Free SAVE International VMA Practice Exam with Questions & Answers

The Value Methodology (VM) Job Plan, as outlined in the VMF 1 course and SAVE International’s Value Methodology Standard, consists of six phases, one of which is the Evaluation Phase, where the VM team selects viable ideas. In the Evaluation Phase, the team assesses ideas generated during the Creative Phase to determine their feasibility, cost impact, and alignment with project goals. According to the VMF 1 Core Competency #3 (Value Methodology Job Plan), the Evaluation Phase involves “evaluating the ideas for their potential to improve value, using criteria such as cost savings, performance, quality, and feasibility, to select the most viable alternatives for further development.” Tools like weighted evaluation matrices may be used to rank ideas systematically.

Option A (Function Analysis) is incorrect because this phase focuses on identifying and analyzing functions, not selecting ideas.

Option B (Presentation) is incorrect because this phase involves communicating recommendations to stakeholders, after ideas have already been selected and developed.

Option C (Evaluation) is correct, as it is the phase where the VM team filters and selects viable ideas based on defined criteria.

Option D (Development) is incorrect because this phase involves refining selected ideas into actionable proposals, which happens after the Evaluation Phase.

The Information Phase of the Value Methodology (VM) Job Plan involves gathering and transforming data to understand the subject of the study, as taught in the VMF 1 course (Core Competency #3: Value Methodology Job Plan). According to SAVE International’s Value Methodology Standard, “key data for a product value study typically includes design objectives, cost estimates, drawings, specifications, and resource models, which are transformed to define functions, costs, and constraints.” These data types are essential for a product-focused study (as opposed to a process or construction project), enabling the VM team to:

Understand the product’s purpose (design objectives).

Analyze costs (original cost estimate, before optimization).

Review technical details (drawings, specifications).

Assess resource use (resource models).Customer demographics may provide context but are not core to transforming information for a product value study.

Option A (Flow diagrams, latest cost estimate, labor reports, drawings, site plan, regulatory requirements): This is more suited for a process or construction project (e.g., flow diagrams, site plan), not a product value study.

Option B (Customer requirements, overhead cost, competitive analysis, sample components, packaging requirements, warranty information): While customer requirements and sample components are relevant, competitive analysis, packaging, and warranty are secondary; overhead cost is too specific and not a core data type for transformation.

Option C (Design objectives, original cost estimate, drawings, specifications, resource models, customer demographics): This is correct, as it includes the core data types for a product value study (design objectives, cost estimate, drawings, specifications, resource models), though customer demographics are less critical but acceptable as context.

Option D (Customer demographics, overhead cost, drawings, competitive analysis, sample components, labor reports): This includes less relevant data (customer demographics, competitive analysis, labor reports) and misses key items like design objectives and specifications.

Option C (Design objectives, original cost estimate, drawings, specifications, resource models, customer demographics) is correct, as it best aligns with the key data needed for a product value study.

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.

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 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. FAST diagrams map the relationships between functions of a system, showing “how” and “why” relationships to identify the critical logic path (the primary sequence of functions that achieve the system’s basic function) and minor logic paths (supporting functions). In FAST diagramming, functions are represented by boxes (e.g., G, H, J, K), and their relationships are shown with arrows.

Yis a red arrow connecting function G to function J, running horizontally across the diagram. In FAST diagrams, the horizontal path from left to right represents thecritical logic path, which answers the question “how” each function is achieved to fulfill the system’s primary purpose. Here, the path from E to F to G to J to L to M to N to O is the main sequence of functions, indicating the critical logic path.

Z(another red arrow) points to a vertical connection between J and K, which represents a minor logic path—supporting functions that occur simultaneously or are secondary to the main path.

Option A ("AND" Gate) and Option D ("OR" Gate) are incorrect because FAST diagrams use logic gates to show relationships between functions (e.g., AND for concurrent functions, OR for alternatives), but Y is an arrow on the main path, not a gate. Gates are typically symbols (e.g., triangles or diamonds) at junctions, not arrows.

Option B (Minor Logic Path) is incorrect because minor logic paths are vertical connections in FAST diagrams (e.g., Z pointing to J-K), not the horizontal path that Y indicates.

Option C (Critical Logic Path) is correct because Y lies on the main horizontal path, which represents the critical sequence of functions in a FAST diagram.

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.

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.

The Creativity Phase (also known as the Creative Phase) of the Value Methodology (VM) Job Plan focuses on generating a large quantity of ideas, as taught in the VMF 1 course (Core Competency #6: Creative Thinking and Idea Generation). According to SAVE International’s Value Methodology Standard, “the Creativity Phase follows ground rules to foster divergent thinking, including: applying the Principle of Deferred Judgment (no criticism of ideas), establishing an ambitious goal for the number of ideas (to maximize quantity), and encouraging ‘Free-Wheeling’ of ideas (welcoming wild or unconventional ideas).” These rules were partially addressed in Question 10, where ground rules like encouraging openness, freewheeling, and recording good ideas were confirmed, aligning with the focus on quantity over quality during this phase.

A. Apply the "Principle of Deferred Judgment": Correct, as this ensures no ideas are criticized during brainstorming, fostering creativity.

B. Establish an ambitious goal for the number of ideas: Correct, as setting a high target (e.g., 100 ideas) encourages the team to generate many ideas, focusing on quantity.

C. Emphasize cost savings: Incorrect, as cost savings are considered in the Evaluation and Development Phases, not during Creativity, where the focus is on idea generation without judgment.

D. Encourage "Free-Wheeling" of ideas: Correct, as freewheeling (allowing wild, unconventional ideas) is a standard brainstorming rule in VM to maximize creativity.

E. Emphasize quality rather than quantity: Incorrect, as the Creativity Phase prioritizes quantity over quality; quality is assessed later in the Evaluation Phase (as noted in Question 49).

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 Creativity Phase (also known as the Creative Phase) is the third phase of the Value Methodology (VM) Job Plan, as taught in the VMF 1 course (Core Competency #6: Creative Thinking and Idea Generation). According to SAVE International’s Value Methodology Standard, “the objective of the Creativity Phase is to generate a large quantity of improvement ideas through brainstorming and other creative techniques, focusing on alternative ways to perform the functions identified in the Function Analysis Phase.” This phase emphasizes divergent thinking to produce as many ideas as possible without judgment, as supported by the ground rules discussed in Question 10 (e.g., encouraging openness, freewheeling, and recording ideas). The generated ideas are then evaluated in the next phase (Evaluation Phase).

Option A (Develop improvement ideas) is incorrect because development occurs in the Development Phase, where selected ideas are refined into actionable proposals, not in the Creativity Phase.

Option B (Select improvement ideas) is incorrect because selection occurs in the Evaluation Phase, not Creativity.

Option C (Prioritize improvement ideas) is incorrect because prioritization also occurs in the Evaluation Phase (as noted in Question 33 with the coarse-medium-fine filters).

Option D (Generate improvement ideas) is correct, as it matches the primary objective of the Creativity Phase in the VM Job Plan.