Growing Agile: A Coach’s Guide to Training Scrum

Karen Greaves and Samantha Laing

This book is for sale at http://leanpub.com/TrainingScrum

This version was published on 2013-07-31

ISBN 978-0-620-57767-0

©2012 - 2013 Growing Agile

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Contents

Foreword by Ron Jeffries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Foreword by Sharon Bowman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Praise for Growing Agile: A Coach’s Guide to Training Scrum . . . . . . . . . . . . . . . . . . . . iii

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Chapter 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 2: How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapter 3: Agenda and Timings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Chapter 4: Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Chapter 5: Agile Manifesto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Chapter 6: Empirical and Stacey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Chapter 7: Question Backlog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Chapter 8: Values and Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Chapter 9: Scrum Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Chapter 10: Product Backlog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Chapter 11: Backlog Grooming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Chapter 12: Estimation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Chapter 13: Release Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Chapter 14: Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Chapter 15: Distributed Scrum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Chapter 16: Close Day 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

CONTENTS

Chapter 17: Recap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Chapter 18: Scrum Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Chapter 19: Sprint Planning 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Chapter 20: Sprint Planning 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Chapter 21: Sprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Chapter 22: Definition of Done . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Chapter 23: Sprint Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Chapter 24: Sprint Retrospective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Chapter 25: Simulation Round 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Chapter 26: Questions and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Chapter 27: Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Chapter 28: Close Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Fast Pass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Agreements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Ball Toss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Pair Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Standing Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Meet a Stranger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

Pop-Ups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Thumb Vote . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Gallery Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

More Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

About Growing Agile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Growing Agile Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Foreword by Ron Jeffries
If you’re going to do Scrum training, Karen and Sam’s book will be a gift from the skies. Using Sharon
Bowman’s Training from the BACK of the Room style, they show you everything about how they put a class
together. Everything? Just about the only thing they don’t provide is the flipcharts and markers you’ll need
for the class. And ask them - maybe they’ll send you those as well!
For each topic in the entire course, they show you their 4Cs cards, planning how that topic will be done in
BACK of the Room style. The cards alone are valuable: they show you how to plan topics in that style, and
give solid examples of how these experts do it. They show you their slides, hand-drawn, dynamic, alive. They
tell you what they say, what questions they ask, what’s likely to happen, how they handle it.
Frankly, it makes me want to be there.
You could do your course exactly like this one, but that’s not the point. Your course needs to be in your style.
But you’ll do well to look, not just at the specific way that this or that topic is handled, but at all the various
ways they’re handled. Karen and Sam show you how they do specific topic sessions, but seeing how they
arrange the 4Cs for sessions is equally valuable. They mix and match Move, Speak, Draw, Listen, and Write
activities for each topic and each part. They figure out how much time each part needs.
One of the hardest parts of trying a new style, like Training from the BACK of the Room, is figuring out
specifically how to fit your knowledge into that pattern. Karen and Sam give us example after example, and
those examples will help us create our own. You might want to dip your toe into the style, or jump all the
way in at the deep end. Either way, you’ll be ready.
Sometimes there’ll be one topic in your training that’s a bit stale, to you, or to the students. Or there’s a topic
where you don’t have a handle on a good way to approach it. Again, look into this book. See how Karen and
Sam address this topic, but also consider applying their approach to another topic to the one that troubles
you. You’ll be glad you did.
But wait, there’s more! There are masses of additional materials that you can download. Training plans, slides,
a workbook, PDFs! I still think there’s probably a link for flipcharts and markers, but I just haven’t found it
yet.
Get this book now, and watch for its updates. Your teaching will improve, and so will your sense of enthusiasm.
Well done, ladies!
Ron Jeffries
Foreword by Sharon Bowman
Agile coaches and trainers are a notoriously enthusiastic group – passionate about what they teach, eager to
help others learn, and always willing to go the extra mile to make their classes the best that they can be.
A challenge appears when Subject Matter Experts (and agile trainers are, indeed, SMEs) realise that knowing
the subject is one thing but teaching it is something entirely different. In fact, teaching it requires a totally
separate set of skills than simply knowing all there is to know about agile.
Enter Karen and Sam and their newest book Growing Agile: A Coach’s Guide to Training Scrum. In this
detailed yet easy-to-follow guide, agile trainers will find all the lesson plans, instructions, activities, materials
and resources they need in order to teach Scrum and agile concepts well.
The guide is a gem of a book – a one-of-a-kind resource that agile trainers will wonder how they ever
did without! Karen and Sam have taken the best of brain-based training and combined it with the best of
their Scrum classes. In doing so, they have created a guide that contains not only the lesson plans for a full
two-day Scrum/agile training program, but a wealth of how-to information: easy learning activities, scripted
instructional strategies, unique pictorial slides, engaging participant workbook and handouts, and lots of fun,
interactive ways to present Scrum and agile concepts.
If you are an agile trainer, the guide will become your constant companion. Karen and Sam provide lots of
encouragement along the way, and lots of variations to make sure your training participants get what they
came to get: a rich, memorable, practical and useful brain-based learning experience. The authors have walked
the walk; now they talk the walk so that others can follow.
My personal congratulations and “bravo!” to Karen, Sam, and Growing Agile: A Coach’s Guide to Training
Scrum.
Sharon Bowman, Author
Training from the BACK of the Room
Praise for Growing Agile: A Coach’s Guide to
Training Scrum
I have been an agile advocate for over 13 years and have been teaching Scrum for almost two years. Recently,
I submitted my training material to the Scrum Alliance to become a Certified Scrum Trainer.
As I waited for my material to be reviewed, I came across Growing Agile: A Coach’s Guide to Training Scrum
by Karen Greaves and Samantha Laing. From the very first read, I became a fan. So much so that I adapted
my own material for a training course I was giving two days later! A big ask and I had to work hard to fit it
in. But it was truly worth it.
The course feedback was unequivocal. Karen and Sam’s material helped me improve my course satisfaction
significantly. Not only that, a common thread was from executives who attended the first two hours of the
course only and who wished they had been able to stay for the rest, they enjoyed it that much.
I’m now in the process of updating the material I submitted to the Scrum Alliance, to use some of the great
material provided by Karen and Sam. I recommend it without reservation.
Derek Davidson
Scrum Trainer, Agile Coach and ScrumMaster
Acknowledgements
A big thank you to the following people for reviewing this book:
Concetta Isolano: our Scrum wife, especially for pointing out every missing full stop.
Pavel Dabrytski: for someone whose first language is not English you know much more about grammar than
we do. Thank you for all the tips. Without you this book would not be the same. It would certainly have
longer sentences, less full stops and much repetition and tautology.
Justin Kotze: for testing out the material and giving us some good tips to include in the book.
This book would not have been possible without our collaborators.
Editor: Melissa Fagan¹
Designer: Loanne Myburgh²
Thank you
¹http://za.linkedin.com/in/melissafagan
²http://www.designobsession.co.za/
About the Authors

Sam Laing (left) and Karen Greaves (right)

We have worked in software our whole lives. With Type A personalities and a strong work ethic, we have
both done our share of overtime on death march projects. Eventually we knew we had to find another way.
Agile brought us together when we worked at a company trying to do Scrum for the first time.
In 2012, we took the plunge and started our own business, Growing Agile³. Since then we have been doing
the work that we are passionate about. Best of all we have an impact on other people’s lives.
If we have one principle at Growing Agile it is continuous experimentation. We love trying new things and
don’t let fear of failure get in the way. Our first book Collaboration Games⁴ was one experiment and the
feedback was overwhelming. Plus we had a lot of fun in the process. This led to our second book, which you
are reading now. We hope you enjoy it, and use it to grow agile. As always, we love feedback, so don’t hesitate
to send us your thoughts via email [email protected] or Twitter @GrowingAgile.

³http://growingagile.co.za
⁴https://leanpub.com/CollaborationGamesToolbox
Chapter 1: Introduction
Part of the ScrumMaster role is to ensure that everyone in their organisation is educated about Scrum. Over
the last few years we have come across many ScrumMasters who have great intentions of running training.
Unfortunately they get bogged down in the preparation and don’t ever get round to delivering the training.
That was the inspiration behind this book.

Note
The official spelling of ScrumMaster is one word, according to the Scrum Alliance⁵

We have been training teams in Scrum for about three years now. Over the last year we have trained Certified
ScrumMaster classes worldwide. During this time we spent many hours preparing training plans, workbooks,
flipcharts and slides. Our materials have been continually refined through feedback. All our courses use
Training from the BACK of the Room (TFTBOTR)⁶ principles.
This book is a collection of all our Scrum training materials. The aim is to help you get over the preparation
hurdle and focus on training Scrum.

What does TFTBOTR mean?

TFTBOTR is a training style developed by Sharon Bowman. It is based on how adults learn and is focused
on maximising learning and retention. TFTBOTR describes four parts that should be included in any training
plan. These parts are known as the 4Cs and are described below.

• C1 – Connections: To get participants to connect with each other and the trainers, and to connect
participants to what they might already know about the topic
• C2 – Concepts: Some facts and theoretical concepts about the topic
• C3 – Concrete Practice: An activity or simulation to experience the topic
• C4 – Conclusion: An opportunity for participants to evaluate what they have learned about the topic
and how they might apply it.

Another important concept from TFTBOTR is to use different activities when training. People have various
styles of learning: some are visual, others need to hear, and some need to write. Sharon recommends including
a mix of activities that use different parts of the brain in each training plan.
Trainers using this method often spend much less time lecturing, and much more time facilitating activities
to help participants learn in their own way.
⁵http://www.scrumalliance.org/pages/scrum_101
⁶http://www.amazon.com/Training-Back-Room-Aside-Learn/dp/0787996629
Chapter 1: Introduction 2

What’s in this book

This book contains the training agenda, training plans, slides, workbook and activities we use to deliver
a two-day Certified ScrumMaster course. Each chapter covers a topic from the course. You can download
supplementary materials from our website.
In the next chapter, How to Use This book, we will explain how the chapters are structured; what materials
are available to download and how to tailor the materials to a shorter course.
The book will not teach you what Scrum is. It assumes you are familiar with Scrum, and have been trained
yourself. It will teach you how to share that knowledge with others. This book does not assume you have
experience as a trainer.
Chapter 2: How to Use This Book
We suggest you read this chapter and Agenda and Timings first. You will then understand how the book is
structured, and how to structure your course. You can then browse the topic chapters in any order based on
the topics you need to teach.
Each chapter covers a particular topic in Scrum and contains the following:

• overview of the topic covered in the training plan

• 4Cs training plan
• notes on delivering each 4Cs part
• slides used for the topic
• workbook pages and exercises used for the topic.

Once you have a feel for what the topics include, you can put together your own training course by combining
sections from this book. Use the guidelines in Agenda and Timings to help you to structure your agenda.
The chapters that teach the Scrum meetings make use of a LEGO simulation that runs as a common thread
throughout the materials. If you want to run a short session on just one meeting, you can change the simulation
to instead use actual examples from the team’s current work.
You can download the following supplementary material from our website⁷:
Training plans: PDF combining all the 4Cs training plans. You should print these out and use them when
you train. You can download either the full set, or a subset for a one-day course.
Slides: PPTX containing all the slides used. These slides were created using scanned hand drawings, some of
which have been edited to allow you to insert your own details. For these slides Lauren C. Brown font⁸ has
been used as it closely matches the handwriting on the other slides. You can download either the full slide
deck, or a subset for a one-day course.
Workbook: DOC containing all the pages of a participant workbook. Feel free to edit the order and cover
page of the workbook. Many of the workbook images were created in Omnigraffle and pasted as images into
the workbook. You can download either the full workbook, or a subset for a one-day course.
Other materials: PDFs containing materials to be printed and used in various chapters. Each chapter will
reference these if they are needed. There is also a blank 4Cs template that you can use if you create training
plans for your own topics.
All that is left is to deliver the training!
⁷http://www.growingagile.co.za/TrainingScrum
⁸http://www.ffonts.net/Lauren-C-Brown.font
Chapter 2: How to Use This Book 4

Training plan template

Each chapter includes a 4Cs training plan. We drive the whole course from these plans. If you usually train
from slides this might take some time to get used to. We did this because we often train with flipcharts instead
of slides. We print out the training plans and constantly refer to them during the course.
We created our own template for the 4Cs training plans. You can download⁹ the template to create your own
training plans. Here is a short overview to help you understand the template.

• The box in the top left corner is for the name of the topic.
• The big clock icon gives the time for the entire plan; the smaller clock icons in each quadrant give the
time needed for that section.
• The box in the top right corner has a space for you to enter the time for a section. For example 9:00
to 9:30 am. This helps you stay on track during the training. Note that these are not filled in on the
training plans we provide. We suggest you fill them in when you have planned your training.
• The rest of the page has a quadrant for each of the 4Cs, with C1–C4 in the background. C1 covers
connection activities. C2 is for concepts and is quite often a short lecture. C3 is for concrete practices
or some activity to help people understand what they have learned. C4 contains conclusions of how
people might apply the learning.
• At the bottom of each quadrant you can circle what the participants are doing in each section: Move,
Speak, Draw, Listen, Write. This helps ensure that you have sufficient variety in each topic.
⁹http://www.growingagile.co.za/TrainingScrum
Chapter 2: How to Use This Book 5

Take a look at the filled-in 4Cs plan for the Agile Manifesto below.
From this you can see the whole plan takes 20 minutes: C1 (2 minutes); C2 (5 minutes); C3 (8 minutes); C4
(5 minutes). The plan includes movement, writing, listening and speaking. You will notice in this example
that the C3 section includes a lecture part while C2 includes an activity to help people remember the Agile
Manifesto. Sometimes C2 and C3 can be switched around, especially for topics where people can self-discover
the theory.
Chapter 2: How to Use This Book 6

Room layout

We have trained in a variety of venues around the world, including a computer training centre and a bar!
Room layout can have a significant impact on your training.
Our preferred room layout is cabaret style. i.e. small round tables seating groups of five to seven comfortably.
The room should be large enough to have open space for some of the games. We look for a room with
dimensions 7m x 9m for 20 people, with four tables. Ideally the tables should be small enough (around
1.5m–2m diameter) that people can easily talk to everyone at the table, but still have place for everyone
to take notes.
Chapter 2: How to Use This Book 7

Don’t worry about allocating seats when people arrive. The Getting Started chapter includes an activity for
the participants to self-organise into appropriate groups.

When to change exercises

Feel free to change the training plans and activities to suit the class size and time available.
We have delivered this training to classes varying from five to 60 people. As a result we have developed
activities that scale well. We mention in the training plan all cases where activities differ based on size.
All training plans give times for each activity. These are just guidelines; any activity can be adjusted based
on time available. It is often useful to have two exercises on hand, a longer and a shorter one, so that you can
adjust if you find yourself with more or less time available.
If you are working with large groups, be aware that debriefing exercises can take much longer. To save time
you can have teams debrief in their table group and then ask one or two table groups for their insights. Also
remember that some exercises speak for themselves and don’t have to be debriefed - this is the beauty of
TFTBOTR¹⁰.

About LEGO

A large part of this training involves a LEGO simulation. Simulations are a great way for people to experience
Scrum as they learn about it. You will also be surprised by how building LEGO brings out exactly the same
learnings that you have seen in teams doing Scrum with software.
You can download our LEGO book from the supplementary materials on our website¹¹. This book is our
Product Backlog for the LEGO simulation. Our vision is to build a LEGO zoo. Most of the backlog items have
pictures to show what needs to be built. A few items (like the camel and bridge) do not have pictures, just a
¹⁰http://www.amazon.com/Training-Back-Room-Aside-Learn/dp/0787996629
¹¹http://www.growingagile.co.za/TrainingScrum
Chapter 2: How to Use This Book 8

description of what is needed. We find having a few without pictures provides a valuable teaching point on
different types of requirements.
In order to run the simulation with our backlog you need to ensure you have the correct LEGO. For training
with 60 people our training kit includes the following LEGO sets, split into eight bags:

• 4 x 4637 Safari Building Set¹²

• 1 x 5508 Deluxe Brick Box¹³
• 1 x 6166 Large Brick Box¹⁴

Unfortunately the Safari Set is no longer available. If you are unable to find the same LEGO, you can create
your own backlog by building some items with your LEGO and taking photos.
The hardest part of the simulation is for people to find the correct pieces. Most people don’t anticipate this, and
it provides a great opportunity to teach people about impediments and assumptions. To ensure this happens,
you need to have many more pieces of LEGO than are required to build your backlog. It is useful if some
items on your backlog require very specific pieces of LEGO. It is even more useful if there are only a few of
those specific pieces. The LEGO should also be mixed together and then split evenly amongst the tables, so
that people have to find pieces on other tables. Plan for between 150 and 300 pieces per table.
If you create your own backlog, try to make sure at least one of your highest priority items is difficult to
complete in the first sprint, like the zoo entrance. This creates a great teaching point around scope negotiation
and splitting backlog items. Create some items with only a description and no photo, like the camel and bridge.
This enables a teaching point about the backlog containing requirements versus solutions.

What else do you need?

Here is a checklist of all the things you need to run the full two-day training course. Each chapter also contains
a full list of materials you need for that chapter’s training plan, in case you plan to deliver just a few topics.
¹²http://shop.LEGO.com/en-US/Safari-Building-Set-4637
¹³http://shop.lego.com/en-US/LEGO-Deluxe-Brick-Box-5508
¹⁴http://shop.LEGO.com/en-US/LEGO-Large-Brick-Box-6166
Chapter 2: How to Use This Book 9

Standard training kit

• flipchart with 40 sheets

• flipchart markers
• one set of Planning Poker®¹⁵ cards
• laptop and projector, including connectors and remote
• visible timer for timeboxing activities
• camera to take pictures of all the posters created during the class. You can email these to
participants after the class
• prize for the table group that wins the quiz (we give chocolates!)
• ball that can be thrown around without injuries
• masking tape for sticking up posters
• coloured markers and pens for each table
• paper of various sizes and colours for each table
• sticky notes for each table
• scissors and glue for each table
• coloured pipe cleaners or similar for participants to fiddle with for each table
• LEGO for each table. See About LEGO for details
• LEGO books for each table. These are available for download¹⁶. They are used throughout
the training. See About LEGO for details
• Recap cards for each table. These are available for download¹⁷. They are used in the Recap
chapter
• Scrum Role cards for each table. These are available for download¹⁸. They are used in the
Scrum Roles chapter
• one set of Working Agreement cards. These are available for download¹⁹. They are used
in the Getting Started chapter.

Tips
• If you don’t have Planning Poker® cards, you can just write the numbers on paper.
• Use Timer+²⁰ on an iPad for timeboxing activities.
• You might want to print and laminate the LEGO books, Recap cards, Scrum Role cards
and Working Agreement cards if you plan to use them repeatedly.

¹⁵http://store.mountaingoatsoftware.com/products/planning-poker-cards
¹⁶http://www.growingagile.co.za/TrainingScrum
¹⁷http://www.growingagile.co.za/TrainingScrum
¹⁸http://www.growingagile.co.za/TrainingScrum
¹⁹http://www.growingagile.co.za/TrainingScrum
²⁰https://itunes.apple.com/za/app/timer+/id391564049?mt=8
Chapter 2: How to Use This Book 10

Materials needed for each table

Materials needed for trainer

Chapter 2: How to Use This Book 11

Items to print for each course

• workbook. One per participant. These are available for download²¹
• Build your own Scrum handout. One per table group. These are available for download²².
They are used in the Scrum Framework chapter
• feedback form. One per participant. These are available for download²³. They are used in
the Close Course chapter
• quiz questions. These are available for download²⁴. They are used in the Quiz chapter.

Note
If you are doing a lot of training, we recommend investing in some high-quality markers in
different colours. Our favourite markers are from Neuland²⁵. They offer large, refillable, water-
based markers in a great range of colours.

All the techniques referenced in the training plans are available in the Appendix. If you aren’t sure what to
do for a Pop-Up or Standing Survey, check the Appendix.

After the course

Whenever we train we take photos during the course. These include action shots during any games and the
simulation as well as all the flipcharts we use and any posters teams create.
After the course we put these photos together in a photobook PDF using iPhoto, and send this to all participants
as a reminder of the course. This photobook is useful if you don’t use slides and participants want some
materials to reference after the course. We also send links to further reading on any topics that came up in
the Q&A that were not fully answered.
²¹http://www.growingagile.co.za/TrainingScrum
²²http://weisbart.com/byos/
²³http://www.growingagile.co.za/TrainingScrum
²⁴http://www.growingagile.co.za/TrainingScrum
²⁵http://www.neuland.com
Chapter 3: Agenda and Timings
When we plan a course we start by breaking each day into 90-minute slots. We add a 30-minute break mid-
morning and mid-afternoon, and a 60-minute break for lunch. This gives us the basic structure.
Then we assign topics to each section. We usually cover two topics in each 90-minute slot, giving a total of
eight topics per day. For a two-day course, we tend to end 60 minutes early as people are tired.
Once we have this structure and we add the topics, the times don’t always match 100% to the 90-minute slot.
If the topics take a little longer we adjust the break times. Twenty minutes is sufficient for a break. If the topics
are a bit shorter we leave a buffer of five to 10 minutes. Extra time can always be used answering questions,
or debriefing an exercise. These buffers also help get you back on track if one topic runs over the allocated
time. If you find you are running behind, you can drop one of the Cs in the 4Cs training plan to get back on
track, switch to a shorter exercise, or drop/shorten the debrief of an exercise.
We tend to start and end our training at different times depending on the culture and location we are in. We
have used 9am to 5pm below. You can adjust the times for your environment.
It’s a good idea to keep track of when you start and end each topic when you deliver the training. After your
first training you might want to shuffle a few topics or timings. Go ahead. Eventually you will find a flow that
suits you and your participants. It is important to feel you have enough time as a trainer. If you feel rushed
the participants will notice, and they will feel rushed too. This impacts their ability to learn at their own pace.

Two-day course

Below is the agenda we use for a two-day Scrum course. We have mixed and matched various chapters over
the last year and settled on this as it works best for us. You can download the two-day workbook and slides
from our website²⁶.

Day 1

9:00 - 10:40 (100 min)

• Getting Started (45 min)

• Agile Manifesto (20 min)
• Empirical and Stacey (20 min)
• Question Backlog (15 min)

10:40 - 11:00 Break

11:00 - 12:30 (90 min)
²⁶http://www.growingagile.co.za/TrainingScrum
Chapter 3: Agenda and Timings 13

• Values and Principles (25 min)

• Scrum Framework (30 min)
• Product Backlog (35 min)

12:30 - 13:30 Lunch

13:30 - 15:00 (85 min + 5 min buffer)

• Backlog Grooming (30 min)

• Estimation (25 min)
• Release Planning (30 min)

15:00 - 15:30 Break

15:30 - 17:00 (80 min + 10 min buffer)

• Teams (30 min)

• Distributed Scrum (30 min)
• Close Day 1 (20 min)

Day 2

09:00 - 10:35 (95 min)

• Recap (10 min)

• Scrum Roles (45 min)
• Sprint Planning 1 (25 min)
• Sprint Planning 2 (15 min)

10:35 - 11:00 Break

11:00 - 12:40 (100 min)

• Sprint (40 min)

• Definition of Done (15 min)
• Sprint Review (25 min)
• Sprint Retrospective (20 min)

12:40 - 13:30 Lunch

13:30 - 15:00 (90 min)

• Simulation Round 2 (65 min)

• Questions and Answers (25 min)

15:00 - 15:30 Break

15:30 - 16:30 (50 min + 10 min buffer)

• Quiz (25 min)

• Close Course (25 min)
Chapter 3: Agenda and Timings 14

One-day course

Below is the agenda we suggest for a one-day Scrum course. Some of the material will need to be tweaked a
little - we will explain these tweaks in the relevant chapters. You can download the one-day workbook and
slides from our website²⁷.
The chapters of this book are listed in the order needed for the two-day training. If you run the one-day
training, the chapters are not in the correct order. In particular, Scrum Roles is later in the book.
As you can see the first section starts 15 minutes before the official start time of 9am. In Getting Started, the
first 4Cs exercise is designed for this early start to allow the participants who arrive early to start meeting
each other. You will also notice that the day only ends at 17:30. We usually shorten some of the sections (based
on class knowledge) to finish the day at 17:00.
08:45 - 10:45 (120 min)

• Getting Started (45 min)

• Agile Manifesto (20 min)
• Values and Principles (25 min)
• Scrum Framework (30 min)

10:45 - 11:00 Break

11:00 - 12:40 (100 min)

• Scrum Roles (45 min)

• Backlog Grooming (30 min)
• Estimation (25 min)

12:40 - 13:30 Lunch

13:30 - 15:20 (115 min)

• Sprint Planning 1 (25 min)

• Sprint Planning 2 (15 min)
• Sprint (40 min)
• Sprint Review (25 min)

15:20 - 15:40 Break

15:40 - 17:30 (110 min)

• Sprint Retrospective (20 min)

• Simulation Round 2 (65 min)
• Close Course (25 min)
²⁷http://www.growingagile.co.za/TrainingScrum
Chapter 3: Agenda and Timings 15

Training on individual topics

If you plan to deliver a shorter training course (less than a day) then keep the following concepts in mind as
you plan the agenda. Don’t forget to adjust the workbook and slides as you are only training some chapters.

• Start the course with some connections (see Getting Started), to help people establish trust with others
in the room, and you as the trainer. The amount of time you need to spend on this will be proportional
to the length of the training, and how much trust already exists within the group. People don’t learn if
they are afraid or guarded. We spend 45 minutes just on connections in a public two-day course where
people generally don’t know each other.
• Have at least a 20-minute break every 90 minutes.
• Plan slack time into the schedule - we allow for at least 10 minutes of slack for every 90 minutes.
Without this you don’t have time to allow for natural conversations and questions that arise.
• Look at how the chapters work together, and try to vary them. If the previous section had a Shout
Out activity for the C1, then do something different for the next chapter’s C1. If the C4 of one chapter
involves writing, try make the next C4 involve talking.
• Don’t delve into more complex learnings if people don’t understand the basics. You will end up spending
a lot of time answering questions. Try to understand what your audience knows before preparing the
course. If that is not possible, find out during the initial connections, and adjust your plan accordingly.
Chapter 4: Getting Started
We spend time at the start of a training session building connections and getting people to bond with each
other. This immediately increases the level of trust in the room. Often, on a public course, your participants
are strangers. Sometimes for an in-house course people already know each other. These exercises work well
in both cases.

Materials needed
• coloured markers and pens for each table group
• flipchart sheets
• paper of various sizes and colours for each table group
• one set of Working Agreement cards. These are available for download²⁸.

²⁸http://www.growingagile.co.za/TrainingScrum
Chapter 4: Getting Started 17

4Cs Training plan

Fast Pass posters (C1)

We start with Fast Pass posters. Depending on how many people are in the room we adjust the number of
posters. You want a ratio of about five people for every poster. With a class of 50 you should use eight posters;
with 20 people use four posters.
The posters are usually flipchart papers with a question written on them in bright colours - they should be
fun rather than serious. You also need to put up instructions, which can be seen on the slide below.
Chapter 4: Getting Started 18

Slide

Introductions (C2)

In this section you simply introduce yourself by saying who you are and what your experience is. Don’t bore
people - keep it short and entertaining. Our names, Twitter handles and company website are shown on a
slide (see below) whilst we do this (Don’t forget to change this with your own details!). If you are doing this
training in house with people you know, this slide might not be needed. Perhaps instead share something
people might not know about you.
Chapter 4: Getting Started 19

Slide

Agreements (C2)

Next go through some Agreements (like rules, but we don’t like that word - too formal). For example: “Please
put cellphones on silent, but feel free to leave the room if you need to take a call”. This helps to set the tone
for the course. It also allows everyone to understand the boundaries of behaviour that are expected for the
duration of the course.

Agenda (C2)

Briefly go through the agenda for the course. Most people want to know at a high level what will be covered,
and most importantly when the breaks and lunch are, and at what time they will finish. We put this info up
on a slide, and explain that the times are approximate and we should be within 10 minutes of them at all
times.
Chapter 4: Getting Started 20

Slide

Who is in the room? (C3)

This helps everyone in the room get to know a little bit about each other. Firstly shout out a few roles, asking
people to stand if it applies to them (eg: Project Manager, Developer). Then ask the class to do a Standing
Survey according to their knowledge of Scrum. This allows people to see the level of knowledge in the room,
and also what roles are present.

Form groups (C4)

Whilst in the line created during the C3, ask the class to form groups of five to six people with a mix of
experience in each group. The class self-organises to do this. Ask a few questions to check there is an even
spread of knowledge at each table. This makes sure you don’t have all the newbies at one table, and all the
experts at another. It also generally breaks up groups of people who arrive together and already know each
other. Encourage people from the same companies to join different groups or those who are in the same teams
to join different groups.

Name cards (C4)

In order for people to bond with individuals at their table, ask them to create a name card using a technique
called Meet a Stranger. Put the instructions up on a slide. Once everyone is done, ask them to introduce that
person to their table.
Chapter 4: Getting Started 21

Slide
Chapter 5: Agile Manifesto
This section covers the Agile Manifesto, and the history of agile. We discuss the difference between agile and
Scrum, and help people understand how agile practices work with various frameworks, such as Scrum, XP
and Kanban.

Materials needed
No special materials are needed for this section.

4Cs Training plan

Chapter 5: Agile Manifesto 23

Standing Survey (C1)

Start with a Standing Survey. Ask everyone to stand and keep standing if the statement is true. Once all are
sitting move on to the next section.

1. You have heard of the Agile Manifesto.

2. You have read the Agile Manifesto.
3. You have read the 12 principles of the Agile Manifesto.
4. You have signed the Agile Manifesto online.
5. You can stand again if you can recite the Agile Manifesto.

Explain and fill in (C2)

Show the slide with the Agile Manifesto on it. Ask everyone to fill in the statements in their workbook. Briefly
cover the following points:

• Created in 2001 in Snowbird, Utah

• 17 signatories (all men!)
• Things that made their projects successful
• All working within different frameworks
• Mention some of the signatories.

Slide
Chapter 5: Agile Manifesto 24

Workbook
Chapter 5: Agile Manifesto 25

Teach (C3)

Do a brief teach about some frameworks that support the Agile Manifesto. Talk about XP, Scrum and
Kanban, then mention some practices that support agile development. Some practices you can cover include:
ATDD (Acceptance Test-Driven Development), TDD (Test-Driven Development), BDD (Behaviour-Driven
Development), Pair Programming, User Stories. Explain these practices very briefly at a high level.

Slide

Table discussion (C4)

Ask each table to have a discussion around this question: How easy or difficult will it be for your
company to follow the Agile Manifesto?
After the time limit ask those who think it will be easy to put up their hands, and then those
who think it will be difficult. Explain briefly that becoming agile is a fairly large change for most
organisations and that it is difficult.
Chapter 6: Empirical and Stacey
This chapter covers the theory of empirical process control as well as the Stacey Matrix. This usually answers
questions people have about when agile is applicable and if it works in all cases.

Materials needed
• flipchart or whiteboard
• markers.

4Cs Training plan

Chapter 6: Empirical and Stacey 27

Pop-Ups (C1)

Explain Pop-Ups and then ask people what the difference is between agile and waterfall. If you like you can
write up what people say on a flipchart.

Teach (C2)

In this section teach that waterfall is a defined process and agile is an empirical one. We use a metaphor of
baking for a defined process and cooking for an empirical process to help people understand the difference.
We mention that we can’t open the oven halfway through baking and add water if the cake is too dry, but
that we can add salt or liquid to something that is cooking after tasting it.
Then teach the Stacey Matrix and explain where agile is best suited. It’s a good idea to ask people what type
of projects they see fitting into each of the areas on the Stacey Matrix. A great example is to ask about rewrite
projects. People often assume they are simple because they are rewrites. Discuss how this might not be the
case.
People can take notes on the workbook page.

Slides
Chapter 6: Empirical and Stacey 28
Chapter 6: Empirical and Stacey 29

Workbook

Pair teach-back (C3)

This section is quite a lot of theory in a short time, so we follow it with a pair teach-back to reinforce the
ideas. This is like a Pair Share but get one partner to explain the two process models, and the other to explain
the Stacey Matrix. To decide who does which topic, say that the person with the oldest shoes explains the
process models, and their partner explains the Stacey Matrix.

Hands up (C4)

Ask people to think about the projects they generally work on. Ask them to raise their hands if they think
their projects are simple. Repeat for each area of the Stacey Matrix. You can also do this as a Standing Survey
for more movement, if the energy in the room is low after the theory section.
Chapter 7: Question Backlog
This chapter covers creating a taskboard for each table group, of the questions they would like answered during
the class. This allows groups to be responsible for tracking their own learning. They also get to experience
prioritisation in a group.

Materials needed
Each table group needs:

• sticky notes
• markers
• flipchart paper
• masking tape to stick up flipchart paper.
Chapter 7: Question Backlog 31

4Cs Training plan

Questions (C1)

Ask the class to think of questions that they, personally, would like answered during this course. Ask them
to write one question per sticky note. Remind them to write neatly and clearly. They need to write as many
as they can. Wait out the full five minutes unless everyone is truly done and starting to get distracted. This
gives the class time to think of some more difficult questions.

Create taskboard (C2)

Ask each table group to create a taskboard from a sheet of flipchart paper or cardboard. It needs three columns.
We usually show the slide at this point so that they can see what the finished board should look like.
Chapter 7: Question Backlog 32

Slide

Prioritise (C3)

Each table group should prioritise and stick up their questions in the to do column of the board they just
created. This encourages them to speak to each other and explain their questions if they are obscure. It should
also remove duplicates within table groups.

Stick up (C4)

Ask the table groups to stick up their Question Backlogs near their table. Let everyone know that you will
give them time throughout the course to update their backlogs.
Chapter 8: Values and Principles
For this topic the aim is to have everyone understand the values and principles behind Scrum. We firmly
believe that any question can be answered by looking to these values. Often during a class, instead of
answering a question we ask the class “What values are being affected here?”. Most times the answer is
then self-discovered.

Note
Some people think of the 12 principles of the Agile Manifesto when they talk about agile
principles. The principles in this section are not those from the manifesto. They are our collection
of attributes or elements that should exist in agile. If you find the word principles confusing, you
could change this section to be values and elements, or values and attributes.

Materials needed
Flipchart.
Chapter 8: Values and Principles 34

4Cs Training plan

Fill in (C1)

Ask everyone to open their workbooks to the Values and Principles exercise, and fill in what they can.
Encourage them to use the people in their table groups to help complete the words.
You could walk around the room and throw in a few extra letters to allow people to guess the words. You may
even wish to drop to one knee to help with the word, “commitment”!
Chapter 8: Values and Principles 35

Workbook
Chapter 8: Values and Principles 36

Teach (C2)

Show the Scrum values slide and ask everyone to check their answers. Then ask if there are any that need
explaining. Write those on a flipchart. Next show the Principles slide, and again make a note on the flipchart
of any that are not understood.
At this point explain that the values are codified. They are the Scrum values. However each trainer and
coach has their own set of favourite principles and these are ours. Then explain the terms on the flipchart for
about one minute each. We usually need to explain empiricism, emergence and timeboxing - but each class
is different.

Slides
Chapter 8: Values and Principles 37

Table discussion (C3)

Ask each table group to have a discussion for a few minutes on this question: “Why do we
teach the values and principles so early in the class?”. It’s best if this question is written up on a
flipchart for people to refer to. After about three minutes ask the class what they think. Usually
someone will give the answer that the values and principles underpin everything in Scrum. If
not, then you can share this with the class.

Pair Share (C4)

Ask each person to pick one value or principle that resonates best with them, and then share that with one
other person in the room. This reinforces the values and principles and gets each person to connect emotionally
with another person in the room.
Chapter 9: Scrum Framework
This topic covers the basics of the Scrum Framework. The flow is mainly self-discovered. As a trainer this is
a good time to walk around and listen. You will hear the parts of the framework that people find confusing or
just don’t understand. You can then adjust your training to emphasise certain learning throughout the course.

Materials needed
• coloured markers and pens for each table group
• flipchart sheets
• scissors and glue for each table group
• one Build your own Scrum handout per table group. These are available for free
download²⁹.

²⁹http://weisbart.com/byos/
Chapter 9: Scrum Framework 39

4Cs Training plan

Shout Out (C1)

Ask the class to shout out the three roles. Now ask for the five meetings, and then finally ask for the five
artefacts. You may have to assist with the artefacts.

Note
Since creating this training the Scrum Guide has been updated to only include three artefacts
(Burndown charts are no longer considered core Scrum and the product increment is considered
an artefact rather than the Definition of Done). Feel free to update the materials if you prefer.
We still teach all five artefacts.

Put up the slide and ask everyone to fill in the workbook sheet.
Chapter 9: Scrum Framework 40

Slide
Chapter 9: Scrum Framework 41

Workbook
Chapter 9: Scrum Framework 42

Build your own Scrum (C2)

For this section you will need to print out copies of the handout below. This is available as a free download
from Adam Weisbart³⁰). Each table needs a handout, a large sheet of flipchart paper, some markers, glue and
scissors.
Instruct the class to build their own Scrum flow using the tools provided and the knowledge of the people at
their table.

Tips
• It’s faster to draw the flow arrows than to cut and paste them.
• Give the class warning a few minutes before the end of the exercise - we have noticed
that participants lose track of time here.

³⁰http://weisbart.com/byos/
Chapter 9: Scrum Framework 43

Handout
Chapter 9: Scrum Framework 44

Walk around (C3)

Ask each table group to stick up their poster. If you have one or two table groups, ask someone from each to
briefly explain their poster. If you have more than two, ask each table group to stick up their poster and then
walk around and look at the other posters and notice similarities and differences.

Table discussion (C4)

You want the class to have a discussion about the similarities and differences discovered in their
posters. If you have one or two table groups then this can be a class discussion, otherwise it can
be a table discussion.
Most of the time the diagrams are almost perfect. Leave it at that and allow the students to
self-discover the perfect answer during the course.
Some people do want the perfect answer though and for this we point them to the ScrumAlliance
site³¹.

³¹http://www.scrumalliance.org/why-scrum
Chapter 10: Product Backlog
This chapter covers the Product Backlog. For the one-day course, don’t cover this section, but include some
of this content in the Backlog Grooming chapter. If you are training Product Owners this chapter is essential.

Materials needed
Whiteboard/flipchart.

4Cs Training plan

Chapter 10: Product Backlog 46

Shout Out (C1)

This section is to get the class involved in the topic of thinking of the product and not the process of Scrum.
Ask the class to shout out answers to “What do you need to start an agile project?”. The answer you’re looking
for is “an idea”. You want to guide them to the answer by saying “and before that?”.

Teach (C2)

Using the slide, encourage the class to make notes in their workbooks for this section. Teach the concept of
the Product Backlog having an iceberg shape, and along with this describe the difference between terms like:
PBIs, epics, features, stories, tasks. Also explain the acronym DEEP in relation to the Product Backlog.
To explain how to break down epics into stories briefly explain vertical slices and give some patterns that can
be used, letting the class know that this is very difficult at first and that there are many techniques to help
them on the web.

Slide
Chapter 10: Product Backlog 47

Workbook

Simulation vision (C3)

This is the start of the simulation. You will want to sound very excited when you introduce the idea of a LEGO
Scrum zoo. Let the class know that they will be working in table teams on your very important project and
Chapter 10: Product Backlog 48

that you need to ship before the end of the course - a tight deadline indeed! Mention that the entrance and the
zebra are critical for you to open the zoo. Explain that without the entrance you cannot charge people, and
therefore will not make a profit. Explain that the zebra is your market differentiator from other LEGO zoos.
Occasionally the class gets distracted here and wants to talk details. Gently remind them that this section is
just for them to understand the high level picture and the detail will be discussed soon.

Team names and ScrumMaster (C4)

Ask each table group to come up with a team name and to select a ScrumMaster. Write the team names on a
flipchart or whiteboard with enough space next to them for two sprints.
Chapter 11: Backlog Grooming
This topic is the start of explaining Scrum meetings. This topic will allow you to teach Backlog Grooming and
then have the class experience a grooming session. This is also where our LEGO simulation begins. Please
read the About LEGO section.
As the trainer, you will be playing the part of Product Owner. Remember that you too need to prepare for
Backlog Grooming, by having some groomed stories and photos. If you have LEGO zoo materials then this
work is already done for you in the LEGO book.

Materials needed
• flipchart
• LEGO books for each table. These are available for download³².
• a visible timer for timeboxing activities. You can use Timer+³³ on an iPad.

³²http://www.growingagile.co.za/TrainingScrum
³³https://itunes.apple.com/za/app/timer+/id391564049?mt=8
Chapter 11: Backlog Grooming 50

4Cs Training plan

Pop-Ups (C1)

Explain to the class what a Pop-Up is. Now ask the question “When do we create the Product Backlog in
Scrum?”. With this question you want people to think a bit deeper. If it’s a new project and the backlog doesn’t
exist, where do you start? If it’s an ongoing project, when do new requirements get added? The answer you’re
looking for is: “All the time”. We introduce Backlog Grooming as an ongoing process that happens each sprint.

Teach (C2)

Do a brief teach about what Backlog Grooming is. There is a page in the workbook for notes. Explain that
the focus is on discovery and understanding. Also cover the following: create stories, split stories, size stories,
acceptance criteria, vertical slices, who should be there, when it happens and duration of meeting.
Chapter 11: Backlog Grooming 51

Note
If you are teaching the one-day course then you may want to include a short outline of the
Product Backlog in this chapter.

Slide
Chapter 11: Backlog Grooming 52

Workbook
Chapter 11: Backlog Grooming 53

Simulation Backlog Grooming (C3)

Explain your vision for the simulation, for example to have an awesome LEGO zoo! If each table group has
not yet decided on a team name and someone to act as their ScrumMaster, get them to do this now.
Note: If you taught the Product Backlog section, you will have explained your vision, and your tables should
have names and a ScrumMaster already.
Explain to the class that you will be the Product Owner and will now explain some of your backlog. Be sure to
timebox yourself and only groom what you can in the time. The teams should be asking clarifying questions
and the ScrumMasters need to ensure someone is taking notes - not themselves.
Hand out the LEGO book (which you can download³⁴). Go through the stories in the order they are in the
book. Here are some answers to commonly asked questions:

• The size is the same as in the book (same number of bricks).

• Colours are important.
• All the LEGO bricks will be in the room.
• Often teams try and size the ‘stories’. Gently explain that the estimating section is coming up next and
that now they should just focus on understanding.

There are a few features without photos. Be sure to have an image in your mind and talk about your
requirements without specifying a solution (easier said than done!). Don’t draw your solution. If someone
in the class wants to draw, they can. This becomes a teaching point later.
Make a note of which features you have groomed as you will need them in the next chapter.

Quiz (C4)

Ask the class to take a few minutes to fill out the Backlog Grooming Quiz in the workbook. After a couple of
minutes let them know that the answers are on the back page.
³⁴http://www.growingagile.co.za/TrainingScrum
Chapter 11: Backlog Grooming 54

Workbook
Chapter 12: Estimation
This section covers the basics of agile estimation. We explain the value of estimating ‘just enough just in time’,
and the benefits of relative estimation. We then practise estimation with the LEGO stories using the affinity
estimation technique (described below).

Materials needed
• one set of Planning Poker®³⁵ cards. You only need one set for the whole class. You can
just write the numbers on paper if you don’t have a set of cards
• sticky notes for each table
• LEGO stories written on index cards.

³⁵http://store.mountaingoatsoftware.com/products/planning-poker-cards
Chapter 12: Estimation 56

4Cs Training plan

Shout Out (C1)

Ask the class to shout out some reasons for “Why do we estimate?”. You can write these up on a flipchart if
you’d like. Let this go on for about a minute and then ask the class to consider the statement “We estimate to
help us make decisions”. You can give an example of estimating the size of a room to decide if you can afford
a new carpet or not.

Teach (C2)

Teach what relative estimation is and that as humans we find it easier to do. An example goes a long way to
help here. Ask the class to size the room (floor coverage) relative to a table, then ask for a sizing in meters (or
feet). Explain that if we know how much a table-sized piece of carpet costs, then we can get close enough to
the sizing and costing for the room without precise measurements, in a short time.
Also discuss the benefit that estimating with points has over using time estimation (hours, days etc).
Chapter 12: Estimation 57

Slide

Affinity explanation (C3)

Place the Planning Poker® cards in number order on a long table with space to move around it. Place the
LEGO stories (on index cards) in a pile on the side. Use only the ones you managed to discuss in the Backlog
Grooming session!

Instruct the class to form a circle around the table so that everyone can see. Place one card – we use the zebra
LEGO card – under the number 3. Explain that for this exercise we have a baseline - the zebra is 3 - and that
cannot change. It is our reference story. All other stories must be estimated relative to the zebra.
Give the following instructions:

• Estimation is done in silence

• The person nearest to the pile of stories starts by picking up one card and placing it under the number
they think is correct
• The next person can either move an already placed story to another number OR he can pick up a new
story and place it
Chapter 12: Estimation 58

• If the person picks up a new story, he is letting everyone know he is happy with what’s already been
placed
• The person can only move/place ONE card
• Remember that the zebra can’t move (some will try!).

Simulation (C4)

Encourage the participants to move around the table as fast as they can. Keep an eye on the stories that move
the most. Once everyone has had a turn, stop the group and have a brief discussion about the cards that moved
the most.
Your role in the simulation is the Product Owner so you cannot estimate but you can ask clarifying questions.
If for example the zebra is a 3 and the giraffe is an 8, ask why the giraffe is more difficult than the zebra. Then
do another round of silent estimation.
After the second round do a Thumb Vote to see if everyone is happy with the sizings as they stand. If anyone
is unhappy with a sizing because it is too small just get them to move the story up one sizing, and vote again.
Once there are no downward thumbs, place a sticky note with the point estimate on each of the LEGO cards.
This exercise works well for groups of up to 25 people. Any larger groups may require you to change the
estimation technique. We explain a large group technique in the 4C training plan.

Tip

The more you do this exercise the better you will get at running it. We recommend you practise
it with some friends before your first training so that you are not too surprised by the questions
and assumptions made.
Chapter 13: Release Planning
In this section we show participants how to plan and track releases in an agile way. We teach a Release Burnup
graph as we find this the most intuitive. This is the section that Project Managers and Product Owners find
most challenging. If you are training mostly Project Managers you might need to allow more time in this
section for questions.

Materials needed
• flipchart/whiteboard
• markers
• markers and workbooks for each table group.
Chapter 13: Release Planning 60

4Cs Training plan

Table discussion (C1)

Ask the class to discuss within their table groups what information they need to know in order
to give you a date/time for when your LEGO zoo will be complete.
Chapter 13: Release Planning 61

Debrief discussion (C2)

Ask each table for some of their thoughts. You want to lead the class to come up with:

• What is the minimum scope to open?

• How long is a sprint?
• What is the rate at which they can build LEGO?

Given those three answers it will be easy to determine when the zoo will be complete.

Teach (C3)

Explain what the Release Burnup is, why it is used, and the minimum information you need to be able to
create it. Relate this minimum information to the previous exercise. Explain that a Release Burnup is best
done with a tool like Excel. Teach how to use this graph for a Fixed Scope deadline and a Fixed Date deadline,
using a flipchart/whiteboard.
We usually ask the class what they think happens with Fixed Scope and Fixed Date when the graph shows it
won’t work. This is a great place to reflect on the Scrum values of courage and openness.

Slide
Chapter 13: Release Planning 62

Exercise (C4)

Direct the class to the exercise in the workbook. They can work individually or in pairs. While they work on
this, walk around and assist each table group. Some people struggle with this, and others get it immediately.
Spend time with the people who are struggling.
When you have about two minutes left, show the slide and talk through the example showing how to plot
points on the graph and get to the answers. This is a great way to reteach some points.

Slide
Chapter 13: Release Planning 63

Workbook
Chapter 13: Release Planning 64
Chapter 14: Teams
This chapter looks at characteristics of Scrum teams in more detail. People might argue some of the points as
they are unable to achieve all of the characteristics of these teams (especially co-located). Remind them that
they are characteristics that have been shown to work well. If they do not have those characteristics it will
make things harder, but does not mean it is impossible.

Materials needed
• flipchart
• markers
• index cards for each table group
• markers for each table group.
Chapter 14: Teams 66

4Cs Training plan

Pop-Ups (C1)

Introduce Pop-Ups and ask participants to use them to answer the question: “What makes a great team?”
Write down their answers as quickly as you can on a flipchart. Perhaps ask someone to help you write so you
can write faster. Try to fill a flipchart with words.
When you are done, you can ask participants to raise their hands if they have worked on a team like that.
Next, ask who would like to work on a team like that.

Teach (C2)

Teach some characteristics that help teams work well in Scrum. For each characteristic be sure to explain what
that means in a Scrum context. People often misunderstand terms like self-organised or cross-functional.
We use the concept of I- and T-shaped people³⁶ to help explain cross-functionality on a Scrum team.
³⁶http://bizthoughts.mikelee.org/t-shaped-skills-i-shaped-skills-and-dash-shaped-skills.html
Chapter 14: Teams 67

Note
Some Scrum literature mentions 3-9 as the team size, some mentions 5-9. Some say the optimal
team size is five or six. Some include the Product Owner and ScrumMaster while others exclude
them.
We use 5-9 and include the ScrumMaster and Product Owner in this number, so actually it’s 3-7.
We believe nine people plus a Product Owner and ScrumMaster is too big. Use whatever works
for you.

Slide

Table discussion (C3)

Ask each table group to discuss what might happen if some of these characteristics are not present
in a team. For example, what might happen if a team has 10 members, or is not co-located. Try
get them to focus on ones that might not be present in their teams at the moment.
Chapter 14: Teams 68

Write and share (C4)

Ask each person to think about their team back at work. Ask them to write down one hope for the future of
that team on an index card. Once they have written it down ask them to Pair Share with someone else.
Chapter 15: Distributed Scrum
This chapter covers distributed Scrum. We do not always teach this section, however, if distributed teams are
a reality for most of your audience then we recommend covering it at least enough for people to think about
the options.
We teach very little theory on distributed Scrum. Instead we present two models and then get participants to
discuss the pros and cons of each. We use India and South Africa as the two locations because that is mostly
what we have been exposed to, and also where we have trained most often. It’s a good idea to localise the
images to match your audience. We find that people who work in a distributed way already know what the
problems are, and given the opportunity can come up with creative solutions themselves.

Materials needed
Each table group needs:

• flipchart paper
• markers.
Chapter 15: Distributed Scrum 70

4Cs Training plan

Standing Survey (C1)

Start with a Standing Survey. Ask people to stand up if they currently work in a distributed team. If no one
stands up you might want to ask the participants if the topic is interesting to them or if they would rather
cover a different topic for 30 minutes. If you offer this, try have another topic prepared that will take the same
amount of time.
We once asked this question in a class of 60 people in India, and every single one of them stood up. It is clearly
a reality for many people.

Teach (C2)

Present two models for distributed Scrum.

Model 1 is often called the ‘mirror team’ model, because for each person in a location there is a mirror person
with the same skills in the other location. For example, a tester in South Africa is mirrored by a tester in India.
In this model there is a ScrumMaster at each location, however those ScrumMasters might look after more
than one team.
Chapter 15: Distributed Scrum 71

Model 2 uses the same number of people, but the teams are split along geographic boundaries. Teams do not
need to be mirrored or even the same size in this instance. We use the same numbers to illustrate that the two
options are not necessarily dictated by the number of people in each location.
Next talk a little about why distribution can be difficult, and some technologies that have been used to improve
it. You can move this discussion to the C4 section if participants currently work in distributed teams.

Slide
Chapter 15: Distributed Scrum 72

Workbook

Table discussion (C3)

Ask each table group to discuss the two models, and list three pros and three cons of each model.
Give each group a piece of flipchart paper to make their notes. If time allows ask the groups to
share some of the pros and cons and do a Standing Survey to see which model people prefer.
Chapter 15: Distributed Scrum 73

Think and write (C4)

If you did not talk about difficulties with distribution and technologies that can help in C2, do this now.
Mention just a few ideas.
Ask participants to think about a colleague they work with today who is distributed (even if they are not in
the same team). Ask people to write down one thing they can do to improve communication with that person.
They can write this in their workbooks or on an index card.
Chapter 16: Close Day 1
This chapter covers the close of the first day of training for a two-day course. If you are running a shorter
course of one day, rather use the Close Course.

Materials needed
Soft ball if you choose Ball Toss for the C4.

4Cs Training plan

Chapter 16: Close Day 1 75

Update Question Backlogs (C1)

Ask people to now update their Question Backlog if you did the Question Backlog section. They should move
any questions that have been answered to done. Any that have been partially answered to in progress. They
may also add questions at this time if they have new questions, or rephrase existing questions based on what
they now understand.

Draw Scrum flow (C2)

Ask people to turn to the blank page in their workbooks labelled the Scrum flow. Tell them they now have an
opportunity to draw their own Scrum flow based on what they have learned today. It is a good opportunity
for them to remember all the steps and how they fit together.

Workbook

Pair Share (C3)

Ask people to think about what they have learned today. Tell them to pick one thing they have learned and
then Pair Share with someone at their table.

Pop-Ups / Ball Toss (C4)

To close you can choose to do Pop-Ups or a Ball Toss. We usually do a Ball Toss with a smaller group (<25
people) and Pop-Ups with larger groups.
Explain the technique you are going to use and then ask people to say one word that describes the day for
them. Be aware that some people might take some time to share, so this is a good time to practise being
comfortable with silence. Use your judgement on when to end it as not everyone will always speak.
Chapter 16: Close Day 1 76

Thank people for their time. Remind them of the start time tomorrow. Tell them to get a good night’s rest.
Also it’s usually helpful to let people know if they can leave their workbooks in the venue until the next day.
If not, remind them to bring them back on Day 2.

Slide
Chapter 17: Recap
This chapter is the start of Day 2. It’s a short section to get participants to review topics covered on the
previous day, so it only has a C1 and C4. This section also allows for a soft start to the day, meaning people
can get started as soon as two or three people from their group have arrived, rather than waiting for everyone
to arrive. If you change the order of any sections be sure to hand out cards with the topics covered on the
previous day.

Materials needed
Recap cards for each table group. These are available for download³⁷.

³⁷http://www.growingagile.co.za/TrainingScrum
Chapter 17: Recap 78

4Cs Training plan

Recap cards (C1)

Hand out the Recap cards to each table group face down. Ask participants to each take a card without looking
at what is on it. Each person should then explain what they remember about the topic to their table group.
If they aren’t sure, or someone at the table remembers it differently, they should discuss to clarify their
understanding. Each person should have at least one turn, but the group can keep going until they finish
all the cards, or the timebox is up.
If you start this activity before everyone arrives, instruct participants to brief people on the activity as they
arrive.
Chapter 17: Recap 79

Slide

Update Question Backlogs (C4)

Ask people to now update their Question Backlogs if you did the Question Backlog section on Day 1. They
should move any questions that have been answered to done and any that have been partially answered to in
progress. They may also add questions at this time if they have new questions, or rephrase existing questions
based on what they now understand.
Should table groups complete the Recap cards section early, they can start on updating the Question Backlog
as soon as they are done with the Recap cards.
Chapter 18: Scrum Roles
This chapter covers understanding the roles in Scrum. Most of the responsibilities are already understood by
the class participants, it’s just allocating them to the right role that is misunderstood. On a two-day course
we teach this on the second day as then most participants will have self-discovered where the responsibilities
lie.

Materials needed
• Scrum Role cards for each table. These are available for download³⁸.
• a visible timer for timeboxing activities.

³⁸http://www.growingagile.co.za/TrainingScrum
Chapter 18: Scrum Roles 81

4Cs Training plan

Shout Out (C1)

Ask the class to shout out the three Scrum roles. Once they have done this, show the slide and hand out the
Scrum Role cards to each table group.
Chapter 18: Scrum Roles 82

Slide

Whose job is it? (C2)

For this section show a slide with an action on it, and ask each table group to discuss who is responsible for
doing that action. An example of an action is ‘Who ensures impediments are removed?’. You can read these
actions in the workbook slide below. Once the participants agree as a table group ask them to hold up the role
card(s) that represents their answer.
Ask table groups why they voted the way the did, and use this as an opportunity to teach a bit about each
role, and correct common misconceptions.
This section can take a long time depending on how well the participants understand the roles. If you are
short on time, reduce the number of statements you use, and select those that you believe will have the most
learning for the participants.
Chapter 18: Scrum Roles 83

Slide
Chapter 18: Scrum Roles 84

Workbook

In the workbook, the table above is incomplete, however the correct answers have been indicated in this
image.
Chapter 18: Scrum Roles 85

Think and write (C3)

Ask people to think about each of the three roles based on what they have just learned and write down a few
notes of their own in their workbook. We like to encourage cribbing from table mates.
Chapter 18: Scrum Roles 86

Workbook
Chapter 18: Scrum Roles 87

Table discussion (C4)

Assign each table a number between 1 and 6. This is the number of the role question they will
discuss at their table. If you have less than six table groups you can either ask each table group
to cover more than one question, or you can omit some of the questions you believe are less
important for the group. If you have more than six table groups, some can discuss the same
question.
You can let table groups pick their own question. Our experience tell us that participants use half
the time deciding which question to answer and only then start the discussion.
Let the participants know at the start that you need a representative from each table group to
provide a summary at the end. Most people overrun the time given for summaries. It is useful to
tell them they only have one minute and run a timer that sounds out loud when their minute is
up. The value is in the discussion they had with their table, not the summary to the class.

Slide
Chapter 18: Scrum Roles 88

Workbook
Chapter 19: Sprint Planning 1
This chapter covers the details of the first part of Sprint Planning. The training plan emphasises the focus
of Sprint Planning 1 (SP1). As with the other meetings, we explain the mechanics and then run the LEGO
simulation of this meeting.

Materials needed
LEGO books for each table. These are available for download³⁹.

4Cs Training plan

³⁹http://www.growingagile.co.za/TrainingScrum
Chapter 19: Sprint Planning 1 90

Select purpose (C1)

Ask participants to look in their workbooks and select which item best describes the focus of SP1. If they don’t
know, ask them to guess. You can then ask how many people thought it was number 3, and congratulate them
on being right.
People often think the answer is 1. If so, ask them about when they did sizing in the LEGO simulation and
they should realise that was in Backlog Grooming.

Workbook

Teach (C2)

Teach SP1 as the ‘WHAT’ meeting, and emphasise that this is where commitment happens. Discuss when the
meeting happens, how long it should be and who should attend the meeting.
If the participants work in distributed teams, talk a little about how this meeting can happen when distributed.
Chapter 19: Sprint Planning 1 91

Slide
Chapter 19: Sprint Planning 1 92

Workbook
Chapter 19: Sprint Planning 1 93

Simulation SP1 (C3)

Create a flipchart with all the table group names down the side and two columns labelled Sprint 1 and Sprint 2
(see image below). As the teams commit, write the total number of points in the corresponding block in the
corner. Write it small as you will fill in the actual points done much larger in the same block later.

After teaching SP1, you will simulate SP1 with the LEGO zoo. You should simulate multi-team Sprint
Planning, where multiple teams work off the same backlog. Tell the teams your top priorities (usually the
zoo entrance and the zebra) first. For each story ask someone to remind the group of the acceptance criteria
that were discussed in Backlog Grooming. Then explain that the sprint length is 10 minutes, and ask if any
team can commit to completing the first story in 10 minutes.
If asked, explain that all the LEGO pieces they need will be available in the room.
Then continue through the backlog until all teams have committed to what they believe is sufficient work for
the first sprint. You will notice that all teams overcommit the first time, but let that happen.
Should no-one be willing to commit to your top stories, you can ask “What is possible?”. Explain that you
need an entrance and at least one animal to open the zoo. Perhaps descope some of the things around the
entrance until you have one team that can commit to it. (We have only had this situation once!)
Chapter 19: Sprint Planning 1 94

Shout Out (C4)

We ask people to shout out the answer to the following question: “What do you do if the SP1 timebox is up,
but the team feel they can still take on more work?” Most people haven’t understood timeboxing yet, so they
suggest extending SP1. This is a good opportunity to reinforce the value of timeboxing. We teach that they
should only commit to what they have discussed. Then, should they finish their commitment early in the
sprint, they can have another Sprint Planning to take on the next story.
Chapter 20: Sprint Planning 2
This chapter covers the details of the second part of Sprint Planning. The training plan emphasises the focus
of Sprint Planning 2 (SP2) and how it is different to SP1. As with the other meetings, explain the mechanics
and then run the LEGO simulation of this meeting.

Materials needed
• LEGO books for each table. These are available for download⁴⁰
• a visible timer for timeboxing activities.

⁴⁰http://www.growingagile.co.za/TrainingScrum
Chapter 20: Sprint Planning 2 96

4Cs Training plan

Select purpose (C1)

Ask participants to look in their workbooks and select which item best describes the focus of SP2. If they
don’t know, ask them to guess. You can then ask people how many people thought it was number 2, and
congratulate them on being right.
Some people think the answer is 4. If so, this is a good opportunity to talk about cross-functional teams, and
how who does the task might change depending on how the sprint is going.
Chapter 20: Sprint Planning 2 97

Workbook

Teach (C2)

Teach SP2 as the ‘HOW’ meeting, and emphasise that the goal is a shared understanding by team members
rather than the creation of tasks. Discuss when the meeting happens, how long it should be and who should
attend the meeting.
If the participants work in distributed teams, talk a little about how this meeting can happen when distributed.
Chapter 20: Sprint Planning 2 98

Slide
Chapter 20: Sprint Planning 2 99

Workbook
Chapter 20: Sprint Planning 2 100

Simulation SP2 (C3)

After teaching SP2 you should simulate SP2 with the LEGO zoo. To do this give teams a clear timebox of
five minutes. Remind the ScrumMasters that their role is to facilitate and ensure everyone has a shared
understanding. Remind them that the meeting is to discuss what they will do and how they will work together,
then start a visible timer.

Tip

Don’t hand out the LEGO yet. If you do, teams will build rather than plan. If any teams finish
ahead of time, don’t let them start building yet. They will want to.

Pop-Ups (C4)

Ask the group for Pop-Ups on what they will do if they haven’t finished design when the SP2 timebox is up.
And yes, some people still won’t understand timeboxing, reinforce it again!
Chapter 21: Sprint
This chapter covers the mechanics of the sprint and two Scrum artefacts: the Sprint Backlog and the Sprint
Burndown. In the C4 part you will execute the LEGO sprint. Participants are very eager to start the simulation
building. Enjoy the energy in the class.

Materials needed
Each table group needs:

• LEGO. See About LEGO for details

• LEGO books. These are available for download⁴¹.

⁴¹http://www.growingagile.co.za/TrainingScrum
Chapter 21: Sprint 102

4Cs Training Plan

Quiz (C1)

Ask participants to do the Sprint Execution quiz in their workbooks. Tell them to work with their neighbours
if they prefer. When people are done, let them know they can check their answers at the back of the workbook.

Note
We sometimes find that point 8 is contentious, but there might be others in your training. Have a
brief discussion. For point 8, we like to ask participants how fast a freeway moves with no slack!
Chapter 21: Sprint 103

Workbook

Teach (C2)

In this section talk about some of the things that happen in a sprint:

• Daily Scrum
• Taskboard (Sprint Backlog)
• Sprint Burndown.
Chapter 21: Sprint 104

The level of detail of this teaching section will be very dependent on the level of knowledge of the participants.
You may find that you will have to spend the most time on the Burndown as it tends to be a difficult (and
misunderstood) concept.

Slides
Chapter 21: Sprint 105

Workbook
Chapter 21: Sprint 106

Burndown exercise (C3)

Ask participants to interpret what is happening in each of the Sprint Burndowns in the workbook, and what
they would do in each case if that was their burndown.
If you are running short on time, you can ask each table group to do one, and share it, rather than asking
everyone to look at all four.
Chapter 21: Sprint 107

Workbook
Chapter 21: Sprint 108

Simulation sprint (C4)

Now it’s time to build LEGO! Participants are usually very excited to get started, but there are a few guidelines
you should give them first.
Ask them to clear away some space at their tables for the LEGO. A great option, if you can, is to have separate
tables around the side of the room for teams to build the LEGO. This way they don’t get distracted by the
LEGO when you are teaching. If you do this, ask them to move to those tables now.
Ask each team’s ScrumMaster to come to you for a briefing. Tell them that they are not allowed to build
LEGO. Their job is to observe what is happening with their team and help them however they can without
doing the actual LEGO building. Without this briefing the ScrumMaster role is often forgotten as people get
stuck into building.
After this hand out the LEGO, and start a visible 10-minute timer. At the end of 10 minutes, make sure
participants stop building LEGO. This is hard, especially if they have something nearly finished, but it is an
important teaching point about what done means.
If the teams are building LEGO at their tables you might need to move or cover the LEGO as participants will
just want to keep building. It’s a good idea to move the finished and half-finished things to another table so
that participants don’t add to them. If you do this, don’t only move done items, move all pieces the team was
working on.
Chapter 22: Definition of Done
This chapter covers the Definition of Done. We teach it as a Scrum artefact since we believe it’s a good idea
that it exists physically, usually on the taskboard. Some Scrum literature calls it an agreement.

Materials needed
No special materials are needed for this section.

4Cs Training plan

Chapter 22: Definition of Done 110

Pop-Ups (C1)

Explain Pop-Ups and then ask participants how they know when something is done. Don’t just limit it to
thinking about work, it can apply to anything in life.
We mention the Zeigarnik Effect⁴² which states something is done when we don’t need to think about it
anymore.

Teach (C2)

In this section teach that Scrum uses a Definition of Done to help the team know when something is done.
Use this to introduce the concept of undone work and how it is handled in Scrum. Cover some characteristics
of the Definition of Done, as well as talking through scenarios of what might happen if something does not
meet the Definition of Done.
Note that we often find people confused about done at a task level or a story/product backlog item level. It can
help to explain the relationship between tasks and stories, and mention that the Definition of Done applies
only at story level.

Slide

⁴²http://en.wikipedia.org/wiki/Bluma_Zeigarnik
Chapter 22: Definition of Done 111

Group discussion (C3)

Ask each table group to discuss what items they might expect to see in their team’s Definition
of Done.

Question Shout Out (C4)

Ask participants to decide if certain items should be in the Definition of Done. Get them to either shout out
yes or no, or vote using their hands. After each one debrief.
You can use your own list or the list that is on our training plan. There is no correct answer for these, but
hopefully it should raise some debate to help people understand the Definition of Done better. For example,
is User Acceptance Testing within the control of the team? Does performance testing require expensive time
in an external lab?
Chapter 23: Sprint Review
This section covers the Sprint Review meeting. You will start with a focus on the intent of the meeting and
explain some of its mechanics. You will then do a review of the first sprint’s LEGO simulation. It’s generally
a good idea to pack away the unbuilt LEGO or cover it as participants want to continue building.

Materials needed
• flipchart
• LEGO stories built during the sprint.
Chapter 23: Sprint Review 113

4Cs Training plan

Hangman focus (C1)

Do you recall playing Hangman when you were younger? It’s best to ask the class this before you start. We
have trained on four continents and the class was always familar with it, but it’s a good idea to check in case
you need to explain. Perhaps also check beforehand if the culture will find it offensive.
Draw a light grey hangman with bold black space holders for seven letters on a flipchart sheet or whiteboard.
Then ask the class to shout out letters to answer the question: What is the focus of the Sprint Review?
Chapter 23: Sprint Review 114

As the letters are shouted out, draw in thick black marker over your light grey hangman.
The word you’re looking for is PRODUCT. Usually the class gets this very quickly.

Teach (C2)

Do a brief teach about what the review is. There is a page in the workbook for notes. Explain that the focus
is on the product rather than how the team is doing. Also cover the following:

• You only show working software, not slides of how the software looks.
• It should take less than an hour to prepare.
• Only show done stories.
• Get feedback on the current state of the product.
Chapter 23: Sprint Review 115

Slide
Chapter 23: Sprint Review 116

Workbook
Chapter 23: Sprint Review 117

Simulation review (C3)

Explain that you will now have a review of the first sprint. Go around each table and ask what they had
committed to, and what they have to show. If they show half-done work, correct them by saying thanks, but
in a review you only want to see done work.
Update your flipchart with the team names with each team’s actual points done. It is normal for teams to get
zero in this round. A good teaching point is that this reflects what happens with teams new to Scrum working
in a new way.
Now review your product. What state is it in? Are you on track to meet your minimum release idea? If not,
what can you simplify in order to still make the release?

Note
In our LEGO simulation we usually talk about the need to simplify the entrance. Don’t break
down or define stories yet as a Backlog Grooming session is coming up.

Pop-Ups (C4)

Remind the class what a Pop-Up is. Now ask: “What happens to work that is not completed in the sprint?” The
teaching point here is that sometimes the story is still important and will be carried over to the next sprint. If
that happens often then stories are too big or not groomed correctly. If the story is not important enough to
continue then some work needs to happen to remove the unfinished code from the codebase.
Chapter 24: Sprint Retrospective
This section covers the Sprint Retrospective meeting. You will focus on the intent of the meeting and explain
some of the steps it needs to contain. After teaching, everyone will get to do a retrospective of the first LEGO
sprint.

Materials needed
• sticky notes for each table group
• coloured markers and pens for each table group
• flipchart sheets
• masking tape for sticking up posters
• visible timer.
Chapter 24: Sprint Retrospective 119

4Cs Training plan

Standing Survey (C1)

Do a Standing Survey of who in the room currently attends retrospectives. If people are new to Scrum they
might still do these meetings, but know them as post-mortems. Get them to stand as well, it helps them realise
the idea is not new to them.

Teach (C2)

As with the other meetings, in this section teach the participants about the Sprint Retrospective. Cover when
it happens, duration required and optional attendees. A common question here is whether the Product Owner
should attend the retrospective, so be prepared to give your view on this.
Chapter 24: Sprint Retrospective 120

Notes
We teach that if there is trust between the team and the Product Owner, they should be included
in a retrospective.
If you have time you can teach about the five stages of a retrospective as described in Agile
Retrospectives⁴³. We find this can be a lot of information for those new to Scrum, so we usually
just focus on three of the stages, namely: Gather Data (Data), Generate Insights (Analyse) and
Decide what to Do (Actions). We stress the importance of only selecting one action, in order for
the teams to maintain focus and work together for the action to happen.

If the participants work in distributed teams, talk a little about how this meeting can happen when distributed.
Some examples would be to have everyone on Skype or Google Hangout. Another idea is to have everyone
dial in to a teleconference, even those co-located, so that they all have the same experience.

Slide

⁴³http://www.amazon.com/Agile-Retrospectives-Making-Teams-Great/dp/0977616649
Chapter 24: Sprint Retrospective 121

Workbook
Chapter 24: Sprint Retrospective 122

Simulation Retrospective (C3)

After teaching retrospectives, ask the participants to perform a retrospective at each of their tables for the
LEGO sprint they have just completed. Ask whomever is acting as the ScrumMaster at their table to facilitate,
and give them a timebox. Remind them to come up with one action.
During the retrospective simulation, walk around and check that participants have understood what to do.
You might also want to point out that the ScrumMaster does not need to be doing all the writing on a flipchart.
It is useful to have sticky notes on the tables for them to use in their retrospective.

Action poster (C4)

After the groups have completed their retrospective and have one action, ask them to prepare an action poster.
The poster should say what their action for the next LEGO sprint will be. The poster should include details
on how they will check if they are doing the action, and how they will measure if it is working for them or
not.
Often people have nebulous action statements like “communicate better”. We call these beauty queen
statements, based on contestants in beauty pageants who would say they wanted “world peace”. The action
poster often helps people think about actions in a much more concrete way. It is a good idea to walk around
the room during this time and ask questions to help people clarify their action.
Depending on the time available you can get table groups to share their actions with each other, but it is not
necessary. The table groups will refer back to these posters in their second round of the simulation.

Slide
Chapter 25: Simulation Round 2
In this section although the 4Cs are used, the whole section is really just concrete practice of the Scrum
framework.
At the start of this second round of the simulation, ask table groups if they would like to change ScrumMasters
to give someone else on the team the opportunity to try out the role.

Note
Something we do between the two sprints (but after the review) in the simulation is to break
up any half-done work. If the zebra is half built we break it down and redistribute the blocks.
If we do this we tell participants at the start of SP1 that the build server crashed and any work
not in production (i.e. complete) was lost. People often get upset. The reason we do this is to
empirically prove that the teams get better in Round 2 and deliver much more than Round 1. If
we leave stuff half built, participants sometimes think the improvement is purely due to starting
with half-built stuff, and we like to emphasise that the improvement is inherent with an inspect
and adapt loop.

Materials needed
• LEGO for each table group. See About LEGO for details
• LEGO books for each table. These are available for download⁴⁴
• flipchart sheets
• coloured markers and pens for each table group
• masking tape for sticking up posters
• visible timer.

⁴⁴http://www.growingagile.co.za/TrainingScrum
Chapter 25: Simulation Round 2 124

4Cs Training plan

Backlog Grooming and estimation (C1)

Usually at the start of a sprint you will have groomed the Product Backlog sufficiently to go straight into
Sprint Planning. However, this is impractical with only a 10-minute sprint. Point this out so that people are
aware that grooming doesn’t usually happen just before Sprint Planning.
In this grooming session you may want to split some of the stories that were too big to be completed in
Sprint 1. Also feel free to simplify the stories to the extent that the group feels it can deliver something in the
next sprint. This is a great opportunity to explain the importance of vertical slicing.
Some stories like the ‘Cow and Bull’ or ‘Tractor and Trailer’ are easy to split. However we usually get
participants to split the entrance into deliverable pieces as well; usually the arch, the zoo name and the roof
structure. Then as Product Owners we can prioritise just the arch and the zoo name.
After splitting any stories that were too large for a sprint and discussing some new ones if there is time, get
the participants to size the stories again. Be sure to resize anything that has been split.
Chapter 25: Simulation Round 2 125

Slide

SP1 and SP2 (C2)

After grooming, simulate SP1 as you did before. Get teams to commit to stories. Remind teams of their previous
velocity if they are overly optimistic, and remind them that they can always take on more work mid-sprint
if they complete what they have committed to. Often people are naturally much more cautious in this round.
As the Product Owner you should also mitigate your risk by ensuring your highest priority stories are with
different teams.
Once the groups have selected what they will work on, give them a timebox for SP2. Remind them of their
action poster at this point, since many will have actions related to planning better.

Sprint (C3)

Hand out the LEGO again, and give the teams 10 minutes for the sprint. If there are new ScrumMasters for
this round, brief them before the start that they may not build LEGO and should focus on observing their
team, ensuring the agreed retrospective action is done, keeping an eye on the time remaining and removing
impediments.
Chapter 25: Simulation Round 2 126

Note
When there are 7 minutes left we approach one person from each group (usually the one most
active in building the LEGO) and tell them that they are sick and need to stand to one side. After
1 minute, we tell them they can return to work, and we mark another team member as sick for
1 minute. This provides a great teaching point during the retrospective that even though team
members were sick, the team managed to deliver. In most cases teams deliver more in the second
sprint despite this.

Review and retrospective poster (C4)

At the end of the 10-minute sprint, get people to stop building. This can be difficult if they are nearly finished
something. We often get people to pack away the loose LEGO blocks immediately to prevent this.
Now perform a joint review of what was delivered. Focus the review on what was critical for you to be able
to open the zoo, and whether you are able to do so after this sprint. In our training we always have enough
to open after Sprint 2, even if nothing is delivered in Sprint 1. If you have taught the Release Burnup in the
course, it is good to get someone to draw a Release Burnup for the LEGO simulation during the review.
Instead of a normal retrospective in Round 2, ask each table group to create a poster of what they have learned
about Scrum from building LEGO. Depending on time and the number of groups, you can either ask each
group to present their poster, or you can ask people to put up their posters and do a Gallery Walk.

Slide
Chapter 26: Questions and Answers
This chapter covers how to handle outstanding questions at the end of the course. It assumes you have made
use of the Question Backlog during the course, but if not you can ask groups to generate questions in the C1
section.
Questions can often go on for a long time so use a strict timeboxing approach here. Be sure to let people know
they can always stay after the class or contact you later if they didn’t get their questions answered.

Materials needed
• flipchart or whiteboard to illustrate answers
• timer.
Chapter 26: Questions and Answers 128

4Cs Training plan

Update Question Backlogs (C1)

Ask tables to update their Question Backlogs if you did the Question Backlog section on Day 1. They should
move any questions that have been answered to done. For any questions that remain, ensure each team
prioritises them in a strict order as you will start by answering their most important question first.
Chapter 26: Questions and Answers 129

Slide

Go around (C2)

Based on the amount of time you have remaining and the number of groups, allocate a fixed timebox to each
table group. For example if you have four groups and 20 minutes, you can give each group a 5-minute timebox.
Try not to allocate more than 20 minutes to Q&A as it results in a fairly long time of you talking at the end
of two days of training.
Start a timer and approach the first table group. Ask them what their most important question is. Answer it as
quickly as you can. Once you are done, ask the table for a Thumb Vote on whether they are satisfied with the
answer. If yes, move on to their next highest priority question. If no, spend another minute or so answering
the question, or ask them what they would still like to know. When the timer sounds, move on to the next
table group and repeat.
With the short timebox, think more about giving people enough that they know there is more to look into.
You often can’t teach the whole topic in a few minutes. It helps to give some references of where they can
look for more information.
If there are still lots of questions unanswered at the end of the timebox, ask people to shout out some ways
they can get their questions answered after the course.
Chapter 27: Quiz
This chapter covers a quiz held near the end of the course. Some participants will get nervous if you tell them
they are to have a quiz. Put them at ease by saying the quiz is just another way to solidify their learning, and
an opportunity for you as a trainer to clarify any points that are not yet clear. Also tell them it will be a team
effort not an individual quiz.

Materials needed
• quiz questions (Round 1 and 2). These are available for download⁴⁵
• prize for the winning table group. We usually give chocolates.

⁴⁵http://www.growingagile.co.za/TrainingScrum
Chapter 27: Quiz 131

4Cs Training plan

Explain rules (C1)

First ask everyone to pack away their notes and workbooks, as this is a closed book quiz to see what they
have remembered. You might also want to remove any posters you have on the walls that may include some
of the answers.
Explain that there will be two rounds, and that the second round will be a little harder than the first. For each
round you will hand out a quiz sheet to each table group. They need to write their team name at the top and
fill in their answers. When they are finished they should bring the completed sheet to you to mark.
Explain that if two teams get the same score there will be a tiebreaker round between the teams with the
highest scores. Also let people know that there is a prize for the winning team. This usually adds an element
of fun.
Chapter 27: Quiz 132

Slide

Rounds 1 and 2 (C2)

Either hand out the first round quiz sheet to each table group, or ask a representative from each group to
come to you to collect a quiz sheet. Ask them to answer the questions in their table group and bring you the
answers when they are done. You don’t usually need a timer as people try to finish as quickly as they can.
It’s a good idea to have a visible scoreboard on a flipchart. Once people hand you their answers, score them.
Give half points for partially-correct answers. The total possible score is five per round. Fill in the scores on
the flipchart after you have marked a team’s answers. Once you have marked everyone for the round, let
participants know what the answers were. Should there be questions that most groups got wrong, do a short
refresher on that topic (under two minutes).
Repeat this again for Round 2. It will take a little longer as the questions are a bit harder.
Chapter 27: Quiz 133

Tiebreaker (C3)

Add up the scores for both rounds. If you have a clear winner, then skip ahead to the celebration. If not, do a
tiebreaker round.
For the tiebreaker round, come up with your own questions and don’t be afraid of making them fairly difficult
if you want the tiebreaker to end soon. Ask a question to each of the groups with the highest score. If a team
gets one question wrong, they are eliminated. Keep going until there is only one group left.
Chapter 27: Quiz 134

Note
The most tiebreaker questions we’ve ever needed is about four or five. Some of our favourites
are:

• Name four signatories of the Agile Manifesto.

• Explain the difference between a defined process and an empirical process.
• In what year was the Agile Manifesto signed?
• Name three of the stages you should use in a retrospective.

Try to make sure you only use questions on content you covered in your teaching. So if you didn’t mention
any signatories, don’t use that question.
If not all teams are involved in the tiebreaker get the other teams to help you judge if the answer is correct.
This helps their own learning as well.

Celebrate (C4)

Once you have a winning team, hand out prizes and get everyone to clap. Be sure to thank everyone for
participating in the quiz.
Chapter 28: Close Course
This section deals with closing the course. It’s the time to get some feedback for yourself, to let the class know
where they can get more learning from and finally to end the day.

Materials needed
• feedback form. One per participant. These are available for download⁴⁶
• flipchart to write up recommended blogs etc.

⁴⁶http://www.growingagile.co.za/TrainingScrum
Chapter 28: Close Course 136

4Cs Training plan

Feedback form (C1)

As a trainer you also need to continuously inspect and adapt. One way to do this is to have a feedback form.
Keep it simple and short. We have a one-page feedback form based on the Perfection Game⁴⁷. It is available
for download⁴⁸.

Continuous learning (C2)

Here you can talk about the Scrum Alliance certifications and other learning materials available for
ScrumMasters. The What Now slide lists our blog - you might want to add yours. Talk about other training
courses, blogs and books you recommend. Also mention any upcoming conferences in the area and worldwide.
⁴⁷http://liveingreatness.com/core-protocols/perfection-game/
⁴⁸http://www.growingagile.co.za/TrainingScrum
Chapter 28: Close Course 137

Slides

Note
The CSP program is undergoing some changes, so this slide might not be 100% accurate in future.
If you are training a certified course, we recommend making sure you are up to date on the CSP
program as students often ask about this.
Chapter 28: Close Course 138

Note
The test slide was accurate at the time we created it, but it might change in future. Be sure to
check this if you are training a certified course.
Chapter 28: Close Course 139

So what, now what (C3)

Ask the class to fill in the self-evaluation page in their workbooks. It is good to tell them that this is just for
their own reflection and that they won’t be sharing it with anyone.
Chapter 28: Close Course 140

Workbook
Chapter 28: Close Course 141

Congratulations circle (C4)

To close the course ask everyone to form a large circle and stand shoulder to shoulder. Each person must turn
to the person on their right and shake their hand whilst whispering in their ear “Congratulations and good
luck with your Scrum journey. Pass this on”. Watch as the message moves through the circle. It’s always fun
to hear the message at the end; it sometimes gets a bit garbled. Then repeat the message, thank everyone and
clap. It’s a good way to end the day on a high note.
Appendix
Fast Pass

10 - 15 6 - 20 Movement
minutes people Trust

What you can learn

An activity to connect participants to each other through content related to the session. This is a great
technique to use at the start of a session, so people who arrive early have something to do.

What you need

Flipchart pages stuck up on a wall, with questions. Have a minimum of three (for six participants) and a
maximum of five (for 20 participants).
Some questions might be:

• What are your pets’ names?

• What do you know about <Topic of session>?
• Why are you here today?
• What is your biggest strength?
• What is your company’s greatest challenge?

Instruction flipchart:“After reading this, introduce yourself to a stranger and fill in the flipchart questions
around the room with them.”
Marker for each participant.

How to do this

At the start of a session stick up the prepared flipcharts around the room and place the instruction flipchart
near the front of the room.
Fast Pass 144

Encourage people to read the instructions if they don’t notice them, and let them know they can start whenever
they like.

How we’ve used this

We often use this at the start of training courses, or large group meetings, especially if people don’t know
each other. It is a great way to get strangers talking at the start of the day.

Who shared this with us

Sharon Bowman⁴⁹
⁴⁹http://www.bowperson.com/
Agreements

5 any number Communication

minutes people

What you can learn

This sets a tone and expectations near the start of a session. It helps the attendees know what the boundaries
of the session are, and what behaviours are acceptable.

What you need

It is best to have each agreement on a card and to go through them near the start of the session.

How to do this

Decide which agreements are appropriate for your audience and meeting. Explain them clearly and simply
near the start of the session.
You can also ask participants if there are any agreements they would like to add.

How we’ve used this

We change these depending on the session we’re running. Over time you will learn more techniques and so
this list will keep evolving.
Here are some of the cards we have:

• Take Care: Take care of your own needs. You don’t need to ask permission to go to the bathroom, or
get coffee.
• Cellphones: Keep your phones on silent please. If you need to take a call, just leave the room. We’d
rather you were paying attention than worrying because your boss/wife/child is calling.
• Right to Pass: You have the right to pass in any activity or exercise we do. Just sit to the side and
observe.
• Workbooks: These are yours to keep. Please take notes. We will let you know when we are doing
specific exercises in the books.
• Timeboxing: We give a specific end time for each break. We will start at that time whether you are
back or not. It’s up to you to choose to be on time or not.
Agreements 146

Who shared this with us

Various people over the years, many from Sharon Bowman. We came up with the concept of using cards to
remember all of the things we wanted to say.
Ball Toss

5 5 - 25 Movement
minutes people Feedback

What you can learn

A good way to close a session with some movement, and to give people an opportunity to share their thoughts
and give you some feedback.

What you need

A soft ball.

How to do this

Ask people to stand up and form a circle. If you have the space to do this away from tables then do so, but if
not create a circle around the tables.
Explain that the ball is the speaking token. If you would like to speak, signal to the person with the ball and
they will throw it to you. They can then answer the question you have posed.
Remind people that once they have spoken they should look for someone else signalling that they want the
ball. Often people get flustered and just throw the ball when they are done speaking.
Ask people a question about the session. Wait for someone to ask for the ball, then throw it to them. Once the
ball stops moving for a while, you can signal for the ball again, and close the session by thanking people for
their time.

How we’ve used this

Use this to close the day on a one-day training course, by asking people to share one word that best describes
the day for them.
Use this to close retrospectives by asking people what their hope is for the next sprint.

Who shared this with us

Sharon Bowman⁵⁰
⁵⁰http://www.bowperson.com/
Pair Share

2 any number Movement

minutes people Speaking

What you can learn

A great way to get people to talk about their thoughts, or to recap what they have just learned. You can use
this early on before trust is established as it is easy for people to share with only one other person. It’s also
an easy way to introduce movement into any session.

What you need

Nothing.

How to do this

Explain that Pair Share means that you need to find a partner and share with them. After a short time swap
and have the partner share with you.
Ask people whatever question you want them to discuss, then ask them to find a partner and Pair Share.
If you want to include movement ask people to pair with someone from another table.

How we’ve used this

Ask people to share an action they will take after a session. It is easy to share this with one person, rather
than a whole group.
Use this early on in public training to help connect people who don’t know each other.
Use this to recap a section of training by asking people to share what they have learned in a particular section.

Who shared this with us

Sharon Bowman⁵¹
⁵¹http://www.bowperson.com/
Standing Survey

5 - 10 any number Visualisation

minutes people Movement

What you can learn

This is a great technique to introduce movement into a session as well as visualising information.

What you need

Decide what questions you will ask, and how you will ask people to arrange themselves in the room.
Having some open space in a room without tables and chairs is useful.

How to do this

Ask people to stand. Explain that you want them to organise themselves in the room according to some criteria
(e.g. amount of Scrum experience).
Explain how to organise themselves (e.g. a single line, with no experience near the door, and most experience
near the other side of the room).
Allow time for people to move around the room.
Remind people to speak to others to see where they should stand relative to each other.
Ask people to notice where other people are relative to them.

How we’ve used this

Some ideas for criteria to organise by:

• how easy you think something will be to implement (easy: one side of the room, impossible: the other )
• how well you know people in the room (close to those you know, far from those you don’t)
• people’s roles within an organisation (a quadrant with a different role in each corner of the room)
• where people are from (in the centre: close by, edges of the room: far away).

Who shared this with us

Lyssa Adkins⁵²
⁵²http://www.agilecoachinginstitute.com/coaches/
Meet a Stranger

10 - 15 6 - 60+ Respect
minutes people Trust

What you can learn

Creating a personal connection with someone you don’t know early in a session creates a bond and starts to
build trust between participants.

What you need

Flipchart with the following words:

• name
• workplace
• job title
• favorite dessert
• super power.

For each table: index cards, markers, glue, scissors, stickers etc.

How to do this

Near the start of a session ask participants to introduce themselves to someone they don’t know. Ask everyone
to pair up. Explain that they need to create a name card for each other with that person’s name, workplace,
job title, favorite dessert and super power.
Meet a Stranger 151

Remind them to be as creative as they can. Let participants know that they will be introducing their partner
to the room afterwards.
Give participants:

• 2 minutes to explain
• 5 minutes to create cards
• 5 minutes to introduce partners.

If you have less than 10 people let people introduce their partner to the whole room, otherwise let introductions
happen at table groups (with a maximum of six people at a table).

How we’ve used this

You can have any criteria on the introduction card. Try to have some fun ones.
When we explain this we usually introduce ourselves as an example - this allows the participants to get to
know us a bit better as well.
If you have an odd number of people, as the facilitator you can pair up with the last person.

Who shared this with us

We created this version. Many trainers use similar ideas.

Pop-Ups

1 any number Movement

minute people

What you can learn

An easy way to introduce movement into any session.

What you need

Nothing.

How to do this

In any section where you want to introduce movement, and you need to get individuals to speak, introduce
Pop-Ups. Explain that a Pop-Up means that you need to stand up before you speak. Ask people whatever
question requires input from them. Remind them to stand before they speak. Often this results in a Shout Out
without standing. To counter this we act dumb and ask “Sorry, what was that?”, “I can’t seem to hear you?”
until the person realises and stands up. Also good for a few laughs in the class.

How we’ve used this

You can ask questions where people have to stand if they think the answer is yes. Use Pop-Ups to brainstorm
ideas. Ask a question like, “What are some aspects of a great team?”

Who shared this with us

Sharon Bowman⁵³
⁵³http://www.bowperson.com/
Thumb Vote

1 any number Collaboration

minute people Movement

What you can learn

A quick way to get consensus during training or a meeting from all participants. For any question where you
need a yes, no or maybe this technique works well.

What you need

Nothing.

How to do this

Explain to the participants that you are doing a Thumb Vote. If you agree with the statement hold your thumb
up, if you don’t mind either way hold your thumb sideways, and if you disagree with the statement hold your
thumb down.

Then give the statement you want people to vote on, and count to three. On three, people should show
their thumbs. If everyone votes up or sideways you have consensus. If someone votes down, you don’t have
consensus and probably need to spend more time discussing the topic. Then you cannot accept the statement.
Thumb Vote 154

How we’ve used this

We have used this for two-day training where some people have asked to move the start time. Someone
proposes a new start time, we ask for a thumb vote, and if no one disagrees we move to the different start
time. This way everyone feels involved in the choice.
We also use this technique if someone has asked a question. After a brief explanation, we ask the class if we
can move on. If someone is still unclear, they vote with their thumb down, and then we ask what we still need
to clarify.

Who shared this with us

No idea. Many people use this technique. It is sometimes called a Roman Vote.
Gallery Walk

5 - 15 6 - 50 Movement
minutes people Sharing

What you can learn

An activity to allow participants to learn from each other by sharing information created on posters. It is also
a good way to introduce movement into a session.

What you need

• masking tape to stick up posters

• posters created by each participants in a previous exercise.

How to do this

Ask people to stick up their posters around the room. Make sure each poster is easy to get to, especially if
there is a large group.
Tell people they can now walk around the room and look at the posters created by the other groups. If people
have questions about posters they can ask those who created them. Let participants know how much time
they have, and end the activity once people stop looking at the posters and just start chatting.

How we’ve used this

Use this technique right after a section where people created posters with their personal input.

Who shared this with us

Sharon Bowman⁵⁴
⁵⁴http://www.bowperson.com/
More Techniques
Techniques and games help illustrate concepts in a fun way.
We have a book filled with fun games to play with teams:
Collaboration Games⁵⁵
Here are a few of our favourite places to find inspiration:

• Training from the BACK of the Room - Sharon Bowman⁵⁶

• Systems Thinking Playbook - Linda Booth Sweeney & Dennis Meadows⁵⁷
• Big Book of Business Games - John Newstrom & Edward Scannell⁵⁸
• Tasty Cupcakes⁵⁹

⁵⁵http://leanpub.com/CollaborationGamesToolbox
⁵⁶http://www.amazon.com/Training-Back-Room-Aside-Learn/dp/0787996629
⁵⁷http://www.amazon.com/The-Systems-Thinking-Playbook-Capabilities/dp/1603582584
⁵⁸http://www.amazon.com/The-Big-Book-Business-Games/dp/0070464766
⁵⁹http://tastycupcakes.org/
About Growing Agile

At Growing Agile we help companies create great teams that build exceptional software. We are agile coaches
passionate about helping you get the results you are looking for.
Here are examples of how we’ve helped our clients:
We have helped teams combine Kanban and Scrum effectively to manage both production support and new
feature development in a sustainable and predictable way.
Our agile kickstart has helped software companies adopt Scrum and transform their teams. They are now
more focused, enthusiastic, and delivering quality software regularly.
We have coached ScrumMasters to better understand their role. Their teams are now more effective, through
better facilitation, visibility of impediments, and team ownership.
If you enjoyed the training plans in this book, you will love our interactive training and coaching. We deliver
private courses throughout South Africa for companies looking to train whole teams. We coach teams getting
started with Scrum, as well as those who’ve been doing it for years looking to get to the next level.
Find out more about us at www.growingagile.co.za⁶⁰.
⁶⁰http://www.growingagile.co.za
Growing Agile Books
Collaboration Games

Over the years we have played various games with individuals and teams to illustrate the value of
collaboration. The games are fun and non-threatening and allow for great learning experiences. Many people
have AHA moments when playing games.
You know how you learn how to ride a bike as a kid, and then years later, you are able to hop on and cycle?
That’s muscle memory. Your muscles remember what they are supposed to do and how they need to work
together to keep you on the bike and keep the bike going. We like to think of the games as emotional memory.
During the game each person experiences certain emotions that they remember. One day a situation will arise
and those emotions will emerge, they will recall the game and their emotions, and be able to apply the lessons
they learned during the game.
We hope you enjoy these games and techniques - we certainly love them. Each time we facilitate these games
we learn new things!
Collaboration Games is available for free on Leanpub⁶¹ in English⁶², Spanish⁶³ and Russian⁶⁴

⁶¹https://leanpub.com
⁶²https://leanpub.com/CollaborationGamesToolbox
⁶³https://leanpub.com/CollaborationGamesSpanish
⁶⁴https://leanpub.com/CollaborationGamesRussian
Growing Agile Books 159

If you enjoyed this book, please leave a review on Amazon⁶⁵. It helps spread the word and grow agile.

⁶⁵http://www.amazon.com/Growing-Agile-Coachs-Training-ebook/dp/B00E8DFMT4