Agile Certified Practitioner (ACP) Exam Prep

Chapter 07 - Boosting Team Performance

Slide 1

Domain Tasks – Team Formation

1. Cooperate with the other team members to devise ground rules & internal processes in
order to foster team coherence & strengthen team members’ commitment to shared
outcomes.
2. Help create a team that has the interpersonal & technical skills needed to achieve all
known project objectives in order to create business value with minimal delay.

Domain Tasks – Team Empowerment

3. Encourage team members to become generalizing specialists in order to reduce team size
& bottlenecks, & to create a high-performing cross-functional team.
4. Contribute to self-organizing the work by empowering others & encouraging emerging
leadership in order to produce effective solutions & manage complexity.
5. Continuously discover team & personal motivators & de-motivators in order to ensure that
team morale is high & team members are motivated & productive throughout the project.

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Slide 2

Domain Tasks – Team Collaboration &

Commitment
6. Facilitate close communication within the team & the team & with appropriate external
stakeholders through co-location or the use of collaboration tools in order to reduce
miscommunication & rework.
7. Reduce distractions in order to establish a predictable outcome & optimize the value
delivered.
8. Participate in aligning project & team goals by sharing the project vision in order to ensure
the team understands how their objectives fit into the overall goals of the project.
9. Encourage the team to measure its velocity by tracking & measuring actual performance in
previous iterations or releases in order for members to gain a better understanding of
their capacity & create more accurate forecasts

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Slide 3

COCOMO
 Stands for Constructive Cost Model
 Correlation study looking at thousands of
software projects between input variables and
total project costs
 Results used as estimating technique
 COCOMO II has the following weighting
factors…

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Slide 4

Weighting Factors for COCOMO Input Variables

35 33
30
25
20
15 10
10 4
5 3 1 1 1
0

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Slide 5

Adaptive Leadership
 Adapting how we lead based on
circumstances.
 Five stages:
◦ Forming
◦ Storming
◦ Norming
◦ Performing
◦ Adjourning or Mourning
 Bruce Tuckman model

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Slide 6

Leadership Styles
 Autocratic – They solicit little or no
informational input from their group and make
managerial decisions solely by themselves.
 Consultative Autocratic – Intensive information
input is solicited, but these leaders keep all
substantive decision-making authority to
themselves.
 Consensus Manager – They throw open the
problem to the group and encourage the entire
team to make the relevant decision.
 Shareholder Manager – (Poor Management) little
or no information input and exchange takes
place within the group context, yet the group is
provided the authority for the final decision.

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Slide 7

Theories of Management Style

 The Leadership Contingency Model (Fielder)
◦ Holds that there is no best overall
style.
◦ Style is contingent on the situation.
◦ Variables affecting the situation.
 Team Leader ↔ Team Member
relations
 Degree of task structure
 Position of power

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Slide 8

Theories of Management Style

 The Situational Leadership Theory
(Hersey and Blanchard)
◦ Identifies four (4) leadership styles
 Delegating
 Participating
 Selling
 Telling

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Slide 9

Emotional Intelligence
 The ability to identify, assess, and influence
the emotions of ourselves, other
individuals, and groups.
Self Others
Self-Management Social Skills

Self-Control Self-Control
Conscientiousness Inspirational Leadership
Adaptability Developing Others Regulate
Drive & Motivation Teamwork &
Collaboration

Self-Awareness Social Awareness

Self-Confidence Empathy
Emotional Self- Organizational
Awareness Awareness Recognize
Accurate Self- Understanding the
Assessment environment

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Slide 10

Ability-Based EI Model
 Perceiving Emotions – the ability to detect and decipher emotions in
faces, pictures, voices, and cultural artifacts—including the ability to
identify one's own emotions. Perceiving emotions represents a basic
aspect of emotional intelligence, as it makes all other processing of
emotional information possible.
 Using Emotions – the ability to harness emotions to facilitate various
cognitive activities, such as thinking and problem solving. The
emotionally intelligent person can capitalize fully upon his or her
changing moods in order to best fit the task at hand.
 Understanding Emotions – the ability to comprehend emotional language
and to appreciate complicated relationships among emotions. For
example, understanding emotions encompasses the ability to be
sensitive to slight variations between emotions, and the ability to
recognize and describe how emotions evolve over time.
 Managing Emotions – the ability to regulate emotions in both ourselves
and in others. Therefore, the emotionally intelligent person can harness
emotions, even negative ones, and manage them to achieve intended
goals.

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Slide 11

Goleman’s Mixed EI Model

 Self-awareness – the ability to know one's emotions,
strengths, weaknesses, drives, values and goals and
recognize their impact on others while using gut
feelings to guide decisions.
 Self-regulation – involves controlling or redirecting
one's disruptive emotions and impulses and adapting
to changing circumstances.
 Social skill – managing relationships to move people
in the desired direction.
 Empathy - considering other people's feelings
especially when making decision.
 Motivation - being driven to achieve for the sake of
achievement.
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Slide 12

Empowered Teams
 Are self directing.
 Uses a servant leadership approach.
 “Team” is generally small – 10 to 20 people.
 Has complementary skills.
 Committed to a common purpose.
 Holds themselves mutually accountable.

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Slide 13

High-Performance Teams
 Create a shared vision for the team.
 Set realistic goals.
 Limit team size to 12 or fewer members.
 Build a sense of team identity.
 Provide strong leadership.

Source: Frank LaFasto in Teamwork

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Slide 14

High-Performance Teams
 Are self-organizing
 Are empowered to make decisions
 Believe as a team they can solve any problem
 Committed to team success
 Owns its decisions and commitments
 Trust motivates them
 Consensus-driven with full divergence then
convergence
 Live in a world of constant constructive
disagreement
Source: Lyssa Adkins

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Slide 15

The Five Dysfunctions of a Team

Inattention
to
Results
Avoidance of
Accountability

Lack of Commitment

Fear of Conflict
Absence of Trust
© Copyright 2002 by Table Group Inc. All rights reserved. Used by permission of Table Group
Inc.

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Slide 16

The Daily Scrum

 Stand up means STAND UP!
 Target 10 minutes, 15 max.
 Same time every day & don’t miss a day.
 Stand in front of the visual progress
artifact.
 Everybody is present.
 No typing during the meeting.
 Concentrate on the 2nd & 3rd questions.
 Don’t talk to the ScrumMaster. Talk to the
team.

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Slide 17

One-on-One Coaching &

Mentoring
 Meet them half-step ahead.

 Guarantee safety.

 Partner with managers.

 Create positive regard.

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Slide 18

Brainstorming Techniques
 Quiet Writing
 Round-Robin
 Free-for-All
 Adkins recommends “Green Zone / Red
Zone” Model

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Slide 19

 Takes responsibility for  Blames others for the

circumstances of their circumstances of their
life. life.
Feels threatened or
 Seeks to respond non- 
wronged.
defensively.  Triggers defensiveness in
 Seeks solutions rather others.
than blame.  Does not seek or value
 Welcomes feedback feedback.
 Communicates a high
 Communicates a caring level of disapproval &
contempt.
attitude.

Green Zone Red Zone

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Slide 20

Other Tools
 Team Space
 Co-located Teams – Use the Caves & Common
Model where offices are used for limited private
conversations & most time spent in common
areas.
 Osmotic Communication – Means that
information flows in the background and is
absorbed by the team members. They pick up
relevant information by osmosis. Requires
sitting in the same room.

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Review Questions:
1. Which of the following is part of the team performance area?
A. Team empowerment
B. Team health
C. Team communication
D. Team cooperation

2. Which of the following tasks is NOT a task found in the team empowerment
group of team performance?
A. Encourage team members to become generalizing specialists in order to
reduce team size & bottlenecks, & to create a high-performing cross-
functional team.
B. Contribute to self-organizing the work by empowering others &
encouraging emerging leadership in order to produce effective solutions &
manage complexity.
C. Reduce distractions in order to establish a predictable outcome and
optimize the value delivered.
D. Continuously discover team & personal motivators & de-motivators in
order to ensure that team morale is high & team members are motivated &
productive throughout the project.

3. Which of the following tasks is NOT a task found in the team collaboration and
commitment group of team performance?
A. Facilitate close communication within the team and the team and with
appropriate external stakeholders through co-location or the use of
collaboration tools in order to reduce miscommunication and rework.
B. Continuously discover team and personal motivators and de-motivators in
order to ensure that team morale is high and team members are motivated
and productive throughout the project.
C. Reduce distractions in order to establish a predictable outcome and
optimize the value delivered.
D. Encourage the team to measure its velocity by tracking and measuring
actual performance in previous iterations or releases in order for members
to gain a better understanding of their capacity and create more accurate
forecasts.
4. What is the primary use of COCOMO?
A. COCOMO is a team collaboration model.
B. COCOMO is forecasting tool.
C. COCOMO represents an estimating technique.
D. COCOMO is a resourcing model.

5. Which version of COCOMO is best when the team is looking for a ROM estimate
of software costs?
A. Basic COCOMO
B. Stage I COCOMO
C. Foundational COCOMO
D. Developmental COCOMO

6. Which version of COCOMO provides the addition of project phases as a variable

in the model?
A. Basic COCOMO
B. Intermediate COCOMO
C. Detailed COCOMO
D. Advanced COCOMO

7. Which of the following statements concerning basic COCOMO is NOT true?

A. Basic COCOMO is good for quick estimates of software projects.
B. Basic COCOMO does not account for differences in hardware constraints.
C. Basic COCOMO does not account for differences in personnel quality and
experience.
D. Basic COCOMO accounts for the use of modern tools and techniques.

8. Which of the following is NOT a core cost driver found in intermediate

COCOMO?
A. Product attributes
B. Operational attributes
C. Hardware attributes
D. Personnel attributes

9. What kind of development model does the Detail COCOMO model use?
A. Waterfall
B. Scrum
C. Extreme programming
D. Any agile method
10. Which of the following is the final step in the Detailed COCOMO process?
A. Detailed design
B. Module code and test
C. Integration and test
D. Cost Constructive Model

11. Which of the following statements about COCOMO is true?

A. COCOMO represents an equation-based method for estimating costs and
duration based on a database of previously performed projects.
B. COCOMO represents a qualitative estimating technique based on subject
matter expertise.
C. COCOMO represents a quantitative estimating technique based on
subject matter expertise.
D. COCOMO represents a set of lookup tables used to generate cost
estimates.

12. Which of the following statements concerning Adaptive leadership is NOT true?
A. Adaptive leadership is a framework of ideas that allows the individual and
team to adapt and thrive in challenging environments.
B. Adaptive leadership is based on a process of gradual and meaningful
change that must occur constantly for the team to succeed.
C. Adaptive leadership is best when used on technical challenges to deliver a
more responsive product or service to the customer.
D. Adaptive Leadership requires the Agilist to determine which practices are
core to the future of the organization and the obstacles that prevent the
team from making maximum use of those practices.

13. A team member is struggling to deal with the high degree of change and
ambiguity they are facing on the project. As an agile leader you coach them on
the importance of adaptive leadership in agile development. Which of the
following best justifies this path?
A. Adaptive leadership focuses on being willing to change for the betterment
of the team.
B. Adaptive leadership embraces ambiguity as a cultural norm.
C. Adaptive leadership embraces taking risks that disrupt the status quo for
better results.
D. Adaptive leadership promotes a flexible mindset in all aspects of project
execution.
14. Which of the following is NOT something Jim Highsmith believe adaptive leaders
need to do?
A. Create an agile environment full of dedicated agile professionals.
B. Create an Agile performance management system.
C. Determine operational, portfolio, and strategic agility aims.
D. Foster adaptable IT, product line, and product architectures.

15. Which of the following is not a specific model described by Highsmith to help
adapt and change in the chaotic environment described by agilists?
A. The Purpose Alignment Model
B. The Gibson Alignment Model
C. The Short-Horizon Model
D. The OODA Loop Model

16. Which Highsmith advocated adapt and change model is depicted by the
argument that in a turbulent environment the importance of seeing reality without
filters enhances the ability to identify opportunities and threats?
A. The Purpose Alignment Model
B. The Satir Change Model
C. The Short-Horizon Model
D. The OODA Loop Model

17. Which Highsmith advocated adapt and change model is depicted by the
argument that projects are more effective when they have a roadmap target large
chunks of work onto a 6-18 month timeline? Within the roadmap, release plans,
consisting of deployable chunks of work, are outlined in a 3 month timeline. And
at the lowest level, 2-week iterations, consisting of small, useful chunks of work,
are planned within each release.
A. The Purpose Alignment Model
B. The Satir Change Model
C. The Short-Horizon Model
D. The OODA Loop Model

18. Which of the following is not a step found in the Tuckman Model?
A. Planning
B. Forming
C. Storming
D. Norming
19. Which of the following represents the correct order of steps found in the
Tuckman Model?
A. Storming, forming, norming, performing, and adjourning
B. Forming, storming, norming, performing, and adjourning
C. Norming, forming, storming, performing, and adjourning
D. Norming, storming, forming, performing, and adjourning

20. Which stage from the Tuckman Model represents a stage where decisions fail to
come easily, and team members attempt to establish themselves in relationship
to other members as they are challenged? In this stage, cliques and factions
form and there are possible power struggles.
A. Forming
B. Storming
C. Norming
D. Performing

21. _______ does NOT another term Tuckman used to represent the fifth stage of
his forming, storming, etc. model?
A. Adjourning
B. Deforming
C. Performing
D. Mourning

22. What kind of leader are you if you throw open the problem to the group and
encourage the entire team to make the relevant decision?
A. An autocratic leader
B. A consultative autocratic leader
C. A consensus manager
D. A shareholder manager

23. Which of the following leadership mode is generally considered an example of

poor leadership?
A. A autocratic leader
B. A consultative autocratic leader
C. A consensus manager
D. A shareholder manager
24. Which leadership model postulates that the leader's effectiveness is based on
`situational contingency' which is a result of interaction of two factors: leadership
style and situational favorableness?
A. The Leadership Contingency Model
B. The Situational Leadership Theory
C. The Lifecycle Leadership Theory
D. The Functional Leadership Theory

25. Which of the following leadership theories was developed by Hersey and
Blanchard and was first called the Life Cycle Theory of Leadership?
A. The Leadership Contingency Model
B. The Situational Leadership Theory
C. The Lifecycle Leadership Theory
D. The Functional Leadership Theory

26. Within Hershey and Blanchard's theory of leadership which of the following is
NOT one of the defined styles?
A. Telling
B. Selling
C. Coaching
D. Delegating

27. What Hershey and Blanchard leadership style is one using if the leader is still
involved in decisions; however, the process and responsibility has been passed
to the individual or group. The leader stays involved to monitor progress?
A. Telling
B. Selling
C. Participating
D. Delegating

28. What Hershey and Blanchard leadership style is one using if the leader is still
providing the direction, he or she is now using two-way communication and
providing the socio-emotional support that will allow the individual or group being
influenced to buy into the process?
A. Telling
B. Selling
C. Participating
D. Delegating
29. When discussing the total amount of power a person has, it is defined by the
formula:
A. Total Power = Positional Power + Personal Power
B. Total Power = Personal Power + Relational Power
C. Total Power = Legitimate Power + Referent Power
D. Total Power = Expert Power + Positional Power

30. As the team gets together for their daily stand-up, one of the team members
starts telling the rest of the group about their friendship with the organization's
CEO. What kind of power is being exhibited?
A. Legitimate
B. Reward
C. Expert
D. Referent

31. One of your team members is stands 6' 8" tall and weighs close to 300 pounds.
They often like to corner other members of the team slowly invading their
personal space as they discuss issues getting closer as the conversation gets
more heated, and only backing off once the issue is closed. This is an example
of what kind of power?
A. Legitimate
B. Coercive
C. Referent
D. Reward

32. Which of the following is NOT a skill generally included with emotional
intelligence?
A. Emotional awareness, including the ability to identify your own emotions
and those of others.
B. The ability to harness emotions and apply them to tasks like thinking and
problems solving.
C. The ability to generate strong emotions in others for the betterment of the
project and the team.
D. The ability to manage emotions, including the ability to regulate your own
emotions, and the ability to cheer up or calm down another person.
33. Which of the following does NOT represent a main Emotional Intelligence model?
A. The Ability Model
B. The Conformance Model
C. The Mixed Model
D. The Trait Model

34. When examining the basics of Emotional Intelligence using the Goleman, which
of the following brings together who you are and how you handle relationships?
A. Self-Awareness
B. Self-Management
C. Social / Other Awareness
D. Relationship Management

35. Which Emotional Intelligence Model redefined the term as, "the ability to perceive
emotion, integrate emotion to facilitate thought, understand emotions and to
regulate emotions to promote personal growth?"
A. The Ability Model
B. The Conformance Model
C. The Mixed Model
D. The Trait Model

36. Which of the following is NOT one of the four types of abilities found in the
Ability-based EI model?
A. Perceiving emotions
B. Controlling emotions
C. Using emotions
D. Managing emotions

37. Within the ability-based EI model, which of the four types of abilities represents
the ability to regulate emotions in both ourselves and in others? Therefore, the
emotionally intelligent person can harness emotions, even negative ones, and
manage them to achieve intended goals.
A. Perceiving emotions
B. Using emotions
C. Understand emotions
D. Managing emotions
38. A commonly cited problem with the MSCEIT is that it is impossible to create new
questions that only a minority can solve because:
A. By definition, the answers are only deemed "emotional intelligent" if a
majority of the sample answers correctly.
B. The MSCEIT requires strict adherence to a set of question defined by the
authors.
C. The MSCEIT requires a very large pool of respondents to develop new
questions.
D. By definition, the question are only deemed viable if they a minority of the
sample answers correctly.

39. According to Goleman, which of the following does NOT represent one of the
model's five main EI constructs?
A. Self-awareness
B. Self-regulation
C. Motivation
D. Other awareness

40. Which of the following is a common measurement tool based on the Goleman
model?
A. The Emotional Competency Inventory
B. The Emotional Intelligence Checklist
C. The Trait EI Survey
D. The General Emotional Intelligence Survey

41. Which of the following best describes the recommended size of an agile team
according to Frank LaFasto?
A. Less than 50.
B. Less than 20.
C. Less than 12.
D. Less than 6.

42. According to Lyssa Adkins, a great team must what?

A. Stay constantly focused on the team's success.
B. Open to new ideas.
C. Exist in a constant state of constructive conflict.
D. Focused on a singular mission.
43. Which of the following is NOT a common indicator that your team is struggling
with an absence of trust?
A. The team conceals weaknesses and/or mistakes.
B. Team members fail to ask for help or provide constructive criticism.
C. Team members fail to recognize others' capabilities.
D. Team members lack confidence and fear failure.

44. If you discover your team is struggling with an absence of trust which of the
following is a viable response?
A. A personal histories exercise
B. Cascading messaging
C. A published declaration of results
D. Results-based rewards

45. Which of the following might be indicative of your team struggling with an
absence of conflict?
A. The team holds boring meetings.
B. The team ignores controversial topics that are critical to success.
C. The team leader is the sole source of discipline.
D. Lots of posturing and interpersonal risk management by the team.

46. The team is conducting its daily standup when the Product Owner begins asking
a series of questions about a story the team is completing. As the Scrum Master
what is the BEST thing to do?
A. Nothing. The Product Owner is the sponsor of the project and may ask for
any needed information at the Daily Scrum.
B. Pull the PO aside politely, allowing the team to continue, and explain that
the Daily Scrum is for the team and not the PO to ask questions.
C. Obtain the information for the Product Owner immediately after the
meeting and keep the questioning to only a couple of minutes.
D. Encourage a dialogue about the PO's questions even if it causes the Daily
Scrum to go over time. Good communication is critical to project success.
47. You are asked to act as an Agile Coach for a struggling Scrum team. You attend
the Daily Scrum and observe the team as they come into the conference room
and sit around an oval table that allows the team members to look at each other
as they talk. A couple of team members take notes during the meeting while the
Scrum Master facilitates the meeting. After the meeting the Scrum Master asks
you for advice to improve the Daily Scrum. Which of the following would BEST
help this team?
A. Advise the Scrum Master to get the team talking to each other and not the
Scrum Master.
B. Advise the Scrum Master to stop people from taking notes so they can
look at each other.
C. Advise the Scrum Master to get the team standing by the team board and
moving tasks.
D. Advise the Scrum Master that no major changes are needed at this time.

48. Which of the following is NOT one of the three key questions asked at the Daily
Scrum?
A. What did you do yesterday?
B. What are you going to do today?
C. What impediments or blockers do you have?
D. Do you have capacity to help anyone else on the team?

49. Which of the following questions is a core focus of the Daily Scrum?
A. What did you do yesterday?
B. Do you have capacity to help someone else on the team?
C. What else do you need to complete your task?
D. What impediments do you have?

50. Which of the listed titles represents the highest level of Agilist?
A. The Agile Coach
B. The Release Train Engineer
C. The Product Owner
D. The Scrum Master

51. Agile doctrine commonly lists three (3) types of Agile Coaches. Which of the
following is NOT one of those types?
A. The Technical Coach
B. The Process or Management Coach
C. The Therapist Coach
D. The Facilitator Coach
52. What kind of brain storming technique has the individual team members given
time to generate an individual list of ideas before sharing them with the team?
This technique has the advantage of limiting peer influence in the initial creation
of ideas which often results in a larger initial list.
A. Quiet Writing
B. Round-Robin Brainstorming
C. Free-For-All
D. Green Zone / Red Zone
Answer Key:
1. A
LGd course manual p. 177 - Team performance describes how well the project
team is working together to achieve the desired project goal. Boosting that
performance must be a central goal of every Agile leader. The domain is broken
into three groupings of nine tasks that include: Team performance; Team
empowerment; Team collaboration and commitment.

2. C
LGd course manual p. 177 - Team performance describes how well the project
team is working together to achieve the desired project goal. Boosting that
performance must be a central goal of every Agile leader. The domain is broken
into three groupings of nine tasks that include: Team performance; Team
empowerment; Team collaboration and commitment. The team empowerment
area includes: Encourage team members to become generalizing specialists in
order to reduce team size and bottlenecks, and to create a high-performing
cross-functional team. Contribute to self-organizing the work by empowering
others and encouraging emerging leadership in order to produce effective
solutions and manage complexity. Continuously discover team and personal
motivators and de-motivators in order to ensure that team morale is high and
team members are motivated and productive throughout the project.

3. B
LGd course manual p. 177 - Team performance describes how well the project
team is working together to achieve the desired project goal. Boosting that
performance must be a central goal of every Agile leader. The domain is broken
into three groupings of nine tasks that include: Team performance; Team
empowerment; Team collaboration and commitment. The team collaboration
and commitment area includes: Facilitate close communication within the team
and the team and with appropriate external stakeholders through co-location or
the use of collaboration tools in order to reduce miscommunication and rework.
Reduce distractions in order to establish a predictable outcome and optimize the
value delivered. Participate in aligning project and team goals by sharing the
project vision in order to ensure the team understands how their objectives fit into
the overall goals of the project. Encourage the team to measure its velocity by
tracking and measuring actual performance in previous iterations or releases in
order for members to gain a better understanding of their capacity and create
more accurate forecasts.
4. C
LGd course manual p. 178 - The Constructive Cost Model was originally created
based on a correlation study that originally looked at thousands of software
projects between input variables and total project costs. The results of this study
are used as an estimating technique. The algorithmic model was originally
developed by Barry Boehm in 1981 as part of his book Software Engineering
Economics as a model for estimating effort, cost, and scheduling on software
projects. The model uses basic regression analysis based on historical data.

5. A
LGd course manual p. 178 - The COCOMO model consists of a hierarchy of
three versions. The initial level is called Basic COCOMO and is good for quick,
early, rough order of magnitude, or ROM estimates of software costs, but its
accuracy is limited due to its lack of factors to account for difference in project
attributes. These are referred to as cost drivers. Intermediate COCOMO takes
the Cost Drivers into account making it more accurate than Basic COCOMO.
The third and final version is called Detailed COCOMO. It provides for the
addition of project phases as a variable in the model.

6. C
LGd course manual p. 178 - The COCOMO model consists of a hierarchy of
three versions. The initial level is called Basic COCOMO and is good for quick,
early, rough order of magnitude, or ROM estimates of software costs, but its
accuracy is limited due to its lack of factors to account for difference in project
attributes. These are referred to as cost drivers. Intermediate COCOMO takes
the Cost Drivers into account making it more accurate than Basic COCOMO.
The third and final version is called Detailed COCOMO. It provides for the
addition of project phases as a variable in the model.

7. D
LGd course manual p. 179 - Basic COCOMO is good for quick estimate of
software costs. However it does not account for differences in hardware
constraints, personnel quality and experience, use of modern tools and
techniques, and so on.

8. B
LGd course manual p. 179 - Intermedia COCOMO computes software
development effort as function of program size and a set of "cost drivers" that
include subjective assessment of product, hardware, personnel and project
attributes. This extension considers a set of four "cost drivers", each with a
 number of subsidiary attributes: product attributes, hardware attributes,
personnel attributes, and project attributes.

9. A
LGd course manual p. 180 - Detailed COCOMO builds on the Basic and
Intermediate models that came before. The difference is that the Detailed Model
takes those variables and adds an assessment of the cost driver's impact at each
step of the project process. It is important to remember that this Detailed Model
uses a Waterfall-type model.

10. D
LGd course manual p. 180 - The five phases of detailed COCOMO are: Plan
and requirement; System design; Detailed design; Module code and test;
Integration and test; and Cost Constructive Model.

11. A
LGd course manual p. 180 - The important thing to remember for the Exam is
that COCOMO represents an equation-based method for estimating costs and
duration based on a database of previously performed projects.

12. C
LGd course manual p. 180 - Adaptive leadership is a central tool to the Agilist. It
is a framework of ideas that allows the individual and team to adapt and thrive in
challenging environments. It is based on a process of gradual and meaningful
change that must occur constantly for the team to succeed. Adaptive Leadership
requires the Agilist to determine which practices are core to the future of the
organization and the obstacles that prevent the team from making maximum use
of those practices. The team must then determine how to both remove the
obstacles as well as develop and test the next set of practices before integrating
those new practices into the existing environment.

13. C
LGd course manual p. 181 - Jim Highsmith contends that, "Creative (or adaptive)
leadership includes embracing ambiguity, taking risks that disrupt the status quo,
instituting new management styles, and faster decision making. Building
operating dexterity includes simplifying whenever possible, managing systemic
complexity (standardization in some cases), and promoting a fast and flexible
mindset."
14. A
LGd course manual p. 181 - According to Jim Highsmith, just a few of the things
adaptive leaders need to do include: Create an Agile performance management
system; Align agile transformation efforts to business strategy; Determine
operational, portfolio, and strategic agility aims; Facilitate a decentralized,
empowered, collaborative workplace; Foster adaptable IT, product line, and
product architectures; and create an Agile proficiency evaluation framework.

15. B
LGd course manual p. 181 - Highsmith describes four specific models to help
adapt and change in the chaotic environment described by agilists. These
include: the Purpose Alignment Model; the Short-Horizon Model; the OODA Loop
Model; and the Satir Change Model.

16. D
LGd course manual p. 182 - The way the basic OODA Model (using simple
arrows around in a circle) is normally depicted-is somewhat deceptive because
the fast- and normal- path is actually OOA (Observe, Orient, and Act). For really
fast action, Boyd depended on training and experience guiding him directly to
action, without a lengthy decision step. The decision step was usually performed
after the fact, acting as a learning practice. Boyd also differentiated between
observing and orienting-the first was seeing reality without filters, while orienting
applied the filters of culture, experience, new information, and analysis. In a
turbulent environment the importance of seeing reality without filters enhances
the ability to identify opportunities and threats.

17. C
LGd course manual p. 182 - A better Short-Horizon model for responding quickly
to opportunities and threats is the roadmap, release, and iteration model used by
software delivery teams. Business initiatives can be planned and executed with
this model. A roadmap targets large chunks of work onto a 6-18 month timeline.
Within the roadmap, release plans, consisting of deployable chunks of work, are
outlined in a 3 month timeline. And at the lowest level, 2-week iterations,
consisting of small, useful chunks of work, are planned within each release.

18. A
LGd course manual p. 183 - Tuckman's model explains that as the team
develops maturity and ability, relationships establish, and the leader changes
leadership style. Beginning with a directing style, moving through coaching, then
 participating, finishing delegating and almost detached. The steps include:
forming, storming, norming, performing, and adjourning.

19. B
LGd course manual p. 183 - Tuckman's model explains that as the team
develops maturity and ability, relationships establish, and the leader changes
leadership style. Beginning with a directing style, moving through coaching, then
participating, finishing delegating and almost detached. The steps include:
forming, storming, norming, performing, and adjourning.

20. B
LGd course manual p. 184 - Storming - Decisions don't come easily within group.
Team members vie for position as they attempt to establish themselves in
relation to other team members and the leader, who might receive challenges
from team members. Clarity of purpose increases but plenty of uncertainties
persist. Cliques and factions form and there may be power struggles. The team
needs to be focused on its goals to avoid becoming distracted by relationships
and emotional issues. Compromises may be required to enable progress. Leader
coaches (similar to Situational Leadership 'Selling' mode).

21. C
LGd course manual p. 184 - Bruce Tuckman refined his theory around 1975 and
added a fifth stage to the Forming Storming Norming Performing model - he
called it Adjourning, which is also referred to as Deforming and Mourning.
Adjourning is arguably more of an adjunct to the original four stage model rather
than an extension - it views the group from a perspective beyond the purpose of
the first four stages. The Adjourning phase is certainly very relevant to the people
in the group and their well-being, but not to the main task of managing and
developing a team, which is clearly central to the original four stages.

22. C
LGd course manual p. 185 - A consensus manager throws open the problem to
the group and encourage the entire team to make the relevant decision.

23. D
LGd course manual p. 185 - Shareholder managers represent a style of
management cosidered generally poor. With this style of management, little or
no information input and exchange takes place within the group context, yet the
group is provided the authority for the final decision.
24. A
LGd course manual p. 185 - There are also conflicting ideas about which
leadership style is best. PMIr does not define a "best" style. However, two
theories need to be reviewed for the exam. The first theory is the Leadership
Contingency Model by Fielder. Fiedler's contingency model postulates that the
leader's effectiveness is based on `situational contingency' which is a result of
interaction of two factors: leadership style and situational favorableness.

25. B
LGd course manual p. 185 - The Situational Leadership Theory is a leadership
theory developed by Paul Hersey and Ken Blanchard. The Theory was first
introduced as "Life Cycle Theory of Leadership". The theory holds there is no
single "best" style of leadership. Effective leadership is task-relevant and that the
most successful leaders are those that adapt their leadership style to the maturity
of the individual or group they are attempting to lead/influence, and that effective
leadership varies, not only with the person or group that is being influenced, but it
will also depend on the task, job or function that needs to be accomplished.

26. C
LGd course manual p. 185 - The Situational Leadership Theory is a leadership
theory developed by Paul Hersey and Ken Blanchard. The Theory was first
introduced as "Life Cycle Theory of Leadership". The theory holds there is no
single "best" style of leadership. Effective leadership is task-relevant and that the
most successful leaders are those that adapt their leadership style to the maturity
of the individual or group they are attempting to lead/influence, and that effective
leadership varies, not only with the person or group that is being influenced, but it
will also depend on the task, job or function that needs to be accomplished.
Within this theory there are four styles of leadership: Telling; Selling;
Participating; and Delegating.

27. D
LGd course manual p. 186 - According to Hershey and Blanchard, when using a
delegating style the leader is still involved in decisions; however, the process and
responsibility has been passed to the individual or group. The leader stays
involved to monitor progress.

28. B
LGd course manual p. 186 - According to Hershey and Blanchard, when using a
selling style the leader is still providing the direction, he or she is now using two-
 way communication and providing the socio-emotional support that will allow the
individual or group being influenced to buy into the process.

29. A
LGd course manual p. 186 - There are several sources of power you must know
to prepare for the exam. These sources are not exclusive. Meaning the total
power possessed by any leader is a combination of the power provided and is
defined by the equation: Total Power = Positional Power + Personal Power

30. D
LGd course manual p. 186 - When using referent power a leader gains authority
based upon who they know or with whom they are associated. A simple example
is when the project leader is friends with the company president.

31. B
LGd course manual p. 186 - Coercive power is a based upon intimidation. It can
be physical, emotional or most commonly based on the ability to impact one's job
security. It is predicated on fear.

32. C
LGd course manual p. 187 - Emotional Intelligence experts argue that it requires
people to discriminate between different emotions and label them appropriately
and to use emotional information to guide thinking and behavior. Further, it also
reflects the ability to combined intelligence, empathy, and emotions to enhance
one's thought and understanding of interpersonal dynamics. It is generally said
to include three skills: Emotional awareness, including the ability to identify your
own emotions and those of others; The ability to harness emotions and apply
them to tasks like thinking and problems solving; And the ability to manage
emotions, including the ability to regulate your own emotions, and the ability to
cheer up or calm down another person.

33. B
LGd course manual p. 188 - For the PMI-ACPr exam, it is important that you
understand the basic concepts of EI and some of the fundamentals surrounding
the three main models that exist: Ability Model; Mixed Model Trait Model.

34. C
LGd course manual p. 189 - Social or Other Awareness is the ability to
understand the emotional makeup of other people, and represents a skill in
treating others according to their individual emotional reactions. It is highlighted
 by empathy and both a situational awareness that is combined with a clear
understanding of the organization and a strong service orientation.

35. A
LGd course manual p. 189 - Salovey and Mayer created the Ability-Based
Emotional Intelligence Model. This model attempts to define EI within the
boundaries of the standard criteria for a new intelligence. Based on their
research, they redefined EI as, "The ability to perceive emotion, integrate
emotion to facilitate thought, understand emotions and to regulate emotions to
promote personal growth."

36. B
LGd course manual p. 190 - The ability-based model views emotions as useful
sources of information that help one to make sense of and navigate the social
environment. The model proposes that individuals vary in their ability to process
information of an emotional nature and in their ability to relate emotional
processing to a wider cognition. This ability is seen to manifest itself in certain
adaptive behaviors. The model claims that EI includes four types of abilities:
Perceiving Emotions; Using Emotions; Understanding Emotions; and Managing
Emotions.

37. D
LGd course manual p. 190 - Within the ability of ability-based EI model the
Managing emotions ability represents the ability to regulate emotions in both
ourselves and in others. Therefore, the emotionally intelligent person can
harness emotions, even negative ones, and manage them to achieve intended
goals.

38. A
LGd course manual p. 190 - Although promoted as an ability test, the MSCEIT is
unlike standard IQ tests in that its items do not have objectively correct
responses. Among other challenges, the consensus scoring criterion means that
it is impossible to create items (questions) that only a minority of respondents
can solve, because, by definition, responses are deemed emotionally "intelligent"
only if the majority of the sample has endorsed them. This and other similar
problems have led some cognitive ability experts to question the definition of EI
as a genuine intelligence.
39. D
LGd course manual p. 191 - The model introduced by Daniel Goleman focuses
on EI as a wide array of competencies and skills that drive leadership
performance. This concept is key to the Agilist, and is the model you should
spend the most time coming to know. Goleman's model outlines five main EI
constructs. If after reading through this discussion you still have questions refer
to "What Makes A Leader" by Daniel Goleman, best of Harvard Business
Review, 1998. These five areas include: Self-awareness; Self-regulation; Social
skills; Empathy; and Motivation.

40. A
LGd course manual p. 191 - Two measurement tools are based on the Goleman
model: The Emotional Competency Inventory or ECI - The ECI was created in
1999, and the Emotional and Social Competency Inventory (ESCI), a newer
edition of the ECI was developed in 2007. The Emotional and Social
Competency - University Edition (ESCI-U) is also available. These tools
developed by Goleman and Boyatzis provide a behavioral measure of the
Emotional and Social competencies. The Emotional Intelligence Appraisal or EIA
- The EIA created in 2001 and can be taken as a self-report or 360-degree
assessment.

41. C
LGd course manual p. 193 - Frank LaFasto describes an Agile Team as being
smaller than what some earlier work has. He specifies that the team needs to be
12 or fewer members so that each member can support the others. The smaller
team size also ensures the team can build its own unique strong identity.

42. C
LGd course manual p. 193 - Lyssa Adkins offers some additional insights about
high performing teams. Many of the requirements are the same as the ideas
presented by LaFasto and others. She argues that Agile teams must be self-
organizing, empowered to make their own decisions, and believe they can solve
any problem. Additionally, everyone on the team must be committed to the
team's success. This commitment requires the team to own its decisions and
commitments. According to Adkins, a great team uses trust to motivate
themselves. Such teams are able to have a constant state of constructive
conflict where the team diverges with different ideas are held by the different
team members who then come together in consensus. However, even the best
teams can struggle due to personality conflicts and other issues.
43. D
LGd course manual p. 194 - Trust is the real foundation of team structure. Often
team members don't feel comfortable enough with the other members to fully
disclose or share information that is needed for the team to succeed. Common
indicators that your team is struggling with an absence of trust include:
Concealing weaknesses and/or mistakes; Not asking for help or providing
constructive criticism; Not offering to help other team members outside their own
areas; Quickly jumping to conclusions; Failing to recognize others' capabilities;
Holding grudges from previous meetings/projects; and dreading meetings and
finding reasons to avoid each other.

44. A
LGd course manual p. 194 - If you identify that you have an absence of trust
within your team, here are some tools for getting the team back on track:
Personal Histories Exercise - Have each team member review what they did prior
to becoming part of this team. This will allow everyone to better understand the
strengths of each member; Team Effectiveness Exercise - Use team building
exercises to allow each member to gain personal and team insight to how they
act in the team setting; Personality and Behavioral Preferences Profiles - Team
Dimensions Profile; and 360 Degree Feedback - Reviews by team members,
managers and subordinates on your performance. This will provide team
members with valuable information about their performance.

45. C
LGd course manual p. 194 - Team members are surrounded by conflict from
other team members and stakeholders because of the varying points of view that
naturally exist throughout a project. Not all conflicts are bad. On the contrary,
constructive conflicts can allow the team to identify issues, solutions and
potential problems within the project. It is important that the entire team
recognize conflict as a potentially beneficial thing. If your team often suffers from
any of the following you likely have an absence of conflict: Boring meetings; Back
channel politics; Personal attacks; Ignoring controversial topics that are critical;
Opinions and perspectives of all team members are not heard or are silenced or
lots of posturing and interpersonal risk management.

46. B
LGd course manual p. 196 - The Daily Scrum is a meeting for the team to get
focus on what they are accomplishing each day. The Product Owner participates
as an observer only. Therefore, the best thing is to politely pull the PO aside and
 explain the purpose of the Daily Scrum while also promising to get their
questions answered quickly.

47. C
LGd course manual p. 196 - The most important aspects of the Daily Scrum
include the team standing in front of a Team Board and physically going through
the process of moving tasks as they answer the three key questions amongst
themselves. Doing this will likely solve several of the other issues being
observed.

48. D
LGd course manual p. 196 - In the Daily Scrum the Team is reporting their
results to each other with the answer to three short questions:
What did you do yesterday?
What are you going to do today?
What impediments do you have?

49. D
LGd course manual p. 197 - In every scenario the past is the past. It cannot be
changed, but teams often get caught up in the past. Successful teams hold
themselves accountable for the past, but focus on the future. In the Daily Scrum
the future is found in what the Team is going to do today and solving any
impediments that exist.

50. A
LGd course manual p. 197 - The highest level of Agilist is the Agile Coach. This
role is reserved for very experienced Agile leaders and is focused on working
from the sidelines just like a coach in football or basketball. An Agile Coach has
years of experience in Agile Development and has experienced both successful
and failed Agile projects.

51. C
LGd course manual p. 198 - While every Agile Coach brings their own approach
to an assignment there are broadly three types of coaches: The first is technical,
such a Coach works mainly with those cutting code and sometimes becomes
fully integrated with the developers; The second type of Coach is again an expert
who aims to transfer their knowledge however the focus is not on technology but
on process, management and requirements; and the third type of Coach may
work across everyone in the team but mostly finds himself working with
 managers and analysts. In this mode the Coach drops the expert persona and
focuses instead on helping individuals and teams solve their own problems.

52. A
LGd course manual p. 199 - Quiet Writing is a brain storming technique where
the individual team members are given time to generate an individual list of ideas
before sharing them with the team. This technique has the advantage of limiting
peer influence in the initial creation of ideas which often results in a larger initial
list.