Quantifying the Relationship Between Team Dysfunctions and Performance in Capstone Projects

Abstract

This paper investigates the association between team dysfunctions and performance in the context of an engineering Capstone program. Capstone programs are considered fundamental in assessing the readiness of engineering and computer science students for professional practice, evaluating not only technical knowledge but also essential competencies such as teamwork, communication, design, and organization. Despite the recognized importance of team dynamics in such settings, their relationship with project performance remains insufficiently understood. Using survey data collected from student teams, we quantify team dynamics based on Lencioni's model of the five dysfunctions of a team, with all measures reverse-coded so that higher values indicate more positive team behaviors (i.e., lower dysfunction). The results indicate a weak-to-moderate relationship between team dynamics and performance. Each dysfunction score was computed as the sum of three corresponding survey items. All items were coded such that higher values indicate more positive team behaviors (i.e., lower dysfunction). Therefore, each score ranges from 3 to 9, where higher values reflect healthier team dynamics. This study analyzes empirical evidence on team effectiveness in project-based learning environments and offers insights for the design of Capstone programs. In particular, it highlights the importance of goal alignment and focus on deliverables while emphasizing that team dynamics should be considered alongside technical and contextual factors.