Using the file below, develop a develop a fair procedure that will be used to determine the merit raises and then decide the dollar raise to be given to each professor and answer the following questions:

Describe the procedure you used to allocate merit raises. How did you determine the most important areas of the position?

Explain how your procedure creates a standard that can be used yearly.

Using the procedure described in #1, how did you allocate the money to each professor?

Directions: Develop a fair procedure that will be used to determine the merit raises and then decide the dollar raise to be given to each professor. Be prepared to explain why you chose the method you used. Scenario: Small State University is located in the eastern part of the United States and has an enrollment of about 8,000 students. The College of Business has 40 full-time and more than 30 part-time faculty members. The college is divided into five departments: management, marketing, finance and accounting, decision sciences and informational technology. Faculty members in the management department are evaluated each year based on three primary criteria: teaching, research and service. Teaching performance is based on student course evaluations over a two-year period. Service to the university, college, profession and community is also based on accomplishments over a two-year period. Research is based on the number of journal articles published over a three-year period. Teaching and research are considered more important than service to the university. In judging faculty performance, the department chair evaluates each professor in terms of four standards: Far Exceeds Standards; Exceeds Standards; Meets Standards; and Fails to Meet Standards. The results of this year's evaluations are below. This year the state has agreed to give raises totaling $17,400 to the management department. Your task as department chair is to divide the $17,400 among faculty members. Keep in mind that these raises will likely set a precedent for future years and that the professors will view the raises as a signal for what behavior is valued and what is not. Brief faculty profiles: Prof. Houseman: 55 years old; 25 years with the university; teaches Principles of Management mass sections with over 400 students per year; has written over 40 articles and given over 30 presentations since joining the college; wants a good raise to catch up with others. Prof. Jones: 49 years old; 10 years with the university; teaches HRM and Organizational Behavior; stepped down as department chair 3 years ago; teaches about 200 students per year; has written over 30 articles and 2 books since joining the college; recently received an $80,000 grant for the college from a local foundation. Wants a good raise as a reward for obtaining the grant. Prof. Smith: 61 years old; 6 years with the university; teaches Labor Relations and Organizational Development; stepped down as dean of the College of Business two years ago and took a $20,000 pay cut; teaches about 180 students per year; has written only two articles in the last 6 years due to administrative duties; very active in the community and serves on several charity boards. Wants a good raise to make up for loss of $20,000 Dean Stipend. Prof. Matthews: 28 years old; new hire - only 4 months with the university; teaches Employee Relations and Compensation Management; just graduated with a PhD; will teach about 110 students this year. To be competitive in the market, the college needed to pay Mathews $97,000 and provide a reduced teaching load for 2 years and a $6,000 per summer stipend; none of the other faculty received this when they were first hired or subsequently; had two minor publications while a doctoral student, but none since joining the college. Wants a good raise to pay student loans and furnish a new residence.