SAVE International VMA Value Methodology Associate Exam Practice Test

The diagram provided is a Function Analysis System Technique (FAST) diagram, a key tool in Value Methodology’s Function Analysis phase, as taught in the VMF 1 course (Core Competency #2). FAST diagrams map the relationships between functions of a system, with the horizontal axis showing the “how-why” logic (critical path) and the vertical axis showing supporting functions. The vertical demarcations on the left and right of a FAST diagram are calledscope lines, which define the boundaries of the study. According to SAVE International’s Value Methodology Standard, “scope lines indicate the limits of the system or project being analyzed, separating the functions within the study’s scope from external functions or assumptions.” This was previously established in Question 15, where scope lines were identified as the correct term for these vertical demarcations.

In the FAST diagram:

The dashed vertical lines on the left and right are labeledB(left) andD(right). These lines define the scope of the study, with functions inside the lines (e.g., E, F, G, J, L, M, N, O) being within the study’s focus, while functions outside (e.g., P, Q, R) are external assumptions or higher-level objectives.

Ais a horizontal line at the bottom, representing the boundary of the diagram but not the scope lines.

Cis an arrow indicating the direction of the “why” axis (left), not a scope line.

Since the question asks for the letter that “represents the scope lines,” and both B and D are scope lines, the correct answer must be one of these. However, the options only allow for one letter to be selected, and in FAST diagramming convention, the left scope line (B) is often emphasized as the primary boundary for defining the study’s starting point (e.g., the higher-order function E, as identified in Question 18). Thus,Bis the most appropriate choice among the options provided.

Option A (A) is incorrect because A is a horizontal line, not a vertical scope line.

Option B (B) is correct, as B is the left vertical scope line, marking the boundary of the study’s scope.

Option C (C) is incorrect because C is an arrow, not a scope line.

Option D (D) is also a scope line (the right boundary), but since only one letter can be selected and B is the left scope line (often the primary focus in FAST diagramming), B is chosen. If the question intended to allow both B and D, the phrasing would need adjustment.

Value Methodology (VM) is a versatile methodology, as taught in the VMF 1 course (Core Competency #1: Value Methodology Overview). According to SAVE International’s Value Methodology Standard, “the unique aspect of the Value Methodology is its focus on function analysis, making it applicable to anything that performs a function—whether a product, process, system, or service.” VM’s core principle is to improve value (function/cost) by analyzing what something does (its functions) and finding better ways to achieve those functions at lower cost without sacrificing performance. This focus on functions (e.g., “mark surface” for a pen, Question 38; “contain liquid” for a teacup, Question 44) allows VM to be applied universally to anything with a definable function, distinguishing it from other methodologies like Lean or Six Sigma, which focus on process efficiency or quality.

Option A (includes an activity) is incorrect because, while activities describe how functions are performed, VM’s unique aspect is its focus on functions, not activities.

Option B (performs a function) is correct, as VM’s defining feature is its application to anything with a function, per SAVE International’s standards.

Option C (is goal-oriented) is incorrect because many methodologies are goal-oriented; VM’s uniqueness lies in its function-based approach.

Option D (is a subject of study) is incorrect because being a subject of study is too broad; VM specifically targets subjects that perform functions.

The Evaluation Phase of the Value Methodology (VM) Job Plan involves assessing ideas generated during the Creative Phase to select the most viable ones for further development, as taught in the VMF 1 course (Core Competency #7: Evaluation and Selection of Alternatives). According to SAVE International’s Value Methodology Standard, the Evaluation Phase uses a three-level filtering process to systematically narrow down ideas: “Ideas are evaluated using a coarse, medium, and fine filter approach to progressively refine the list of alternatives.”

Coarse Filter: Initial screening to eliminate clearly unfeasible ideas (e.g., those that violate constraints or are impractical).

Medium Filter: More detailed evaluation using criteria like cost, performance, and risk to shortlist ideas with potential.

Fine Filter: In-depth analysis, often using tools like weighted evaluation matrices (as noted in Question 11), to select the best ideas for development.

This order—Coarse, Medium, Fine—ensures a logical progression from broad elimination to detailed selection, aligning with the VMF 1 curriculum’s focus on systematic evaluation.

Option A (Medium, Coarse, Fine) is incorrect because starting with a medium filter skips the initial broad screening.

Option B (Coarse, Medium, Fine) is correct, as it matches the standard three-level filtering process in VM.

Option C (Medium, Fine, Coarse) is incorrect because it reverses the logical progression of filtering.

Option D (Coarse, Fine, Medium) is incorrect because the fine filter should be the last step, not followed by a medium filter.

The diagram provided is a Function Analysis System Technique (FAST) diagram, a key tool in Value Methodology’s Function Analysis phase, as taught in the VMF 1 course (Core Competency #2). In FAST diagramming, the “Subject Objective” refers to the overarching goal or need that the system addresses, often aligned with the higher-order function or an external objective outside the study’s scope. According to SAVE International’s Value Methodology Standard, “the Subject Objective is typically the highest-level objective for which the subject scope exists, often located to the left of the left scope line, representing an external goal or assumption.” This aligns with the definition of a higher-order function but extends to the external context.

In the FAST diagram:

The scope lines are labeled B (left) and D (right), as identified in Question 30.

The critical path (horizontal) runs from E to F to G to J to L to M to N to O, with E being the higher-order function just inside the left scope line.

Functions P, Q, and R are to the left of the left scope line (B), indicating they are outside the study’s scope and represent external objectives or assumptions.

Function O is the rightmost function on the critical path, inside the scope, representing a specific outcome, not the Subject Objective.

The Subject Objective is the broadest external goal, often the “why” behind the higher-order function (E). Among P, Q, and R,Function Pis the leftmost, directly to the left of the left scope line (B), making it the most likely candidate for the Subject Objective, as it represents the ultimate external goal driving the system (e.g., a customer need like “enhance security” for a door system).

Option A (Function P) is correct, as it is to the left of the left scope line, aligning with the definition of a Subject Objective.

Option B (Function Q) is incorrect because Q is further to the left but not as directly tied to the scope line as P, which is the primary external objective.

Option C (Function R) is incorrect for the same reason as Q; it is external but not the primary Subject Objective.

Option D (Function O) is incorrect because O is inside the scope, on the critical path, representing a specific outcome, not the Subject Objective.

The Value Methodology (VM) Job Plan leverages both divergent and convergent thinking, as taught in the VMF 1 course (Core Competency #3: Value Methodology Job Plan). According to SAVE International’s Value Methodology Standard, “convergent thinking is used to narrow down and refine ideas, focusing on analysis, selection, and implementation, while divergent thinking generates a wide range of ideas.” The VM Job Plan’s six phases are: Information, Function Analysis, Creativity, Evaluation, Development, and Presentation. Convergent thinking is applied in:

Evaluation Phase: The team narrows down ideas using filters (Coarse, Medium, Fine, as in Question 33) and evaluation matrices, selecting the best ones.

Development Phase: The team refines selected ideas into actionable proposals, focusing on feasibility and cost.

Presentation Phase: The team consolidates proposals into a final recommendation, ensuring clarity and alignment with stakeholder needs.

Divergent thinking is primarily used in the Creativity Phase, while Information and Function Analysis involve analytical thinking but not necessarily convergent thinking in the same sense (they focus on understanding and defining, not narrowing down).

Option A (Creativity, Evaluation, Development) is incorrect because Creativity uses divergent thinking, not convergent.

Option B (Information, Function Analysis, Creativity) is incorrect because none of these phases primarily use convergent thinking; Creativity is divergent.

Option C (Evaluation, Development, Presentation) is correct, as these phases involve convergent thinking to narrow down, refine, and finalize ideas.

Option D (Function Analysis, Creativity, Evaluation) is incorrect because Function Analysis and Creativity do not primarily use convergent thinking.

Random Function Identification is a technique used in Value Methodology’s Function Analysis phase to identify and organize functions before creating a Function Analysis System Technique (FAST) diagram, as taught in the VMF 1 course (Core Competency #2). According to SAVE International’s Value Methodology Standard, Random Function Identification involves “listing all functions of a system or project in a table, typically including the elements (components or parts), their associated functions (in verb-noun format), and their classifications (e.g., basic, secondary, higher-order).” This table helps the VM team systematically identify and categorize functions during the early stages of analysis, ensuring all functions are captured before structuring them in a FAST diagram.

Option A (Inputs, objectives, and sequence) is incorrect because inputs and objectives are part of the Information Phase, and sequence is addressed in FAST diagramming, not in the Random Function Identification table.

Option B (Costs, time, and risks) is incorrect because these are related to cost analysis or implementation planning, not function identification.

Option C (Elements, functions, and classifications) is correct, as it aligns with the purpose of the Random Function Identification table in VM.

Option D (Components, resources, and criteria) is incorrect because resources and criteria are not part of function identification; criteria are used in the Evaluation Phase.

A Value Methodology (VM) study is a structured effort that applies the VM process to improve the value of a project, product, or process by optimizing the function-to-cost ratio. According to SAVE International’s Value Methodology Standard, a VM study is defined as “a systematic application of recognized techniques by a multi-disciplined team to identify the functions of a project or process, establish a worth for each function, and develop alternatives to achieve those functions at the lowest overall cost while maintaining performance.” The VMF 1 course emphasizes that a VM study follows the six-phase VM Job Plan (Information, Function Analysis, Creative, Evaluation, Development, and Presentation) to systematically improve value, making it a structured effort.

Option A (structured effort using the VM process) directly aligns with SAVE International’s definition of a VM study, focusing on the systematic application of the VM process to enhance value.

Option B (must be led by a Certified Value Specialist) is incorrect because, while a Certified Value Specialist (CVS) often leads VM studies, the VMF 1 course and VMA certification allow non-CVS team members to participate in and contribute to VM studies under guidance, meaning it’s not a requirement.

Option C (undertaken after the design is completed) is incorrect because VM studies can be conducted at various stages of a project lifecycle—concept, design, or implementation—not only after the design is completed. The VMF 1 course highlights that early application of VM yields the greatest benefits.

Option D (business improvement best practice) is a broader statement and not specific to the definition of a VM study, though VM can contribute to business improvements. It does not best describe a VM study compared to Option A.

In Value Methodology’s Function Analysis, functions and activities are distinct concepts, as taught in the VMF 1 course (Core Competency #2: Function Analysis). According to SAVE International’s Value Methodology Standard, “functions are what a product, process, or system does, expressed in a verb-noun format (e.g., ‘restrict access’), while activities are tasks, actions, or operations that describe how a function is performed (e.g., ‘install screws’)” (as noted in Question 43). The question asks for the option that does not contain activities, meaning it should only include functions (verb-noun combinations) and no activities (specific tasks).

For a residential door:

Option A (Restrict access, improve safety, transmit force):

Restrict access (function: the door limits entry).

Improve safety (function: the door enhances security).

Transmit force (function: the handle or hinges transfer force to open/close).All are functions in verb-noun format, with no activities (specific tasks).

Option B (Connect spaces, construct frame, attract user):

Connect spaces (function: the door links rooms).

Construct frame (activity: the task of building the frame).

Attract user (function: the door’s aesthetics draw attention).Contains an activity (construct frame).

Option C (Rotate door, support load, grasp handle):

Rotate door (function: the hinges enable rotation).

Support load (function: the frame bears the door’s weight).

Grasp handle (activity: the action of holding the handle).Contains an activity (grasp handle).

Option D (Install screws, separate spaces, secure space):

Install screws (activity: the task of fastening screws).

Separate spaces (function: the door divides rooms).

Secure space (function: the lock protects the area).Contains an activity (install screws).

Option A (Restrict access, improve safety, transmit force) is correct, as it contains only functions, with no activities.

Option B is incorrect because “construct frame” is an activity.

Option C is incorrect because “grasp handle” is an activity.

Option D is incorrect because “install screws” is an activity.

The Evaluation Phase of the Value Methodology (VM) Job Plan, as outlined in the VMF 1 course and SAVE International’s Value Methodology Standard, involves assessing ideas generated during the Creative Phase to select the most viable ones for further development. According to VMF 1 Core Competency #7 (Evaluation and Selection of Alternatives), the Evaluation Phase focuses on “evaluating ideas based on criteria such as cost, performance, feasibility, and alignment with project goals, often using tools like weighted evaluation matrices.”Weightingrefers to assigning weights to evaluation criteria (e.g., cost savings, quality, risk) to prioritize ideas systematically, making it the most relevant to this phase.

Option A (Return on Investment) is incorrect because ROI is a financial metric typically calculated during the Development Phase when modeling the cost and benefits of selected ideas, not during Evaluation.

Option B (Cost Model) is incorrect because cost models are developed in the Development Phase to detail the financial impact of selected ideas, though rough cost estimates may be considered in Evaluation.

Option C (Weighting) is correct, as weighting criteria in tools like a weighted evaluation matrix is a key activity in the Evaluation Phase to rank and select ideas.

Option D (Constraints) is incorrect because identifying constraints occurs primarily in the Information Phase, though they may be considered during Evaluation as part of feasibility analysis.

The diagram provided is a Function Analysis System Technique (FAST) diagram, a key tool in Value Methodology’s Function Analysis phase, as taught in the VMF 1 course (Core Competency #2). FAST diagrams map the relationships between functions of a system, with specific directions indicating the logic of the functions:

The horizontal axis represents the “how-why” logic (critical path), where moving left answers “why” and moving right answers “how.”

The vertical axis represents the “when” direction, indicating functions that occur simultaneously or continuously while the critical path functions are performed (e.g., all-the-time functions, as noted in Question 27).

According to SAVE International’s Value Methodology Standard, “in a FAST diagram, the ‘when’ direction is shown by vertical relationships, indicating functions that are concurrent or supporting the critical path.” In the diagram:

The critical path (horizontal, marked by Y in Question 3) runs from E to F to G to J to L to M to N to O.

Scope lines are labeled B (left) and D (right), as identified in Question 30.

Vertical arrows (e.g., Z in Question 3, pointing to J-K) indicate the “when” direction, showing functions that occur simultaneously with the critical path functions.

Ais a horizontal line at the bottom of the diagram, but in FAST diagramming, the vertical axis (and its bounding lines) is associated with the “when” direction. The options (A, B, C, D) include A as the bottom horizontal line, which, in some FAST diagram interpretations, can be seen as marking the boundary of the “when” direction (vertical relationships).

C(noted in Question 30) is an arrow pointing left, representing the “why” direction, not “when.”

Given the options,Ais the closest representation of the “when” direction, as it aligns with the vertical axis’s boundary, which defines the space where “when” relationships (simultaneous functions) are shown. In standard FAST diagramming, the “when” direction is vertical, and A, as the bottom horizontal line, frames the vertical space where these relationships are depicted (e.g., S, T, U, K).

Option A (A) is correct, as it represents the boundary of the vertical axis, which is associated with the “when” direction in FAST diagrams.

Option B (B) is incorrect because B is a scope line (left vertical), which defines the study’s boundary, not the “when” direction.

Option C (C) is incorrect because C is an arrow indicating the “why” direction (left), not “when.”

Option D (D) is incorrect because D is the right scope line, not related to the “when” direction.

In the context of Value Methodology, cost analysis often involves financial concepts to evaluate the economic impact of alternatives, including understanding the time value of money. The VMF 1 course, under Core Competency #4 (Cost Analysis), includes basic financial metrics relevant to value studies, such as discounting cash flows to assess long-term value. The nominal rate of increase in the value of money over time, after subtracting for inflation, refers to thereal discount rate. In financial terms, as per standard economic principles taught in VMF 1, the discount rate is the rate used to discount future cash flows to their present value, and thereal discount rateis the nominal discount rate adjusted for inflation (i.e., real discount rate = nominal discount rate − inflation rate). This measures the true increase in the value of money over time, excluding inflationary effects.

Option A (Simple Payback or Breakeven Point) is incorrect because payback measures the time required to recover an investment, not the rate of increase in money’s value.

Option B (Return on Investment or ROI) is incorrect because ROI measures the profitability of an investment as a percentage, not the rate of increase in money’s value over time.

Option C (Discount Rate) is correct because the real discount rate, after subtracting inflation, defines the nominal rate of increase in the value of money over time, as used in financial analyses within VM studies.

Option D (Present Worth or Net Present Value) is incorrect because NPV is the result of discounting future cash flows to their present value using a discount rate, not the rate itself.

Risk management is a critical aspect of Implementation Planning in Value Methodology (VM), as it ensures that VM proposals can be successfully executed, as taught in the VMF 1 course (Core Competency #8: Implementation Planning). According to SAVE International’s Value Methodology Standard, “risks associated with a project, product, or process typically impact schedule, cost, or performance.” This is often referred to as the “project management triangle” or “triple constraint,” a fundamental concept in project management that VM adopts when assessing risks during the Development and Presentation Phases.

Schedule: Risks that cause delays (e.g., late delivery of materials).

Cost: Risks that increase expenses (e.g., unexpected cost overruns).

Performance: Risks that affect quality or functionality (e.g., a proposed solution failing to meet requirements).

The VMF 1 curriculum emphasizes that VM teams must identify and mitigate risks in these three areas to ensure the feasibility of their recommendations, making this the most relevant framework for understanding risk impacts in a VM context.

Option A (Schedule, cost, or performance) is correct, as it directly aligns with the standard risk impact areas in VM and project management.

Option B (Cost, requirements, or results) is incorrect because, while cost is relevant, “requirements” and “results” are less specific than “schedule” and “performance” in the context of VM risk management.

Option C (Resources, regulations, or time) is incorrect because, while time (schedule) is relevant, resources and regulations are more specific factors that contribute to broader impacts on schedule, cost, or performance.

Option D (Time, function, or attributes) is incorrect because, while time (schedule) is relevant, “function” and “attributes” are not standard risk impact categories in VM; performance is the broader term used.

The Development Phase of the Value Methodology (VM) Job Plan involves refining selected ideas into actionable proposals, as taught in the VMF 1 course (Core Competency #3: Value Methodology Job Plan). According to SAVE International’s Value Methodology Standard, “during the Development Phase, the VM team develops proposals by addressing technical feasibility, assessing time and schedule impacts, determining costs, identifying risks, and providing implementation plans.” These tasks ensure that proposals are practical, cost-effective, and ready for presentation to stakeholders.

A. Address technical feasibility: Correct, as the team must ensure the proposal can be implemented technically (e.g., does the design work?).

B. Assess time and schedule impacts: Correct, as the team evaluates how the proposal affects the project timeline (e.g., delays or accelerations).

D. Determine costs: Correct, as cost modeling is a key task (as noted in Question 9), providing stakeholders with financial impacts of the proposal.

C. State the disposition of the proposal: Incorrect, as stating the disposition (e.g., accepted, rejected) occurs after the Presentation Phase, when stakeholders decide on the proposal, not during Development.

E. Validate the proposal: Incorrect, as validation (e.g., testing or final confirmation) typically occurs during implementation or post-study, not during Development, which focuses on creating the proposal.

In Value Methodology’s Function Analysis, the concepts of functions and activities are distinct but related, as taught in the VMF 1 course (Core Competency #2: Function Analysis). According to SAVE International’s Value Methodology Standard, “a function is defined as what a product, process, or system does, expressed in a verb-noun format (e.g., ‘contain liquid’), while an activity is a task, action, or operation that describes how a function is performed.” For example, the function of a teacup might be “contain liquid,” and the activity to achieve that function could be “holding the liquid in a ceramic structure.” Activities are the actionable steps or processes that enable the function, often identified during the creation of a FAST diagram or Random Function Identification table (as noted in Question 19). The “how” aspect aligns with the How-Why logic of FAST diagrams, where activities detail the practical execution of a function.

Option A (A task, action, or operation that describes why a function is performed) is incorrect because “why” relates to the higher-order function or purpose (e.g., Question 20), not the activity, which focuses on “how.”

Option B (A specific task, action, or operation that is generic and changes viewpoints) is incorrect because activities are not about changing viewpoints; they are specific actions to perform a function.

Option C (A task, action, or operation that describes how a function is performed) is correct, as it aligns with the definition of an activity in VM.

Option D (A specific task, action, or operation with a high level of abstraction) is incorrect because activities are practical and specific, not abstract; functions are more abstract (e.g., verb-noun format).

Function Analysis in Value Methodology involves identifying and classifying functions using verb-noun combinations, as taught in the VMF 1 course (Core Competency #2). The basic function of an item is its primary purpose—what it must do to fulfill its intended use, defined in broad, measurable terms. According to SAVE International’s Value Methodology Standard, “functions should be expressed at a level that captures the core purpose of the item, avoiding overly specific or secondary actions.” For a teacup, the basic function is the most fundamental action it performs. A teacup’s primary purpose is tocontain liquid, as this captures the essential role of holding a liquid (e.g., tea, water, or any beverage), which applies to all teacups regardless of the specific liquid or use.

Option A (Provide container) is incorrect because “provide container” is not a standard verb-noun function format and is too vague; the teacup itself is the container, and the function is what it does (contain liquid).

Option B (Allow drinking) is incorrect because allowing drinking is a secondary function or outcome; the teacup must first contain liquid before drinking can occur, and not all uses involve drinking (e.g., holding liquid for soaking).

Option C (Contain tea) is incorrect because, while a teacup often contains tea, this is too specific; a teacup can hold other liquids (e.g., coffee, water), so the basic function is broader.

Option D (Contain liquid) is correct, as it defines the basic function of a teacup in the most fundamental terms, encompassing all potential uses, similar to how a pen’s function was defined as “mark surface” in Question 38.

Function Analysis in Value Methodology involves identifying and classifying functions of a product, process, or system using verb-noun combinations, as taught in the VMF 1 course (Core Competency #2). Functions are categorized as basic (essential to the purpose), secondary (supporting), or unwanted (undesirable outcomes). For a hammer, the basic function is to “deliver force” to drive a nail, while secondary functions like “swing arm” or “apply force” support this purpose. An unwanted function is an unintended or negative outcome of the hammer’s use.

Option A (Swing arm) is a supporting function, describing the action of the user’s arm to generate momentum, and is not unwanted.

Option B (Apply force) is a secondary function, as it describes the action leading to delivering force, and is not unwanted.

Option C (Deliver force) is the basic function of a hammer, essential to its purpose, and not unwanted.

Option D (Transmit vibration) is correct because it represents an unintended and undesirable outcome—vibration transmitted to the user’s hand can cause discomfort or fatigue, making it an unwanted function.

The VMF 1 course emphasizes identifying unwanted functions to target areas for value improvement, such as redesigning the hammer to reduce vibration.

The Value Methodology (VM) Job Plan, as outlined in the VMF 1 course (Core Competency #3: Value Methodology Job Plan), is a structured sequence of six phases designed to leverage bothdivergentandconvergentthinking. According to SAVE International’s Value Methodology Standard, “the VM Job Plan alternates between divergent thinking (to generate a wide range of ideas) and convergent thinking (to narrow down and refine those ideas).” Divergent thinking is used in the Creative Phase to brainstorm as many ideas as possible without judgment, while convergent thinking is applied in the Evaluation and Development Phases to analyze, select, and refine the best ideas into actionable proposals. This combination ensures a balance between creativity and practicality, maximizing value improvement.

Option A (Divergent and abstract) is incorrect because, while divergent thinking is used, “abstract” is not a specific type of thinking emphasized in the VM Job Plan.

Option B (Convergent and abstract) is incorrect because it omits divergent thinking, which is critical in the Creative Phase.

Option C (Critical and divergent) is incorrect because, while critical thinking is involved in Evaluation, the VM Job Plan specifically emphasizes convergent thinking to narrow down ideas.

Option D (Convergent and divergent) is correct, as it captures the dual thinking types leveraged across the VM Job Plan phases.

The Information Phase is the first phase of the Value Methodology (VM) Job Plan, as outlined in the VMF 1 course (Core Competency #3: Value Methodology Job Plan). According to SAVE International’s Value Methodology Standard, “the primary objective of the Information Phase is to obtain a thorough understanding of the subject of the VM study by gathering and analyzing data on project scope, costs, constraints, objectives, and stakeholder needs.” This phase establishes the foundation for the entire study by ensuring the team fully understands the project, its goals, and its constraints before proceeding to function analysis. While obtaining the voice of the customer (e.g., through focus panels, as noted in Question 34) and creating cost models are activities within this phase, the overarching objective is to understand the subject comprehensively.

Option A (Understand the subject) is correct, as it directly aligns with the primary objective of the Information Phase per VM standards (also noted in Question 14).

Option B (Obtain the voice of the customer) is incorrect because, while this is an activity within the Information Phase, it is not the primary objective; the broader goal is understanding the subject.

Option C (Create a cost model) is incorrect because cost modeling is a specific activity within the Information Phase, not the primary objective.

Option D (Transform information) is incorrect because transforming information occurs later (e.g., during Function Analysis or Development), not as the primary goal of the Information Phase.