This paper is the second of a two part series which examines gaps in leadership development for arts executives in the not-for-profit sector, and creates a curriculum map for executives based on analysis of learning needs survey of 75 Board members, artistic directors and senior executives across nearly thirty not-for-profit arts organisations. Using the principles of cognitive skills hierarchy developed by Mumford et al (2005), the curriculum mapping process culminated in a series of approaches to executive development within this complex and culturally strategic sector. The survey was administered by the researchers to assess current management competencies and to clarify areas for future development and preferred modes of learning. The survey tested perceptions of importance and judgement of competency effectiveness using three units of analysis: how important is this competency to your current role? (self assessment): how important is this competency to your leadership team? (assessment of team, of which respondent is a member): how effective is your leadership team in demonstrating this competency? (judgement). The survey also sought feedback from respondents on their preferred modes of learning. This analysis of learning needs among senior arts executives found that executive development in the arts sector has some unique features, including a preference for inductive, Socratic engagement of arts leaders, creating more questions than answers, a preference for learning experiences such as case studies not just case narratives, given that case study analysis is appropriate to the complex Arts leadership environment, and can provide opportunities for scenario planning, analysis of social contexts as well as problem solving, using: longitudinal data, insights from intensive interviewing, field observations, surveys and focus group research. There is also a preference for two way participation in executives actively contributing to case development, using principles of action learning, drawing on Bennett and Oliver (1992), and consistent with Chandler (2000). The challenges for executive education in the arts sector, according to this analysis, include: understanding the art form to ensure artistic excellence; respect for decisions by artistic directors; taking account of commercial realities; "training" the artistic director; enhancing skills in advocacy, sponsorship and philanthropy; ensuring high level capabilities in financial literacy, risk management, scenario planning and business planning. Risk identification, assessment and mitigation were seen as critical, and incorporated financial, artistic, reputation and political risks. As well as the executive education and formal learning programs, this curriculum mapping process found that a series of learning experiences for executives would be consistent with the strategy of the arts organisations. These learning experiences include: roundtables and seminars, new approaches to technology, including Web 2.0 initiatives, recognition strategies for arts executives, executive coaching and professional mentoring.
