Learning to Be Leaders: Case Study of Novice Black Women Executive Directors of Small Nonprofit Organizations

Learning to Be Leaders: Case Study of Novice Black Women Executive Directors of Small Nonprofit Organizations

DOI: 10.4018/978-1-6684-3827-5.ch005
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Abstract

In the United States, nonprofit organizations exist in varying sectors of society. These nonprofits are headed by leaders who play an important role in combating social justice issues like xenophobia, inequality, patriarchy, misogyny, and racism to name a few. However, little is known about how these leaders come into formal leadership positions in such agencies. Using case-study approach, this chapter addresses this gap by profiling two women leaders of small community-based nonprofit organizations based in Central Illinois. Each of the women profiled made mid-career transitions into their current roles in full-time nonprofit leadership and had worked for less than two years at the time they were interviewed.
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Background

Protean and Boundaryless Careers and Nonprofit Leaders

Generally, it is now understood that the traditional organizational careers that emphasize linear progression within a single firm is unattainable due to the nature of the job market and that individuals (aim to) own their careers and chart their own pathways by expanding their skillset and knowledge base for professional development and better salary packages (Arthur, 2014). Proponents of other forms of careers have indicated that careers can be physically and psychologically independent from organizations. For instance, a boundaryless career orientation captures patterns of physical and psychological inter-organizational career mobility, while a protean career orientation indicates the ideas of self-motivating, directing and making choices while relying on one’s values (Volmer & Spurk, 2011). The protean career’s focus self-fulfillment through career development has been argued to lead to outcomes that include: proactivity, career adaptivity, psychological wellbeing, effective coping with uncertainty, and job career and life expectations (Baruch, 2014). Contrarily, the outcomes of the boundaryless career orientation which promotes the ideas that individuals will move throughout firms and departments frequently over the course of a career has led to mixed experiences with some scholars positing that it leads to career satisfaction to the possibilities to learn new skills with each job move, but others scholarship casts it in more negative light and argue that it creates lower career, job, and life satisfaction, and lower re-employment rates among those seeking a new job (Rodrigues, Guest, Oliveira, & Alfes, 2015)

In general, career orientation is rooted in the idea that career orientations are fairly stable career preferences that begin to take shape relatively early in life at the intersection of individual factors, including individual dispositions and work and career-related preferences, and contextual factors, such as social background and labor market circumstances (Rodrigues et al, 2015). As such, according to Rodrigues, Butler, and Guest (2019), when trying to understand “the formation of protean and boundaryless career orientations, it is important to consider the role of individual, family and social factors and to focus on individuals transitioning into the labor market” (p. 2).

Key Terms in this Chapter

Leadership Development: The process of skilling and shaping individuals to perform roles of getting results about others in organizations.

Protean Career: The taking charge of one’s career development instead of relying on the organization for promotion and developing skills.

Boundaryless Career Orientation: The opposite of a traditional career because individuals are not limited to working for one employer, in one job, in one organization or even in one field of expertise. These individuals have hone skills that can be used in different domains.

Informal Learning: Learning that is unstructured, often unintended, and implemented outside of a conventional learning setting.

Formal Learning: A structured and systematic way of delivering knowledge and skills usually planned and guided an instructor. This can take place in a face-to-face setting or through an online learning platform.

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