Effect of personality traits in team dynamics and project outcomes in engineering design
Why this work is in the frame
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Bibliographic record
Abstract
The University of Ottawa’s Faculty of Engineering is home to multiple rapid prototyping facilities and entrepreneurship spaces.These include a makerspace, a machine shop and a design space for any student to use free of charge. In the Makerlab, studentstake courses that introduce them to collaborative project-based learning, engineering problem-solving and prototyping. The goal ofthe first- and second-year engineering design courses is to introduce engineering design processes, time and project management,and analysis, prototyping and testing. In each course, students work in groups on a semester-long project to meet the needs of areal client whom they meet with three times over the course of the project. The objective of this paper is to understand the impactof each team member’s personality, more specifically the Big Five personality traits (openness, conscientiousness, extraversion,agreeableness and neuroticism), on team dynamics and team performance with regards to their project throughout the semester in aproject-based learning environment. Factors considered are gender, GPA, the Big Five personality scores, final peer evaluationsand team dynamics, project manager evaluations and project grades. Multiple regression analysis is conducted to determine if anyof the factors listed influence team performance and dynamics as well as individual project grades.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it