Guidelines for assessing your competency levels and rating yourselfWhen you assess your level for a competency area, remember that the purpose is to visualise your opportunities for improvement and to track your progress over time. Rating yourself too high or too low would defeat the purpose. This is an example of how to rate yourself correctly:

• Levels are cumulative, it means that a level, say level 3, implies you match everything is described in level 1, in level 2, and in level 3.

• When you don’t match completely the description of a level, say level 2, you should rate yourself below that level, for example 1 or 1.5.

• When, for example, you match the description of level 3 for a competency area (i.e. facilitation), but you don’t match something specified in level 2 description, don’t rate yourself at level 3 or 2. Instead rate yourself below 2, for example 1.5, to highlight the opportunity for improvement that you have discovered at level 2.

Follow-up after completing your radars:Here few ideas to follow-up after you completed your radar:• Organise a mentoring session with a senior Coach. Use your radar as a starting point for a

mentoring conversation. • Create an action plan for self-development as Coach, and review your radars in a month• Collect feedback to measure your progress, and use it when you review your radars

Lean-Agile Coach Skills Self-AssessmentDetailed/advanced levels descriptions

Facilitation Level 1

(A) Can facilitate some of his/her team’s lean-agile ceremonies (standard meetings/events expected by a framework), starting from the simplest and more frequent ones, such as stand-ups. Facilitates typically in pair, or with help from team’s Scrum Master (or equivalent roles).(B) For each ceremony, he/she applies correctly standard process and protocols defined by the framework.

Level 2

(A) Can facilitate autonomously all sprint/iteration ceremonies, and when faced with situations he/she is not equipped to handle, knows when and how to involve a more experienced facilitator or team’s Scrum Master.(B) Identifies dysfunctional behaviors and patterns in the ceremonies, and manages them respectfully and effectively.(C) Strives to facilitate elements of inclusive participation, shared understanding, collective sense/decision making.(D) Consistently adopts a servant-leadership approach and displays behaviors that come with lean-agile mindset.

Level 3

(A) Capable of facilitating effectively every lean-agile team in the organisation, even those unknown to him/her.(B) Assesses team’s characteristics and maturity, and chooses among various facilitation styles the one better suited.(C) Achieves effectively inclusive participation, mutual understanding, collective sense making, consensus building, collective decision making, solutioning, and actions planning. (D) Maintains neutrality in ceremonies’ content and outcome. Pursues team’s priorities, agenda, goals, and definition of success.(E) Navigates conflicts and deals effectively with difficult personalities, dysfunctional dynamics, conflicting needs, and pressure.(F) Masters different facilitation techniques for each ceremony, from room setup, to working agreements, group activities and info radiators.

Level 4

(A) Facilitates multi-team ceremonies and small group meetings (ad-hoc events that requires ad-hoc structure, format and facilitation) with familiar attendees as well as with external clients.(B) Facilitates more complex team’s ceremonies that spans multiple days, and with attendees from the whole organisation, such as Inception meetings (co-creation of product/release vision, from idea to first roadmap refinement). (C) Employs a variety of meeting tools to fit group size, composition, goals, and timing.(D) Pairs with and supports aspiring facilitators among team members, promoting team autonomy and independence.

Level 5

(A) Delivers ad-hoc facilitation to large groups of external clients, and for a variety of different meetings, including public events. (B) Naturally adapts on-the-fly facilitation style and process to changed circumstances and unexpected events.(C) Handles effectively, with confidence and respect, every type of personality, conflict situation, and difficult behaviours.(D) Supports meeting preparation activities. Easily navigates ambiguity to clarify objectives, expected outcomes, and success criteria. Identifies required attendees and ensure they are attending. Can easily design suitable meetings processes, and carryover follow-up activities. Invents and introduces large scale innovations.

Professional CoachingLevel 1

(A) Practices coaching competencies by coaching individual team members, and the team mainly during retrospective meeting. Coach engages by being present and listening attentively to client’s material rather than their own. (B) Participates in forward looking, non-judgemental conversations and powerful questioning but may be conscious of a temptation to give value by ‘fixing it’. (C) Sustains team’s continuous improvement beyond lean-agile practice, inspiring a thought-provoking and creative process of holistic exploration and discovery of improvements.(D) Practices basic content and outcome neutrality, letting team set own goals, prioritise and commit to improvement actions.(E) Empowers team members and prospective coachees to connect for the broader benefit of the rest of the organisation.

Level 2

(A) Coaches individual team members and supports their continuous improvement in the area of soft-skills, collaboration, ambiguity management and lean-agile mindset, with the goal of becoming better members of a lean-agile team. (B) Uses effectively at least one professional coaching framework, and employ correctly the arc of a coaching conversation. (C) Consistently adopts a servant-leadership approach. Embodies Lean-Agile values, principles, and mindset. Acts accordingly to self-organising teams principles. (D) Is aware and self-aware of which set of behaviors, as a coach, to move away from and which to move toward. (E) Attends to the coachee agenda by engaging in forward looking, non-judgemental conversations but can be prone to an attachment to his/her own performance.

Level 3

(A) Professionally coaches at team level, and a variety of individuals inside and outside IT and from different parts of the organisation, toward the realisation of their full potential. (B) Is proficient in active listening at different levels. The listening is focused on the client’s agenda and can change and adapt as the client’s thinking changes. (C) Can co-create with the coachee to develop an effective method of managing and measuring progress.(D) Practices socratic questioning and powerful questioning during coaching sessions.(E) Surfaces and handle conflicts in a positive manner.

Level 4

(A) Masters the coaching stance: maintains domain and outcome neutrality (honors coachee’s expertise, agenda and preferences), promote independence and autonomy from the coach, acts in a non-colluding way (doesn’t accommodate dysfunctions or limitations, doesn’t act as detrimental caregiver). (B) Understands the key differences between internal and external coaches, and third party funded/sponsored coaching, and acts accordingly to circumstances. (C) Negotiates effectively coach role in different assignments and within a given context.(D) Establish effectively a clear coaching relationship agreement with coachees. (E) Understands and takes into account the different types of teams and of organisational culture. Understands and uses individual change models and processes. Understands and uses one or more models for how teams develop over time.

Level 5

(A) Effectively coaches multiple teams and individuals from all parts of the organisation, can coach leaders and executives. (B) Has had formal professional coaching training. Knows and uses different professional coaching frameworks. (C) Is able to negotiate effectively coaching relationships even in difficult and ambiguous situations. (D) Is a reliable and trustworthy mirror for teams and individuals’ self-reflection, self-improvement and self-actualisation. Coach’s communication frequently uses client’s learning, thinking and creative style. (E) Organises and drives co-coaching within the organisation with the goal of learning improved coaching techniques, and developing organisation internal coaching capabilities. Invents and introduces large scale innovations.

MentoringLevel 1

(A) Accomplished in articulating the lean-agile framework in use, and in articulating responsibilities and duties of each role. (B) Can advise team members new to the lean-agile framework about the responsibilities and duties of their role as described in the lean-agile framework in use.

Level 2(A) Advises team and team members on the adoption of a lean-agile way of working, incorporating specific aspects of the team context, and circumstances.(B) Advises more experienced team members in his/her own area of lean-agile domain mastery (i.e. technical, or business/product development).

Level 3

(A) Personally embodies the lean-agile values and principles. Can advise team and team members on lean-agile mindset. (B) Advises more experienced teams and business stakeholders and managers working with the team and new to lean-agile.(C) Mentors incorporating elements of domain and outcome neutrality, and non-collusion.(D) Is capable of active listening at different levels, of non violent communication, and empathy. (E) Practices dialogic learning principles, socratic questioning, and powerful questioning.(F) Understands individual change cycle, knows and uses one or more models for individual change.

Level 4

(A) Advises individuals from all parts of the organisation, teams, departments and organisations embarked in a large and/or complex journey toward lean-agile excellence. Can advise individuals and teams experienced in lean-agile on advanced topics. (B) Understands team change cycle, knows and uses one or more models for team change. Can detect the team’s current developmental level, and adopt key methods for helping a team advance to the next level. Has direct experience of key characteristics of high performing teams and organisations. (C) Can deliver complex assessments at team, department and organisation level, for various aspects of lean-agile adoption.(D) Masters neutrality, independence and non-collusion. (E) Knows and uses one or more professional mentoring frameworks and practices with confidence the arc of a mentoring conversation.(F) Designs effective mentoring relationships and helps through continuous improvements journeys.

Level 5

(A) Creates learning organisations and instills the continuous improvement mindset.(B) Successfully enables others to learn, grow, and become better professionals, thereby advancing their career and their team’s results. (C) Builds capability and autonomy in the mentee, in the team, and in the organisation. (D) Masters dialogic learning. Asks revealing questions. (E) Is an independent and trustworthy mirror that act as external validator and enable self-reflection and self-actualisation of mentees. (F) Masters and use one or more relevant competency models of his/her profession. (G) Masters and mixes competencies from the teaching/training competency area and the professional coaching competency area. (H) Have had formal mentoring training. Knows and uses different mentoring frameworks. Invents and introduces large scale innovations to deal with truly unique situations.

Training & TeachingLevel 1 (A) Delivers training to his/her team members and to familiar co-workers, in pair with an experienced trainer,

following agenda, timing, content, and format provided to him/her.

Level 2

(A) Assess the level of the class and attendees, and introduce small adaptations to his/her delivery in order to match their level.(B) Is aware of the level of attention, energy and engagement of the class during the whole training.(C) Practices active listening and verifies the understanding of the content presented by the attendees.(D) Strives to identify key concepts and learning objectives in the content, and strives to communicates them as clearly and concisely as possible.

Level 3

(A) Successfully delivers training classes autonomously, and consistently receives positive feedback.(B) Is aware of the goals of the training for the organisation, for training sponsor, and for attendees.(C) Is aware of the success criteria of the training, the expected benefits, and how it fits with the overall picture.(D) Adapts, also on-the-fly, learning objectives, content, agenda and delivery, to match goals and success criteria.(E) Actively manage attention and energy levels in the class, adapting his/her delivery, employing suitable delivery patterns, and using suitable training techniques and teaching tools.(F) Adopts tools and techniques to increase the engagement,active participation,learning and retention of attendees.

Level 4

(A) Comfortable in delivering workshops to unknown audience (as opposed to internal training) and to larger groups. (B) Plans and organises workshops sessions, defines with stakeholders goals and success criteria, takes care of follow-up communications after the workshops.(C) Receives positive feedback, and strives to collect feedback and improve the training material and the delivery.(D) Participates in developing and updating workshops content. Mixes and matches a variety of training techniques, and design trainings to maximise the engagement, and active participation of attendees.(E) Empathic with attendees, is capable of active listening at different levels, and masters dialogic learning and socratic questioning. (F) Easily and creatively adapts delivery style, training agenda, and activities to class and attendees.(G) Aware of accelerated learning principles, and techniques to design and deliver training.

Level 5

(A) Consistently receives positive feedback for the interactive and engaging nature of the training delivery, for the quality of the content, for the quality of the collaboration and the safety of the environment, and for the effectiveness of the class.(B) Continually improves his/her training skills by collecting feedback and improving in key areas. (C) Masters accelerated learning principles, and techniques.(D) Creates new, relevant, interesting and exciting training classes, training techniques and exercises.(E) Pair with and assist others in becoming great trainers. Invents and introduces large scale innovations.

Lean-Agile PratictionerLevel 1

(A) Has experienced lean/agile way of working with one team, in one organisation that has an intermediate experience of lean/agile. Consequently has experienced one lean/agile framework.(B) Has understanding and experience of his/her role’s responsibilities, expected outcomes, and participation in the main ceremonies. (C) Deals with novel and difficult situations with support from experienced facilitators, coaches, scrum masters or equivalent roles.

Level 2

(A) Has experience of, at least, one lean/agile framework, in two or more distinct teams, and in two or more distinct organisations.(B) Can articulate and present all roles in the lean/agile team, their responsibilities, the artifacts, the ceremonies. (C) Has direct experience of good multidisciplinary cross-functional teams, deep collaboration, shared responsibilities. (D) Makes small adaptations to situation and context, and knows when and how to involve a more experienced coaches, scrum masters (or equivalent roles) to deal with a challenge.

Level 3

(A) Understands and has hands-on experience with different lean/agile frameworks, in different teams, in different organizations, in different organisation cultures, in different industries, at technical and team and business level.(B) Understands and has hands-on experience of stable product teams, self-organisation, fluid roles, dynamic adaptive responsibilities. (C) Enacts lean/agile value, principles, and mindset.(D) Strives for continuous improvements, identifies improvements and useful adaptations for his/her role and for the whole team, taking into account short term goals and medium term goals.

Level 4

(A) Has a few years of real hands-on experience in developing, delivering, supporting, maintaining and evolving digital products with lean/agile.(B) Masters many lean/agile frameworks and a multitude of lean/agile practices. (C) Knows, understands, and articulates clearly the hows, that whats, the whys of every practice, and in which context each practice fits well.(D) Understands and applies the theory behind lean/agile ways of working and related organisational theories, such as for example, systems thinking, complex adaptive systems, cynefin, queue theory, constraints theory, and the like. (E) Guides less experienced team members and teams, on lean/agile ways of working.

Level 5

(A) Has several years of real hands-on experience in developing, delivering, supporting, maintaining and evolving digital products with lean/agile. (B) Has knowledge and direct experience of what “good” really looks like for any of the various lean/agile practices.(C) Is able to effectively tweak, mash up, and adapt various lean/agile frameworks and practices, and pre-lean/agile practices, in order to fit specific contexts and circumstances.(D) Innovates practices, in a way consistent with the underlying lean/agile principles and values, and uses them in novel situations appropriately, whenever known approaches don’t work well enough.(E) Assesses technical, or business, or organisational agility. Quickly understand the situation and instinctively zooms in on the central aspects. Suggests relevant actions and meaningful options for improvements.

Technical Mastery (current or past)Level 1

(A) Uses some of the basic technical practices associated with lean-agile software development, such as unit testing and basic refactoring, following the rules, in simple situations, or in more complex situations with help from senior developers.

Level 2(A) Uses effectively some practices associated with lean-agile software development, such as different types of test automation, continuous integration, and main refactoring, in real-work circumstances, following team’s guidelines. (B) Makes small adaptations to situation and context, and knows when and how to involve a more experienced software developer or the tech-lead, to deal with a challenge.

Level 3

(A) Uses effectively and autonomously most practices associated with lean-agile software development, including solid/clean coding, simple/emergent/continuous design, pair-programming, cross-functional team and deep collaboration, collective code ownership, transparency, tests automation, continuous refactoring, continuous integration, iterative development, continuous flow software development, continuous delivery, and the like.(B) In situations of medium complexity, acts consciously taking into account short and medium term goals.(C) Actively contributes to improve team’s coding standards, guidelines, and restlessly reduce technical debt.

Level 4

(A) Is able to practice effectively the large majority of practices associated with lean-agile software development, in large and legacy code-bases. Sees the situation as a whole, decides in a holistic way, is able to make tactical and strategical decisions.(B) Communicates clearly to the business, opportunities, short and medium term consequences and business impacts of technical decisions, and can assess technical impacts of business decisions.(C) Evaluate correctly technical decisions impact at individual, team, teams, business and organisation levels.(D) Supports and guides less experienced software developers and is a trusted member of the team. (E) Focuses on promoting technical craftsmanship as a means to create valuable business outcomes.

Level 5

(A) Expresses a confident and effective technical leadership at teams level, for complex products that are part of a broader digital eco-system. Understands the role of IT in business and in the whole organisation, and acts accordingly.(B) Is excellent at and masters lean/agile software development practices, has a direct experience of what “good” really looks like for those practices.(C) Can assess technical decisions, practices, processes and implementations. Quickly understand the situation and instinctively zooms in on the central aspects. Can suggest relevant actions and meaningful options for improvements.(D) Mixes, matches and tailors more advanced techniques and introduce innovations, to adapt them to context and situation.(E) Has a deep understanding and hands-on experience of the fundamentals, restlessly strives for simplicity, intuitively spots and removes over-engineering.

Business & Product Mastery (current or past)

Level 1

(A) Uses some of the basic practices associated with lean-agile Product Ownership, such as writing user stories, backlog grooming, prioritisation, iteration/sprint planning, burn-up/down charts. (B) Understands and has experience of Product Owner and BA role’s responsibilities, expected outcomes, and facilitation of main requirements/planning team’s ceremonies. (C) Deals with novel and difficult situations with support from experienced Product Owners, agile BAs, coaches, scrum masters or equivalent roles.

Level 2(A) Uses effectively, in real-work situations, some practices associated with lean-agile Product Ownership, such as backlog management (e.g. impact mapping, story mapping), sprint goal, sizing, customer engagement, following company guidelines.(B) Makes small adaptations to situation and context, and knows when and how to involve a more experienced PO, agile BA, coach, SM, or equivalent role, to deal with a challenge.

Level 3

(A) Uses effectively and autonomously most practices associated with lean-agile Product Ownership, including just-in time, good enough, incremental requirements management, process analysis, stakeholders management, product envisioning, inception meetings. (B) In situations of medium complexity, acts consciously taking into account short and medium term goals.(C) Actively contributes to improve team’s and company’s Product Ownership practice, and restlessly strives for work prioritisation moving away from low value work and towards highest value, explorative experiments, increasing learning speed, collaboration, and reducing cost of change.

Level 4

(A) Practices effectively, in large multi-product/multi-market/multi-team companies, the majority of practices associated with lean-agile Product Ownership, including business/product architecture, market and competitors analysis, pricing, sales, business and financial analysis. Sees the situation as a whole, decides in a holistic way, is able to make tactical and strategical decisions. (B) Articulates business opportunities, short and medium term consequences of business decisions, as well as opportunities arising from technology, and business impacts of technical decisions.(C) Evaluates correctly work prioritisation’s impact at teams, product, portfolio, and organisation levels.(D) Applies business strategy and management frameworks, product innovation techniques or other business process management approaches, and other techniques that relate to innovating products (e.g. Lean-Startup, Lean-UX), processes and operations. (E) Supports and guides less experienced agile BAs and POs and is a trusted member of the team. (F) Focuses on promoting in the whole organisation relentless prioritisation, exploration and learning, collaboration, and has direct experience of technical craftsmanship as a means to reduce cost of change, create opportunities, and create valuable business outcomes.

Level 5

(A) Expresses a confident and effective Product leadership at company level, for complex products that are part of a broader portfolio and digital eco-system. Understands the role of digital products development as part the whole organisation, its relation with IT, and acts accordingly. (B) Assesses strategies, plans, priorities, real progress, decisions, practices, processes and implementations. Quickly understand the situation and instinctively zooms in on the central aspects. Suggests relevant actions and meaningful options for improvement.(C) Mixes, matches and tailor more advanced techniques, and introduce innovations to adapt them to context and situation.(D) Has a deep understanding and hands-on experience of the fundamentals, relentlessly strives for maximising the creation of value, the exploration of opportunities, and intuitively spots and removes barriers to collaboration and to fast learning, reduces the cost of change, and balances products portfolio.

Enterprise & Transformation Mastery (current or past)

Level 1

(A) Has direct experience of different organizational cultures and their relation with lean/agile, of paradigms shift related to lean/agile mindset, and of agility at business and organisation level. Understands and applies lean/agile theory for organisations, including for example systems dynamic, complex adaptive systems, and cynefin.(B) Works effectively with senior managers and leaders.(C) Understands the organizational change process, knows and uses one or more models for organizational change.(D) Guides effective organizational assessments, with proficiency in the assessment dimensions, modalities and processes. The dimensions include culture, organizational structures and processes, business alignment and agility, technical practices, leadership maturity, change readiness, and business goals of the change.

Level 2

(A) Is able to contribute to assessments, design strategy and contracting for change.(B) Identifies and addresses organizational impediments: strategic, structural, cultural and educational.(C) Contributes to the development of a tailored and intentional change process that engages the whole system in the change.(D) Brings the lean/agile mindset to change, ensures that the change processes employed do not get used in a traditional, top-down, phase-gate, or check-off-the-Gantt-chart way. (E) Instills lean/agile values, principles and mindset throughout the entire change process.

Level 3

(A) Promotes business agility thinking, connects and extends business and organizational agility thinking, mindsets, practices, and values to the complex and uncertain enterprise environment.(B) Creates credible business cases for change and articulates clearly business benefits.(C) Works successfully with confidence and credibility with Executive teams.(D) Drives assessments, the design of transformation or enablement options, and the contracting for change.

Level 4

(A) Understands and practices successfully lean/agile coaching at enterprise scale.(B) Masters change management, organisational development, management consulting, and is aware of theory and models from behavioural sciences for teams and organisations.(D) Actively promotes organizational change, leadership capacity development, and paradigms shift.(E) Effectively and successfully facilitates, catalyses and, as appropriate, drives and support organisational change and transformation. (F) Helps other less experienced enterprise coaches and transformation leads.

Level 5

(A) Expresses a confident and effective leadership in the field of enterprise coaching and organisational transformation.(B) Assesses enterprise coaching strategies and transformation programs. Quickly understand the situation and instinctively zooms in on the central aspects. Can suggest relevant actions and meaningful options for improvements.(C) Help organisation to build its internal capability of enterprise coaching and lean/agile transformation.(D) Mixes, matches and tailor advanced enterprise coaching and organisational transformation techniques, and introduce innovations, to adapt them to context and situation.(E) Has a deep understanding and hands-on experience of the fundamentals, relentlessly strives for modern approaches to organisations growth and ways of working, effective coaching relationships, for helping organisations and leaders to reach their full potential and become the best they can be, for promoting beneficial interdependent collaborations.

Lean-Agile Coach traits Self-AssessmentLevel 0: The trait is absent or the opposite trait is present

Level 1: The trait is present in you as much as in most of the people around you

Level 2: Some acquaintances, friends or co-workers would mention the trait when asked about your personality. You can mention some events and behaviors where you exhibited the trait.

Level 3: You consistently exhibit the trait in every circumstances where it’s appropriate. You can mention several events and behaviors where you exhibited the trait.

Level 4: Almost everyone recognize it as a key strong trait of your personality

Level 5: You could be a role model for the trait

Lean-Agile Coach traits Self-Assessment

Initiative

The ability and tendency to assess and initiate things independently. The ability to act first or take charge on one's own without first being requested to do so or before others do. The ability and tendency to initiate: to start an action, including coming up with a proposal. The readiness to embark on a new venture. Having a fresh approach to something; a new way of dealing with a problem.

FlexibilityThe willingness to change or compromise. The quality of bending easily without breaking.The extent to which a person can cope with changes in circumstances and think about problems and tasks in novel, creative ways. Even in case of stressors or unexpected events occurrence.

OptimismHopefulness and confidence about the future or the success of something.A disposition or tendency to look on the more favorable side of events or conditions and to expect the most favorable outcome.

Lean-Agile Coach traits Self-Assessment

ResilienceThe ability to properly adapt to stress and adversity. The ability to recover from or adjust to misfortune, damage, change or a destabilizing perturbation in the environment. The ability to become strong, healthy, or successful again after something bad happens.

DeterminationThe firmness of purpose.The quality that makes someone continue trying to do or achieve something that is difficult.Having the positive emotion that involves persevering towards a difficult goal in spite of obstacles.

Detachment

The state in which a person overcomes his or her attachment to desire for things, people or concepts of the world and thus attains a heightened perspective.The ability to manage emotional boundaries, to find the proper level of emotional engagement, in order to allow the space needed to rationally choose, maintain integrity and avoid undesired impact by or upon others.The ability to maintain neutrality, serve the coachee’s agenda, reduce coachee dependence, not colluding with the coachee’s desire to accommodate their dysfunctions or limitations without attachment or judgment.

Lean-Agile Coach traits Self-Assessment

Discernment

The ability to obtain sharp perceptions and to judge well.The ability to see and understand people, situations and things clearly and intelligently.The quality of being able to grasp and comprehend what is obscure such as hidden context, implicit assumptions, intangible things, mutable and uncertain circumstances.

SupportiveProviding encouragement, emotional help and support. Being informative. Being sympathetic. Having and showing concern. Appreciating present strengths, successes, and potentials. Recognizing and searching the best in people and helping them to envision what they can achieve.

Lean-Agile Coach undesired traits

DirectivePreference to direct others, to assign tasks and supervise people and resources.Propensity to define and enforce standards, guidelines and rules.Predilection to positions of authority in a top-down hierarchy.

Defensive

Being concerned with guarding against threat of criticism.Perceiving openness, transparency, fluid roles and responsibilities, honest feedback as threats.Being anxious and avoiding to exit the comfort zone, to express opinions or take positions in public. The feeling that one have to justify his/her behavior and act as though questions are attacks on him/her.

Judgmental

Having or displaying an overly critical point of view. The conviction that when there are 2 different opinions or points of view, one must right and the other must be wrong; and that most problems admit one optimal solution.The tendency to think that a truth, a value or a best practice does not admit exceptions and does not depend on contexts, circumstances or personal preferences.

Low threshold to frustration

Getting easily stressed. Getting irritated or angry when facing small frustrations that would just annoy other people.Reacting disproportionally to adversities.Favoring immediate pleasure or avoidance of pain over avoiding long-term stress and defeatism.

Related self-assessment radars are here:http://www.slideshare.net/LucaMinudel/leanagile-coach-selfassessment

Short/simplified levels descriptions are here:http://www.slideshare.net/LucaMinudel/lean-agile-coach-selfassessment-levels-descriptions

InfoQ article on Lean-Agile Coach Self-Assessment:https://www.infoq.com/articles/continuously-improving-lean-agile-coaching

Hint: 1) Use these short/simplified levels descriptions to fill your radars, and look at the detailed/advanced levels descriptions in the areas where you want to improve next. 2) Download the detailed/advanced levels descriptions, in the notes you’ll find references to resources useful to improve in each competency area

Thanks for their suggestions, improvements, contributions, and feedback to:- Jon Sleeper, Agile and Business Coach- Robert Sprigge, Senior Agile Business Analyst - Simone Zecchi, Scrum Master - Simon Powers, Adventures With Agile (AWA)- Laura Re, Coach and Trainer- Derek Winter, Agile Coach

LUCA MINUDEL - LEAN-AGILE COACH & TRAINER

ABOUT THE AUTHORS:

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CARLO BESCHI - AGILE-LEAN COACH

ABOUT THE AUTHORS:

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