Statistics and Simulation Modelling

ASSIGNMENT: Individual Report 3000 words

Module Code: BMD0002
Module Title: Statistics and Simulation Modelling
Assessment Type
(Initial)
Individual report (70%)
Academic Year 2022-23 Autumn (Term 1 – Block 1&2)

 

Assessment Task
ANSWER ALL THREE QUETSIONS.
Question 1
Using a review of academic literature, explain why manufacturing and service
organisations should consider using simulation modelling in their business
operations. (20 marks)
Question 2
Using Arena, develop a simulation model of a supply chain of your choice. The
structure of supply chain must incorporate suppliers (minimum 1), manufacturers
(minimum 1), distribution centres (minimum 2), retailers (minimum 2), and one
return point on remanufacture should be clearly stated.
Develop the model further by incorporating three performance measures of your
choice to the manufacturing plant as well as to the distribution centre site.
Describe the process used to develop the model and how the performance
measures are incorporated. Discuss the results obtained when using multiple
replications. Submit the simulation model file. (50 marks)
Question 3
Based on the results obtained in Question 2, further develop/modify the simulation
model to improve the performance. Discuss the approach used to develop this part
and compare the results with that of in Question 2. Provide critical insights on your
model developed in Question 3. (30 marks)

2

Task specific guidance:
Question 1 (20 Marks)
You are expected to explain the purpose and importance of simulation modelling in
both manufacturing and service applications given the nature of their complexities.
You can make use of approx. 6 academic references (literature) for this task.
Question 2 (50 Marks)
To develop a simulation model, you need to collect data from a variety of sources
including research papers, books, business magazines, authentic websites, case
studies and assume the data (logically) where appropriate. You are expected to
show good theoretical understanding of the selected performance measures. These
could be time related measures, and/or cost measures, and/or quantity measures,
and/or service-related measures and others. Provide the formula used to develop
these measures. Make use of references, where appropriate. Incorporate the
measures to both sites: manufacturing and distribution centre. Discuss the
development of measures in text. Provide an evaluation of the results (including
improvement areas) when using multiple replications.
Question 3 (30 Marks)
You are expected to make changes in the simulation model based on the
improvement (or underperforming) areas identified in Question 2. Discuss the
approach used to develop this part. Provide an evaluation of the results obtained
by comparing this with results in Question 2. Also, discuss the limitations of your
model developed in Question 3.
Aim to meet the overall word count. The word count does not include table of
contents, abstract, pictures (screenshots), list of references and appendices.
General study guidance:
Cite all information used in your work which is clearly from a source. Try to
ensure that all sources in your reference list are seen as citations in your
work, and all names cited in the work appear in your reference list.
Reference and cite your work in accordance with the APA 7th system – the
University’s chosen referencing style. For specific advice, you can talk
to your Business librarians or go to the library help desk, or you can
access library guidance via the following link:
o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/
The University has regulations relating to academic misconduct, including
plagiarism. The Learning Innovation and Development Centre can advise

3
and help you with how to avoid ‘poor scholarship’ and potential academic
misconduct. You can contact them at
[email protected]

If you have any concerns about your writing, referencing, research or
presentation skills, you are welcome to consult the Learning Innovation
Development Centre team
[email protected] It is possible to
arrange 1:1 consultation with a LIDC tutor once you have planned or written
a section of your work, so that they can advise you on areas to develop.
Do not exceed the word limit / time / other limit.

 

Assessment criteria
The Assessment Criteria are shown the end of this document. Your tutor
will discuss how your work will be assessed/marked and will explain how
the assessment criteria apply to this piece of work. These criteria have
been designed for your level of study.
These criteria will be used to mark your work and will be used to support the
electronic feedback you receive on your marked assignment. Before
submission, check that you have tried to meet the requirements of
the higher-grade bands to the best of your ability. Please note that the
marking process involves academic judgement and interpretation within the
marking criteria.
The Learning Innovation Development Centre can help you to understand
and use the assessment criteria. To book an appointment, either visit them
on The Street in the Charles Sikes Building or email them on
[email protected]

 

Learning Outcomes
This section is for information only.
The assessment task outlined above has been designed to address specific
validated learning outcomes for this module. It is useful to keep in mind that these
are the things you need to
show in this piece of work.
On completion of this module, students will need to demonstrate:
1. Demonstrate a conceptual and critical understanding of simulation, simulation
models and simulation validation and verification
2. Critically understand the application of statistical and simulation techniques to the
analysis of consumer and business problems
3. Analyse data using appropriate simulation modelling techniques
4. Communicate statistical data appropriately in a relevant format to provide
meaningful information

4

5. Utilise a range of software and datasets to develop and operationalise an
appropriate methodology for the investigation of a problem in the field of statistics
and simulation modelling.
Please note these learning outcomes are not additional questions.
Submission information
Word Limit: 3000 words
Submission Date: 18 November 2022
Feedback Date: 12 December 2022
Submission Time: 15:00 UK time
Submission Method: Electronically via module site in Brightspace. Paper/hard
copy submissions are not required. For technical support,
please contact:
[email protected]

5
Appendix 1 Assessment criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Merit should be considered as different levels of performance within the normal bounds of the module. The higher-level categories allow for
students who, in addition to fulfilling the basic requirement, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity,
originality and innovation.

Unacceptable Unsatisfactory Pass Merit Distinction
0 – 9 10-19 20-34 35-49 50-59 60-69 70-79 80-89 90-100
Fulfilment of
relevant learning
outcomes
Not met or
minimal
Not met or
minimal
Not met or
partially met
Not met or
partially met
Pass Pass Pass Pass Pass
Response to the
question /task
No
response
Little
response
Insufficient
response
Adequate
response, but
with limitations
Adequate
response
Secure
response to
assessment
task
Very good
response to
topic;
elements of
sophistication
Clear
command of
assessment
task;
sophisticated
approach
Full command of
assessment task;
imaginative
approach
demonstrating flair
and creativity

 

Unacceptable
A superficial answer with only peripheral
knowledge of core material and very little critical
ability
Unsatisfactory
Some
knowledge of
core material
but limited.
Pass
A coherent
and logical
answer which
shows
understanding
of the basic
principles
Merit
A coherent
answer that
demonstrate
s critical
evaluation
Distinction
An exceptional answer that reflects outstanding
knowledge of material and critical ability
0-9 10-19 20-34 35-49 50-59 60-69 70-79 80-89 90-100
Conceptual
and critical
understanding
of
contemporary
Entirely lacking
in evidence of
knowledge and
understanding
Typically, only
able to deal
with
terminology,
Knowledge of
concepts falls
short of
prescribed
range
Marginally
insufficient.
Adequate
knowledge of
concepts within
A systematic
understanding
of knowledge;
critical
awareness of
Approachin
g excellence
in some
areas with
evidence of
Excellent.
Displays (for
example):
high levels of
accuracy;
Insightful.
Displays (for
example):
excellent
research
Striking and
insightful.
Displays (for
example):
publishable

6

/ seminal
knowledge in
the subject
basic facts
and concepts
Typically only
able to deal
with
terminology,
basic facts
and concepts
prescribed
range but fails
to adequately
solve problems
posed by
assessment
current
problems
and/or new
insights; can
evaluate
critically
current
research and
can evaluate
methodologies
the potential
to undertake
Research.
Well
developed
relevant
argument,
good
degree of
accuracy
and
technical
competence
evidence of
the potential
to undertake
research; the
ability to
analyse
primary
sources
critically.
potential;
flexibility of
thought;
possibly of
publishable
quality.
quality;
outstanding
research
potential;
originality and
independent
thought;
ability to
make
informed
judgements.
Presentation Length
requirements
may not be
observed; does
not follow
academic
conventions;
language
errors impact
on intelligibility
Length
requirements
may not be
observed;
does not
follow
academic
conventions;
language
errors impact
on
intelligibility
Length
requirements
may not be
observed;
does not
follow
academic
conventions;
language
errors impact
on
intelligibility
Length
requirement met
and academic
conventions
mostly followed.
Minor errors in
language
Length
requirement
met and
academic
conventions
mostly
followed.
Possibly very
minor errors in
language
Good
standard of
presentation
; length
requirement
met, and
academic
conventions
followed
Very good
standards of
presentation
Professional
standards of
presentation
Highest
professional
standards of
presentation
Understanding Limited insight
into the
problem or
topic
Limited
insight into
the problem
or topic
Limited
insight into
the problem
or topic
Some insight
into the problem
or topic
Practical
understanding
of how
established
techniques of
research and
enquiry are
used to create
and interpret
knowledge in
the discipline
Independent
, critical
evaluation
of
full range of
theories
with some
evidence of
originality
Authoritative,
full
understanding
of all the
issues with
originality in
analysis
Authoritative,
full
understanding
of all the
issues with
originality in
analysis
Authoritative,
full
understanding
of all the
issues with
originality in
analysis
Use of
evidence and
sources to
support task
Some
irrelevant
and/or out of
date
Sources
Some
irrelevant
and/or out of
date
Sources
Some
irrelevant
and/or out of
date
Sources
Limited sources Comprehensiv
e
understanding
of techniques
applicable to
own research
or advanced
scholarship
Complex
work and
concepts
presented,
key texts
used
effectively
Full range of
sources
used
selectively to
support
argument
Full range of
sources
used
selectively to
support
argument
Full range of
sources
used
selectively to
support
argument

7

Development
of ideas
Argument not
developed and
may be
confused and
incoherent
Argument not
developed
and may be
confused and
incoherent
Argument not
developed
and may be
confused and
incoherent
Argument not
fully
developed and
may lack
structure
The argument
is developed
but may lack
fluency
Argument
concise and
explicit
Coherent and
compelling
argument well
presented
Coherent and
compelling
argument well
presented
Coherent and
compelling
argument well
presented
Depth of
Reflection
Response
demonstrates a
lack of
reflection on, or
personalization
of, the theories,
concepts,
and/or
strategies
presented in
the course
materials to
date.
Viewpoints and
interpretations
are missing,
inappropriate,
and/or
unsupported.
Examples,
when
applicable, are
not provided.
Response
demonstrates
a lack of
reflection on,
or
personalizatio
n of, the
theories,
concepts,
and/or
strategies
presented in
the course
materials to
date.
Viewpoints
and
interpretations
are missing,
inappropriate,
and/or
unsupported.
Examples,
when
applicable,
are not
provided.
Response
demonstrates
a lack of
reflection on,
or
personalizatio
n of, the
theories,
concepts,
and/or
strategies
presented in
the course
materials to
date.
Viewpoints
and
interpretations
are missing,
inappropriate,
and/or
unsupported.
Examples,
when
applicable,
are not
provided.
Response
demonstrates a
minimal
reflection on,
and
personalization
of, the theories,
concepts,
and/or
strategies
presented in the
course
materials to
date.
Viewpoints and
interpretations
are unsupported
or supported
with flawed
arguments.
Examples,
when
applicable, are
not provided or
are irrelevant to
the assignment.
Response
demonstrates
reflection on,
and
personalizatio
n of, the
theories,
concepts,
and/or
strategies
presented in
the course
materials to
date.
Viewpoints
and
interpretations
are generally
supported.
Some relevant
examples,
when
applicable, are
provided.
Response
demonstrate
s a general
reflection
on, and
personalizat
ion of, the
theories,
concepts,
and/or
strategies
presented in
the course
materials to
date.
Viewpoints
and
interpretatio
ns are
supported.
Appropriate
examples
are
provided, as
applicable
In-depth
reflection on,
and
personalizatio
n of, the
theories,
concepts,
and/or
strategies
presented.
Extensive
evidence of
analysis
through
questioning
and
challenging of
assumptions
leading to
transformatio
n of personal
insight. Some
evidence of
reflexivity and
self
development.
Well
supported by
clear, detailed
examples as
applicable.
In-depth
reflection on,
and
personalizatio
n of, the
theories,
concepts,
and/or
strategies
presented.
Extensive
evidence of
analysis
through
questioning
and
challenging of
assumptions
leading to
transformatio
n of personal
insight.
Evidence of
reflexivity and
self
development.
Well
supported by
clear, detailed
examples as
applicable.
In-depth
reflection on,
and
personalizatio
n of, the
theories,
concepts,
and/or
strategies
presented.
Extensive
evidence of
analysis
through
questioning
and
challenging of
assumptions
leading to
transformatio
n of personal
insight.
Substantial
evidence of
reflexivity and
self
development.
Well
supported by
clear, detailed
examples as
applicable.

8

Innovation Lacking
evidence of
having
addressed the
issue of
innovative
solutions
Lacking
evidence of
the provision
of any
innovative
solutions
Lacking
evidence of
the provision
of any
feasible
innovative
solutions
Minimal
Evidence of the
provision of
innovative
solutions
Evidence of
the provision
of innovative
solutions
Evidence of
the
provision of
innovative
solutions
which
demonstrate
assessment
of situation
and
effectivenes
s of
solutions
Evidence of
the provision
of innovative
solutions
which
demonstrate
assessment
of situation
and
effectiveness
of solutions
Extensive
evidence of
the provision
of imaginative
innovative
solutions
which
demonstrate
assessment
of situation
and critical
evaluation of
effectiveness
of solutions
Extensive
evidence of
the provision
of imaginative
innovative
solutions
which
demonstrate
full
assessment
of situation
and critical
evaluation of
effectiveness
of solutions
Autonomy No evidence of
any
autonomous
action
considered or
taken
Evidence of
autonomous
action
considered
but not
implemented
Evidence of
autonomous
action
uncritically or
superficially
implemented
Evidence of
some relevant
autonomous
action
Demonstrates
ability to
implement
tasks
autonomously
Demonstrat
es ability to
implement
tasks
autonomous
ly
Demonstrates
ability to use
initiative,
implement
tasks
autonomously
and sustain
actions to a
conclusion.
Demonstrates
ability to use
initiative,
develop
creative
solutions,
implement
tasks
autonomously
and sustain
actions to a
conclusion.
Demonstrates
ability
independently
innovate, to
use initiative,
develop
creative
solutions,
implement
tasks
autonomously
and sustain
actions to a
conclusion.
Personal
perspective
No evidence of
any attempt or
consideration
of a personal
perspective.
Attempts to
express a
personal
perspective
lack any
relevance.
Attempts to
express a
personal
perspective
are only
loosely
relevant
Personal
perspective is
expressed and
has some
relevance.
Personal
perspective
expressed is
clearly
relevant and
some
justification is
provided.
Personal
perspective
expressed
is clearly
relevant and
justified with
critical
reasoning.
Personal
perspective
expressed is
clearly
relevant and
justified with
critical
reasoning
which
provides clear
assumptions
and strength
of position in
relation to
others.
Personal
perspective
expressed is
clearly
relevant and
justified with
critical
reasoning
which
provides clear
assumptions
and strength
of position in
relation to
others.
Personal
perspective
expressed is
clearly
relevant and
justified with
critical
reasoning.

9

Ethics,
sustainability
&
Responsibility
(subject area)
Not considered
or no relevance
Consideration
at a
superficial
level with
minimal
relevance to
subject.
Considered
with relevant
solutions
identified but
no detail
relevant to the
subject.
Considered with
relevant
solutions
identified but
little detail
relevant to the
subject.
Considered
with relevant
solutions
identified and
adequate
detail relevant
to the subject.
Wide
consideratio
n relevant
solutions
identified
and
appropriate
detail
relevant to
the subject.
Full
consideration
of implications
for subject
with range of
solutions
discussed in
detail.
Full
consideration
of implications
for subject
with extensive
range of
solutions
discussed in
detail.
Full
consideration
of implications
for subject
with full range
of solutions
discussed in
detail.
Ethics,
sustainability
&
Responsibility
(professional
practice)
Not considered
or no relevance
Consideration
at a
superficial
level with
minimal
relevance
shown to
professional
practice.
Considered
with relevant
solutions
identified but
no detail
relevant to
professional
practice.
Considered with
relevant
solutions
identified but
little detail
relevant to
professional
practice.
Considered
with relevant
solutions
identified and
adequate
detail relevant
to professional
practice.
Wide
consideratio
n relevant
solutions
identified
and
appropriate
detail
relevant to
professional
practice.
Full
consideration
of implications
for
professional
practice with
range of
solutions
discussed in
detail.
Full
consideration
of implications
for
professional
practice with
extensive
range of
solutions
discussed in
detail.
Full
consideration
of implications
for
professional
practice with
full range of
solutions
discussed in
detail.