VMA Exam Dumps - SAVE International Value Methodology Questions and Answers

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.

Value Methodology (VM) is defined by SAVE International in its Value Methodology Standard as “asystematic processthat uses a structured Job Plan to improve the value of projects, products, or processes by analyzing their functions and identifying opportunities to achieve required functions at the lowest total cost without compromising quality or performance.” The term “systematic” emphasizes the methodical, disciplined approach of VM, which follows a defined sequence of phases (the VM Job Plan) and uses specific tools like Function Analysis and cost modeling to ensure consistency and effectiveness.

Option A (Structured process) is partially correct, as VM is structured, but “systematic” is the precise term used by SAVE International to describe the methodology’s comprehensive and methodical nature.

Option B (Specialized process) is incorrect because VM is a general methodology applicable across industries, not limited to a specific domain.

Option C (Systematic process) is correct, directly matching SAVE International’s definition of VM.

Option D (Sequential process) is incorrect because, while the VM Job Plan is sequential, the definition of VM focuses on its systematic nature, not just the sequence.

Value Methodology emphasizes applying VM early in a project or product lifecycle to maximize its impact on costs and outcomes, as taught in the VMF 1 course (Core Competency #1: Value Methodology Overview). According to SAVE International’s Value Methodology Standard, “the greatest opportunity to influence a project’s impacts and costs occurs during the planning phase, when decisions about design, scope, and requirements are made.” Early intervention allows the VM team to optimize functions and reduce costs before they are locked in by detailed design or implementation. This principle is often illustrated by the “cost influence curve,” which shows that the ability to influence costs decreases as the project progresses, while the cost to make changes increases.

Option A (Operating) is incorrect because, during operation, most costs are already incurred, and changes are costly and limited in impact.

Option B (Planning) is correct, as it is the phase where VM can most effectively influence design and cost decisions, per VM standards.

Option C (Organizing) is incorrect because organizing is a management function, not a distinct lifecycle phase for applying VM.

Option D (Maintaining) is incorrect because maintenance occurs late in the lifecycle, when cost influence is minimal.

The Value Methodology (VM) Job Plan consists of six phases, as outlined in the VMF 1 course (Core Competency #3: Value Methodology Job Plan). The phase dedicated to generating a large quantity of ideas or alternatives is the Creativity Phase (also known as the Creative Phase). According to SAVE International’s Value Methodology Standard, “the Creativity Phase is where a large quantity of ideas or alternatives is generated to accomplish the functions identified in the Function Analysis Phase, using techniques like brainstorming to encourage divergent thinking.” This phase focuses on producing as many ideas as possible without judgment, as established in Question 40, where the objective of the Creativity Phase was confirmed as generating improvement ideas.

Option A (Creativity Phase) is correct, as it is the phase dedicated to generating a large quantity of ideas to accomplish functions.

Option B (Presentation Phase) is incorrect because this phase involves presenting recommendations to stakeholders, not generating ideas.

Option C (Evaluation Phase) is incorrect because this phase involves assessing and selecting ideas, not generating them (as noted in Question 33).

Option D (Function Analysis Phase) is incorrect because this phase focuses on identifying and analyzing functions, not generating ideas (as noted in Question 37).

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.

Value Methodology (VM) is defined by SAVE International in its Value Methodology Standard as “a systematic process that uses a structured Job Plan to improve the value of projects, products, or processes by analyzing their functions and identifying opportunities to achieve required functions at the lowest total cost without compromising quality or performance” (as noted in Question 23). The VMF 1 course (Core Competency #1: Value Methodology Overview) highlights three main characteristics that define VM:

Systematic process: VM follows a methodical, step-by-step approach (the VM Job Plan) to ensure consistency and effectiveness.

Multidisciplinary team: VM studies are conducted by a diverse team with varied expertise to bring different perspectives (as emphasized in Question 24).

Qualified VM facilitator: A facilitator trained in VM (often, but not always, a Certified Value Specialist) ensures the process is applied correctly and the team achieves optimal results.

While a Certified Value Specialist (CVS) is often involved, the broader characteristic is a qualified VM facilitator, as not all studies require a CVS (as noted in Question 4).

Option A (Systematic process, function analysis, CVS) is incorrect because, while systematic process and function analysis are key, a CVS is not a defining characteristic; a qualified facilitator is more broadly applicable.

Option B (Function Analysis, brainstorming, teamwork) is incorrect because these are components or activities within VM, not the main characteristics that define the methodology.

Option C (Systematic process, multidisciplinary team, qualified VM facilitator) is correct, as it captures the three core characteristics of VM per SAVE International’s standards.

Option D (Multidisciplinary team, cost reduction, function improvement) is incorrect because cost reduction and function improvement are outcomes of VM, not defining characteristics; the systematic process and facilitation are more fundamental.

Transforming subject scope information occurs during the Information Phase of the Value Methodology (VM) Job Plan, as taught in the VMF 1 course (Core Competency #3: Value Methodology Job Plan). According to SAVE International’s Value Methodology Standard, “when transforming subject scope information, the VM study team must have a clear understanding of the subject’s purpose (what it does and why it exists) and the objectives of the VM study (e.g., reduce costs by 15%, improve performance).” This understanding ensures that the team aligns the study with the project’s goals and the VM process’s aims, setting the foundation for effective function analysis and value improvement. This aligns with the primary objective of the Information Phase—to understand the subject—and the focus of the kickoff meeting on outlining goals and objectives. While stakeholder interests and other data are important, the most critical understanding is of the subject’s purpose and study objectives.

Option A (value improvement ideas and performance attributes) is incorrect because value improvement ideas are developed later (Creativity Phase, Question 49), and performance attributes are a subset of the broader purpose.

Option B (the subject's purpose and the objectives of the VM study) is correct, as it captures the most important understanding needed during the Information Phase.

Option C (the Pareto chart, risk data, and quality expectations) is incorrect because these are specific tools or data points, not the most critical understanding; Pareto charts apply later.

Option D (the interests and influence of customers, users, and stakeholders) is incorrect because, while important, this is a subset of understanding the subject’s purpose and study objectives, which are more fundamental.

The Function Analysis System Technique (FAST) diagram is 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, with the horizontal axis showing the “how-why” logic (critical path) and vertical lines called scope lines defining the study’s boundaries. According to SAVE International’s Value Methodology Standard, “the left vertical line in a FAST diagram is a scope line, and the function immediately to its right is typically the higher-order function, which represents the overarching goal or need for the system.” The functionto the leftof the left scope line is outside the study’s scope and often represents an even broader objective or external assumption that drives the higher-order function. However, in standard FAST diagramming, thehigher-order functionis the closest function to the left scope line within the scope, and functions to the left of the scope line (e.g., P in the diagram from Question 30) are external.

In the context of the VMA exam and VMF 1, the question likely tests the understanding of the higher-order function’s position relative to the scope line. As established in Question 18, Function E (just inside the left scope line B) is the higher-order function. Functions to the left of the left scope line (e.g., P) are typically external assumptions or broader objectives, but the options provided (A, B, C, D) refer to standard function classifications within the FAST framework. Thehigher-order function(C) is the most relevant choice, as it is the function closest to the left scope line within the study’s scope, and the question may be interpreted as asking for the function type associated with that position.

Option A (Basic Function) is incorrect because the basic function is typically more central on the critical path, not at the far left.

Option B (Secondary Function) is incorrect because secondary functions are vertical (supporting the critical path), not on the main path near the left scope line.

Option C (Higher Order Function) is correct, as the higher-order function is located just to the right of the left scope line (e.g., Function E), and the question may be interpreted in this context based on standard FAST conventions.

Option D (Lower Order Function) is incorrect because lower-order functions are to the right of the basic function, representing more specific outcomes, not near the left scope line.

Value Methodology (VM), as defined by SAVE International in the Value Methodology Fundamentals 1 (VMF 1) course, is a systematic, step-by-step approach 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, VM is described as “a systematic and structured approach for improving projects, products, and processes… to achieve the optimum balance between function, performance, quality, safety, and cost.” The VM Job Plan, a core component of VM, involves a step-by-step process (six phases: Information, Function Analysis, Creative, Evaluation, Development, and Presentation) that can be likened to a design review because it evaluates and enhances the design or process to improve value.

Option A (suggestion program) is incorrect because VM is not merely about collecting suggestions; it is a structured methodology with defined phases and tools like function analysis.

Option B (cost reduction exercise) is incorrect because VM focuses on improving value, not just reducing costs—cost reduction may occur, but only if it does not compromise essential functions.

Option C (step-by-step design review) aligns with VM’s systematic nature, as the Job Plan reviews and improves designs or processes through structured phases, making it the best fit.

Option D (eight-phase process) is incorrect because the VM Job Plan has six phases, not eight, as established in SAVE International’s standards.

Creative Thinking and Idea Generation is a key focus of the Creative Phase in the Value Methodology (VM) Job Plan, as taught in the VMF 1 course (Core Competency #6). SAVE International’s Value Methodology Standard outlines that the Creative Phase involves “generating a large quantity of ideas through brainstorming, encouraging creativity without judgment.” The ground rules for effective brainstorming, as per VMF 1, include: encouraging openness to all ideas (no criticism), promoting freewheeling (wild ideas are welcome), and recording good ideas to ensure they are captured for later evaluation. These rules are designed to maximize idea quantity and foster a creative environment.

Option A (Encouraging openness to ideas, freewheeling, and recording good ideas) is correct, as it directly aligns with VMF 1’s brainstorming ground rules for the Creative Phase.

Option B (Focusing on prioritized functions, deferring judgment, and improving ideas) is partially correct—deferring judgment is a rule, but focusing on prioritized functions and improving ideas occurs in the Evaluation Phase, not during brainstorming.

Option C (Focusing on quality ideas, discussing their merits, and maintaining momentum) is incorrect because focusing on quality and discussing merits involves judgment, which is discouraged during brainstorming.

Option D (Requesting idea clarification, discussing cost impacts, and considering performance) is incorrect because these actions involve evaluation and analysis, which occur in the Evaluation Phase, not during Creative brainstorming.