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SAVE International Value Methodology Associate Sample Questions (Q52-Q57):

NEW QUESTION # 52
An unwanted function of a hammer would be:

• A. Swing arm
• B. Apply force
• C. Deliver force
• D. Transmit vibration

Answer: D

Explanation:
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.
:
SAVE International, VMF 1 Core Competency #2 (Function Analysis), which includes identifying basic, secondary, and unwanted functions using verb-noun combinations.
SAVE International, "Value Methodology Standard," section on Function Analysis, describing the classification of functions, including unwanted outcomes.

 

NEW QUESTION # 53
Within the scope of a residential door (including the door frame, hinges, lock set, and door handle), which of the following does not contain activities?

• A. Install screws, separate spaces, secure space
• B. Connect spaces, construct frame, attract user
• C. Rotate door, support load, grasp handle
• D. Restrict access, improve safety, transmit force

Answer: D

Explanation:
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.
:
SAVE International, VMF 1 Core Competency #2 (Function Analysis), distinguishing between functions (verb-noun) and activities (how functions are performed).
SAVE International, "Value Methodology Standard," section on Function Analysis, defining functions and activities (consistent with Question 43).

 

NEW QUESTION # 54
Which of the following best describes a VM study?

• A. A workshop that applies the VM facilitated by a CVS
• B. An improvement process similar to Lean Six Sigma
• C. A structured effort by a multidisciplinary team using the VM
• D. An analysis of a completed project design by a VM team

Answer: C

Explanation:
A Value Methodology (VM) study is a core concept in the VMF 1 course (Core Competency #1: Value Methodology Overview). According to SAVE International's Value Methodology Standard, a VM study is defined as "a structured effort by a multidisciplinary team using the Value Methodology 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." This definition emphasizes the structured nature of the VM Job Plan, the use of a multidisciplinary team (as noted in Question 24), and the focus on improving value through systematic analysis. This aligns with the description in Question 4, where a VM study was described as a structured effort using the VM process, but here the emphasis on a multidisciplinary team is key.
* Option A (An analysis of a completed project design by a VM team) is incorrect because VM studies are not limited to completed designs; they can be applied at any stage of the project lifecycle, with the greatest impact early on (as noted in Questions 21 and 25).
* Option B (An improvement process similar to Lean Six Sigma) is incorrect because, while VM shares goals with Lean Six Sigma (e.g., improving efficiency), it is a distinct methodology focused on function analysis and value optimization, not process variation reduction.
* Option C (A workshop that applies the VM facilitated by a CVS) is incorrect because, while VM studies are often conducted as workshops and may be facilitated by a Certified Value Specialist (CVS), a CVS is not required (as clarified in Question 4), and "workshop" is too narrow a description for a VM study.
* Option D (A structured effort by a multidisciplinary team using the VM) is correct, as it best captures the essence of a VM study per SAVE International's definition, emphasizing the structured process and multidisciplinary team.
:
SAVE International, "Value Methodology Standard and Body of Knowledge," available athttps://www.value- eng.org, defining a VM study as a structured effort by a multidisciplinary team.
SAVE International, VMF 1 Core Competency #1 (Value Methodology Overview), emphasizing the structured, team-based nature of VM studies (consistent with Question 4).

 

NEW QUESTION # 55
The primary objective of the Information phase is to:

• A. Understand the subject
• B. Transform information
• C. Obtain the voice of the customer
• D. Create a cost model

Answer: A

Explanation:
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.
:
SAVE International, "Value Methodology Standard and Body of Knowledge," available athttps://www.value- eng.org, detailing the Information Phase's objective to understand the study subject.
SAVE International, VMF 1 Core Competency #3 (Value Methodology Job Plan), emphasizing the role of the Information Phase in understanding the subject (as noted in Question 14).

 

NEW QUESTION # 56
Functions on a FAST diagram's function logic path follow:

• A. And-Or logic
• B. How-Why logic
• C. When-Why logic
• D. How-When logic

Answer: B

Explanation:
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). The function logic path in a FAST diagram is the horizontal sequence of functions, often referred to as the critical path (as identified in Question
3 with arrow Y). According to SAVE International's Value Methodology Standard, "the function logic path in a FAST diagram follows a How-Why logic: moving to the right answers 'how' a function is performed, and moving to the left answers 'why' a function exists." This logic helps trace the relationships between functions, starting from the higher-order function (e.g., Function E, as noted in Question 18) on the left to more specific functions on the right (e.g., Function O).
* How: Moving right along the path (e.g., from E to F to G) explains how the preceding function is achieved.
* Why: Moving left (e.g., from O to N to M) explains why the succeeding function is needed.
In the diagram, the critical path (E-F-G-J-L-M-N-O) follows this How-Why logic, as confirmed in earlier questions (e.g., Question 3). The "when" direction (vertical, as noted in Question 36) and "and-or" logic (used at junctions for concurrent or alternative functions) are not the primary logic of the function logic path.
* Option A (When-Why logic) is incorrect because the "when" direction is vertical, indicating simultaneous functions, not the horizontal logic path.
* Option B (How-Why logic) is correct, as it matches the standard logic of the function logic path in a FAST diagram.
* Option C (How-When logic) is incorrect because the "when" direction does not apply to the horizontal logic path.
* Option D (And-Or logic) is incorrect because "and-or" logic applies to junctions (e.g., gates for concurrent or alternative functions), not the main logic path.
:
SAVE International, VMF 1 Core Competency #2 (Function Analysis), defining the How-Why logic of the function logic path in FAST diagrams.
SAVE International, "Value Methodology Standard," section on Function Analysis, describing FAST diagramming conventions, including the How-Why logic of the critical path.

 

NEW QUESTION # 57
......

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