad range of knowledge about food? (in order toestimate the candidates knowledge of different cuisine. Alsoremind candidate that they will take part in food preparationpracticals that will involve handling meat).

Very goodGoodSatisfactoryWeakVery weak

7. We need to ask all candidates who are applying to studydietetics whether they have ever suffered from an eatingdisorder

NoYes, please provide details (e.g. type, when, treatment etc.Also, advise the candidate that any offer would be conditionalon a GP letter confirming that the ED is no longer active)

For all candidates:8. Do you have any questions you would like to ask usregarding the course?

Decision

Any other comments from the interviewer:

What is your overallopinion of the candidatessuitability?

What is yourrecommendation?

If you recommend anoffer what conditionsare there?

Exceptional

Very good

Good

Satisfactory

Weak Very weak

If applying for B401

Nutr & Diet

Offer B401

Reject B401, offer B400

Reject B401

If applying for B400

Nutrition

Offer B400

Reject B400

Standard conditionaloffer

Unconditional offer(only if already has entry

requirements)

Evidence of visit toDietitian

Evidence of home feesstatus

Letter from GPconcerning health

English languageproficiency

Other

college-wide interviewing policy and guidelines

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