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Agile Mentoring Program (AMP)

Schedule 1 – Course Syllabus
Agile Mentoring Program (AMP)
Course Name: Agile Change Agent (ACA)
Course Code: ATF302
Mentor Contact Information and Communication Guidelines:
Facilitator :
David Chilcott
Certifications: CSM, ICAgile Certified Professional - Agile Team Facilitation, ICAgile Certified
Professional - Agile Coaching, ICAgile Certified Expert In Agile Coaching (ICE-AC), Agile Coaching
Institute Certified Teams Transformation Coach
Oakland, CA USA
drc@outformations.com
510.655.7122
Availability: Facilitator will be available at our mutual convenience for phone and electronic communications and
is expected to respond within 72 hours for routine matters. One-on-one coaching by appointment and as Mentor
is available. You can schedule meetings here: http://meetme.so/DavidChilcott
Co-facilitator :
Brian Wills
Certifications: Certified ScrumMaster (CSM), Certified Scrum Product Owner (CSPO), Certified Scrum
Practitioner (CSP), ICP-Agile Coach, Scaled Agile Framework Process Consultant (SAFe SPC), Project
Management Professional (PMP), Certified Enterprise Coach (CEC) – In progress
Santa Clara, CA USA
brian@maxagility.com
408-585-9551
Availability: Facilitator will be available at our mutual convenience for phone and electronic communications and
is expected to respond within 72 hours for routine matters. One-on-one coaching by appointment and as Mentor
is available. You can schedule meetings here: https://freebusy.io/brian@maxagilitycorp.com .
Cohort members can expect their coach and/or co-facilitator to:
● Facilitate the weekly sessions and provide a safe learning environment
● Be available for the 1:1 coaching sessions as scheduled
● Respect confidentiality
● Practice open, honest, two-way communication
● Take responsibility for relationship health
● Provide actionable feedback
● Grade submissions per the guidelines below
● Be realistic
Cohort members are expected to:
● Accept feedback! If you aren’t coachable, do not sign up for this course.
● Respect confidentiality
● Respect the coach’s time
● Take responsibility for your own growth
● Schedule the optional 1:1 mentoring appointments as needed
● Ask questions
● Practice open, honest, two-way communication
● Take responsibility for relationship health
● Be open to different ideas and approaches
● Be realistic
The certification process is very challenging – don’t fall behind and give it your best effort!
Course Prerequisites
The expectation is that this course is for agilists with experience in agile teams who want to expand
their agile toolbox for coaching, teaching, facilitating and mentoring. As a minimum, students need to
be fluent in the Agile Manifesto and its principles and at least one agile practice framework (e.g.
Scrum or Kanban) as demonstrated below:
Completion of AMP Courses in the appropriate track for your role.
OR
Certification as a Scrum Master, Product Owner or Agile Manager / Leader by The Scrum
Alliance or Scrum.org. CSM or CSPO are preferred and PSM1 and PSPO will be considered.
OR
Equivalent work experience as determined by the Mentor.
Course Purpose
The purpose of this course to enable experienced agilists to effectively mentor others in their agile
journey and empower an emergent and sustained agile transformation in an organization. In other
words “Teach them to fish” by not only providing processes and tools but also the skills necessary to
“be” agile in practice and mindset. This course rests on the foundation of practicing agile and
following the Agile Manifesto along with its 12 principles.
Course Goals and Learning Objectives
1) Goal : Increase Employee Engagement through Autonomy, Mastery & Purpose
a) Describe external and internal motivational factors and how they are likely to affect employees.
b) Clearly define autonomy, mastery and purpose as described by Dan Pink in language that
appeals to you and give concrete examples from your own experience where you have been
successfully and unsuccessfully motivated to increase performance.
2) Goal : Learn the Kotter 8-step change model to successfully influence culture change in your
organization
a) Clearly express the Kotter 8-step change model and give concrete examples of how the steps can
be used in an organization to affect persistent change including how the steps reinforce each
other in application.
b) Based on your own experience, describe how you have seen effective and ineffective attempts to
change organizational culture. Relate these experiences to the Kotter 8-step change model.
3) Goal : Learn the difference between Teaching, Mentoring, Coaching, Facilitating, and Consulting.
Learn how to embody each of these disciplines in your agile toolbox.
a) Using the Learning Pyramid or Bloom’s Taxonomy as a framework, describe how each of these
disciplines enable learning and retention and at what level each engages adult learners.
b) Discuss how each of these disciplines can be applied to agile coaching.
c) Compare teaching, mentoring, coaching, facilitation and consulting. Be able to describe when
each of these disciplines may be used in practice and what trade offs are necessary when
choosing one approach over another given a specific situation.
d) Relate personal examples of using these disciplines and how alternative approaches may have
been more effective.
4) Goal : Learn when to use Agile, Lean, Scrum, Kanban and others to best suit your organization
a) Based on previous experience with agile frameworks and study of agile methods new to you,
discuss what agile methods are best suited to a particular organization or product. (Scrum is the
primary focus of this course. Other agile frameworks like Lean, and Kanban will be discussed
based on the experience of facilitators and Cohort members.)
5) Goal : "Being" Agile not just "doing" Agile
a) For an agile framework that you have practiced describe the processes, procedures, rules and
tools that were used to implement the framework.
b) Describe how the implementation or these “mechanical” methods enabled or hindered the agile
transformation process as described in the Agile Manifesto and its 12 principles in practice.
c) For that framework and at least one other that is new to you, discuss how the underlying
principles of the framework’s standard practices enable the Agile Manifesto and how they are
most likely to be co-opted by a command and control mentality to hinder the spirit of agile.
6) Goal : Focus on Agile principles and Scrum for Teams while learning public speaking skills.
a) Demonstrate a thorough understanding of the Agile framework by giving a brief including the
following using only a flip chart, whiteboard or electronic equivalent:
i) From memory, the Roles, Ceremonies and Artifacts (RCA) of Scrum (timeboxed between eight
and twelve minutes). Alternatives of Kanban and Lean frameworks may also be considered –
check with your Coaching team for availability at the time of scheduling.
ii) From memory, the Agile Manifesto Values
iii) From memory, a summary of the 12 Principles of the Manifesto
7) Goal : Employing Shu Ha Ri techniques
a) Demonstrate, through conversation or writing, a clear conceptual model of the Shu, Ha, Ri
growth and learning construct.
b) Given examples of team and team member behaviors and attitudes, diagnose their level of
growth along the Shu, Ha, Ri continuum.
Readings, Materials, and Resources
1) Required Reading and Viewing:
a) Adkins, Lyssa (2010). Coaching Agile Teams: A Companion for ScrumMasters, Agile Coaches,
and Project Managers in Transition . Boston, MA: Pearson Education, Inc.
i) This is the main text for the class and should be read, reviewed and studied in detail prior to
the meeting session for which each chapter is assigned.
b) Kotter, John P. (2014). Accelerate . Boston, MA: Harvard Business School Publishing.
i) The newest edition is listed above but any edition is acceptable
ii) Read for understanding but focus only on those details discussed in class
c) Pink, D. H. (2011). Drive: The surprising truth about what motivates us . New York, NY:
Riverhead Books.
i) Read for understanding but focus only on those details discussed in class
d) The Peak Performance Center. The Learning Pyramid , retrieved from:
http://thepeakperformancecenter.com/educational-learning/learning/principles-of-learning/learni
ng-pyramid/
i) This is essential background information for topics in teaching and facilitation but will not be
tested in detail
e) Armstrong, Patricia (2017). Bloom’s Taxonomy , retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
i) This is essential background information for topics in teaching and facilitation but will not be
tested in detail
2) Suggested Reading and Viewing:
a) Anderson, Lorin W. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's
Taxonomy of Educational Objectives . London: Longman.
b) Eight Steps to Accelerate Change eBook from Kotter International
i) A PDF copy will be provided to Cohort members
c) The Kotter International website:
http://www.kotterinternational.com/8-steps-process-for-leading-change/
d) Dan Pink’s motivation model on YouTube: https://www.youtube.com/watch?v=u6XAPnuFjJc
We recommend that you purchase textbooks online. For your convenience, we can provide these at an
additional cost.
Course Policies and Expectations
Assignments
● Weekly quizzes will be given and available online for the 24 hours after each class session
except the last session. These will each have 8-20 true/false, multiple choice and multiple
answer questions and you will have a maximum of 20 minutes to complete each quiz. If you
miss more than 2 quizzes a zero score will be averaged into your quiz score for each missed
quiz. You can choose to not take the quiz for a missed class but this is not required or
recommended.
● At some time outside of class and prior to the 8 th course session, each Cohort member must
schedule a time with the coach or co-facilitator to fulfill the requirements of section 6.a above.
This can be either in person or via VTC.
● A Capstone Project will be assigned during the last class to be submitted prior to taking the
final online exam. The length will be a maximum of two single spaced pages using 10-point
font and 1-inch margins in 8.5 x 11-inch page format. Only Microsoft Word or PDF file
formats will be accepted.
● A comprehensive 55-minute final exam will be available after the last class. This will include
39 multiple choice, multiple answer, and short answer questions as well as 2 essay questions.
While the final is comprehensive it will focus on topics that had lower Cohort-wide scores on
the weekly quizzes. The final will be available online for 5 business days (including the
intervening weekend) after the last course session. If you do not take the final during this
period you will receive a zero score for the test.
● Case studies will be discussed in the course sessions as time permits – Lean Coffee time will
be given priority to address real-world problems of the Mentees.
● Additional opportunities for extra credit will be made available at the coaches’ discretion.
● Grading timeline guidelines. Quiz and non-essay grades on the final will be available
immediately after the quiz/test is submitted. The stand-up grade will be given immediately
after the session. The Capstone Project, final exam essay and final course grades will be
available, at the latest, 10 business days after the last course session.
Attendance and submission policies
● Attendance is required for at least 11 of the 13 course sessions. For more than 2 unexcused
absences there will be a 10% per session penalty on the final grade for the course. If you
know in advance that you must miss more than 2 sessions, please consult with the coach to
come up with an extra credit plan to make up the material.
● The coach and/or co-facilitator are available for optional weekly 30-minute one-on-one
coaching sessions with each Cohort member. It is the responsibility of the Cohort member to
schedule these meetings with the coach.
● Late submission of the final take-home project will result in a 10% per day reduction in grade
on the project.
● Since the tests will be delivered online, there is a chance that you will have connectivity or
other IT issues while completing a quiz or test. Please make every effort to be on a stable
Internet connection and check to ensure the software and operating system on your computer
are up-to-date prior to taking tests. If you have an issue, contact your coach and they can
allow another attempt at their discretion.
● A laptop computer, tablet or smartphone may be required during class for some exercises.
Phones and other electronic devices should be in silent mode or switched off during class.
Checking emails and web surfing should not be done during class. Note taking on your
electronic device is acceptable as long as it does not disturb the facilitator or other Cohort
members. During the Lean Coffee and case study periods your full attention to the discussion
is expected.
● Extraordinary extenuating circumstances, e.g. you are in a car accident or there is a health
issue with yourself or a relative, will be considered in applying these policies.
Evaluation and Grading Criteria for Student Work and Class Participation
● An overall score of 70% is required for AMP Certified Change Agent (AMP-CCA)
certification . If you do not meet this standard, an individual remediation program will be
created and, after additional study and mentoring, you will have a second opportunity to
take the final exam and/or develop an additional Capstone Project in order to raise your score.
● Course Grading Rubric
o Weekly Quizzes: 40 %
▪ The average of the weekly quiz percentage grades ( based on total points earned
vs total points available )
o Stand-up Brief: 20%
▪ From memory , the Roles, Ceremonies and Artifacts ( RCA ) of Scrum
(timeboxed between eight and twelve minutes): 40% (of the 20% )
▪ From memory , the Agile Manifesto Values: 40% (of the 20% )
▪ From memory , a summary of the 12 Principles of the Manifesto: 20% (of
the 20% )
o Capstone Project: 10 %
▪ Capstone Project grading rubric will be provided
o Final Exam: 30 %
o For example:
▪ Quiz average: 86% x 0.4 = 34.4%
▪ Stand Up: 80% x 0.2 = 16%
▪ Capstone Project: 85% x 0.1 = 8.5%
▪ Final Exam: 78% x 0.3 = 23.4%
▪ Course grade: 82.3% ( passes by over 12%)
Plagiarism guidelines
● Plagiarism is defined by Miriam Webster as:
o The act of using another person’s words or ideas without giving credit to that person
● Collaboration among Cohort members is highly encouraged. Study groups are also
encouraged, especially when preparing for the stand-up.
● However, written material submitted for grading is expected to be original work by the
individual Cohort member.
● Do not collaborate on the quizzes, Capstone Project or final exam. Do not discuss the quizzes,
Capstone Project or final exam with other Cohort members until they have also submitted
them.
● For the Capstone Project, if you use ideas and concepts from textbooks or other sources as
quotations you must cite them accordingly. If it is clear from the context that you are using a
course concept then you need not formally cite textbooks. If you use stories or concepts that
were expressed in a study group or class by another Cohort member or coach, then name
them as the source.
● If there is any doubt, then there is NO doubt that you should cite a source!
Learning Toolbox
● The best way to prepare for this course is to read the assigned texts and reflect on how they
relate to your past experiences or how you would normally or naturally react to similar
situations at work. Always think, “How would I have done this and how would I do it
differently if I took the author’s advice?”
● You and your Cohort are an integral part of this course and your combined experience and
wisdom is key to everyone’s learning.
● The final exam is meant to be challenging but not overwhelming. Make sure you review the
material that you missed on the quizzes and that was emphasized during the course review.
● If you find that you are behind or are not able to contribute to class discussions, please speak
to the coach for guidance on improving your study habits and public speaking skills.
● As discussed above, study groups are encouraged.
● How should students prepare for the exam?
● How would an experienced learner read a text in your course?
● What’s the best way to work with the textbook?
Learning Resources
● As with any Agile endeavor the first response for any blocker or issue is to “Take it to the
Team.” Your Cohort and coaches are the best resource.
● The MaxAgility Confluence page has links to all the presentations as well as additional
materials.
Syllabus Schedule
Course Session Timeboxes – 90 min sessions
Timebox Topic
10 min Review last week’s quiz and related questions
30 min Discuss the weekly readings and key takeaways
25 min Exercise or Case Study discussion
20 min Case Study discussion or Lean Coffee
5 min Commit to Next Steps
After each
session ends
Quiz (20-minute timebox)
Session Date Time Topic
1 10/9/17 2:30pm
PST
Syllabus Review, Course Introduction, Journey Lines (Facilitators and
Mentees will share overview of their career history and Mentees will
review their professional development objectives), Virtual
“Constellation” exercise
Prezi: http://prezi.com/wnvrtcvn-d7g/
Reading Due None.
Note: The “Reading Due” each week listed here is/are the reading(s) that are due
to be read and the content over which you will be quizzed. Therefore, for Session
#1, no advance reading is required.
2 10/16/17 Will I Be a Good Coach? / Expect High Performance
Prezi: https://prezi.com/jyg-9o4xehfx/
Reading Due Coaching Agile Teams Chapters 1 & 2. Reflect on your own agile path for
Chapter 1.
Case Study/Exercise
3 10/23/17 Mastering Yourself / Let your Style Change
Prezi: https://prezi.com/9sqnjmmqc_h6/
Reading Due Coaching Agile Teams Chapters 3 & 4.
Case Study/Exercise
4 11/13/17 Agile Coach as Mentor
Prezi: http://prezi.com/ttuoy8lb5huh/
Reading Due Coaching Agile Teams Chapter 5.
Case Study/Exercise
5 11/20/17 Agile Coach as Facilitator / Teacher
Prezi: http://prezi.com/e0tig34wi0st/
Reading Due Bloom’s Taxonomy (website), Learning Pyramid (website), Coaching Agile Teams
Chapter 6 & 7. Read the websites first and reflect on them while reading Adkins.
Case Study/Exercise
6 12/11/17 Agile Coach as Problem Solver / Conflict Navigator
Prezi: http://prezi.com/7k7krqggtm0_/
Reading Due Coaching Agile Teams Chapter 8 & 9.
Case Study/Exercise
7 12/18/17 Agile Coach as Collaboration Conductor / Agile Coach Failure,
Recovery & Success Modes
Prezi: http://prezi.com/g8acsrkzkvcx/
Reading Due Coaching Agile Teams Chapter 10 & 11.
Case Study/Exercise
8 1/16/18 When Will I Get There? / It’s your Journey
Prezi: http://prezi.com/we56foya3u2e/
Reading Due Coaching Agile Teams Chapter 12 & 13.
Case Study/Exercise
9 1/22/18 Motivation – First half of the book
Reading Due Drive: The surprising truth about what motivates us . Chapters 1 – 4. (108 pages of
total 218 pages. Note that the entire book’s typical reading time is approximately
3 hours and 25 minutes . Plan accordingly.).
Prezi: http://prezi.com/sva3mvam69qi/
Case Study/Exercise
10 1/29/18 Motivation – Second half of the book
Prezi: http://prezi.com/-x9ld3p6vug8/
Reading Due Drive: The surprising truth about what motivates us . Chapters 5 – up to but not
including Acknowledgements.
Case Study/Exercise
11 2/5/18 Change Models – First half of the book
Capstone Project introduced
Prezi: http://prezi.com/l59lj5n3pujh/
Reading Due Accelerate. Building Strategic Agility for a Faster-moving World. Chapters 1 – 5. (108
pages of total 207 pages. Note that the entire book’s typical reading time is
approximately 2 hours and 26 minutes . Plan accordingly.).
Case Study/Exercise Capstone Project will be explained in class.
12 2/26/18 Change Models – Second half of the book
Final exam preparation . Be prepared to ask any questions from the
quizzes that remain unclear.
Prezi: https://prezi.com/53yrqoflh-5i/
Reading Due Accelerate. Building Strategic Agility for a Faster-moving World. Chapters 6 – 9,
Appendix A & B.
Case Study/Exercise
13 3/5/18 Course Wrap-up – Meet for any last questions
Reading Due None
Case Study/Exercise None
Mentee
Deadlines
1) Capstone Project Submitted
2) Final Exam Completed (Note: When you get to Question #40, copy
and paste the text from your Capstone project into the answer box.
This isn’t what will be graded – need a placeholder to grade the
question. Email your Capstone to both instructors.)
3) Stand-up Briefs Completed
Grades
Posted
8/12 (+2
weeks)
1:00 PM
Pacific
Final Grades Posted


last updated september 2019