New year, old beginnings: why my ‘wrong’ CV was actually right

Reflecting on this time last year, I had absolutely no idea of what was to come. The Year of the Snake is associated with wisdom and change and I suppose for me, 2025 really was a year of shedding skin and leaving behind things which, although at one time useful and necessary, were no longer serving me. I faced many challenges, navigated the unexpected, and eventually found myself in a full-circle moment: starting my own business supporting owners of creative arts and education organisations.

It feels like a new beginning, but as I dive back into the professional standards that guided my early career - specifically the newest edition of the APM Body of Knowledge - I’m realising that this is actually an ‘old beginning’. The skills I learned years ago as a project manager were invaluable in the classroom, and many other skills which I developed in the classroom are now the very things the profession values most.

The accidental project manager

My path to this point wasn’t a straight line; it was more of a meandering improvisation. After finishing two music degrees, I moved to the UK to be with my husband. I wasn’t sure what I was going to do next but we needed money, and so I got a temporary job as a project administrator at a Telecoms company.

I remember kicking myself for submitting the ‘wrong’ CV: I had sent the one that detailed both my commercial experience (I’d always held part-time jobs) and my music experience. I thought it was unprofessional but my error worked in my favour. The hiring programme manager was a classical music fan and so he saw something in that ‘wrong’ CV that a standard application would have missed: the discipline and creativity of a musician.

When the main project wound down, I was kept on. The KPMG consultants remaining on the project taught me system assurance. It was a steep learning curve for someone without a technical background, but I found a strange satisfaction in it. The developers soon learned to respect me, though they found it intensely irritating when I was able to pinpoint the errant lines in their code!

That role eventually led to me completing the APMP project management qualification and securing a permanent job as an IT project manager.

The education detour (that wasn't a detour)

After a few years, life took another turn. I decided to complete my teacher training and teach music in schools. At the time, I let my APM membership lapse as I thought, mistakenly, that it wasn't relevant to teaching.

Looking back, I can see now how wrong I was. As a Director of Music and Head of Expressive Arts Faculty, I wasn't just teaching; I was leading complex portfolios. I managed the refurbishment of accommodation, implemented new curriculum initiatives, and led the rollout of virtual learning environments. When the first lockdown hit, I led on the rapid deployment of online learning. Of course, the many events, concerts, productions, and showcases were very visible and what everyone expected from the performing arts team; each one was also a project in its own right.

I lost track of the number of times I explained the ‘triangle of time, cost, and quality’ (mostly to senior leaders). I was managing stakeholders, mitigating risks, and delivering benefits every single day - I just didn't call it that.

Returning to the fold: the APM Body of Knowledge

Now that I have reinstated my APM membership and launched my own business, I am looking forward to exploring the APM Body of Knowledge 8th Edition. What strikes me is how much the profession has evolved. The new edition has shifted its focus significantly toward people and behaviours, dedicating an entire chapter to the human element of delivery. It seems the industry has caught up with what we in the arts and education have known for years: technical skills are the baseline, but it is empathy, leadership, and ethical conduct that drive success.

Modern governance, social value and ‘old’ beginnings

One of the most welcome developments is the explicit inclusion of equality, diversity and inclusion as a core topic. In education, EDI has long been at the forefront of our daily practice, ensuring that every student has equitable access to learning. The latest edition of the BoK codifies this for the project world. It moves beyond simple compliance to inclusive leadership, recognising that diverse teams - like the one that hired a musician for a telecoms project - bring cognitive diversity that solves problems faster. It also validates my own experience: that ‘wrong’ CV brought a different perspective to the IT team, just as the BoK now suggests that diverse backgrounds drive innovation and better risk management.

The 8th edition also places a heavy emphasis on societal impact and social value, asking us to consider the long-term effects of our projects on the community. This resonates deeply with my work in education, where the ultimate deliverable is each young person's future.

Looking forward: the Year of the Horse

As we close the chapter on the Year of the Snake - a time of introspection and quiet transformation - we gallop into 2026, the Year of the Horse.

In Chinese culture, the horse symbolises vitality, speed, and perseverance; it is associated with movement, growth, and momentum. For me, this feels incredibly timely: if 2025 was about the quiet work of building foundations, 2026 is about using that new platform to move forward with energy and optimism.

As I step into this new year, I am bringing all of my ‘old’ experiences with me. The discipline of the practice room, the rigour of system testing, and the empathy of the classroom are not separate lives; they are the combined toolkit I now offer my clients.

So, here’s to the Year of the Horse. Here’s to the wisdom of the past providing the momentum for the future. And here’s to ‘old beginnings’!