Service Model Simulation: Theory and Practice

• Describe the Economics of Waiting and Managing Customer Waiting
• Summarise the concept of service outputs, population, and queuing theory.
• Explain queuing model and configurations in service process.
• Discuss the Service Process Matrix and the steps involved in Managing Service Processes
• Explain the concept of Capacity Planning and types of capacity planning strategies.
• Examine the systems thinking, its approaches and applications of simulation in systems.
• Describe the models, element, characteristics, and applications of service simulation.
• Discuss the concept of Service Simulation Models along with the elements and characteristics of service systems.
• Identify the Service model considerations and parameters.
• Explain the importance of collaboration and communication with clients, team members, and stakeholders.
• Embrace humanistic, ethical, and moral values in real-life situations.
• Exercise responsibility for the completion of assigned tasks for self and the group work
• Predict and cater to own learning needs relating to the assigned task/work.

• Explain the economic aspects of delay and the strategies for handling customer waiting.
• Rephrase the idea of service outcomes, population, and queuing theory.
• Explore the queuing models and their configurations within a service process.
• Paraphrase the concept of the Service Process Matrix and outline the procedures for effectively managing service processes.
• Report the idea of Capacity Planning and the various strategies associated with it, including different types of capacity planning approaches.
• Paraphrase the Systems thinking involving various approaches and utilize simulation for diverse applications in understanding complex systems.
• Diagnose the involvement of complex models, diverse elements, unique characteristics, and varied applications of service simulation.
• Describe the notion of service simulation models, outlining the components and qualities of service systems.
• Summarise the Factors and elements to think about when designing the service model.
• Assess appropriate solutions for the challenges presented, while practicing humanistic, ethical, and moral values in real-life situations
• Develop project management skills to efficiently plan and execute projects.
• make judgement and take decision, based on the analysis and evaluation of information and work scenario.
• Predict and cater to own learning needs relating to the assigned task/work by accessing appropriate learning resources.
• pursue self-paced and self-directed learning.

The academic approach of the course focuses on ‘work-centric’ education. With this hands-on approach, derive knowledge from and while working to make it more wholesome, delightful and useful. The ultimate objective is to empower learners to also engage in socially useful and productive work. It aims at bringing learners closer to their rewarding careers as well as to the development of the community.

• Step 1: Learners are given an overview of the course and its connection to life and work
• Step 2: Learners are exposed to the specific tool(s) used in the course through the various real-life applications of the tool(s).
• Step 3: Learners are acquainted with the careers and the hierarchy of roles they can perform at workplaces after attaining increasing levels of mastery over the tool(s).
• Step 4: Learners are acquainted with the architecture of the tool or tool map so as to appreciate various parts of the tool, their functions, utility and inter-relations.
• Step 5: Learners are exposed to simple application development methodology by using the tool at the beginner’s level.
• Step 6: Learners perform the differential skills related to the use of the tool to improve the given ready-made industry-standard outputs.
• Step 7: Learners are engaged in appreciation of real-life case studies developed by the experts.
• Step 8: Learners are encouraged to proceed from appreciation to imitation of the experts.
• Step 9: After the imitation experience, they are required to improve the expert’s outputs so that they proceed from mere imitation to emulation.
• Step 10: Emulation is taken a level further from working with differential skills towards the visualization and creation of a complete output according to the requirements provided. (Long Assignments)
• Step 11: Understanding the requirements, communicating one’s own thoughts and presenting are important skills required in facing an interview for securing a work order/job. For instilling these skills, learners are presented with various subject-specific technical as well as HR-oriented questions and encouraged to answer them.
• Step 12: Finally, they develop the integral skills involving optimal methods and best practices to produce useful outputs right from scratch, publish them in their ePortfolio and thereby proceed from emulation to self-expression, from self-expression to self-confidence and from self-confidence to self-reliance and self-esteem!