Using a supervisory dialogue process in the performance management of family medicine faculty.

BACKGROUND AND OBJECTIVES The supervisory dialogue (SD) is based on a structured series of annual discussions between faculty members and their supervisors and was initiated in 2001. Our objective was to assess the effect of a new SD performance management process on 21 academic family medicine faculty. METHODS The SD was evaluated through a post-implementation survey, comparisons to a broader Health System clinical faculty survey, and through descriptive analyses of existing departmental data. RESULTS The family medicine survey response rate was 90%. Of respondents, 100% of family medicine faculty indicated that their professional goals over the next year were clear to them, 79% felt their current job description accurately reflected their time allocation, 100% indicated an improved understanding with their supervisor, and 84% indicated an improved linkage between their role and the department's mission and goals. In addition, family medicine faculty scored significantly higher than Health System clinical faculty in four areas: defining goals, being informed about promotion and tenure, receiving effective mentoring, and having a collegial work environment. The department also experienced increases in clinical, grant, and academic productivity. The time required to conduct the SD was cited by faculty as the primary barrier to success. CONCLUSIONS The SD improved faculty communication and faculty morale, grounded faculty in their goals, and facilitated alignment between faculty and the department.