SAVE International Value Methodology Associate VMA Exam Dumps: Updated Questions & Answers (September 2025)

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 the vertical axis showing supporting functions. The vertical demarcations on the left and right of a FAST diagram are calledScope Lines, as they 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.” In the FAST diagram provided earlier, these lines are the dashed vertical lines labeled B and D, marking the boundaries of the study’s focus.

Option A (Subject Lines) is incorrect because this term is not used in FAST diagramming.

Option B (Scope Lines) is correct, as it matches the official terminology for the vertical demarcations in a FAST diagram.

Option C (When Direction Lines) is incorrect because the “when” direction refers to vertical connections within the diagram (simultaneous functions), not the boundary lines.

Option D (Function Logic Lines) is incorrect because function logic refers to the arrows connecting functions, not the boundary demarcations.

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. According to SAVE International’s Value Methodology Standard, “functions should be defined in broad, measurable terms (verb-noun format) to capture the core purpose.” For a pen or pencil, the basic function is the most fundamental action it performs. A pen or pencil mustmark surface, as this captures the essential action of leaving a visible trace (e.g., ink or graphite) on a surface (e.g., paper), which is the core purpose of both tools, regardless of their specific use (writing, drawing, etc.).

Option A (Write documents) is incorrect because writing documents is a specific application, not the basic function; a pen can also draw or mark without writing a document.

Option B (Color surface) is incorrect because coloring implies adding color, which is not the primary function of a standard pen or pencil (e.g., a pencil typically uses graphite, not color).

Option C (Mark surface) is correct, as it defines the basic function of a pen or pencil in the broadest, most fundamental terms, encompassing all uses (writing, drawing, marking).

Option D (Convey message) is incorrect because conveying a message is a higher-level outcome, not the basic function; a pen can mark a surface without conveying a message (e.g., a random scribble).

In Value Methodology, cost analysis often involves financial metrics like the payback period to evaluate the economic feasibility of alternatives, as taught in the VMF 1 course (Core Competency #4: Cost Analysis). According to SAVE International’s Value Methodology Standard, the payback period is “the time required for the cumulative savings or benefits from an investment to equal the initial cost, calculated as Initial Investment ÷ Annual Savings.” Here, the organization invests $160,000 in a software system that saves $3,000 per year.

Payback Period = Initial Investment ÷ Annual Savings

Payback Period = $160,000 ÷ $3,000 = 53.333 years

Rounding to the nearest whole number, the payback period is approximately 53 years.

The question does not specify adjustments for the time value of money (e.g., discounting), which aligns with the simple payback method commonly used in VM for straightforward analysis.

Option A (45 years) is incorrect because 160,000 ÷ 3,000 = 53.333, not 45.

Option B (50 years) is incorrect because it underestimates the payback period (53.333 years).

Option C (53 years) is correct, as it matches the calculated payback period when rounded.

Option D (56 years) is incorrect because it overestimates the payback period.

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.

Value Methodology (VM) relies heavily on effective team dynamics to achieve optimal results, as emphasized in the VMF 1 course (Core Competency #5: Value Team Dynamics). According to SAVE International’s Value Methodology Standard, “the best VM study results are typically achieved with a multidisciplinary team with a selected set of skills, bringing diverse perspectives and expertise to analyze functions, generate ideas, and develop solutions.” A multidisciplinary team includes members from different disciplines (e.g., engineering, finance, design, operations) relevant to the project, ensuring a comprehensive understanding of the system and fostering innovative solutions through varied viewpoints. The VMF 1 course highlights that such teams are more effective at identifying value improvement opportunities because they combine technical, financial, and operational insights.

Option A (An executive-level task force) is incorrect because executives may lack the technical expertise needed for detailed function analysis and idea generation, though they may sponsor the study.

Option B (A team working in similar disciplines) is incorrect because a lack of diversity in perspectives can limit creativity and overlook key opportunities, which a multidisciplinary team avoids.

Option C (The current project team) is incorrect because the project team may be too close to the problem, potentially leading to bias and a narrower focus, whereas a multidisciplinary team brings fresh perspectives.

Option D (A multidisciplinary team with a selected set of skills) is correct, as it aligns with VM best practices for achieving the best study results.

The Value Methodology (VM) Job Plan consists of six phases, as taught in the VMF 1 course (Core Competency #3: Value Methodology Job Plan). According to SAVE International’s Value Methodology Standard, “the Function Analysis Phase is considered the heart of the Value Methodology because it establishes the foundation for value improvement by identifying, classifying, and analyzing the functions of the system, which drives all subsequent phases.” Function Analysis (the second phase) defines what the system does (e.g., using verb-noun combinations, FAST diagrams) and sets the stage for generating ideas (Creativity), evaluating them (Evaluation), and developing solutions (Development). Without understanding functions, the VM process cannot effectively improve value (function/cost), making this phase central to the methodology’s success. This was alluded to in questions like 37 (FAST diagram logic) and 44 (defining functions).

Option A (Implementation) is incorrect because Implementation is a post-study activity, not a formal phase of the VM Job Plan, and not the heart of VM.

Option B (Function Analysis) is correct, as it is the foundational phase that drives the entire VM process, per SAVE International’s standards.

Option C (Creativity) is incorrect because, while important, Creativity relies on the functions identified in Function Analysis to generate ideas.

Option D (Presentation) is incorrect because Presentation is the final phase, focused on communicating results, not the core of the methodology.

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.

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.

Risk management is a critical aspect of Implementation Planning in Value Methodology (VM), ensuring that VM proposals are feasible and sustainable, as taught in the VMF 1 course (Core Competency #8: Implementation Planning). According to SAVE International’s Value Methodology Standard, risk management in the context of VM follows a standard process aligned with project management best practices, such as those in the Project Management Institute (PMI) framework, which VM adopts for implementation. The correct order of steps in risk management is:

Risk Management Planning: Define how risks will be managed, including methodologies, roles, and tools.

Risk Identification: Identify potential risks that could impact the VM study or its implementation (e.g., cost overruns, delays).

Risk Analysis: Analyze the likelihood and impact of identified risks (qualitative and quantitative analysis).

Risk Response Planning: Develop strategies to mitigate, avoid, transfer, or accept risks.

Risk Monitoring and Control: Monitor risks throughout implementation and control them as needed.

The VMF 1 course emphasizes this sequence in the Development and Presentation Phases, where risks associated with VM proposals are assessed and mitigated to ensure successful implementation. This order ensures a systematic approach, starting with planning, followed by identification and analysis, then response planning, and finally monitoring.

Option A (Risk Management Planning, Risk Analysis, Risk Identification, Risk Response Planning, Risk Monitoring and Control) is incorrect because Risk Identification must precede Risk Analysis— you cannot analyze risks before identifying them.

Option B (Risk Identification, Risk Management Planning, Risk Analysis, Risk Response Planning, Risk Monitoring and Control) is incorrect because Risk Management Planning must come first to establish the framework for the process.

Option C (Risk Management Planning, Risk Identification, Risk Analysis, Risk Response Planning, Risk Monitoring and Control) is correct, as it follows the standard risk management process.

Option D (Risk Management Planning, Risk Identification, Risk Response Planning, Risk Analysis, Risk Monitoring and Control) is incorrect because Risk Analysis must precede Risk Response Planning to inform the response strategies.

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).