LEARN. PRACTICE. GROW.Concept and mechanism
The same question may need different forms of support. If the team does not know a Scrum rule, teaching through a reference and exercise may help more than asking people to discover the rule through reflection. If an experienced person wants to explore how they decide, coaching can help them use their own experience. If they request guidance based on your experience, mentoring may fit. The distinction does not create rigid labels for people; it clarifies the help being provided. Confirm the need, recognize your knowledge limits, and make changes between exploration and advice explicit.
Guided application
Serving the team also requires calibrating intervention. Resolving every conflict may maintain dependency; suddenly withdrawing all support may leave the team unable to act. Help establish a decision approach and reduce intervention as that capability grows. Self-management does not require independently resolving barriers outside authority. If an external function blocks access and agreed channels have already been tried, the Scrum Master can help remove the barrier with those who hold authority. Keep the team involved and avoid promises you cannot fulfill. The desired outcome is a more effective, capable team, not an organization depending on the Scrum Master for every decision.
Teaching who manages the Sprint Backlog addresses a factual gap; helping an experienced person explore conflict avoidance addresses a different need.
Common pitfalls
Coaching as a universal solution; advice disguised as questions; mentoring as a mandatory rule; self-management confused with abandonment.
Related topics: Product, stakeholders, and value learning · Technical risk, integration, and adaptability
Choose the intervention for the need and make your stance clear.
Reference: Comparing facilitation, coaching, mentoring and teaching · PSM II; Scrum Guide November 2020; no public numbered exam revision