Tag Archives: roles


Project Manager: The project manager is the lead person responsible for ensuring the successful completion of the capstone project. Their primary roles and responsibilities include:

Creating and maintaining a clear project plan and timeline that outlines all the key deliverables, milestones, resources required, budget if applicable, and project schedule. This involves breaking down the overall project into individual tasks with assigned start and end dates.

Effectively communicating the project plan and any updates to all stakeholders involved such as team members, faculty advisors, partners/clients etc. This involves holding regular status meetings to keep everyone informed and on track.

Managing the scope, budget, quality, human resources and overall change requests for the project. Part of this involves working with the team and stakeholders to finalize requirements and ensure expectations are managed throughout.

Assigning specific tasks and roles to team members based on their abilities and scheduling to ensure work is evenly distributed. This involves maintaining accountability and monitoring progress on all assignments.

Identifying and mitigating any potential risks that could jeopardize the successful completion of the project. Risk management requires continuous assessment and implementing of backup plans when needed.

Resolving conflicts or issues within the team or with outside stakeholders. As the team leader, the PM facilitates open communication and consensus building.

Preparing and presenting the final project results documentation and deliverables. This includes final reports, demonstrations, presentations that showcase if the project goals were achieved.

Collecting feedback and lessons learned to improve future project management capabilities. The PM leads a retrospective to evaluate what went well and identify process enhancements.

Faculty Advisor: The faculty advisor acts as a mentor and guide for the student capstone team. Their main duties include:

Helping the team properly define the overall project scope and goals based on learning outcomes and course requirements. This entails ensuring projects are sufficiently complex yet feasible.

Providing guidance on effective project management practices, problem solving approaches, research methods, documentation standards and overall quality expectations.

Assisting the team with sourcing appropriate resources, equipment or expertise needed that are beyond student capabilities. Connecting teams to industry mentors is also common.

Holding regular check-ins with the project manager to review status, address any challenges, and answer technical questions the team faces. Advisors offer an outside perspective.

Facilitating collaboration when conflicts arise and helping teams course correct when off track. Advisors draw on experience to get projects back on pace.

Reviewing and approving significant project deliverables and documentation like proposals, status reports, design specifications and final presentation materials.

Assessing the learning and skills gained throughout the process through evaluation of artifacts, presentations, and informal conversations. Advisors provide summative feedback.

Helping secure funding, facilities access, partners/participants when needed that require institutional permissions. Advisors leverage professional networks.

Celebrating accomplishments at completion and facilitating the transition of successful projects to be implemented in “the real world”.

Client Representative: When the capstone involves working with an external partner/client, one of their staff typically fulfills this role. Their duties include:

Providing important context on the target user/customer needs the project aims to satisfy through concrete requirements, constraints and goals.

Sharing organizational priorities and guidelines the project work should align with such as brand standards, policies, regulatory factors.

Offering subject matter expertise through knowledge sharing sessions and answering technical questions from the student team.

Regularly reviewing work-in-progress and deliverables to ensure the end solution will actually benefit the client and addressing any concerns early.

Facilitating access to necessary resources the client can provide like data, equipment use, facilities access that are fundamental to the project.

Promoting the student work within their own organization and championing for potential implementation if outcomes are deemed successful.

Judging the final results from an end-user viewpoint and providing perspective on real world feasibility, adoption challenges, and overall value to their operations.

Maintaining open client communication with both students and advisors throughout the process to manage expectations on scope, priorities and timelines.

This covers some of the extended details around common capstone project roles seen such as project manager, faculty advisor and client representative that often guide larger student teams towards successful completion of complex work. Let me know if any part of the answer requires further elaboration or clarification.


Technological disruption through automation and artificial intelligence is likely to significantly impact many jobs and industries in the coming years. While this disruption may increase productivity and economic growth, it also risks displacing many workers who need to transition to new roles. Both governments and organizations have an important role to play in supporting workers through this transition.

To help workers transition effectively, governments should significantly increase funding for retraining and skills development programs. Workers needing to transition out of declining industries will require support to learn new skills and qualify for in-demand jobs of the future. By making community college free or low-cost, and offering grants/loans for vocational training programs, more workers can access education and retool their careers. Retraining programs should be designed based on detailed forecasts of which jobs are most likely to be impacted and which emerging jobs will need to be filled. This ensures retraining funds are targeted to support transitions into stable, growing career paths.

Governments can also establish online reemployment centers to help workers explore career options. Through skills assessments and job matching tools, these centers can guide workers towards suitable training programs based on their existing experience and skills. Centers could also offer remote digital skills courses to help workers gain qualifications for more technology-focused jobs even if they are unable to physically attend classes. Case managers at the centers can provide ongoing career coaching and help with job applications.

Meanwhile, direct financial assistance for displaced workers during their retraining period is also important. Extended unemployment benefits that last beyond traditional periods can help cover living expenses while workers upgrade their skills through longer term training programs. Targeted wage subsidies for employers who hire retrained workers getting a foothold in a new industry can further boost transitions.

Organizations undergoing technological changes also have a role to play in reskilling incumbent employees. They should provide transparency around how roles may evolve or become redundant over time so workers are aware of coming changes. Internal retraining programs focused on in-demand digital skills can help existing employees transition into newly created roles driven by technology adoption, keeping valuable institutional knowledge within the organization. Where full internal transitions are not possible, organizations should offer generous severance packages and outplacement services connecting departing employees to available training opportunities and jobs.

Governments could incentivize such organizational support through tax credits for businesses that engage in on-the-job training or fund external courses for a significant percentage of their workforce annually. Collaboration with community colleges on curriculum development ensures training aligns with emerging industry needs. This type of public-private partnership optimizes resources to support widespread, effective upskilling of displaced workers.

As automation continues, lifelong learning will become increasingly important for workers to stay employable. Governments and organizations must work together to establish an adaptive, supportive environment where workers feel empowered and equipped to continually upgrade their skills throughout their careers in response to changing job requirements. With coordinated, collaborative efforts focused on robust retraining options and financial assistance, societies can help workers successfully navigate technological disruption and transition to new opportunities.

By significantly increasing funding for well-designed retraining programs, establishing online career centers, offering direct financial assistance to displaced workers and incentivizing organizations to support upskilling, governments and organizations can play a key role in easing the disruption of technological change on workers and smoothing their transitions to emerging jobs and industries. A dedication to reskilling and lifelong learning will be vital to ensuring workers are empowered participants in our increasingly technology-driven economies.