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日本文化とアジャイル/スクラム
ジム・コプリエン氏
G&C
Certification...
ScrumMasterWorld
in Agile
mestreVerdens
i agility
mestreVerdens i agility
mestreVerdens i agility
Verdensmestre i agility
Verdensmestre i agility
Verdensmestre i agility
2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?
Agility Training Tools
2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?
2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?
2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?
2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?
2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?
2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?
2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?
2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?
The Arguments For
Certification
It makes money for those certified and for
those certifying
Certification supports good practice
Certification drives improvement
The arguments against
Testing is a poor indicator of future
performance
Who certifies the certifiers?
Testing itself does not elicit Kaizen mind
Test failure should lead to trainer Kaizen — not
trainee Kaizen
G&C
Project Management Certification
Does not Predict Performance
“A number of surveys over the years, including
Attributes of a High Performance PM - 2007, by
the Corporate Executive Board:
http://www.executiveboard.com have found
very little correlation between project
management certification and project
management effectiveness, or the number of
years a person has been in project
management roles and project management
effectiveness.”
— Patrick Weaver, http://network.projectmanagers.net/
Even proper tests tell us little
about aptitude or skill
“Test scores and grades are not indices of merit in their own right;
they are thought to provide a shorthand indication of a student’s
competencies in the world outside testing... Recent research on
the nature of talent indicates, however, that ... is false ... for the
upper part of the range... More reliable answers ... by assessing
what the subject does in a sample of the treatment situation itself...
[The test] will tell you about the person’s response tendencies in
situations that resemble the test rather than in situations that
resemble the criterion.”
— Tests Tell Us Little About Talent, Michael A. Wallach, American
Scientist 64(1), January-February 1976
Do CSTs know Scrum?
1.A Sprint is a fixed amount of time set aside for a team to run tests and
fix any outstanding bugs right before the product ships.
2.A team works as many hours as necessary to finish a Sprint.
3.Project Managers are defined in Scrum
4.The Product Owner assigns tasks to the team during the Sprint
5.The purpose of the Daily Scrum is to report to the Product Owner
6.Product Owners pre-assign PBIs to team specialists
7.ScrumMasters blame individuals responsible for PBIs not “Done”
8.The Retrospective finds who is responsible for the Sprint’s failure
9.Product Owners can add items to the Sprint Backlog during a Sprint.
10.The ScrumMaster is manager of the Scrum Team
It is reasonable to believe that you can believe all of the
following and still become a certified ScrumMaster:
Presented for comparison only. Answers are from a
reasonable CSM exam facsimile. The current exam allows 10
incorrect answers out of 35 before disallowing certification
Bloom Cognitive Taxonomy
Knowledge
Remembering previous material
Comprehension
What does the material mean?
Application
Use material in new, concrete settings
Analysis
Understand organizational structure
Synthesis
Create a new whole from the parts
Bloom Cognitive Taxonomy
Knowledge
Remembering previous material
Comprehension
What does the material mean?
Application
Use material in new, concrete settings
Analysis
Understand organizational structure
Synthesis
Create a new whole from the parts
Bloom Affective Taxonomy
Receiving Phenomena
Willingness to Listen and Listening
Responding
Engagement and active involvement
Valuing
Feeling a sense of worth
Organization
Creating a value system
Internalizing
Values drive behavior
Training
Receiving Phenomena
Willingness to Listen and Listening
Responding
Engagement and active involvement
Valuing
Feeling a sense of worth
Organization
Creating a value system
Internalizing
Values drive behavior
Knowledge
Remembering previous material
Comprehension
What does the material mean?
Application
Use material in new, concrete settings
Analysis
Understand organizational structure
Synthesis
Create a new whole from the parts
G&C
Is Scrum agile?
The answers to six of the questions have
changed since the sample exam (and there is
no recertification process)
The answers to three of the questions are
wrong in the first place
G&C
Does Certification drive
improvement? The Dunning-Kruger
Effect
Ignorance leads to
overconfidence, inability to
recognize skill, and inability to
assess one’s own level
Individuals may recognize and
acknowledge previous lack of
skill, if exposed to training
Certification doesn’t avoid
ScrumButt and may amplify it 0
25
50
75
100
125
Know Nothing Expert
Confidence
Experience
G&C
But there is a positive
outcome in Japan!
“Self-enhancing and self-improving motivations were investigated across
cultures. Replicating past research, North Americans who failed on a task
persisted less on a follow-up task than those who succeeded. In contrast,
Japanese who failed persisted more than those who succeeded. The
Japanese pattern is evidence for a self-improving orientation: Failures
highlight where corrective efforts are needed. Japanese who failed also
enhanced the importance and the diagnosticity of the task compared with
those who succeeded, whereas North Americans did the opposite.”
— Divergent consequences of success and failure in Japan and North
America: An investigation of self-improving motivations and malleable
selves. Journal of Personality and Social Psychology 81(4), Heine et al.,
October 2001.
G&C
100
150
200
250
300
350
400
450
500
550
600
Success Failure
Persistence(sec.)
USA - Same Task
USA - Different
Which is Kaizen
mind?
Instruction, nature, or
nurture?
“In the nature vs. nurture debate, researchers have
declared nurture the winner. People who excel are the
ones who work the hardest; it takes ten+ years of
deliberate practice to become an expert. Deliberate
practice is not about putting in hours, it’s about working
to improve performance. It does not mean doing what
you are good at; it means challenging yourself under the
guidance of a teacher.” — Mary Poppendieck
Nature is not an impediment
G&C
Autonomy, Mastery, and
Purpose
Dan Pink, author of Drive: what motivates us?
Autonomy
Mastery
Purpose
Great motivation is intrinsic, not extrinsic, to
teams and individuals
Who certifies the
certifiers & trainers?
Certification tests a body of knowledge, but there is hardly an agile
body of knowledge
There is no process of recognizing the authority of the authors of
certification, and much evidence that this authority was weak
The current certification is largely from the “new crowd”
No ethics guards on conflict of interest
No evidence of strong background in curriculum development and
a lot of evidence against it
None of these criteria are backed with certifiable credentials!
G&C
Certifying Trainers
“My pursuit of the CST designation has simultaneously been one of the best experiences of
my professional live and also the most insulting, degrading ones.
“The co-training experiences have been wonderful, and the professional colleagues I have
developed will continue to enrich me, but the TAC experience is disgraceful.
“The issue is that the TAC sees as its mandate to make sure a candidate can handle a hostile
classroom. So they act like a bunch of hostile children trying to upset their teacher. My
reaction to this situation would be the same as Mike Cohn’s or Ken’s – remove those students
from the class! But that was not an option in the TAC exam process and the TAC would
not/did not consider the ample evidence in my portfolio that I have handled many very difficult
professional environments, so they failed me on the basis that I did not handle the artificially
TAC-simulated difficult classroom to their satisfaction.
“The applicant before me came out of the `simulated CSM course´ literally shaking so hard I
thought he might collapse.”
— A CST Applicant (who is currently working as one of the world’s best CSTs)
G&C
A deeper issue
Scrum Certification and, to some degree,
Scrum itself, are American-centric
The Scrum Alliance recognizes this to the
extent it is rooted in language
We have to get beyond “changing the America
of work”
There is no culturally insensitive core worth
certifying
G&C
The Central Thesis
Learning is a change in behavior — not just knowledge
Certification tests mainly knowledge and comprehension,
and not application, analysis, or synthesis
The core of Scrum is Kaizen mind
Therefore, we need ongoing, continuous, re-certification
It must be done at the team level
It must be done in the team context, with team autonomy,
for the team’s sense of purpose
What do these companies
have in common?
Toyota
3M
General Electric
Proctor & Gamble
It’s about Kaizen mind,
not certification
Kaizen at the group level
No Kaizen without hansei — in the sense of
Japanese focusing on improving failure
This is the heart of Scrum: People, and Kaizen
Worrisome trends in Japanese management
towards valuing certification
Scrum...
Is about opennness, honesty and
transparency
... except anything related to certification
G&C
Part II: Scrum Knowsy®
A partnership between ScrumTide,
Ltd., and Innovation Games
One of the current top 2 initiatives of
Scrum Foundation
Available at:
http://playknowsy.com/a/scrumtide
See http://www.scrumknowsy.com
G&C
G&C
G&C
G&C
G&C
We didn’t
know we
agree
We know we
agree
This is a mess
We know we
disagree
High internal alignment
Low external
alignment
High external
alignment
Low internal alignment
G&C
Ongoing self-
assessment...
Honors Autonomy
Causes Mastery ever to grow
Leads to a Transcendent Sense of Purpose
Recognizes Nurture over Nature or instruction
Challenging yourself under a Sensei
G&C
Conclusion
Certification does not predict future performance, so is
not part of an empirical Scrum framework
Certification provides no evidence that what Scrum
trainers are training is Scrum, or even that it is good
Certification does not implement approaches that
incent learning, especially in North American culture
What one learns for certification is a small fraction of
what underlies a successful Scrum
G&C
Conclusion
Intentional practice, group introspection, hansei and Kaizen
are the Scrum way
Good agile belongs more in the hands of the team than of the
trainer
Learning from failure, rather than one-time testing, is the
Japanese way
We can certify Kata; Scrum is fundamentally about kata
yaburi. To certify it is to destroy it
Japanese managers who insist on Scrum certification betray
Japanese culture
G&C
G&C
G&C
Following slides are backup slides. They do
not need to be translated (but you can if you
think people would enjoy having the citations).
G&C
The American Occupational Therapy Association's certification
instruments, the Certification Examination for Occupational
Therapists Registered and the Field Work Performance Report,
were examined in terms of their ability to predict future job
performance and satisfaction of occupational therapists. A job
satisfaction questionnaire was administered to 208 occupational
therapists, and their supervisors rated them on a job
performance instrument. The resulting correlations between
these work adjustment variables and the previously administered
certification instruments failed to reveal any predictive ability.
Some plausible reasons for these negative results and possible
directions for further research into this professional screening
process were explored.
Does certification predict
performance?
“As has been demonstrated time and time again, there
is no evidence that teacher credentialing increases
student achievement. What the evidence suggests is
that teacher-certification requirements actually drive
potentially good teachers, especially individuals with
advanced subject-matter knowledge, out of the
teaching market.”
— Tim Keller, Institute for Justice, Tempe, AZ, The
Wall Street Journal, 13 December 2012, p A16
G&C
Other Nationalities
0 22.5 45 67.5 90 112.5
Yugoslavia
California
Australia
Estonia
Germany
Finland
Sweden
UK
Redmond

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2013 Scrum Gathering Keynote: Buy or build — where did your agile come from?

  • 20. The Arguments For Certification It makes money for those certified and for those certifying Certification supports good practice Certification drives improvement
  • 21. The arguments against Testing is a poor indicator of future performance Who certifies the certifiers? Testing itself does not elicit Kaizen mind Test failure should lead to trainer Kaizen — not trainee Kaizen
  • 22. G&C Project Management Certification Does not Predict Performance “A number of surveys over the years, including Attributes of a High Performance PM - 2007, by the Corporate Executive Board: http://www.executiveboard.com have found very little correlation between project management certification and project management effectiveness, or the number of years a person has been in project management roles and project management effectiveness.” — Patrick Weaver, http://network.projectmanagers.net/
  • 23. Even proper tests tell us little about aptitude or skill “Test scores and grades are not indices of merit in their own right; they are thought to provide a shorthand indication of a student’s competencies in the world outside testing... Recent research on the nature of talent indicates, however, that ... is false ... for the upper part of the range... More reliable answers ... by assessing what the subject does in a sample of the treatment situation itself... [The test] will tell you about the person’s response tendencies in situations that resemble the test rather than in situations that resemble the criterion.” — Tests Tell Us Little About Talent, Michael A. Wallach, American Scientist 64(1), January-February 1976
  • 24. Do CSTs know Scrum? 1.A Sprint is a fixed amount of time set aside for a team to run tests and fix any outstanding bugs right before the product ships. 2.A team works as many hours as necessary to finish a Sprint. 3.Project Managers are defined in Scrum 4.The Product Owner assigns tasks to the team during the Sprint 5.The purpose of the Daily Scrum is to report to the Product Owner 6.Product Owners pre-assign PBIs to team specialists 7.ScrumMasters blame individuals responsible for PBIs not “Done” 8.The Retrospective finds who is responsible for the Sprint’s failure 9.Product Owners can add items to the Sprint Backlog during a Sprint. 10.The ScrumMaster is manager of the Scrum Team It is reasonable to believe that you can believe all of the following and still become a certified ScrumMaster: Presented for comparison only. Answers are from a reasonable CSM exam facsimile. The current exam allows 10 incorrect answers out of 35 before disallowing certification
  • 25. Bloom Cognitive Taxonomy Knowledge Remembering previous material Comprehension What does the material mean? Application Use material in new, concrete settings Analysis Understand organizational structure Synthesis Create a new whole from the parts
  • 26. Bloom Cognitive Taxonomy Knowledge Remembering previous material Comprehension What does the material mean? Application Use material in new, concrete settings Analysis Understand organizational structure Synthesis Create a new whole from the parts
  • 27. Bloom Affective Taxonomy Receiving Phenomena Willingness to Listen and Listening Responding Engagement and active involvement Valuing Feeling a sense of worth Organization Creating a value system Internalizing Values drive behavior
  • 28. Training Receiving Phenomena Willingness to Listen and Listening Responding Engagement and active involvement Valuing Feeling a sense of worth Organization Creating a value system Internalizing Values drive behavior Knowledge Remembering previous material Comprehension What does the material mean? Application Use material in new, concrete settings Analysis Understand organizational structure Synthesis Create a new whole from the parts
  • 29. G&C Is Scrum agile? The answers to six of the questions have changed since the sample exam (and there is no recertification process) The answers to three of the questions are wrong in the first place
  • 30. G&C Does Certification drive improvement? The Dunning-Kruger Effect Ignorance leads to overconfidence, inability to recognize skill, and inability to assess one’s own level Individuals may recognize and acknowledge previous lack of skill, if exposed to training Certification doesn’t avoid ScrumButt and may amplify it 0 25 50 75 100 125 Know Nothing Expert Confidence Experience
  • 31. G&C But there is a positive outcome in Japan! “Self-enhancing and self-improving motivations were investigated across cultures. Replicating past research, North Americans who failed on a task persisted less on a follow-up task than those who succeeded. In contrast, Japanese who failed persisted more than those who succeeded. The Japanese pattern is evidence for a self-improving orientation: Failures highlight where corrective efforts are needed. Japanese who failed also enhanced the importance and the diagnosticity of the task compared with those who succeeded, whereas North Americans did the opposite.” — Divergent consequences of success and failure in Japan and North America: An investigation of self-improving motivations and malleable selves. Journal of Personality and Social Psychology 81(4), Heine et al., October 2001.
  • 33. Instruction, nature, or nurture? “In the nature vs. nurture debate, researchers have declared nurture the winner. People who excel are the ones who work the hardest; it takes ten+ years of deliberate practice to become an expert. Deliberate practice is not about putting in hours, it’s about working to improve performance. It does not mean doing what you are good at; it means challenging yourself under the guidance of a teacher.” — Mary Poppendieck Nature is not an impediment
  • 34. G&C Autonomy, Mastery, and Purpose Dan Pink, author of Drive: what motivates us? Autonomy Mastery Purpose Great motivation is intrinsic, not extrinsic, to teams and individuals
  • 35. Who certifies the certifiers & trainers? Certification tests a body of knowledge, but there is hardly an agile body of knowledge There is no process of recognizing the authority of the authors of certification, and much evidence that this authority was weak The current certification is largely from the “new crowd” No ethics guards on conflict of interest No evidence of strong background in curriculum development and a lot of evidence against it None of these criteria are backed with certifiable credentials!
  • 36. G&C Certifying Trainers “My pursuit of the CST designation has simultaneously been one of the best experiences of my professional live and also the most insulting, degrading ones. “The co-training experiences have been wonderful, and the professional colleagues I have developed will continue to enrich me, but the TAC experience is disgraceful. “The issue is that the TAC sees as its mandate to make sure a candidate can handle a hostile classroom. So they act like a bunch of hostile children trying to upset their teacher. My reaction to this situation would be the same as Mike Cohn’s or Ken’s – remove those students from the class! But that was not an option in the TAC exam process and the TAC would not/did not consider the ample evidence in my portfolio that I have handled many very difficult professional environments, so they failed me on the basis that I did not handle the artificially TAC-simulated difficult classroom to their satisfaction. “The applicant before me came out of the `simulated CSM course´ literally shaking so hard I thought he might collapse.” — A CST Applicant (who is currently working as one of the world’s best CSTs)
  • 37. G&C A deeper issue Scrum Certification and, to some degree, Scrum itself, are American-centric The Scrum Alliance recognizes this to the extent it is rooted in language We have to get beyond “changing the America of work” There is no culturally insensitive core worth certifying
  • 38. G&C The Central Thesis Learning is a change in behavior — not just knowledge Certification tests mainly knowledge and comprehension, and not application, analysis, or synthesis The core of Scrum is Kaizen mind Therefore, we need ongoing, continuous, re-certification It must be done at the team level It must be done in the team context, with team autonomy, for the team’s sense of purpose
  • 39. What do these companies have in common? Toyota 3M General Electric Proctor & Gamble
  • 40. It’s about Kaizen mind, not certification Kaizen at the group level No Kaizen without hansei — in the sense of Japanese focusing on improving failure This is the heart of Scrum: People, and Kaizen Worrisome trends in Japanese management towards valuing certification
  • 41. Scrum... Is about opennness, honesty and transparency ... except anything related to certification
  • 42. G&C Part II: Scrum Knowsy® A partnership between ScrumTide, Ltd., and Innovation Games One of the current top 2 initiatives of Scrum Foundation Available at: http://playknowsy.com/a/scrumtide See http://www.scrumknowsy.com
  • 43. G&C
  • 44. G&C
  • 45. G&C
  • 46. G&C
  • 47. G&C We didn’t know we agree We know we agree This is a mess We know we disagree High internal alignment Low external alignment High external alignment Low internal alignment
  • 48. G&C Ongoing self- assessment... Honors Autonomy Causes Mastery ever to grow Leads to a Transcendent Sense of Purpose Recognizes Nurture over Nature or instruction Challenging yourself under a Sensei
  • 49. G&C Conclusion Certification does not predict future performance, so is not part of an empirical Scrum framework Certification provides no evidence that what Scrum trainers are training is Scrum, or even that it is good Certification does not implement approaches that incent learning, especially in North American culture What one learns for certification is a small fraction of what underlies a successful Scrum
  • 50. G&C Conclusion Intentional practice, group introspection, hansei and Kaizen are the Scrum way Good agile belongs more in the hands of the team than of the trainer Learning from failure, rather than one-time testing, is the Japanese way We can certify Kata; Scrum is fundamentally about kata yaburi. To certify it is to destroy it Japanese managers who insist on Scrum certification betray Japanese culture
  • 51. G&C
  • 52. G&C
  • 53. G&C Following slides are backup slides. They do not need to be translated (but you can if you think people would enjoy having the citations).
  • 54. G&C The American Occupational Therapy Association's certification instruments, the Certification Examination for Occupational Therapists Registered and the Field Work Performance Report, were examined in terms of their ability to predict future job performance and satisfaction of occupational therapists. A job satisfaction questionnaire was administered to 208 occupational therapists, and their supervisors rated them on a job performance instrument. The resulting correlations between these work adjustment variables and the previously administered certification instruments failed to reveal any predictive ability. Some plausible reasons for these negative results and possible directions for further research into this professional screening process were explored.
  • 55. Does certification predict performance? “As has been demonstrated time and time again, there is no evidence that teacher credentialing increases student achievement. What the evidence suggests is that teacher-certification requirements actually drive potentially good teachers, especially individuals with advanced subject-matter knowledge, out of the teaching market.” — Tim Keller, Institute for Justice, Tempe, AZ, The Wall Street Journal, 13 December 2012, p A16
  • 56. G&C Other Nationalities 0 22.5 45 67.5 90 112.5 Yugoslavia California Australia Estonia Germany Finland Sweden UK Redmond

Editor's Notes

  1. Copyright ©2013 James O. Coplien 70 minutes, SIMULTANEOUSLY TRANSLATED. Many thanks to Miho Nagase. 講演概要: デンマークには「アジリティ」という、訓練された犬によって行われるスポーツがある。その訓練と血統に関する研究論文には、アジャイルソフトウェア開発と似通った点がいくつかある。「日々行われる優れた実践行動(プラクティス)は、トレーナーによって行われているというよりも、チームとして行われている」。現在のアジャイル普及への道は、アジャイルの理念(イデオロギー)を習得したことを認定することに重きが置かれていたり、いくつかの理念をより上位の理念の傘の下にまとめただけで、緊急に軌道修正が必要だ。本講演では、(トヨタの)カイゼンに根ざしたアプローチで、スクラムや一般的なプロセス改善について考えていく。そして、アジャイルの認定において事実や知識をベースとした計測方法から、よりアジャイルな認定方法に移行するとはどういうことかを説明する。そして最後に、ゲームを使った内観的かつ実験的な取り組みについて紹介する。そして、認定やテスト重視のアジャイルに対する事実と知識をベースにした学習方法から、ゲームをベースとした内観的かつ試行的な取り組みへの移行についても紹介する。
  2. Cite at http://network.projectmanagers.net/profiles/blog/show?id=1606472%3ABlogPost%3A244660 What’s key? Relating with stakeholders
  3. Question and answer contents released with permission of Jim Cundiff. Also: The following characterizations of certification are take from public web site http://http://www.scribd.com/doc/54106617/Scrum-Questions, published by isakaja, accessed 28 December 2012, dated 28 April 2012. I was informed: “I have found a sample exam for CSM ... Seems like it is quite comprehensive and close to the actual exam provided by ScrumAlliance.” (http://programmers.stackexchange.com/questions/108509/certified-scrum-master-exam=
  4. Knowledge: 22 questions A three-year old could get these right Comprehension 12 questions A CSM need know only four of these to certify Application — None! A CSM is unarmed to use the material in new settings Analysis — None! A CSM cannot understand organizational structure Synthesis — Nothing! A CSM cannot create a new whole from the parts 1. Define Sprint 2. Max time in Daily Scrum 3. What are the things on a Sprint Backlog called? 4. Which of the following is not a Scrum artefact? 5. Which of the following is not a Scrum role? 6. Which one of the following is not tradtionally a Scrum activity? 7. Which of the following responsibilities does NOT fall to the ScrumMaster? 8. Which is NOT a responsibility of the PO? 9. What are the two primary artefacts of a Sprint Planning meeting? 10. Which of the following are Scrum roles? 11. Which of these are activities in the Scrum framework? 12. Which of the following are artefacts associated with Scrum? 13. Which of the following describes what “timeboxed” means? 14. Which of the following describes “Inspect and Adapt”? 15. How does a team know when a backlog item is done? 16. Why does Scrum make it difficult for POs to change priorities? 17. Which is a key reason to adopt agile processes like Scrum? 18. What is the primary purpose of the Daily Scrum? 19. In what order should the Product Backlog be kept? 20. T/F: Agile methodologies think documentation is a waste of time. 21. What does Scrum advise a team to do with PBIs it brings into a Sprint? 22. Who ultimately decides when the team has enough work for the Sprint? 23. Who can be invited to the Sprint review? 24. What happens when a PBI isn’t “Done” at the end of the Sprint? 25. Which of the following best describes PBIs that are low in priority? 26. Which of the following best describes what is happening in the Sprint based on the given burndown chart? 27. What is the primary purpose of the Sprint retrospective? 28. What is the primary purpose of the Sprint review? 29. What is the primary purpose of the Sprint burndown chart? 30. What are the three questions at the Daily Scrum? 31. T / F A PO can add a new item to the Sprint backlog in the middle of a Sprint. 32. PO can change Product Backlog at any time 33. All team members report to the ScrumMaster (T/F) 34. T/F The PO must be present at least during the first half of the meeting
  5. Receiving Phenomena: Nothing! Certification says nothing about a listening attitude Responding — Maybe question 14 Certification says nothing about engagement Valuing — Nothing! Certification says nothing about value or worth Organization — Nothing! Certification does not articulate a value system Internalizing — Nothing! Certification does not lead to value-driven behavior 1. Define Sprint 2. Max time in Daily Scrum 3. What are the things on a Sprint Backlog called? 4. Which of the following is not a Scrum artefact? 5. Which of the following is not a Scrum role? 6. Which one of the following is not traditionally a Scrum activity? 7. Which of the following responsibilities does NOT fall to the ScrumMaster? 8. Which is NOT a responsibility of the PO? 9. What are the two primary artefacts of a Sprint Planning meeting? 10. Which of the following are Scrum roles? 11. Which of these are activities in the Scrum framework? 12. Which of the following are artefacts associated with Scrum? 13. Which of the following describes what “timeboxed” means? 14. Which of the following describes “Inspect and Adapt”? 15. How does a team know when a backlog item is done? 16. Why does Scrum make it difficult for POs to change priorities? 17. Which is a key reason to adopt agile processes like Scrum? 18. What is the primary purpose of the Daily Scrum? 19. In what order should the Product Backlog be kept? 20. T/F: Agile methodologies think documentation is a waste of time. 21. What does Scrum advise a team to do with PBIs it brings into a Sprint? 22. Who ultimately decides when the team has enough work for the Sprint? 23. Who can be invited to the Sprint review? 24. What happens when a PBI isn’t “Done” at the end of the Sprint? 25. Which of the following best describes PBIs that are low in priority? 26. Which of the following best describes what is happening in the Sprint based on the given burndown chart? 27. What is the primary purpose of the Sprint retrospective? 28. What is the primary purpose of the Sprint review? 29. What is the primary purpose of the Sprint burndown chart? 30. What are the three questions at the Daily Scrum? 31. T / F A PO can add a new item to the Sprint backlog in the middle of a Sprint. 32. PO can change Product Backlog at any time 33. All team members report to the ScrumMaster (T/F) 34. T/F The PO must be present at least during the first half of the meeting
  6. Knowledge: 22 questions A three-year old could get these right Comprehension 12 questions A CSM need know only four of these to certify Application — None! A CSM is unarmed to use the material in new settings Analysis — None! A CSM cannot understand organizational structure Synthesis — Nothing! A CSM cannot create a new whole from the parts http://www.online-distance-learning-education.com/blooms-taxonomy.html
  7. http://www.online-distance-learning-education.com/blooms-taxonomy.html http://www.aikidofaq.com/essays/tin/shuhari.html
  8. http://www.online-distance-learning-education.com/blooms-taxonomy.html Receiving Phenomena: Nothing! Certification says nothing about a listening attitude Responding — Maybe question 14 Certification says nothing about engagement Valuing — Nothing! Certification says nothing about value or worth Organization — Nothing! Certification does not articulate a value system Internalizing — Nothing! Certification does not lead to value-driven behavior
  9. http://www.online-distance-learning-education.com/blooms-taxonomy.html
  10. Notice that certification doesn’t delineate any of these
  11. Murhard et al, Field work experience ratings and certification examination scores as predictors of job performance and satisfaction in occupational therapy. http://www.ncbi.nlm.nih.gov/pubmed/1266938