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| Criterion |  Operations ABC Analysis |  Knowledge Modeling Teach-back |  Agile Sprint Retrospective |  Agile 4Ls Retrospective |
|---|---|---|---|---|
Purposedifferent | With many similar objects of differing economic significance, the method prioritizes effort by effect. It separates what needs regular steering from what rarely needs attention. | Teach-back checks whether an explanation actually got through to the other person. The method makes misunderstandings visible early and strengthens shared understanding in advisory and learning situations. | When a sprint is over and friction shouldn't simply be carried forward, it opens the view onto collaboration and patterns. It creates space to see causes and changes together. | When a sprint should not only be assessed but also learned from, it captures experience in clear learning categories. It records what worked, what's missing, and what should run differently next time. |
Complexitysame | Low | Low | Low | Low |
Timedifferent | 30-60 min | 5-20 min | Up to 3 hours for a one-month Sprint; shorter Sprints are usually shorter | 45–75 min |
Participantsdifferent | 1-5 | 2-8 | Scrum Team | Team members involved |
Formatdifferent | Async | Workshop + async | Workshop | Workshop |
Outputdifferent | ABC Classification, Focus Rules, Control List | Understanding Check, Clarification Notes, Learning Gaps | Improvement actions, Team agreements | 4Ls Board, Learning Themes, Improvement Actions |
Tagsno overlap | PrioritizationOperationsPortfolio | LearningUnderstandingCommunication | RetrospectiveImprovementLearning | RetrospectiveLearningReflectionTeam |