CST Curriculum Development & Training Delivery 2 — Questions and Answers
Question 1: A CST is designing a 2-day Certified ScrumMaster course. What is the most appropriate sequence for introducing core Scrum concepts?
- Start with Scrum roles, then events, then artifacts, then values last
- Start with Scrum values and empiricism, then introduce roles, events, and artifacts as expressions of those principles (Correct answer)
- Begin with Sprint Planning mechanics, then work backward to explain why each element exists
- Open with a detailed comparison of Scrum vs. Kanban vs. SAFe to give context
Correct answer: Start with Scrum values and empiricism, then introduce roles, events, and artifacts as expressions of those principles
Effective Scrum curriculum grounds learners in empiricism and values first so they understand the 'why' behind each structural element.
Question 2: During a CSM course, a group of participants comes from a heavily waterfall-regulated industry and resists the concept of self-managing teams. What is the best training response?
- Skip the self-management discussion to avoid conflict and focus on ceremonies
- Use experiential activities that surface the benefits of self-organization in a safe environment (Correct answer)
- Tell them Scrum requires self-management and they must comply with the framework
- Defer the topic to the Agile Coach who will follow up after the class
Correct answer: Use experiential activities that surface the benefits of self-organization in a safe environment
Experiential learning helps resistant learners discover insights themselves rather than being told, making adoption more likely.
Question 3: A CST wants to assess whether learning objectives have been met by the end of a Scrum training. Which approach aligns best with adult learning principles?
- Administer a written multiple-choice exam at the end of Day 2
- Have participants demonstrate understanding through application exercises and peer discussion (Correct answer)
- Review the Scrum Guide aloud and ask participants if they have questions
- Send a post-course survey asking participants to self-rate their confidence
Correct answer: Have participants demonstrate understanding through application exercises and peer discussion
Application exercises and peer discussion assess understanding through Bloom's higher-order levels, consistent with andragogy.
Question 4: When developing curriculum for a CSPO course, which learning objective is best written for measurable outcomes?
- Participants will understand the role of the Product Owner
- Participants will appreciate the importance of the Product Backlog
- Participants will be able to write and prioritize Product Backlog Items using value and risk criteria (Correct answer)
- Participants will learn about stakeholder management
Correct answer: Participants will be able to write and prioritize Product Backlog Items using value and risk criteria
Measurable learning objectives use action verbs (write, prioritize) and specify conditions, following Bloom's Taxonomy.
Question 5: A CST is co-facilitating a class with another CST for the first time. What is most critical to align on before the course begins?
- Which CST will handle all Q&A sessions to maintain consistent messaging
- The division of content, facilitation handoffs, and how disagreements on Scrum interpretation will be handled in front of participants (Correct answer)
- Confirming that only the senior CST will make judgment calls about curriculum deviations
- Ensuring both CSTs use identical slide decks with no personal modifications
Correct answer: The division of content, facilitation handoffs, and how disagreements on Scrum interpretation will be handled in front of participants
Co-facilitation requires explicit alignment on roles, transitions, and how to handle live disagreements to maintain a coherent learner experience.
Question 6: A participant in a CSM class claims that their organization runs 6-week Sprints and asks the trainer to validate this practice. How should the CST respond?
- Confirm that any Sprint length is acceptable as long as the team agrees
- Explain that 6-week Sprints technically exceed the Scrum Guide's maximum of four weeks and discuss the risks of longer cycles (Correct answer)
- Avoid challenging the participant to maintain psychological safety in the classroom
- Tell the participant their organization is 'doing fake Scrum' and must change immediately
Correct answer: Explain that 6-week Sprints technically exceed the Scrum Guide's maximum of four weeks and discuss the risks of longer cycles
The Scrum Guide caps Sprints at one month; a CST must accurately represent the framework while respectfully discussing implications.
Question 7: Which of the following best describes 'chunking' as a curriculum design technique for Scrum training?
- Dividing the class roster into small groups for all activities
- Breaking complex content into smaller, logically grouped segments to reduce cognitive load (Correct answer)
- Allocating equal time to each of the three Scrum roles
- Splitting a two-day course into four half-day online modules
Correct answer: Breaking complex content into smaller, logically grouped segments to reduce cognitive load
Chunking organizes information into meaningful clusters so working memory is not overwhelmed, improving retention.
CST Curriculum Development & Training Delivery 2
A CST is designing a 2-day Certified ScrumMaster course.
What is the most appropriate sequence for introducing core Scrum concepts?