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Introduction of Government Process Modeling With Rockwell Arena Software Each time the learner observes a simulation of the model, a reaction takes place in the mind of the learner (Alessi & Trollip, 2001; Jonassen, 2006). The simulation provides feedback about the possible outcomes that a real system might produce in the real world. Based on new information derived from multiple simulations of the same model, the learner can adjust the model, run additional simulations, and gain additional insights. It is far better to iron out the probable consequences of poor design decisions in a computer simulation than in a real organization. A simulation of a business process can produce insights not only into system performance, but also into tradeoffs involving costs and outcomes. Situational simulations are popular in business education in order to simulate interactions with other businesses (Faira, 1998; Keys, 1997). Learners are encouraged to explore alternatives with a sense of unpredictability, as the actions of organizations and the people therein are largely unanticipated. Models and simulations offer potential benefits in terms of transfer of learning to real applications (Clark & Voogel, 1985). Simulations typically have multiple learning advantages when compared to other teaching methodologies. Models are simplifications of the real world, and allow learners to focus on relationships between specific aspects (Alessi & Trollip, 2001). It takes far less time to observe the simulations produced by a model than it does to run an experiment in the real world. The experience of creating a model and observing the outcomes of its simulation is a real experience, and can be motivating to learners. Simulations provide motivational elements such as challenge (Malone & Lepper, 1987) and relevance (Keller & Suzuki, 1988). The outcomes of simulations also are more engaging and persuasive than the speculations about simulations that are offered by an instructor. Having designed a model, learners are likely to “own” the outcomes of its simulations, even if those outcomes were not anticipated. Simulations are flexible because they can be used to facilitate any educational philosophy, and can be included in any of the four phases of instruction (Alessi & Trollip, 2001). Instructors have numerous options when they implement simulations. Simulations can be designed to emphasize measured outcomes, critical thinking, and discovery learning. Simulations also can be geared to promote individual learning, collaboration, or even competition (Alessi & Trollip, 2001). ROCKWELL ARENA S<strong>OF</strong>TWARE Arena is the process-modeling and simulation software developed by Rockwell Automation and the former Systems Modeling Corporation, which was acquired by Rockwell in 2000. The software is widely used to model and simulate industrial processes and supply chains. The major value of using Arena is to anticipate the implications of designing complex processes, so as to observe 386 Journal of Public Affairs Education
Introduction of Government Process Modeling With Rockwell Arena Software a simulated performance, without first incurring the costs to build and implement actual facilities. Arena produces Markov-system simulations that are based on discrete events and probability distributions for entering entities into the system, and for the duration of events. The software generates reports that reflect the performance of the simulation. Arena software is taught at more than 900 universities globally, and primarily is used in Industrial Engineering and Management Science programs. Arena has the familiar look and feel of Microsoft products. Microsoft Visio flowcharts can be imported into Arena. Arena can read from Excel and Access files and also output data to them. Specialized blocks (modules) can be used to enter Visual Basic for Applications (VBA) code into a process model. The student version of the software (free of charge) is available for download from the Rockwell Automation Web site, using the word STUDENT as the registration key. The student version is very adequate for most educational purposes. Tom Hayson of Rockwell Automation can provide the URL to download the newest version. Hayson’s e-mail address is tchayson@ra.rockwell.com. The relevant Web site URL is www.ArenaSimulation.com. With permission from Rockwell Automation, Arena can be made available for installation in a campus computer lab, currently at no charge. As of March 2009, Arena software is up to version 12, and runs on Windows XP and Windows Vista operating systems. There is no Macintosh-compatible version of Arena. There currently are at least five university textbooks that focus on Arena (Seila, Ceric, & Tadikamalla, 2003; Altiok & Melamed, 2007; Seppanen, Kumar, & Chandra, 2004; Kelton, Sadowski, & Sturrock, 2007; McLaughlin & Hays, 2008). The student version of Arena is packaged with each of these textbooks. THE ASSIGNMENTS In our case, “Computer Applications and Management Information Systems” was the core MPA course where Arena was introduced. It was taught in the spring semester of 2008 at Albany State University. There were 10 students in the course. Nine of them had recently completed undergraduate degrees. One student was a mid-career employee with years of experience in city government, in a job handling requests to subdivide land. None of the students had a background in computer modeling, simulation, or programming. The instructor hoped that by using Arena the students would 1) recognize organizations in terms of processes, 2) identify strategies for process reengineering, 3) assess the value of visual modeling and simulation, and 4) evaluate the benefits of service orientation and of strategic alliances among organizations. These assignments consumed 15 percent of the total instructional time and effort spent during the semester. The software was made available to students on CD-ROM, and in an on-campus computer lab. The instructor demonstrated use of the software in class, and on multiple occasions worked Journal of Public Affairs Education 387
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EDITOR’S NOTE REFERENCES Henry, N
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Public Values As a Core Element of
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