Since its public debut at the 2011 Scrum Gathering in Seattle during the Open Space by its creator Adam Weisbart, Build Your Own Scrum has been used by Scrum Trainers to teach Scrum around the world at companies like Intel and Expedia, and in countries ranging from the United States to China. It has helped hundreds of people learn about Scrum without a boring lecture. And now, using this facilitation guide, you can use it too!
The full Build Your Own Scrum module is made up of 9 parts, and takes approximately 3 hours to run. The exercises build on each other, reinforcing important information in an interactive way.
By the end of the module, students will have a thorough understanding of the Scrum Roles, Meetings, and how a feature makes its way from the Product Backlog, through a Sprint, and out as a potentially shippable product increment.
Build Your Own Scrum
Participants build the Scrum framework using scissors, glue, Scrum reference material, and the Build Your Own Scrum worksheet in teams of 5-9 people.
5 Minutes per Team
Show & Tell
Teams present the frameworks they created with the other teams. The instructor asks questions if needed, with the aim of getting people from other teams to help clarify or correct any isconceptions. The instructor can also elaborate on sections she feels the class may not understand.
The entire class guides the instructor in placing the four meetings of Scrum on a timeline to confirm they have learned the correct order of meetings from steps 1 and 2.
Silent Writing for Roles
Students are given 5 minutes of silent writing to jot down on post-its as many important things as they can come up with about each of the 3 roles.
Scrum Master Review
Participants circle around the whiteboard. The instructor explains affinity grouping and the class works together to group the post-its they wrote for the Scrum Master role on the board. The instructor facilitates the labeling of the groups. Labels like “Facilitator”, “Servant Leader”, etc... will emerge. The instructor elaborates on each of these.
The class breaks into two teams, and each team takes one of the remaining roles. Using the affinity grouping method they just learned, each team uses the post-its they wrote during silent writing to come up with up to 7 important things about their assigned role. The two teams then share their work with each other. The instructor clarifies the bullets if needed and adds insight where appropriate.
Meetings Myth Or Fact
Students self-organize into 3 groups (or four if you have a large number of participants). There are four learning stations around the room, one for each of the meetings. Each group will select one of the four at which to start. The group will then fill in the “Who, Why, When” fields on the learning station for that meeting. They’ll then have 5 minutes at the station to, as a group, decide if the statements on the 10 quiz cards located at the station are a “Myth” or a “Fact”. The groups will then rotate to the next learning station until all groups have worked at all stations.
The class asks for clarification on any of the 40 Meeting Myth or Fact questions they just answered. The instructor clarifies.
The instructor closes the session by reviewing what’s been learned.