ABSTRACTThis paper describes the design and application of a businesssimulation to help train employees about the new businessmodel and culture that for an automotive supplier companythat designs connected vehicle and other advanced electronicproducts for the automotive industry. The simulation, calledSIM-i-TRI, is a three to four day collaborative learningactivity that simulates the executive, administrative,engineering, manufacturing, and marketing functions in threedivisions of a manufacturer that supplies parts and systems tocustomers in industries similar to the automotive industry. Itwas originally designed to support the new employeeorientation at the Tier 1 supplier and to provide theparticipants a safe environment to practice the lessons fromthe orientation. The simulation has been used several times amonth in the US, England, and Germany for over four years.It is now being used by Ann Arbor SPARK, a non-profitorganization, is the driving force in establishing the AnnArbor region as a destination for business expansion,retention, and location by identifying and meeting the needsof business at every stage, from startups to largeorganizations. The University of Michigan is currentlydeveloping a computer network adaptation of the simulationfor application in remote locations. The intent is to use thesimulation as a capstone exercise in the business course forengineers at UM - Dearborn. This type of simulation isessential to provide students with a realistic environmentwhere they can learn through action and practice the socialand business management skills from the training.

INTRODUCTIONThe simulation, which we have dubbed Sim-I-Tri, exposesthe new employees to management dilemmas that they canresolve by adopting strategies based selected managementprinciples and philosophies. The management principles are

initially conveyed in the orientation content modules. Thepurpose of the simulation is to help the new employees gain abetter understanding of the orientation materials by creatingan engaging learning environment where they are pressed toresolve a number of cultural, process, and product dilemmasassociated the new way of doing business.

Sim-I-Tri helps the new employees fully engage in thelearning process and gain better insight into two critical areas- overarching themes and specific content. Additionally, thesimulation facilitates the level of social interaction among theparticipants at the orientation and help increase the level ofenergy and information transfer from the orientation to theworkplace. The following themes that are stressed:

• Mission and vision

• Values and behaviors

• Corporate culture and valuing diversity

• The Enterprise View

The simulation surfaces management and productiondilemmas that employees face on the job. Learning toproperly manage such dilemmas provides participants insightinto their own values and behaviors in relation to theorganization's mission/ vision, strategy and values (e.g.culture and diversity). Core dilemmas of building a businessaround integrated automotive electronics products are:tactical vs. strategic leadership, critical vs. open mindedthinking, focused vs. big picture thinking, “tried and true” vs.innovation, authority driven vs. entrepreneurial, autonomousunits vs. cooperative, units relationship-building vs. measuredresults, quality and features vs. price and cost, global marketvs. target market, and internal needs vs. customer focus.

The New Employee Orientation is a five-day learningexperience comprised of two distinct, yet totally integratedlearning components: (1) a role-play simulation of a systems

Simulating an Integrated Business Environment thatSupports Systems Integration

2010-01-2305Published

10/19/2010

Steven E. Underwood, Bruce Maxim and John J. CristianoUniversity of Michigan-Dearborn

Copyright © 2010 SAE International

integration supplier company, and (2) a set of ten trainingmodules. Together, the simulation and modules provide asignificant learning experience that has the potential tochange the way employees think about their work and overalljob performance.

We are in the process of implementing this businesssimulation in virtual world development environment. Notonly will this simplify the set up and administration of thesimulation activities. Virtual environments like Second Lifeoffer several additional advantages. Virtual environments arebeing used in educational and business settings to solve realworld problems [1] [2]. Some critics describe virtualenvironments such as Second Life as clumsy and initiallydifficult to learn [3]. Some authors have shown that toolssimilar to Second Life can provide inexpensive, viable testbeds for developing solutions to real life problems [4].Virtual worlds allow for participants to be in geographicallydispersed locations. Virtual worlds can provide flexible andadaptable environments for presenting multiple scenarioswithin a problem domain [6]. Even though virtual worldsonly provide a simulation, participants are often quick tosuspend their disbelief and engage themselves as if eachscenario is real [7]. Some investigators report creating aseries of Second Life games to foster team development [8].At least one author has reported that using role-playingscenarios eases the tensions of unpredictability in new

situations and helps people to collaborate with each other insubsequent activities [9].

This paper presents the overall concept for Sim-I-Tri basedon nine primary “elements” that serve as the building blocksfor games and simulations. A similar simulation designprocess was applied in the Ecosystem Framework PolicyExercise and the Intelligent Transportation System PolicyExercise [10].

Sim-I-Tri OverviewSim-I-Tri places the new employees in roles as managers ofSim-I-Tri, Inc, a leading supplier of integrated systems with afocus on global marketing and sales. The participants engagein realistically structured management situations and learn toresolve prevalent dilemmas by applying the appropriatevalues and behaviors.

The name of the simulated company is Sim-I-Tri. Sim-I-Tridesigns, manufactures and sells building automation systemsand split from its parent company (AutoTech) just 2 yearsago. Auto-Tech is a major Telecommunications andElectronics Corporation. The descriptions and thecorresponding simulation dynamics have been designed tosimulate the OEM - Tier 1 supplier relationship.

The products, components and systems Sim-I-Tri makes,automate control of the environment, such as lighting,

Figure 1. Sim-I-Tri Organizational Chart

temperature, security, communication, and entertainment.Sim-I-Tri systems allow all these controls to be programmedinto one system. The customers in the simulation are splitinto various markets.

The simulated organization is a global producer of(automotive) systems, modules, and component groups.Similar to the original Tier 1 Supplier, thirty sales,engineering, and technical centers around the world supporttheir advanced technology and marketing efforts. Sim-I-Tri,Inc. has a portfolio of products and technology designed todeliver fully integrated systems to (auto) manufacturersaround the world. Last year, global sales revenues wereapproximately $17 billion. The organization has 3 divisions:a Strategic Business Unit, Marketing, and Engineering. Theirmanagement staff includes: Vice President of Marketing,Sales, and Service, Vice President of Operations, and VicePresident of Technology and Support Operations.

Sim-I-Tri, Inc. has a tremendous depth of engineering,technological, and global resources and would like to expandgrowth in the area of system integration; however, their keycompetitors have more experience as global systemsintegrators. They intend to compete in globally sourcedintegrated systems bidding in addition to their main customer.Accomplishing these goals are facilitated by:• Re-defining the concepts of effective decision making andeffective methods of execution within the area of strategiccollaboration,• Institutionalizing positive changes in an organizationformerly know for their hierarchical structure and“impenetrable chimneys” that exist throughout the divisions,and• Improving their focus on customer service and customeraccess.

A consistent theme throughout is that Sim-I-Tri, Inc. isfocused on a direct path to organizational change. At thevortex of this turbulent environment is The EnterpriseBusiness Model. The model is viewed as the essence of thischangeling organization and constitutes a solid foundation forfuture success on the organization's chosen path. Because ofthe strength of their philosophy, corporate structure, productlines and services, and strategic vision, The Enterprise Modelis the organizational fulcrum and translates the Sim-I-TriMission into Results.

However, in order to lead the organization on the path topositive change, employees must increase their knowledgebase and expand their view of the Business Universe. Theymust also cultivate a new Business Culture in the process. Ifthe company wishes to reach its final destination, it mustbecome the best systems integrator in the world.

Sim-I-Tri, Inc. is focused on becoming a fully integrated,holistic organization within an industry-wide and global

marketplace. Management desires their employees to realizetheir potential, from both an individual and businessperspective. The themes of redefining success at a new leveland of continuous improvement are consistent themesthroughout the simulation.

The simulation advances one to two cycles each day overfive-day orientation period. Each cycle represents a 6-monthbusiness period taking the employees approximately fiveyears into the future.

During a cycle the participants engage in productdevelopment, systems engineering, marketing research, andcustomer support tasks. Sim-I-Tri, Inc. focuses on designing,developing and delivering fully integrated systems. It alsosupports a global sales and marketing staff that conductscustomer research and use technical expertise to address theneeds of the customer. Sim-I-Tri has three divisions similar instructure to those in company and several Strategic BusinessUnits (SBUs) which represent the entrepreneurial foundationof the company with profit and loss interests at stake. EachSBU is accountable for overall profit and loss. Resolution ofthe management dilemmas are accomplished by adoptingnew values and behaviors that are closely aligned with an“enterprise model” of organizational structure and behavior.

In lieu of building actual products, Sim-I-Tri participantsbuild loops n product boards shaped as triangles anddisplayed on gray market panels. They work to build oneproduct per market panel. Each market panel holds 4 color-coded product boards that interface to form one product.

• Green -Climate Control & Lighting

• Orange-Safety & Security

• Purple- Entertainment & Communication

• White- Customer Interface.Each triangular product board on the market panel representsa manufacturing plant. An empty product board indicates anidle plant. A product board with a loop on it represents aplant that is operational. When the simulation begins someproduct boards have product loops on them and others areempty.

The interface is the system that enables the products from thegreen, orange and purple divisions to work together as asingle system).

A product is simulated as a rainbow colored loop that is madefrom various magnetic card shapes referred to as capabilitycards. These loops are created on the triangular color-codedproduct boards.

Each division has a manufacturing plant (triangle) on eachmarket panel. When the simulation begins there are 4

triangles on each market panel. (One for each division and acustomer interface board.) Initially the customer provides aninterface board that links an orange (Safety & Security)component, a green (Climate Control & Lighting)component, and a purple (Entertainment & Communications)component, to create the product they are currently selling asa single module in that market. The customer's productattached to the gray market panel with Velcro.

The content of the simulation is represented in the simulationschematic that captures the organizational mission, theenterprise view, values and behaviors, and selected dilemmas,which the simulation focuses on. Simulation activities areintegrated with training activities associated with ten contentmodules. The specific areas of the simulation conceptsaddressed in this report include the specifications, thesimulation schematic, an overview of the orientationenvironment, and details of the business simulation activities.

Figure 3. Manufacturing Plant (triangle)with ProductLoop

The simulation is played in 7 cycles over a three day to four-day period. Each cycle represents 6 months in the life of theSIM-i-TRI Corporation. The participants volunteer for the

Figure 2. Product Boards for Entertainment, Safety, Climate, Integrated by “Chassis”

Table 1. Three Markets for Sim-I-Tri

role that they play and share that role with at least one otherperson. After cycle 4, the participants have the option to crosstrain and to play another role if they choose. In eachsimulation cycle the same steps of play” are: research anddevelop new products (40 min.), calculate costs (5 min.),assess performance (15 min.), corporate meeting (15 min.),and facilitator debrief (10 -20 min.) At the conclusion of eachCycle the facilitator debriefs the participants to reinforce thekey learning points, and to link simulation experience back towork.

Purpose of Sim-I-TriThe original purpose of Sim-I-Tri was to help the employees,new and transfer, better understand and adopt the newcompany culture including: Values and Behaviors, theEnterprise Model, and Businesses Processes. All personnelneeded information about the enterprise, how the business isrun and organized, and how goals are met. The companywanted to have new employees be excited and energized bythe orientation and to be able to transfer this energy into thedaily work environment.

The primary goal for the orientation is to support a highlyinteractive training/orientation environment so thoseemployees are engaged in an active and socially interactivelearning process. At the conclusion of the orientation,participants: understand values and behaviors, articulatecompany brand, understand organizational structure,appreciate the company culture, understand companyidentify, know the performance appraisal process,comprehend the marketplace, and leave the orientation withenergya d excitement for the company.

Gaming an Enterprise ViewThe Enterprise View is based upon the view of the customer,taking the whole of the organization into consideration [11].The automotive supplier desired to operate as a fullyintegrated organization indivisible from the customer.

The Tier 1 supplier wanted to adopt The Enterprise Viewformulated on the following premises:

1. Creation of an internal market economy (within which theindividual strategic business units operate, to a certaindegree) as a self-organizing system in order to encourage anentrepreneurial attitude;

2. Collaborative behavior across organizational boundariesare felt and recognized throughout the entire automotiveindustry on two fronts: Company's overall image with thecustomer base as well as internally where employees have aclear concept of the rewards associated with participatorymanagement;

3. Movement toward new levels of creativity is acceleratedby collective knowledge and;

4. Demonstrating an appreciation for diverse thought andideas propel the company towards successful operation in theglobal marketplace.

The problem environment, as defined by the Schematic, is thebasis for the design of the simulation. For practical reasons,not all of the complexity of the real world can be included ina simulation. Individual elements were prioritized forinclusion. It was determined that the following systemcomponents carried the greatest weight in terms of what newand transfer employees should address in the simulation.Several components were identified as very important foracquainting the new employees to the organization. The keydilemmas are identified.

The simulation was designed to surface dilemmas thatemployees face on the job. These dilemmas provideparticipants insight into their own values and behaviors inrelation to the organization's mission/vision, strategy andvalues (e.g. culture and diversity).

The dilemmas that are built into the simulation are as follows:

• Tactical Vs. Strategic Decision Making. Managing thedetails of your work for the short term, while at the sametime, managing at the strategic level for the longer term.

• Critical Vs. Open Minded Thinking. Managing with acritical eye while at the same time, having an open mind tonew ways of thinking.

• Focused Vs. Big Picture Thinking. Managing for only yourwork group or division versus managing for the benefit of thewhole company.

• Status Quo Vs. Innovation. Managing based on a proventrack record (“we have always done it this way”), versustaking risks to see what is possible.

• Authority Driven Vs. Entrepreneurial. Managing throughthe chain of command with all its time-consumingconstraints, versus managing for the purpose of being able to“run” with new ideas.

• Autonomous Business Units Vs. Cooperative BusinessUnits. Managing your business unit is an island, self-sufficient and protective, versus managing your business unitin cooperation with other business units to leverage resourcesand lessons learned for the sake of the company.

• Time for Relationship-Building Vs. Generating Results.Managing to get the results needed to succeed in our jobwhile at the same time taking time to build relationships,because a large portion of our work is done through people.

• Quality and Features Vs. Price and Cost. Managing toobtain the best quality and features possible, while at thesame time, managing to keep cost and price within marketdemand.

• Satisfied Global Market Vs. Product Driven. Managing ourproducts to satisfy a global market, while at the same timemanaging our products to be the best.

In terms of overall emphasis of the key dilemmas, thosepertaining to Culture are primary, Process dilemmas aresecondary with Products and Services ranked as third mostimportant.

As previously stated, Sim-I-Tri is run throughout the five-dayperiod. The primary purpose for this format is to: (1)reinforce the material presented in the content modules, (2)move participants into increasingly complex tasks as the daysprogress, and (3) create “discussion layers” by addressingboth communication and task oriented problems presented inthe exercise. Facilitator directed comparisons and contrast ispossible using this format. Critiques at the conclusion of eachcycle are intended to reinforce concepts, provide insight, andcreate a “forum” for participants to air frustrationsexperienced in the simulation process. Day Five includes alonger debriefing session.

Step by step, participants:

• Gain perspective on the company as a new organizationpositioned within a changing marketplace,

• Explore particular issues related to customer service andcustomer success,

• Apply new management concepts and paradigms andunderstand new company philosophies,

• Discuss concerns related to the above issues; and,

• Capture the best ideas from the learning modules,simulation, and discussions, and transfer ideas into theworkplace.

Simulation ObjectivesThe primary purpose of the simulation is to support the NewEmployee Orientation by making it highly interactive andstimulating for the new employees. The intent of theinteractive format is to increase participant learning andtransferability to the work environment. It should also help tomake the learning experience more enjoyable andmemorable. The following is a set of objectives for thesimulation:

• Create a simulated work environment where the participantscan identify with the organizational mission, managerialroles, organizational structure and process, and where theycan apply relevant management lessons from the contentmodules.

• Provide a set of work tasks where the participants can workon systems integration through cooperating with other partsof the organization.

• Introduce the participants to the Enterprise Model in action,showing the management systems process including businessand strategic planning, human resources development,shareholder value assurance, advanced technologydevelopment, and the quality operating system.

• Provide an environment for the participants to apply thevalues and behaviors including the development of effectiverelationships with customers, colleagues, and theorganization.

• Create a payoff structure that creates management dilemmasthat can be effectively addressed through the EnterpriseModel, values and behaviors, and support of theorganizational culture.

RolesJust as in the real world, Marketing Managers look for trendsin consumer purchasing. That is largely based on added valueto the customer. (What type of products should we design?Do mini-vans sell better than station wagons? Do trucks sellbetter than sport utility vehicles? What kinds of “extra”features add the most value?)

Marketing Managers provide the market information throughresearch. This information is simulated in numerical valuesuncovered along the path of the product loop. The sum of thevalues in the product loop path, equal the unit value of thatproduct.

Figure 4. Marketing Manager Product Research Board

The Marketing Manager also sets the price. This is simply a“guesstimate” based on how the price performed in themarket last Cycle. Of course, the Marketing Manager wouldwant to confer with the Manufacturing Manager to make surethey setting a price that is high enough to cover costs, but as

in the real world, no one knows for sure, how the price willperform in the marketplace.

The Marketing Manager obtains their sales volume numbersfrom a custom-designed computer program. This program is

actually a spreadsheet-type database that was designed toslightly adjust the sales volumes every cycle (6 months in“Sim-I-Tri time”) based on pre-determined market size andmarket growth information. Market size and market growthinformation is found in the facilitator setup book, and is

Table 2. Organizational Values, Leadership Behaviors, and Team Behaviors

recorded on the market panels, each cycle by the Facilitators.It is information for the marketing managers to considerwhen setting their price.

Because the market size and market growth numbers varyonly slightly from cycle to cycle, the actual sales volumenumber is significantly influenced by the product's unit valueand unit price. The purpose of this sales volume process is forthe participants to discover how the marketplace drivespricing, not the producer of the product. Sales are highestwhen products are priced low, and unit value is high. Thisimitates the marketplace in which the organization iscompeting, and the participants often discover this throughtheir own trial and error.

Engineering Managers draw a product “foot print” on theirdivision triangle using the marketing information. This“footprint” represents the engineering design. TheEngineering design may require Manufacturing to use certainpieces that are more costly, than if the design followed adifferent product loop path. In other words, the design maywork great on paper, but if it is cost prohibitive forManufacturing to make, it defeats the success of the design.This again is similar to the real world where an Engineeringdesign could require extensive manual labor, or costlyequipment, to the point that it would cost the product rightout of the marketplace. Product features versus productprofitability are a dilemma that forces Manufacturing andEngineering to negotiate.

Figure 6. Engineering Manager Engineers a ProductLoop to Integrated Components

Each product loop designed by Engineering Managers mustinclude the A through D capability cards within the productloop to even have a viable product. E is optional. Engineeringmay choose which B - E capability cards to use. The A - Elocations are fixed on the product board, but there is morethan one choice for each of the letters. For instance using B1might make a rectangular shaped box and a B2 might make asquare shaped box. Marketing research becomes the driver asto which B location (box shape) has the highest productvalue, and therefore, which way the loop should go. Thesechoices are designed to challenge the participants and toencourage communication, keeping Engineering dependenton market research in order to design a product with thehighest product value.

Manufacturing's challenge is to match as many capabilitycard colors (edge to edge) as possible within the product loop

Figure 5. Marketing Manager and Engineers Exchange Information to Design Product

designed by Engineering. Manufacturing Managers cover the“footprint” drawn by the Engineering Managers with rainbowcolored tiles, but must wait until the next cycle. Just as in“real life” it takes time to gather information and initiatedesign/manufacturing processes.

If marketing research is conducted in Cycle 1 the results arenot available to be shared with the division until Cycle 2. Ifengineering makes a design change in Cycle 2 manufacturingcan not complete the manufacturing re-tooling until Cycle 3.Engineering and manufacturing cannot occur simultaneouslyin the same cycle, just as they do not (usually) occur at thesame time in the real world.

The resulting colorful product loop represents themanufacturing process portion of the product loop. Goodcolor matches from one rainbow tile to another indicate goodquality processes. Figure 8. Manufacturing Manager Produces Product

Loop with High Quality Matching Colors

Engineering's challenge is to design the product loop with asfew capability cards as possible to keep costs low and boostproduct revenue. Similar to the real world, there is a cause

Figure 7. Engineering Manager uses Information from Marketing and Manufacturing

and effect relationship between cost and quality. Generallyspeaking, the more money you spend, (capability cards used),the higher the quality. The less money you spend, the poorerthe quality.

Once Manufacturing understands how Engineering's design isimpacting their quality, Manufacturing will begin to partnerwith Engineering during the design phase.

Each of the roles in each division follows a set of steps thatare summarized on their game board called a “placemat”. Thegame board is the place where they can rest their producttriangles and work out the solutions to the issues they addressin each cycle. A representation f the marketing placemat isdepicted in Figure 10.

In summary, each of the roles are evaluated on the followingperformance measures:

Roles Performance Evaluated On:

Marketing Manager Division Sales Volume

Engineering Manager Division Revenue

Manufacturing Manager Division Quality (IQ)

Two Vice President (VP) roles oversee activity at thecorporate level:

Role Performance Evaluated On:

VP of Operations Corporate Overhead

VP of Research and Strategy Corporate Profit

DilemmasIn the first application of the simulation the newly formedorganization lacked a unique organizational culture base.Participants in the snow-card session cited this as a mainfactor contributing to the inability of employees to fullyunderstand and demonstrate the overall Corporate Missionand Vision in daily operations. Additionally, numerousbarriers to strategic integration, which include a lack ofsystems thinking, strategic collaboration, and culturalidentity, exist both internally as well as within the customerbase.

As cited in the discussions, these are among the manyconflicts and difficulties that predominate in the neworganization. In the organizational system, the tools arepresent to establish an appropriate balance between“polarized” management tendencies. In the schematic, theseare portrayed as dilemmas to manage, rather than problems tosolve for several reasons:

• Labeling a current challenge as “a problem to solve”indicates that a movement must be made from the problemtoward a solution. We suggest that certain challenges andtrends uncovered in the “snow card” session would be betterunderstood as dilemmas that can be addressed throughpersonal management processes rather than problem solvingprocesses.

• The discussions revealed that even though managementproposed initiatives in the system would institute change,there is also a need to recognize and incorporate elements ofthe former work culture, such as diverse thinking, individualreward structures, and individual expertise.

• Reorienting employees in several areas (e.g., cultural,product lines and technologies, organizational structures, andhow success is met within the company) may be an ongoing

Figure 9. Engineers Send Design to Manufacturing

process. This involves experiencing and anticipating thedownsides of the extremes along with the upside or benefitsof adopting new ways of thinking.

Due to the integrated nature of the problem environment andthe organization's objective to illustrate the contrast betweenboth old and new values and behaviors from a learningperspective, continual movement through the dilemmas isnecessary. Clusters, which are categorized in three areas,depict groups of similar issues: Cultural, Process, and Sales& Service. Therefore, the schematic serves as an additionaltool to conceptually navigate through specific dilemmas.

ThemeThe simulation creates a business environment similar to thatin a real-life Tier 1 supplier organization. The simulationevolves on a day-to-day basis reflecting the lessons from themodules and the evolution of the strategies of theparticipants. The intent is to have the participants move fromindependent divisional operations that offer self contained

products and services to cooperative divisional operationsthat offers integrated systems. They have opportunities toadopt an Enterprise View where each unit has incentives tocommunicate and cooperate with other parts of theorganization. On their way to experiencing The EnterpriseView, the participants encounter business and culturaldilemmas, and learn to resolve these dilemmas by adoptingthe organization's Values and Behaviors and the EnterpriseView.

The theme emphasized in Sim-I-Tri is the constructiveresolution of key management dilemmas as the companyevolves from a hierarchically structured parts supplier to anintegrated system enterprise. This evolution places greatdemands on the company and employees. Development of alearning organization is critical to its success.

This evolutionary management theme is supported by themetaphor of the business as a “community” with a sharedidentity where individuals feel a strong commitment to work

Figure 10. Placemats Help with Steps of Play and Accounting

for the good of the organization. The corporate culture isformulated around a set of archetypal values and behaviorswhere individual interests are superseded by the well being ofthe organization. It is almost as if the company is a familythat places the well being of the collective over that of theindividual. The company supports the culture and benefits.Sim-I-Tri shows that when employees adopt the Values andBehaviors, they also benefit.

Sim-I-Tri portrays the organization as a dynamic integratedsystem where all units are interconnected in a web ofrelationships and communication opportunities. This isbecause an integrated organizational system of this sort canrespond more effectively to the organizational environmentand “grow the business.” This “web” metaphor is all the morerelevant for Sim-I-Tri because the company mission is todesign and produce integrated products, many of which arebased on communication technologies linking one part of thesystem to another.

Nevertheless, the Sim-I-Tri community is not immune to thedilemmas posed by any organization in support of businessobjectives. These dilemmas center on the mixed payoffsassociated with open communication and cooperation. Oftenit is unclear whether it is worthwhile or even safe, tocooperate or share information with colleagues in other partsof the organization. For example, is it worthwhile for one partof the organization to take a loss if it benefits another part ofthe organization? When various units cooperate on asuccessful joint effort, which benefits and how will theaccolades be distributed? These are core issues in a non-hierarchical enterprise-based organization. These are thetypes of situations encountered by members of all types oforganizations from families to multi-national corporations.These are the types of dilemmas that are encountered by theemployees of Sim-I-Tri, Inc.

Facilitators present Sim-I-Tri to the participants throughseveral scenario updates. The subject matter used in buildingthe scenarios is derived from one of three major topical areas:(1) The Ten Content Modules; (2) Processes, and (3) TheEnterprise Model. These three major topical areas are woventogether in the Scenarios. The Scenarios can be viewed asone of the simulations's anchoring devices to the contentmodules; in this way, it facilitates learning and discussion ofthe key material.

Simulation Cycles: What Happens in theSim-I-Tri?The simulation is played in 7 Cycles during over a three dayperiod. Each cycle represents 6 months in the life of Sim ITri. The participants volunteer for the role that they play andshare that role with at least one other person. After cycle 4,the participants have the option to cross train and to playanother role if they choose.

In each simulation cycle the same “Steps of Play” arefollowed. They are:

1. Research and develop new products (40 min)

2. Calculate costs (5 min)

3. Assess performance (15 min)

4. Corporate meeting (15 min)

5. Facilitator debrief (10-20 min)

At the conclusion of each Cycle the facilitator debriefs theparticipants to reinforce the key learning's, and to link theirexperience back to work.

Because of the dynamic nature of the simulation, there is nota prescribed schedule of when things are to happen. Eachgroup will have it's own struggles, and when it surfaces, thefacilitator uses this opportunity to discuss and debrief thelearnings from the struggle as it has occurred. The immediatedebrief of the struggle provides for the most effective andpowerful learning.

EventsEvents are incidents presented to specific players at thebeginning of each cycle to refocus attention on a particularaspect of the problem. Events update the scenario andrepresent problems that participants have to resolve in theexercise. Events systematically present increasing levels ofdifficulty in problem solving. They are useful in refocusingparticipants within their assigned role on certain aspects ofthe problem and allow participants to develop moresophisticated strategies as the exercise progresses.

Events simulate some of the real world dilemmas that Anautomotive supplier is currently experiencing. In conjunctionwith the content modules, they expand the information baseavailable to participants. In all cases, participants mustconsider the Values and Behaviors when resolving adilemma. The following constitute possible events in thesimulation:

• The country has deregulated from the traditional powergrid. This is recognized as a huge business opportunity. Othercompanies have been run at a cost lower than traditionalutility companies. It is possible that anyone can have his orher own power generation capability.

• Market indicators have shown that there is significantdemand for integrated products and services.

• A management brainstorming session produces aninnovative product idea.

• Builders have read a press release on a competitor's product,which has generated ideas on improvements to theorganization's existing products.

• A client requests an integrated system.

• Potential customers are discovered outside of the(automotive) market.

• The organization competes for projects and employs theBidding Process. Cost and price, the competition, and internalresources must be analyzed.

◦ Automotive supplier customer care process is deployedas part of after sales service.

◦ The parent company blocks the Sim-I-Tri purchasingpeople out of its inner process.

◦ The field of competition has changed. There has been amove from one captive customer to many unconstrainedcustomers.

◦ There is a miscommunication of purchased items.Customers need two products that each division makesbut when they are acquired, they do not fit together. (Thisis aimed at shifting the participants into a “superintegration team”)

◦ An internal analysis of inventory has led to a systemintegration idea that will sell.

◦ A Request for Proposal comes out.

Figure 11. Simulation Overview with Markets, Products, and Indicators

◦ A communications device in a system panel must beeliminated or be made smaller in order to make the sale.(Sub-optimization lesson)◦ A customer complains about a product and hasrequested action.◦ A new product idea must be evaluated using theStrategic Filter Process.

• A Request for Quotation is received. In a strategic reviewmeeting with management, several analogous products mustbe identified and preliminary costs must be set. A price mustbe established and engineering requirements must be definedin order to deliver the proposal to the customer on time.

A series of difficult work problems requiring the participantto employ a variety of communication and negotiation skillsare also presented in the form of events. An event dilemmarepresents a problem from each major substantive area.Additionally, key conflicts between real-world functionalgroups at the supplier company is simulated. The followingdilemmas are represented in the simulation through acombination of decisions, events, and tasks and arecategorized by the module or subject they are intended toaddress:

While initially designed for use as training simulation forindustry, there are opportunities to integrate the SIM-i-TRIsimulation into the College of Engineering and ComputerScience (CECS) curriculum at key points. This integrationcan provide students a practical, “real world” experience thatwill both enhance their education and their ability to make amore immediate contribution to industry. The curriculumwithin each of the four engineering disciplines that make-upCECS (computer and information science, electrical andcomputer engineering, industrial and manufacturing systemsengineering, and mechanical engineering) contain mostlycourses in specific technical areas or on business functionsfrom the perspective of the discipline. In addition, there areinterdisciplinary design and development courses that providestudents a systems perspective and the implications ofdecisions in this environment. There are two clearopportunities for the integration of the SIM-i-TRI simulationas part of the CECS curriculum: (1) on a broad scale ininterdisciplinary courses and (2) selectively in disciplinaryspecific courses.

Figure 12. Participants Running Sim-I-Tri

REFERENCES1. Arango, F., Aziz, E., Esche, S., and Chassapis, C. “AReview of Applications of Computer Games in Educationand Training.” FIE 2008. 22-25 October 2008. Proceedingsof 38th ASEE/IEEE Frontiers in Education Conference. Vol.1, Saratoga, NY: IEEE Press, pp.T4A1-T4A6.

2. Harry, D. and Donath, J. “Information Spaces - BuildingMeeting Rooms in Virtual Environments.” CHI 2008. 5-10April 2008. Extended abstracts on human factors incomputing systems. Florence, Italy, pp. 3741-3746

3. Calongne, C., Endorf, S., Frankovich, D., and Sandaire, J.October 2008. “A Virtual Environment for Designing UserInterface Prototypes.” Journal of Computing Sciences inColleges. Vol. 24, Issue 1, pp. 188-195.

4. Chu, K. and Joseph, S. “Using Second Life toDemonstrate a Concept Automobile Heads Up Display (A-HUD).” MobilHCI 2008. 2-5 September 2008. 10thInternational Conference on Human-Computer Interactionwith Mobile Devices and Services. Amsterdam, theNetherlands, p. 497-498.

5. Ye, E., Lui, C., and Polak-Wahl, J. “Enhancing SoftwareEngineering Education Using Teachings Aids in 3-D OnlineVirtual Worlds”, FIE 2007. 10-13 October 2007. Proceedingsof 37th Annual Frontiers in Education Conference Vol. 1,Milwaukee, Wl: IEEE Press pp.T1E8-T1E13.

6. Salt, B.; Atkins, C.; and Blackwell, L. December 2008.Engaging with Second Life: Real Education in a VirtualWorld, http://slenz.files.wordpress.com/2008/12/slliteraturereviewa1.pdf, Accessed: 14 January 2009.

7. Heinrichs, W., Youngblood, P., Harter, P., and Dev, P.January 2008. “Simulation for Team Training andAssessment: Case Studies of Online Training with VirtualWorlds.” World Journal of Surgery. Vol. 32, pp. 161-170.

8. Ellis, J., Luther, K., Bessiere, K., and Kellogg, W. “Gamesfor Virtual Team Building.” DIS 2008. 25-27 February 2008.Proceedings of the 7th ACM conference on Designinginteractive systems. ACM Press, pp. 295-304.

9. Loui, M. “Work-in-Progress -What Can Students Learn inan Extended Role-Play Simulation on Technology andSociety?” 22-25 October 2008. Proceedings of 38th ASEE/IEEE Frontiers in Education Conference. Vol. 1, SaratogaSprings, NY: IEEE Press, T3F1-T3F2.

10. Underwood, S.E., Duke, R.D., Carmichael, A., Frank,A.I., LeBay, M., Leutheuser, L., Nicita, J., and Richeson, R.(1995). Ecosystem Framework Policy Exercise: SeminarResults Report. Prepared for the Environmental ProtectionAgency (EPA), Grant No. X995948-01, Washington, D.C.

The Engineering Meetings Board has approved this paper for publication. It hassuccessfully completed SAE's peer review process under the supervision of the sessionorganizer. This process requires a minimum of three (3) reviews by industry experts.

All rights reserved. No part of this publication may be reproduced, stored in aretrieval system, or transmitted, in any form or by any means, electronic, mechanical,photocopying, recording, or otherwise, without the prior written permission of SAE.

ISSN 0148-7191

doi:10.4271/2010-01-2305

Positions and opinions advanced in this paper are those of the author(s) and notnecessarily those of SAE. The author is solely responsible for the content of the paper.

SAE Customer Service:Tel: 877-606-7323 (inside USA and Canada)Tel: 724-776-4970 (outside USA)Fax: 724-776-0790Email: CustomerService@sae.orgSAE Web Address: http://www.sae.orgPrinted in USA