Accepting Conflict Resolution as a Major Teaching Objective in Project Based Learning

Accepting Conflict Resolution as a Major Teaching Objective in Project Based Learning

by Pegassy

A recent discussion on Tucson Game Developers’ Discord channel on how to best introduce young people into Game Design as a high school course created a rich discussion about best practices and experiences in this area. A major topic is the issue of team conflicts when a teacher tries to teach Game Design as an “open world” project based curriculum, where

students work in teams, simulating a video game studio.

When I started to reflect on the issue, I realized that the main question is not just about game design, but about who teaches the team dynamics to students, and what grade. Therefore, I will address the problem on the more general concept of teaching students teamwork skills in the context of project based learning.

At What Grade are the Students Taught About Teamwork?

Many instructors from kindergarten through graduate school get excited at some point in their careers about Project Based Learning, and having students work in teams to tackle authentic problems. Unfortunately, most of these teachers will give up on either PBL or team based learning altogether after a few attempts, due to insurmountable “immaturity” of student teams in working coherently in a team setting , and go back to more traditional and “simpler” teaching methods.

Having used project based learning for the past 8 years in grades 5-12, I have personally crashed into this deep problem head on so many times. Below is a list of strategies that has helped me still embrace PBL in a team based environment despite all the challenges:

Problem-1: There Exist Huge Gaps and a Great Imbalance in the Teamwork Skills of Students in Your Class

Do you remember a student in a class that you were teaching or in your own student team, who argued with every single team member, all the time? Do you remember one that tried to dominate the team with their ideas, and would not listen to anyone else’s opinions? Do you remember a poor soul that could never share her/his ideas because of fear of rejection? Or that student that “leeched” on the other students who did all the work?

These absolutely typical problems are very much alike in a preschool play group as in a college engineering course project group. If you inspect the types of problems between most employees of a corporate workspace that make to HR, you will again find that the source is common [1]. The basic skills to work productively in a group setting requires the seamless remastery of critical 21st century survival skills such as empathetic listening, effective facilitation techniques, negotiation, compensation, vision and goal setting/adhering/revising, and frequent formative assessment of current state vs desired state, in an ongoing and adaptive manner.

What really changes as students get older is the sophistication of the processes and goals of the projects they are involved in. However, the fundamental skills that help students become successful and productive in a team setting remain the same in essence, but may also require reinforcement and iteration appropriate to the age of the students.

So, who teaches team skills? Where are they addressed in the standards or in the curriculum? Did you stumble to any specific verbiage related to these skills in Common Core Standards? Next Generation Science Standards? ISTE Standards? No, they are not located in anyone of these major references guiding our K-12 education today. The only exception is Tony Wagner’s 21st Century Survival Skills [2], which is not usually regarded as a foundational set of standards for most educational institutions.

You will mostly find references to teamwork being explicitly addressed in early education curricula. The parents and guardians of the students will teach and model these topics mostly implicitly during their home lives. Preschool, kindergarten, and less frequently lower elementary teachers strive to teach those skills explicitly, and use students’ struggling with these issues as opportunities to reinforce these values. I believe that is more pushed by instinct, tradition and common sense, rather than a major guiding standard. When students hit to upper elementary, and definitely in middle school, the silent agreement among all is that “they ought to know this by now!”. If there is a “Character Education” class, or a PE teacher that really finds this area important, or a sports coach, then they will receive some more exposure. Otherwise, the assumption is they have mastered these skills if they made thus far.

Moreover, students usually get a very scarce chance of seeing the critical teamwork skills modeled for them, as teaching can be one of the most isolated and obscured professions. Most teachers plan, teach, and reflect in isolation. Even if they do conduct teamwork, that will mostly be behind closed doors, where students will never get a chance to absorb the critical modeling piece.

Solution-1: Accept Conflict Resolution as an Unavoidable Life Skill That YOU Have to Teach and Adapt Your Content Mastery and Product Quality Expectations Accordingly

The solution to a major gap in a critical area of a student’s learning is mostly similar in method. A gap in math, or language arts is addressed by either a “pull out” or “push in” technique. In other words, you either pull the student out of a non-major class and intensely teach the matter in a different setting, or create opportunities within the classroom to reinforce the weak area.

The same goes for teaching teamwork skills to students who have not mastered teamwork skills, even though you will mostly be doing this in the “push in” domain. Your target group are the students who fit the descriptions in the first paragraph of this section. The reason that they did not learn these social skills thus far is really not so important. It could be that they had some really negative adult role models (in terms of teamwork and social skills) in their lives, or they encountered teachers who did not reinforce those skills as much. It may even be that they have a genetic tendency that makes teamwork harder for them, or a trauma that rendered them more difficult to function in a group.

Regardless of the reason, they are in our class now, and even though it is easy to tag them as “immature, grumpy, or mean” and give up on the teamwork idea altogether, doing so would be a disservice to those students, just like giving up on teaching a student a particular math subject because “they do not get it”. Unless you teach them, they will move on to the next step bearing the same issues with a greater gap. Eventually, they will end up in adult life with same deficiencies, wondering why they are having social issues with their co-workers.

This is not to mean that you can close all social/emotional gaps in a child’s life or bring them to the mastery level of teamwork skills they should have at that grade level (which is totally arbitrary due to the lack of a guiding document in this area). Our goal as educators is to acknowledge the presence of a gap in the area, and take steps to mend it to the best of our ability. Especially major gaps take several teachers, coaches, or life lessons over the span of several years (or sometimes a lifetime…) to be filled at a level that will render the person capable of functioning in a team environment.

Start by accepting that there will always be students who will not function at a perfect teamwork capacity. Accept that there will be conflict within at least some of the teams. Accept that you will need to allocate class time and add extra planning time to integrate team building and social skills. Accept that the quality of the products may or may not be at the level you hope for. That is fine. Just like you allocate time for prototyping a certain engineering product or a game scene, allocate time for prototyping team dynamics. And be ready to jump in with conflict resolution skills when you catch a teachable moment (i.e. when they engage in conflict)

Once you can tackle step-1, and accept that it is your duty to teach teamwork skills, and that it is worth your and their time to do that, then you need start planning on how to teach them these skills. In order to do that, first you need to know ahead of time who your students are, and who needs what kind of help.

Problem-2: You Do Not Know Your Students Good Enough to Determine Which Ones Need More Reteaching of Teamwork Skills and Which Specific Skills They Need to be Taught

As in any other given content, pre-assessment is a great time saver. Before you start teaching the whole class teamwork skills that they may already be comfortable with, you need to have a good knowledge of the student body.

Do not forget that what you perceive as a total mess of a unrecoverable team dynamics at the end of an attempt at project work is a combination of micro-problems that can (and must) be treated separately. Correct assessment of the potential students and the social areas that they lack mastery of the techniques of will lead to the alleviation of the combined effect.

Solution-2: Assess Your Students In Multiple Ways Before You Start Teaching Them, While You Are Teaching Them, and After You are Done Teaching Them, AND Always Assume the Best Scenario For the Problems They Exhibit

The latter part of the title is very important: Start with an assumption that every student comes to your class with the best intention to learn and achieve the goals of your content area. For game development, assume that each one of your students are in your class because they love video games, and want to be involved in making one. Always have the benefit of the doubt in any given scenario where a problem arises from a student during teamwork is that they do not have the skills to do any better, and consider the problem as a call for help, and an opportunity to guide you in which areas you may assist them.

Then, start by considering the students whom you already know relatively well. If you had students in a previous class that you taught that had teamwork issues, or if you have a general knowledge of such students, make a mental note.

DISC Personality Survey

Second, start by providing them with specific personality surveys. DISC personality survey [3] is the most direct and easy to analyze one. It is used by all sorts of professional organizations, from Fortune 100 companies to small start-ups in order to ensure the employee teams are coherent. Compare your previous knowledge of the students with the DISC results to spot any possible issues.

Start by making a note of your Dominant personality types. These students are your potential leaders, or potential dominators. If you detect any past dominating behavior, make a note. This is an indication that student has a false notion of team leadership. It is a teachable skill that you may incorporate into your lesson plans, very soon. (these are your potential team managers, programmers, producers)

Next, mark your Influencers. These are your potential conversation facilitators, or goof-off-ers. If there is any indication of the latter, make a note. This is an indication that student has poor time and resource management skills. These are teachable skills. (these are also your potential PR specialists, marketers, story writers, artists, team managers)

Next, mark your Supporters. These are your potential visionaries, or shy/sensitive personas that will shut down at a crude remark by team members. If latter is the case, you will need to teach the whole team constructive feedback and effective critique methods. (They also make perfect level designers, story writers, artists, and mostly not programmers)

Finally, mark your Contentious folks. These are your potential analysts or the folks who will lose themselves in details. In order to avoid the latter, teach them prioritization skills, and how to avoid fluff data. (they also make great data gurus, your potentially best programmers, debuggers, game testers, and usually not the best big picture folks)

The DISC test takes about 15 minutes to complete, and you may analyze the data, and highlight some names in about another 15 minutes. In 30 minutes of in-out class time, you already have a great filter at dishing out where the potential issues may arise. You may have a greater percentage of the class in particular DISC areas, showing the issues that your current class is more likely to encounter.

MBTI Survey

If you are yourself really Contentious, and want to dig deeper into understanding your audience, you may also like to provide an MBTI survey on top of the DISC assessment. There is a very successful free tool [4] that takes only 12 minutes to complete, and will provide you invaluable data about your students. MBTI provides 16 personalities instead of 4 from DISC, but they are perfectly compatible (each 4 personality in MBTI fits into one of the DISC groups). If you do give MBTI, mark your ENFP personality types as your extreme Influencers and ENTJ types as your extreme Dominants and keep an eye on them for potential gaps and exclusive re-teaching.

Teamwork Survey

This teamwork survey [5] can be provided even before you set up the teams to give the students a chance to evaluate their last teamwork experience. Just mark the students who state that they had an overall negative teamwork experience. If they had issues during their last teamwork experience, there is a chance that they may have been lacking skills to deal with it themselves. Highlight the names, and compare with your own experience with these students, their DISC and MBTI data. See if you can find a pattern.

General Personal Info and Interest Survey

It is always a good idea to give a general interest survey to the students where you learn about their likes/dislikes and general life experience. Class time and after-class interaction can be limited, and you can gain very valuable information from these surveys, that may also shed like to sources of teamwork problems that may not originate from any other source but major outliers like family issues or other unpredictable causes.

Also, add an item in this survey about their preferences about whom they would like to work with. (see Solution-3 for details)

Finally, keep in mind that an assessment is as good as how much you use the data that comes out of it. Do not expect a miracle to happen just by administering these surveys. Study the data as I indicated, and keep referring to the data throughout the year. If you see a student goofing off a lot during teamwork, do not just tag him as a slacker, but refer back to your data to find out the main cause.

Once you get to know your students better at an administratively effective level, then you need to determine how to place them into teams.

Problem-3: If Students Choose Their Own Teams, Then They Get Together With Their Best Buddies, and If Instructor Chooses Their Teams, They Work With People They Do Not Like

This problem is very central and is always very controversial. However, it is a very true problem for most industry level work conditions, where you join a company or a team because you may know some folks there that you want to work with. Depending on your personality and relationship, having a close friend in a professional work environment can be distractive. And then you also end up in teams with folks who you have constant conflict with, and it ends up working in that environment very undesirable.

Solution-3: Strike A Balance of Student Voice&Choice vs Educated Team Placements

For this step to work, you must have good planning for the first few days of the class, and ensure that you have given them the surveys and discussed the implications of the survey results with them. Do not make any direct name calling by stating a positive or negative statement about any given personality trait, but provide time and direction to them to read their own results from both surveys very carefully. Especially if you provided their MBTI surveys, let them read the second page where their strengths and weaknesses are described. Discuss that most team conflicts arise where the strength of a person clashes with the polar opposite weakness of another person (loves to give honest critique vs is very sensitive to criticism, etc). You would like to keep MBTI results handy to use throughout the span of the course during any clash between teammates to be able understand the root of the problem from a personality perspective.

Next, make sure that you strike a balance between honoring student choice about their team placements and your own insight from your “big picture” standpoint (having given and analyzed the surveys above). In order to do that, make sure you add a clause in your interest survey where they share some insight about whom they are inclined (or not inclined!) to work with.

My strategy is to ask them to provide four students from the class that they know they can work together productively. Then ask them to provide one student that they know they cannot work well with. Do not increase the number of the second one, because it will add too many constraints to your team building scheme, and render possible teams that you can build to zero.

Explain the students that you will honor at least one students that they wanted to work with to be in their team, and to make sure that the student that they asked not to work with will not be in their teams. These constraints are usually workable. Increasing the number of students that they think they work well with will increase the size of the solution set. Announce the date that you will announce the teams they will be in.

Then be ready to spend 30-60 minutes devouring the data that you have gathered so far. I personally use the embedded seating chart in our school’s SIS system since for a new class there will be faces that I do not recognize. It helps to see them in a physical space, and brainstorm possible configurations. Here is your ideal team building scenario for building teams of 4 students. That number worked the best for me for the environments that I have worked in so far, but it may go up to 5 or go down to 3, based on your own circumstances:

First, start by finding student(s) with whom no one wants to work with (make sure you keep that information confidential). If that is one student, check his DISC. Start by placing this student with students who asked to work with him. If that is not the case, place her/him with students who did not odd her/him out. Make sure that the overall team composition looks satisfactory for that particular student and the other students in the team.

If a student is listed by every single student, or a very great majority, this may indicate a problem that you may like to tackle exclusively for this student. If there is no possible way of placing this student in a team without risking immediate protest by other team members, consider making a statement that it was not possible to place every student into a team at the time while announcing the teams, and that you will be adjusting teams once teams get together. This may set the stage for allowing that particular student(s) to start working individually as you also start teaching the class about teamwork expectations and strategies, which may later make it easier for that student to be integrated. Still, treat the situation with your personal knowledge of the student.

Your next condition is to make sure there is a D, I, S, C represented in every team. Teams too heavy in one personality style will be imbalanced towards the weaknesses (and strengths) of that particular style. However, overall, they will be more prone to performance or team dynamics related problems. A balanced DISC team will still create a richness of perspectives a lot of internal critique, however, with right techniques, it can be ensured that this energy is channeled positively.

I suggest you start by first placing your D’s in every team. If there are more than the numbers of groups, compare against your personal opinions about how well they will lead a team. If you have an INTJ/ENTJ as a D, make sure to place him with a friend that they can rely on (mostly an S, or INFX character)

Next, place your S’s. S’s usually serve as the cement of the team, and as “conflict softeners”. They tend to avoid team conflict at all costs, and if conflict is unavoidable

Next, place your I’s in every team. Try to avoid having two I’s in the same team as much as possible. If you cannot avoid that, try to match I’s that are not prone to get too goofy together.

Finally, place your C’s, try to honor the student choice criteria discussed above. Pay attention not to place any over-critical C with a very sensitive S.

When all the students are placed in the teams according to the above criteria, review the teams one by one with a filter of personal knowledge of the students. Try to assess if the team seems balanced and if there are any expected immediate issues that may arise based on your knowledge of the students. If you have spent a reasonable amount of trying to make it become the best it can be (max 60 minutes per class), stop worrying about the setup after that point. There are many other parameters that may emerge to change the team composition on the go.

Depending of the age group and the setting of your course, you may also like to think about the physical placement of the groups with respect to each other. If there are overly attached students that may get distracted by being in adjacent groups, you may like to separate them. You may also like to bring certain teams closer to your area of frequent presence in the classroom.

Before you announce the team placements, remind them the factors that you have honored, and that you have spent a considerable time in placing them in the best teams that they can be in based on the survey data that they provided. This reinforces your own belief in their team compositions, which in turn makes it easier for them to embrace their new team settings.

Also emphasize that they can feel free to switch teams at this point if they want to. From my experience, this almost never happens, especially if the above conditions are met at the best you can. They tend to start happy.., and conflicts usually arise as their teamwork skills are put to test by various project challenges.

Setting up a great initial team is half of the puzzle, though. If you do not have solid ground rules, even with methods that you will teach later, conflicts will arise very soon.

Problem-4: Teams Start Working on a Project Immediately With Too Many Conflicting Assumptions Made By Team Members

Even if an instructor takes the time to put together very promising team compositions, the common trend is to start “teaching” as soon as the teams are put together. This usually stems from the notion that any time that you are not spending on teaching your content is time wasted. However, at this point, you have got some groups of potentially very synergetic students who have many conflicting implicit expectations and assumptions about how their team is going to be working together, and they usually believe that their teammates hold the same beliefs. These assumptions will gradually grow into sources of conflict, and when coupled with the different perspectives imposed by the personality styles, untrained students will mostly start feeling as “not being listened to” or prone to any one of the other issues that may arise in a team that we discussed above.

Solution-4: Facilitate the Drafting of a Living Team Contract Document

The solution to this problem is the unearthing of these hidden assumptions by discussing these assumptions overtly. This is usually guided by a document called a Team Contract, very regularly used in most PBL units as an integral element. You may consider different pre-made templates [6] or draft one yourself. In either case, here are a few criteria to facilitate a successful Team Contract drafting meeting.

1. Allocate Sufficient Time: Make sure you spare at least half a class period for teams to work on their drafts together.

2. Embed Your Own Expectations: Make sure you embed your own expectations into the document to make sure they do not come up with any values that conflict with your core expectations. Do you allow teams to fire a team member? How much help is “help” and when do you know that student is doing too much of someone else’s job? When are the team meetings held?

3. Make Project Rubric and Grading Requirements Crystal Clear: Share the project rubric along with the team contract. Grade is usually number-1 factor that causes team conflicts. A student thinking that they are being graded down due to the slacking of another student can suddenly turn very bitter. My favorite intervention to grade issues is to make sure that student grade is at least 90% personal. In other words, when crafting your rubric, make sure that any teamwork grade (or any other whole team grade) is not to surpass more than 10%. Tie all other grading elements to the tasks completed by specific roles (see below). If there is a non-role-oriented content goal, try to divide the content goals to the number of the students in the team. (i.e. if the team is preparing a sports commentary of the physics of a sports event, make sure that each student creates a part of the video, and chooses one of the physics contents to tie to it. The quality of the overall product can be 10%, but the students’ individual part should be 90% of their grade). You may also like to leave blanks in the rubric that can be filled in by students. For example, you can let students determine the weights of non-content specific parts of the rubric. You may even go as far as grading each team based on their individualized rubric. They love the idea and really embrace the rubric throughout the project.

4. Clarify Team Roles: This one is very content and project specific. But if you are teaching a content-heavy course, never make the content a particular role (i.e. physics expert for a physics project). Project must lead the learning of the core content for every student. Try to attach the auxiliary roles that serve to learning styles of the students. You may consider Howard Gardner’s 9 multiple intelligences to determine the roles that can be facilitated through these roles. The main goal with the roles is to provide entry points for students with different areas of interest and learning styles. For game development, if you have a requirement to teach programming to every student, you apparently do not want to make a role named “programming”. However, if that is not a core teaching objective, then that is perfectly fine. Well-chosen roles with clearly defined tasks and responsibilities attached to them will greatly decrease the possible team conflicts that may arise in the future. Also keep in mind that there may be more roles than the number of team members, with some roles attached together (i.e. the programmer must also be the project director) or a second set of auxiliary roles (note keeper, materials manager, etc)

5. Clarify Team Values: With clearly defined roles, a team is now ready to unearth the hidden assumptions about what they expect of each other. This is best done by asking prompting questions, or starting sentences that you ask them to complete. It is best to encourage discussion during this phase and allow sufficient time. Try to provide leads on your template for most critical team scenarios where conflicts are likely to arise. Consider questions such as: “What is our criteria for checking that everyone is doing their part? How do we facilitate a successful team discussion? How do we make sure that everyone shares their opinions? How do we make a decision if there are multiple different opinions? What are our criteria for helping each other with our work? How do we resolve conflicts? How do we handle a situation where a team member does not do their work? Can we fire a team member? What is the criteria for this? Who communicates the team’s decisions or needs with the instructor?”

6. Make a Team Calendar: Attach a calendar next to your team contract (bound together if possible) which lists the date span of your project. Add major unnegotiable goals and tasks (if possible role by role) with their set due dates. Ask students to create intermediate goals, and place the deadlines for them on the calendar. An increase in personal accountability at this level usually wipes out the possibility of team conflicts that emerge from ambiguity of responsibility, and possible leeching.

7. Signature and Access: Make sure that all team members sign the contract, and make it accessible to all team members, for immediate access during a potential conflict. Model them over the course of the project how to use this document to base their conflict resolutions on.

Problem-5: Teams Never Receive Explicit Teaching of Teamwork Strategies After the Initial Team Building

I must accept that I usually do a great job in almost every PBL unit with the above steps with very good pay-off. The initial momentum set by coherence of team chemistry, alignment of expectations through team contracts, and a basic understanding of the influence of the difference in personality styles can be very helpful, and can even sustain a highly functional team environment for 2-3 weeks. But as the project requirements press on, your students’ mastery of individual techniques will be put to test. This is where I usually have a more inconsistence performance as a teacher.

Despite the knowledge of the best practices, once the content and project gain full speed, it really is hard to “stop” and address teamwork skills exclusively. However, this is not really something you have to plan on the go. A little extra planning during the initial project planning can help sustain the effect of the initial effort, and ensure the students learn essential social skills that will help them for a lifetime.

Solution-5: Scaffold Teaching of the Teamwork Strategies into the Team Calendar

Since students already draft a calendar during team contract discussion, you may reserve specific days of the week for a team building session. These do not have to be long, and they do not need to be named ahead of time. For example, you may reserve 10 minutes every Friday for students to watch and discuss a youtube video together. The specific video can be assigned to students the day before. But by that time you may make a note of which team requires which specific teamwork skills to be taught. During the same day, one team may watch a video on “SCRUM Project Management Approach”, while another video may listen to “Talking Stick Approach by Stephen R. Covey”.

The important aspect here is to sustain the education of teamwork, and keep it as an important factor of team’s agenda. Just the sole notion that they are exposed to discussion of what makes a successful team is in and of itself increases team’s focus and optimism of their own team.

Conclusion

Since this paper has already extended beyond its initial goal, I will not go into the discussion of individual teamwork skills, which are discussed in many other resources by the experts of those specific areas. A quick Google on issues such as “Time Management Strategies”, “Conflict Resolution”, “Constructive Criticism”, or “Team Management” will bring many resources that can be used to give students weekly mini lessons on those topics. The main criterion is to keep it short (under 10 minutes) and allow sufficient time for the team to discuss this strategy, and then make a note in their team contracts as a new value if there is any new item that they want to establish in their conduct.

On a day-to-day basis, and be ready to intervene when necessary at a question-asking capacity than a judge. Make it a habit to remind them of the presence of their team contracts, and their team calendars! Just this trick is so powerful, that it will end a potential conflict in its buds. Provide weekly super-short surveys about their team satisfaction (you may refer to the survey mentioned earlier), and let them know that they may come and discuss any team problems with you in private AFTER they followed the procedure they accepted in their team contract for conflict resolution WITHIN the team.

Remember that it is totally OK to change or swap students between teams, or make a student work by herself/himself if there is no other option. It is also a possible outcome that a team that is still dysfunctional despite all the efforts and weekly teaching of skills. That is also a real world possibility, and it may be better for them to experience that now rather than in their first start up.

The five team dynamics related problems and the five solutions to address these as a teacher in a project based learning environment will definitely not solve ALL of the team conflicts that will arise. It is critical that you accept partial growth as an option on Day-1. As I mentioned earlier, the goal is to carry each and every student to a better point than when they started the project. Incremental influences by different adults in the lives of young people make the whole difference on the long run.

The kids that already come in “team-ready” have received those influences and gained the necessary mastery for their grade level. Those who have gaps need you and their future mentors to bring them where they should be. The cost of having those conflicts in kindergarten is definitely much cheaper than having them in college, or in their work environments.

Many adults will choose solitary careers or unhappy and unfulfilled working conditions just because they have never properly mastered those skills through their educations. College might be their last stop they can master those conditions. Even though some workplaces make it their job to train their employees on these skills, most other occupations will simply pull the card that most post-elementary instructors pull “They ought to have learned this by now. It is not my job to teach them.”.

Project Based Learning is sometimes painful, because it does a great job in simulating life conditions. If your PBL unit is simulating what happens when a team of employees are given a task beyond their skills and capacities without sufficient support, it will do a great job of simulating the potential outcomes. Make sure that you do your part in setting up the stage and coming up with the best possible plan, and then facilitate the rest of the process. Watch the project unfold with an ease of mind and respect for whatever choices the teams will make.

References

[1] Saltsman, R. (2017, June 05). Managing Conflict on Small Teams. Retrieved from https://www.youtube.com/watch?v=BZs-Ud94768

[2] Wagner, T. (n.d.). Tony Wagner's Seven Survival Skills. Retrieved from http://www.tonywagner.com/7-survival-skills/

[3] DISC personality test | take this free DISC types test online at 123test.com. (n.d.). Retrieved from https://www.123test.com/disc-personality-test/

[4] Free personality test. (n.d.). Retrieved from https://www.16personalities.com/free-personality-test

[5] Teamwork Evaluation Survey. (n.d.). Retrieved from https://www.wufoo.com/gallery/templates/surveys/teamwork-evaluation-survey/

[6] Project Team Contract | Project Based Learning | BIE. (n.d.). Retrieved from http://www.bie.org/object/document/project_team_contract