6.1. Theme : Understanding the Individual Change Cycle :
Whether they are just beginning in Agile, or as they develop into skilled practitioners, individuals on Agile teams are confronted with the need to learn new skills, develop new mindsets and engage in new relationships with their colleagues. In short, they are required to change.
Purpose: To expose the learner to one or more models for how individuals change, grow and learn. Such a model should distinguish between self-chosen change and organizationally imposed change. It should also emphasize the need to “meet a person where they are at” in their change process, rather than the coach imposing their beliefs or needs.
6.2. Theme : Mentoring and mentoring practices :
A mentor facilitates personal and professional growth in an individual by sharing the knowledge and insights they have learned.
Purpose: To provide the learner with a model or explicit definition of mentoring (e.g., creating relationship, establishing goals, creating an action plan, giving feedback, etc.). In the Agile context, mentoring may be around the roles, transitioning to the Agile mindset, or when and how to incorporate practices at various organizational levels. There are models for how to create a good mentoring relationship, how to establish goals, helping the mentee create an action plan, etc. There is an inherent tension between giving direct advice as a mentor as opposed to helping the mentee explore options for themselves. Therefore, this LO contextualizes the mentoring role within the Agile context, and compares mentoring to coaching (defined elsewhere) and explores when to use which skill and mind-set.
6.3. Theme : Mentoring and coaching the roles in Agile
The Agile roles, whether on the core team or part of the stakeholder community, may require both coaching and mentoring because people's roles often change upon adopting an Agile framework. Knowing when to coach and when to mentor is a key success criteria.
Purpose: To differentiate coaching and mentoring, help the learner decide when to use each and to articulate the purpose of assisting people in their new Agile roles through teaching, mentoring/coaching, supporting success and helping learn from failure to increase the learning. These roles may include product owner, testers, developers, analysts, managers, other agile coaches and other stakeholders such as customer or executives.
6.4. Theme : Mentoring and coaching the key transitions for the roles in Agile :
Everyone goes through some kind of transition in their role when they encounter agile and an Agile Coach helps them through that transition.
Purpose: To help the agile coach understand the typical transitions faced by the people in various roles when agile is brought in, such as analysts who will move out of the customer/team intermediary role, testers who need to become part of the action rather than ‘victims' at the end of the cycle, product owners who need to focus on the “what” and “why” of the product rather than managing to a schedule, and agile managers who need to become agile enablers rather than problem solvers. This LO presents key transitions, such as these, and also offers critical success factors or key failure modes for each.
6.5. Theme : Identifying and handling resistance from individuals :
Agile coaches use resistance rather than resisting resistance.
Purpose: To help the learner understand how to work with resistance from individuals as they take up their agile roles, rather than seeing resistance as an indication of failure or something to be solved. In this LO, the learner is exposed to at least one model for working with resistance as information and as a resource for moving forward with greater depth and real buy-in from the people experiencing the resistance.
6.6. Application : Problem scenarios - Mentoring vs. Coaching in pairs :
Purpose: To practice mentoring and/or coaching a particular role in a particular circumstance. To practice opening the conversation and working through the flow between mentoring and coaching, either by doing it and/or by talking through the thought process of how you would do it.