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Introduction of Government Process Modeling With Rockwell Arena SoftwareEach time the learner observes a simulation of the model, a reaction takesplace in the mind of the learner (Alessi & Trollip, 2001; Jonassen, 2006). Thesimulation provides feedback about the possible outcomes that a real systemmight produce in the real world. Based on new information derived frommultiple simulations of the same model, the learner can adjust the model, runadditional simulations, and gain additional insights. It is far better to iron outthe probable consequences of poor design decisions in a computer simulationthan in a real organization. A simulation of a business process can produceinsights not only into system performance, but also into tradeoffs involvingcosts and outcomes.Situational simulations are popular in business education in order to simulateinteractions with other businesses (Faira, 1998; Keys, 1997). Learners areencouraged to explore alternatives with a sense of unpredictability, as the actionsof organizations and the people therein are largely unanticipated. Models andsimulations offer potential benefits in terms of transfer of learning to realapplications (Clark & Voogel, 1985).Simulations typically have multiple learning advantages when compared toother teaching methodologies. Models are simplifications of the real world, andallow learners to focus on relationships between specific aspects (Alessi &Trollip, 2001). It takes far less time to observe the simulations produced by amodel than it does to run an experiment in the real world. The experience ofcreating a model and observing the outcomes of its simulation is a realexperience, and can be motivating to learners. Simulations provide motivationalelements such as challenge (Malone & Lepper, 1987) and relevance (Keller &Suzuki, 1988). The outcomes of simulations also are more engaging andpersuasive than the speculations about simulations that are offered by aninstructor. Having designed a model, learners are likely to “own” the outcomesof its simulations, even if those outcomes were not anticipated.Simulations are flexible because they can be used to facilitate any educationalphilosophy, and can be included in any of the four phases of instruction(Alessi & Trollip, 2001). Instructors have numerous options when theyimplement simulations. Simulations can be designed to emphasize measuredoutcomes, critical thinking, and discovery learning. Simulations also can begeared to promote individual learning, collaboration, or even competition(Alessi & Trollip, 2001).ROCKWELL ARENA SOFTWAREArena is the process-modeling and simulation software developed by RockwellAutomation and the former Systems Modeling Corporation, which wasacquired by Rockwell in 2000. The software is widely used to model andsimulate industrial processes and supply chains. The major value of using Arenais to anticipate the implications of designing complex processes, so as to observe386 Journal of Public Affairs Education
Introduction of Government Process Modeling With Rockwell Arena Softwarea simulated performance, without first incurring the costs to build andimplement actual facilities. Arena produces Markov-system simulations that arebased on discrete events and probability distributions for entering entities intothe system, and for the duration of events. The software generates reports thatreflect the performance of the simulation. Arena software is taught at more than900 universities globally, and primarily is used in Industrial Engineering andManagement Science programs.Arena has the familiar look and feel of Microsoft products. Microsoft Visioflowcharts can be imported into Arena. Arena can read from Excel and Accessfiles and also output data to them. Specialized blocks (modules) can be used toenter Visual Basic for Applications (VBA) code into a process model. Thestudent version of the software (free of charge) is available for download from theRockwell Automation Web site, using the word STUDENT as the registrationkey. The student version is very adequate for most educational purposes. TomHayson of Rockwell Automation can provide the URL to download the newestversion. Hayson’s e-mail address is tchayson@ra.rockwell.com. The relevantWeb site URL is www.ArenaSimulation.com. With permission from RockwellAutomation, Arena can be made available for installation in a campus computerlab, currently at no charge. As of March 2009, Arena software is up to version12, and runs on Windows XP and Windows Vista operating systems. There isno Macintosh-compatible version of Arena. There currently are at least fiveuniversity 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 versionof Arena is packaged with each of these textbooks.THE ASSIGNMENTSIn our case, “Computer Applications and Management Information Systems”was the core MPA course where Arena was introduced. It was taught in thespring semester of 2008 at Albany State University. There were 10 students inthe course. Nine of them had recently completed undergraduate degrees. Onestudent 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 abackground in computer modeling, simulation, or programming.The instructor hoped that by using Arena the students would 1) recognizeorganizations in terms of processes, 2) identify strategies for processreengineering, 3) assess the value of visual modeling and simulation, and 4)evaluate the benefits of service orientation and of strategic alliances amongorganizations. These assignments consumed 15 percent of the total instructionaltime and effort spent during the semester. The software was made available tostudents on CD-ROM, and in an on-campus computer lab. The instructordemonstrated use of the software in class, and on multiple occasions workedJournal of Public Affairs Education 387
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