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Operation PSA: The Action Learning of Curiosity and CreativityAPPENDIX DTranscripts for Educator and Practitioner PSA Created at the Conference,May 31-June 1, 2008What was your motivation for coming to the Teaching Public AdministrationConference?Respondent #1: I wanted to see my colleagues eyeball-to-eyeball and hear whatthey’re doing in their classes … because their ideas give me fresh new ideasabout what I can do.Respondent #2: I get re-energized by my colleagues. These are all very excitingpeople into the one thing of teaching public administration. They’re not out toimpress anyone. They’re out to share their experiences.Respondent #3: And I hoped that here I might find one or more colleagueswho might be interested in what I do.Respondent #4: Well, I very much enjoy the Teaching Public AdministrationConference. A lot of my good friends are here.Respondent #5: I’m going to teach online, [an] undergraduate class in urbanstudies this fall. So, I came to find out some pedagogical techniques that I canuse in my class.Respondent #6: My experiences is to share it with professors.Respondent #7: … was to get ideas on teaching and improving my teaching.How would you go about marketing the conference? (Note: Question posed offcamerawith chosen responses for the PSA displayed here.)Respondent #8: Professional responsibility of most faculty goes into threecategories: service, research and teaching. And this is the only conference thataddresses one-third of our professional responsibility in helping us to build skillsin teaching.Respondent #1: You’ve got to meet the people who love teaching publicadministration. You’re going to gain something here that I don’t think you’regoing to get anywhere else— a love for teaching, a passion for teaching, allkinds of ideas about how to teach. It’s not about content. It’s about how you’regoing to make differences in people’s lives.What you can do?Respondent #9: We think people need to create a tree structure by collectingthe director’s names for the NASPAA schools and having the videos announcedand distributed through those directors, especially to Ph.D. students andadjunct professors—in addition to the regular faculty.Respondent #10: As a champion of teaching excellence in publicadministration, your charge is to take this PSA, upload it onto your Web site,and distribute as broadly as possible. And, of course, come to the next TPAC[Teaching Public Administration] conference.382 Journal of Public Affairs Education
Introduction of Government ProcessModeling With Rockwell Arena SoftwareBruce J. NeubauerAlbany State UniversityShelley K. StewartSaint Leo UniversityABSTRACTStudents in a core Master’s of Public Administration (MPA) course were taught tomodel and simulate selected business processes of government agencies andnonprofits with Rockwell Arena software. Each student or pair was asked todocument an existing government process, in order to model and simulate avariation of the process, with a goal of improving service quality and/or loweringcosts. Students found it challenging to make the transition from a simple model,taught as an example, to modeling and simulating real processes on the computer.Experiences are reported and suggestions are provided to others who may want touse Arena software to introduce process modeling into the Public Affairs andAdministration curriculum.GOVERNMENT PROCESS MODELING WITH ARENA SOFTWAREStudents in Master’s of Public Administration (MPA) programs are preparingto enter complex and dynamic working environments. It is becomingincreasingly important for those working in public affairs to understand bothorganizational structures and the “business” processes of agencies and nonprofitorganizations. The automation of processes is common. Information systemsserve as a foundation for automated processes that span the functional(departmental) structures of large organizations. When information systems aredesigned to support the needs of specific departments, rather than entireprocesses, large organizations are likely to perform efficiently at thedepartmental level, but then perform poorly in terms of enterprise processes.Our students need to learn how to identify “business processes” and understandthe basic tradeoffs involved in designing them. The general insights needed todesign processes are the same, regardless of sector.JPAE 15(3): 383–395 Journal of Public Affairs Education 383
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