136 Implementing Multi-Level Learning
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circumstances the coach should intervene to keep the group on track).
When retrospectives are conducted more frequently, the team members
themselves will become skilled in the art of asking questions that lead to
valid information, free and informed choice, and internal commitment.
STEP 4: UPDATE PROJECT PLANS, ISSUES,
RISKS, AND LESSONS LEARNED
After the retrospective session, the project manager or Scrum leader
works with the coach and the PMO leader to document the results and
communicate them to team members, sponsors, and key stakeholders.
“Report- out” meetings with senior managers and the PMO may be useful
for generating support for the team’s improvement actions. In addition,
subgroups of individuals may be required to take certain actions as a result
of the meeting and to make adjustments to the project charter, the project
plan, and the issues and risks logs that are often maintained by project and
program teams. Updates to the following documents may be required to
ensure that the improvements are taken into the next iteration or time
period:
䡲
Action items
䡲
The project charter (including objectives, scope, and business case)
䡲
The project plan and resource allocations
䡲
Roles and responsibilities
䡲
Issue and risk logs
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Other “learning” that the team wants captured in the form of things to
sustain or improve
The project manager or Scrum master works with the PMO leader or
program manager to follow up on important improvements that need to
be carried forward, including the decisions captured in the documents just
listed. What matters most is that the team acts on the outcomes of the ret-
rospective and that its members nd the experience valuable. Therefore,
it is good practice for the coach to facilitate feedback on the retrospective
process itself, modeling the behavior of taking feedback and acting upon
it as appropriate so that the team feels that it is being listened to and that
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