VMA Questions and Answers

The Miles Value Foundation, established to honor Lawrence D. Miles (the founder of Value Engineering/Value Methodology), focuses on advancing the field of Value Methodology. According to SAVE International’s documentation, the Miles Value Foundation’s primary purpose is to “promote education and research in Value Methodology to expand its application and understanding globally.” The Foundation supports initiatives like scholarships, educational resources, and outreach to increase awareness and knowledge of VM, aligning with its mission to promote VM education.

Option A (Improve VM programs) is incorrect because the Foundation’s focus is on education and research, not directly improving specific VM programs, which is more the role of organizations like SAVE International.

Option B (Manage VM certification) is incorrect because VM certification is managed by SAVE International, not the Miles Value Foundation.

Option C (Promote VM education) is correct, as it directly aligns with the Foundation’s mission to advance VM through education and research.

Option D (Conduct VM training) is incorrect because, while the Foundation may support training indirectly, its primary role is promoting education, not directly conducting training programs.

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.

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.

Risk management in Value Methodology (VM) includes strategies for both threats and opportunities, particularly during the Implementation Planning phase, as taught in the VMF 1 course (Core Competency #8: Implementation Planning). According to SAVE International’s Value Methodology Standard, which aligns with project management best practices (e.g., PMI’s PMBOK, as noted in Question 28), risk response strategies for opportunities include:

Exploit: Ensure the opportunity is realized by taking actions to make it certain (e.g., assigning the best resources).

Share: Partner with others to increase the likelihood or benefit of the opportunity (e.g., joint ventures).

Enhance: Increase the probability of the opportunity occurring and/or the magnitude of its beneficial results (e.g., by improving conditions or amplifying benefits).

Accept: Take no action to influence the opportunity.

The question specifically asks for the strategy that seeks to “increase the probability of an opportunity occurring and/or the magnitude of results being beneficial,” which directly matches the definition ofEnhance. For example, in a VM study, enhancing an opportunity might involve marketing a new feature to increase its adoption rate (probability) or improving its design to maximize savings (magnitude).

Option A (Exploit) is incorrect because exploiting ensures the opportunity happens, not necessarily increasing its probability or magnitude.

Option B (Share) is incorrect because sharing involves collaboration, not directly increasing probability or magnitude.

Option C (Mitigate) is incorrect because mitigation applies to threats, not opportunities.

Option D (Enhance) is correct, as it focuses on increasing the probability and/or magnitude of an opportunity’s benefits.

SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) is a tool sometimes used in Value Methodology, particularly during the Information Phase or Evaluation Phase, to assess the context of a project or product, as taught in the VMF 1 course (Core Competency #3: Value Methodology Job Plan). According to SAVE International’s Value Methodology Standard, “SWOT analysis evaluates internal and external factors: Strengths and Weaknesses are internal attributes of the system or organization, while Opportunities and Threats are external attributes from the environment.”

Strengths: Internal, helpful attributes (e.g., strong design team).

Weaknesses: Internal, harmful attributes (e.g., high production costs).

Opportunities: External, helpful attributes (e.g., market demand).

Threats: External, harmful attributes (e.g., regulatory changes).

This framework helps the VM team identify factors that could impact the study’s success, such as external opportunities to leverage or threats to mitigate.

Option A (Strengths and opportunities are internal attributes) is incorrect because opportunities are external, not internal.

Option B (Threats and strengths are harmful attributes) is incorrect because strengths are helpful, not harmful.

Option C (Strengths and weaknesses are helpful attributes) is incorrect because weaknesses are harmful, not helpful.

Option D (Opportunities and threats are external attributes) is correct, as both are external factors in SWOT analysis.

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).

The Development Phase of the Value Methodology (VM) Job Plan, as outlined in the VMF 1 course and SAVE International’s Value Methodology Standard, involves refining the most promising ideas selected during the Evaluation Phase into actionable proposals. According to VMF 1 Core Competency #3 (Value Methodology Job Plan), the Development Phase includes “developing detailed proposals for the selected alternatives, including cost estimates, implementation plans, and risk assessments to ensure feasibility.” A key step in this phase is modeling the cost of ideas to provide stakeholders with a clear understanding of the financial impact of the proposed changes, ensuring the ideas improve value (function/cost).

Option A (Assign ideas to VM study team members) is incorrect because assigning ideas occurs during the Creative or Evaluation Phase, not Development.

Option B (Prioritize ideas) is incorrect because prioritization happens in the Evaluation Phase, before Development.

Option C (Model the cost of ideas) is correct, as the Development Phase focuses on creating detailed proposals, which includes costing out the ideas to validate their value improvement potential.

Option D (Determine verb-noun combinations for ideas) is incorrect because verb-noun combinations are used in the Function Analysis Phase to define functions, not in Development.

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).

The Information Phase is the first phase of the Value Methodology (VM) Job Plan, where the team gathers and understands data about the study subject, as taught in the VMF 1 course (Core Competency #3: Value Methodology Job Plan). According to SAVE International’s Value Methodology Standard, “an effective Information Phase kickoff meeting sets the stage for the VM study by outlining the goals for the study subject and the VM study objectives, ensuring alignment among team members and stakeholders.” This involves clarifying the purpose of the study, the project’s goals (e.g., reduce costs, improve performance), and the specific objectives of the VM study (e.g., achieve 20% cost savings while maintaining function). This aligns with the primary objective of the Information Phase—to understand the subject—and ensures the team starts with a clear direction.

Option A (Discusses the challenges of the proposed VM study approach) is incorrect because, while challenges may be acknowledged, the primary focus of the kickoff is to set goals and objectives, not discuss challenges.

Option B (Outlines goals for the study subject and VM study objectives) is correct, as it matches the purpose of an effective Information Phase kickoff meeting.

Option C (Indicates the VM solutions desired by decision makers) is incorrect because solutions are developed later (e.g., in the Creativity and Development Phases), not during the Information Phase kickoff.

Option D (Describes how functions have normally been accomplished) is incorrect because this level of functional detail is addressed in the Function Analysis Phase, not the Information Phase kickoff.

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.

In Value Methodology’s Function Analysis, functions are classified based on their role in the system, as taught in the VMF 1 course (Core Competency #2). According to SAVE International’s Value Methodology Standard, thehigher-order function“represents the specific goals or needs for which the subject scope exists—it answers ‘why’ the system or project is needed.” In a FAST diagram, the higher-order function is located to the left of the basic function, just inside the left scope line, as seen in Question 18 (Function E). It defines the overarching objective or customer need that justifies the existence of the system (e.g., for a car, the higher-order function might be “provide mobility,” while the basic function is “transport passengers”).

Option A (Basic) is incorrect because the basic function is the primary purpose of the system within the scope (e.g., “transport passengers”), not the overarching goal.

Option B (Lower Order) is incorrect because “lower-order” is not a standard term in VM; it may refer to functions to the right of the basic function, which are more specific, not goal-oriented.

Option C (Higher Order) is correct, as it represents the specific goals or needs for which the subject scope exists, per VM standards.

Option D (Secondary) is incorrect because secondary functions support the basic function and do not represent the overarching goals.

The Value Methodology (VM) Job Plan, as outlined in the VMF 1 course and SAVE International’s Value Methodology Standard, consists of six phases: Information, Function Analysis, Creative, Evaluation, Development, and Presentation. This was established in Question 1, where the VM Job Plan was confirmed to have six phases. The last four phases, therefore, are: Creative, Evaluation, Development, and Presentation. However, the options include “Implementation,” which is not a formal phase in the standard VM Job Plan but is often considered a post-study activity (e.g., in the post-study phase, where recommendations are implemented). For the purposes of the VMA exam, which focuses on the VMF 1 curriculum, Implementation is sometimes treated as an extension of the Presentation Phase, where the team ensures stakeholder buy-in and facilitates the transition to implementation.

Thus, the correct sequence of the last four phases, interpreting Implementation as the post-Presentation activity, is:

Creative(third phase, but the first of the last four).

Evaluation(fourth phase): Assess ideas for feasibility and value improvement.

Development(fifth phase): Refine selected ideas into actionable proposals.

Presentation(sixth phase): Present recommendations to stakeholders for approval and implementation.

Implementation: Follows Presentation as a post-study activity to execute the recommendations.

Option A (Development, Presentation, Evaluation, and Implementation) is incorrect because Evaluation must precede Development—ideas are evaluated before being developed into proposals.

Option B (Evaluation, Development, Presentation, and Implementation) is correct, as it follows the VM Job Plan’s sequence and includes Implementation as the post-study step.

Option C (Evaluation, Development, Implementation, and Presentation) is incorrect because Presentation (delivering recommendations) must occur before Implementation.

Option D (Development, Evaluation, Presentation, and Implementation) is incorrect because Development cannot precede Evaluation in the VM Job Plan.

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.