New Era Project Manager: leading change and teams in the AI era

Basic computer skills and readiness to participate in online meetings, undertake independent study and work in a group. Previous project management experience is helpful but is not required. Teaching is in English. To join, participants need English at least at the programme's described B2− level (B2 minus): they can follow the trainer's explanations in English, understand the main points of learning materials, take part in group discussions, explain and give reasons for their ideas, and complete spoken and written learning tasks in English. Their English does not have to be error-free, but it must allow them to participate in the learning activities. In this programme, B2− means practical English approaching B2; it is not a separate official CEFR level. Participation requires a quiet learning environment, a stable internet connection and a computer. A laptop or desktop computer is recommended, preferably with two monitors. A mobile phone alone is not suitable for completing the programme. Participants should allow approximately 14 hours per study week.

Independent study using workbooks, examples and supplementary programme materials. Mentor-led exploration of concepts and practical exercises. Autonomous group work on NovaCore cases. Demonstrations, feedback and retrospectives. Miro activities and practical outputs. Reflection on AI use and checking AI-generated outputs. The official workload is 60 academic hours of contact learning and 120 academic hours of independent study. Independent study comprises other independent work (rounded to 93 academic hours) and reflection and outputs (rounded to 27 academic hours). The exact scheduled volumes are 70 and 20 clock hours respectively, totalling 90 clock hours or 120 academic hours. Reflection and outputs are completed independently at a time chosen by the learner. Reflection within a mentor session is already included in contact learning; S2 group work with tutor support is also contact learning. Google Meet for online meetings and group work. Google Drive for sharing learning materials and outputs. Google Chat for communication and reminders. Miro for visual thinking, discussion and group work. AI tools for exploring ideas, drafting text, framing questions and checking one's own thinking. NotebookLM or a similar AI-supported approach to working with learning materials.

1. Reflection on AI use, practical exercises and learning notes: The learner describes why AI was used, its limitations and how its output was checked. The learner does not present unchecked AI output as fact. 2. Tasks that visualise value, dependencies and the system view: The map or Miro work makes a user or stakeholder need, the main capabilities and at least one significant dependency visible. 3. Justification of the chosen way of working in NovaCore cases: The learner explains when learning and experimentation are appropriate, when flow needs to be managed and when a conventional plan is more suitable. 4. Communication and decision-record exercises: The recommendation distinguishes facts, assumptions and unknown information, and shows who can act on the decision. 5. Practical tasks involving A3, flow, work in progress, quality and the final recommendation: The recommendation starts from the visible situation, explains the business value for a stakeholder and proposes a small, verifiable next step.

Assessment is pass / not passed against all five outcomes. Participation in at least 70% of guided contact learning, or completion of agreed substitute assignments. Completion of reflection questionnaires for at least six programme weeks. Submission of the required practical outputs at a passing standard. A final demonstration or a consolidated presentation of outputs to the mentor and/or group.

A certificate of completion is issued to a learner who achieves all learning outcomes and meets the completion requirements. A statement of participation (tõend) is issued to a learner who takes part in the programme but does not achieve all the learning outcomes. Documents are issued in accordance with the current continuing education standard and the provider's procedure. The document identifies the learner, provider, programme, training period and trainers. It records the volume in academic and clock hours, as specified in the source curriculum. The statutory details also include the learner's personal identification code or, if unavailable, date of birth; the provider's registration code and EHIS activity-notice or licence number; the document number; and its country and date of issue. The certificate or its appendix records the learning outcomes achieved and the assessment methods or, where needed, results. Documents are signed or carry a qualified electronic seal under the provider's procedure.