A DEMONSTRATION OF PROMODEL Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 148 A DEMONSTRATION OF PROMODEL Robert E. Bateman, Integrated Systems Technology Kevin Field, PROMODEL Corporation Onur Dulgeroglu, PROMODEL Corporation ABSTRACT Advances to the state-of-the-art in simulation software have made stochastic modeling more accessible to business school students and faculty. Students are learning to build computer simulation models at an earlier point in their academic program, often in courses that included only manual simulation exercises or spreadsheet problems in the past. Even more promising from a teaching perspective is the capability that advanced simulation software gives faculty to quickly create example models that reinforce the concepts to be covered in class. These models can range from simply illustrative to highly interactive. INTRODUCTION Business students have traditionally received far less exposure to simulation models than their engineering counterparts. Survey courses in operations management or management science, where simulation is generally introduced, have often provided an initial exposure but seldom any hands-on familiarity with modeling. Actual development of computer simulations has typically required mastery of specialized programming languages. Since simulation is generally only one of several analytical techniques covered in introductory courses, time constraints have often limited student learning experiences to simulation exercises done by hand or with simple spreadsheet models. Because recent advances in simulation software have made the technique easier to use, however, growing numbers of students are learning to construct significant models during a one or two week introductory module. (Bandy, 1995) The improvements that have made it easier for students to learn simulation also facilitate use of dynamic models as a teaching tool to reinforce management concepts. Faculty members can now create models quickly to illustrate topics covered in class.1 More advanced models may be 1 NSF recently awarded funding for development of a manufacturing engineering curriculum that will use simulation as a tool to illustrate production concepts throughout the program used to allow students to make their own management decisions and experience the results of their choices in a real world scenario. Some parameters might also be changed interactively to give students an understanding of decision making in an environment of uncertainty. THE PROMODEL SOFTWARE ProModel is a simulation tool designed to support rapid and accurate modeling of manufacturing systems.2 Managers and engineers in industry have found this software package easy to learn, because it uses an intuitive graphical interface based on Microsoft’s Windows and familiar modeling elements such as locations, resources, processing steps, etc. These same features have made ProModel a popular package for teaching the fundamental principles of simulation model building in the classroom. Model development in ProModel is graphical and straightforward. Icons representing work locations are selected and placed on a layout window, at which point specific information about the work location (capacity, downtimes, queuing logic, etc.) can be identified. Entities, resources and transporters are defined in similar fashion. Processing steps can also be specified graphically and different part routings, including probabilistic assignments, can be selected from a menu of common rules. An integrated statement and expression builder speeds construction of complex decision logic, statistical distributions and other advanced elements by moving the modeler through easily understood dialog boxes. Both the modular approach of ProModel and its streamlined model merging feature facilitate an approach in which models can be constructed in phases. A model consisting of several processing steps can be constructed from available data on locations, part entities and arrival rates in a 2 ServiceModel and MedModel are similar software packages designed for modeling of service industry and health care environments, respectively Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 149 matter of moments. Mobile resources, alternate routings and probabilistic processing times can be added during initial model definition or at subsequent stages. The level of statistical reporting for each system element can be defined and changed easily. Model verification and validation in ProModel is facilitated by an interactive debugger, on-screen variables, event tracing, high quality graphics and detailed output statistics. Coupled with automatically generated result charts and sound capabilities, custom graphics using clipart and bitmap backgrounds can bring simulation presentations to life. The ability to define work shifts and specify run lengths by date adds both precision and realism. Multiple replication statistics enhance learning of the principles associated with stochastic events. SCENARIO BUILDING ProModel contains a run-time interface (RTI) that allows the instructor to develop a controlled decision making environment. Students can make decisions regarding such parameters as location capacities, processing times, number of available resources, etc. prior to running the model. Because this feature allows changes to be made via a separate interface using simple edit dialogs, students need have no previous simulation experience to use the model as a learning tool. The RTI also provides an experimental environment in which students can define and simulate multiple scenarios at the same time, allowing them to compare the performance of the system under various situations. Alternate scenarios can be saved and processed in a batch run for later comparison. Animation can be toggled on or off to facilitate faster execution during this process. Location status and the current value of logic expressions can be accessed at any point during these simulation runs. INTERACTIVE LEARNING ProModel also supports interactive subroutines. Although subroutines are normally called by events happening within the model, interactive subroutines may be activated by the user at anytime during the simulation run. This powerful feature allows the student to make controlled changes to the system parameters during the simulation. By choosing the desired subroutine from the Interact menu, a student may elect to alter these parameters and dynamically change any decisions made in the simulated system (processing times, routing decisions, number of resources, available locations, etc.). Any induced changes in system behavior can be dynamically reflected on the screen during the simulation run, with user-defined statistics calculated by the model. One of the most significant advantages of this approach is that it allows students to learn in a dynamic environment that simulates the day-today challenges of management and the unpredictability of real life. REFERENCES Bandy, D.B. (1995). Teaching Simulation in an MBA Management Science Course. Proceedings of the Conference on Business/MIS Simulation Education. 65-69. Graham, A.K. et al. (1994). Model-Supported Case Studies for Management Education. Modeling for Learning Organizations. BIOGRAPHIES Rob Bateman is with 1ST, a consulting group supporting educational program development at PROMODEL Corporation. Prior to joining 1ST, he served in administrative and project management positions with the U.S. Department of State. Rob holds an MBA and is currently a doctoral candidate in Public Administration. Kevin Field is a member of the development group at PROMODEL Corporation, where he is involved in feature design and testing. He is currently completing an MS. in Manufacturing Engineering. His professional interests include hierarchical modeling and use of simulation games in teaching manufacturing management. Onur Dulgeroglu is a member of the software development team at PROMODEL Corporation, where he has been involved in the creation of simulation interactivity features. He holds a B.S. in Industrial Engineering and an M.S. degree in Systems Analysis. His interests include visual interactive modeling and intelligent algorithms for prescriptive simulation. Table of Contents Volume 22, 1995 Simulation Performance, Learning and Struggle Are Good Simulation Performers Consistently Good? Cognitive and Behavioral Consistency in a Computer-Based Marketing-Simulation-Game Environment: An Empirical Investigation of the Decision-Making Process Chalk & Cheese: Executive Short-Course vs. Academic Simulations Revisiting Personality Bias in Total Enterprise Simulations Are Good Strategies Consistently Good? Investigating the Use of a Computer Simulation as an Effective Pedagogical Tool for the Application of a Strategic Model The Problem of determining an Individualized Simulation's Validity as an Assessment Tool A Simulation Based Analysis of the Value of Information in the Hrebiniak Joyce Typology of Adaptation Relative to Porter's Generic Strategies The Impact of Sales and Income Growth on Profitability and Market Measures in Actual and Simulated Industries A Comparison of a Stand Alone Version of a Simulation with the Traditional Competitive Version Computer-Assisted Gaming of International Business Analyzing Simulations with Computer-Based Programs and Applying the Experience to a Real-World Business A Preliminary Investigation of the Use of a Bankruptcy Indicator in a Simulation Environment Graduates' Views on the Use of Computer Simulation Games Versus Cases as Pedagogical Tools An Analytical Advertising Model Approach to the Determination of Market Demand Dealing with the Complexity Paradox in Business Simulation Games A Prototyping Approach for Incorporating Large Data Bases into Media Planning Simulations: An Example Using Magazine Media Through the Looking Glass, Inc: Superior-Subordinate Personality Type and the Leniency effect Evaluating the Effectiveness of Role Playing Simulation and Other Methods in Teaching Managerial Skills Student and Teacher Perceptions of a Management Simulation Course Performance Evaluation: The Effect on the Propensity to Create Budgetary Slack Management Team Formation for Large Scale Simulations Comparative Static Analysis with the Complete PPA Package: A Strategic Market Planning Tool Consistency in Intent: Learning Objectives at the 1994 Intercollegiate Business Policy Competition A New Twist on an Old Game: The Business Strategy Game: A Global Industry Simulation 3ed Evaluation of Performance in Management Simulation: A Management Coefficients Model Building SimuWorlds: Strategic Management Games of the Future Bulls and Bears: A Stock Market Simulation A Systems Thinking Paradigm and Think Computer Simulation Model of Broadcast and Cable Television Industry Competition Jacket Factory The Sales Management Simulation The Marketing Management Simulation A Demonstration of Promodel Demonstrating A New, Cross-Functional Business Simulation: Vision+ A Cost Chain For The Business Strategy Game Simulation Special Session On Experiential Teaching Compensation Dilemmas: An Exercise In Ethical Decision-Making Organizational Storytelling: Telling Tales In The Business Classroom Evaluating Experiential Training: Case Study And Recommendations The Internship Portfolio: An Innovative Tool For Experiential Learning, Critical Thinking, And Communication An Ethnographic Analysis Of The Pedagogical Impact Of Cooperative Communicating Consumer Behavior: A Long-Term Integrated Exercise Using Personal Consumption Journals And Consumer Analysis Papers An Experiential Paradigm For Teaching Business Problem Solving Developing Leadership Skills The Spss® Student Assistant: The Integration of A Statistical Analysis Program Into A Marketing Research Textbook Negotiating With Your Students Using TQM Principles To Transform Accounting Systems Into An Experiential Exercise Enhancing The Effectiveness Of Outdoor-Based Experiential Training Using Virtual Reality Concepts Case Writing In A Developing Country: An Indonesian Example Experiential Learning Using Focus Groups How Real Should Experiential Pedagogy Be? A Viewpoint From Our Students Reengineering The Internship: A New Approach To Experiential Learning Utilizing The Cosmopolitan/Local And Marginal Man Constructs To Measure Students' Propensity For Creativity Developing Experiential Processes For Teaching Quantitative Techniques For Business Team Learning Roles: A Cooperative Learning Technique Creating the Ultimate Small Business Student Experience: Melding Score/Ace with SBI The Development of Trust in Work Teams: The Impact of Touch Some Outcomes of Experiential Learning: How the Cultural Dynamics of Different Countries are reflected in Workplace Norms & Values Incorporation of Job Analysis Results in Various Forms of Selection Interviews Chudesno, Inc.: An Evaluation of an Experiential Training and Development Simulation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Dynamics Partnership: A Radical Approach to Experiential Learning Partnership: A Nice Idea, But How Do I Get Started? Recognizing Discrimination at Work Using Critical Incident Skills Questions to Help Students Become More Successful at Job Interviewing The Video Project Introduction to Psychological Type Theory Come On Down Understanding Facilitation for Development and Continuous Learning: A Micro-Workshop Leadership and Empowerment: An Experiential Exercise in Decision Making Experiential Exercises and Pedagogy Track Workshop: Selecting a Manager for Maquiladora, Inc. Experiential Training In Multi-Cultural Corporate Settings The Role of Facilitation as an Aid to Complete Learning An Experiential Exercise to Illustrate Difference in Information Processing Behaviors and Styles How to Deliver Accessible Survey Results Age Diversity in the Workplace- Family Feud Style Nafta Standoff: A Cross-Cultural negotiating Role-Play Three Strikes and You're Out!: A Downsizing Experiential Exercise