MZUMBE UNIVERSITY -MBEYA CAMPUS MASTERS OF BUSINESS ADMINISTRATION (MBA) EXECUTIVE-CORPORATE MANAGEMENT

ORGANIZATIONAL BEHAVIOUR & HUMAN RESOURCE MANAGEMENT (BUS 5012)

SECOND SEMESTER TERM PAPER

AUTHORS NAME: Raphael Charles, (Ex.-MBA/3520/10)

LECTURER:

Dr. Sotta

TITLE:

The Leadership Styles and its Impact on 0rganizational Culture and Performance at Mbeya Institute of Science and Technology (MIST).

AUGUST, 2011

ABSTRACT The topic Leadership Styles, Organizational Culture and Performance have attracted considerable interest from both academicians and practitioners. Much of the interest in the two areas is based on explicit and implicit claims that both leadership and culture are linked to organizational performance. However, while the links between leadership and performance and between culture and performance have been examined independently, few studies have investigated the association between the three concepts. This paper examines Leadership Styles And its Impact on Organizational Culture and Performance: The Case of Mbeya Institute of Science And Technology (MIST). In this paper, it is found that, the charismatic, transformational and visionary of the leadership style are positively related to the organizational performance; the development, motivational and transfer strategy of the MIST employees are positively related to the leadership style; both development and motivational strategies are positively related to the organizational performance; the interaction of the leadership style and the employees significantly contribute to the organizational performance. In short, Mbeya Institute of Science and Technology has performed better as from 2005 than before. Better performance is expected especially when MIST becomes Mbeya University of Science and Technology but again will depend on the leaders who come in and the organizational culture that will be practised.

TABLE OF CONTENTS Abstract -----------------------------------------------------------------------------------------------i Table of Contents ----------------------------------------------------------------------------------ii Chapter One: INTRODUCTION 1.0 Overview -----------------------------------------------------------------------------------------1 1.1 Conceptual Definitions--------------------------------------------------------------------------1 Chapter Two: RELATIONSHIP BETWEEN LEADERSHIP STYLES, ORGANIZATIONAL CULTURE AND PERFORMANCE 2.0 Introduction --------------------------------------------------------------------------------------3 2.1 Leadership Styles and Performance ----------------------------------------------------------3 2.2 Organizational Culture and Performance ----------------------------------------------------5 Chapter Three: IMPACT OF LEADERSHIP STYLES ON ORGANIZATIONAL CULTURE AND PERFORMANCE AT MBEYA INSTITUTE OF SCIENCE AND TECHNOLOGY (MIST) 3.0 MIST Historical Background ------------------------------------------------------------------9 3.1 MIST Leadership Styles ----------------------------------------------------------------------10 3.2 MIST Organizational Culture ----------------------------------------------------------------11 3.3 MIST Performance ----------------------------------------------------------------------------12 3.3.1 MIST Performance before 2005 -- --------------------------------------------------------12 3.3.2 MIST Performance after 2005--------------------------------------------------------------12 REFERENCES ------------------------------------------------------------------------------------16

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CHAPTER ONE INTRODUCTION 1.0 Overview The topics of leadership and organizational culture have attracted considerable interest from both academics and practitioners. Much of the interest in the two areas is based on explicit and implicit claims that both leadership and culture are linked to organizational performance. However, while the links between leadership and performance and between culture and performance have been examined independently, few studies have investigated the association between the three concepts (Ogbonna & Harris, 2000). This paper examines the Leadership styles and its impact on organizational culture and performance with the case study of Mbeya Institute of Science and Technology (MIST). 1.2 Conceptual Definitions: Leadership; Leadership has been defined in terms of group processes, personality, compliance, particular behaviours, persuasion, power, goal achievement, interaction, role differentiation, initiation of structure, and combinations of two or more of these. Contemporary leadership seems to be a matter of aligning people toward common goals and empowering them to take the actions needed to reach them (Luthans F, 2005). Also, leadership is defined as a social influence process in which the leader seeks the voluntary participation of subordinates in an effort to reach organizational goals. This implies that leadership involves more than wielding power and exercising authority and is exhibited on different levels. At the individual level, for example, leadership involves mentoring, coaching, inspiring, and motivating. Leaders build teams, create cohesion, and resolve conflict at the group level. Finally, leaders build culture and create change at the organizational culture (Kinicki & Kreitener, 2006). Leadership Style: The word style is very vague. Yet is widely used to describe successful leaders. Most of the historical studies have indirect or direct implications for leadership styles. For example, the Hawthorne studies were interpreted in terms of their implications for supervisory style. Also is the relevant classic work done by Douglas McGregor, in which Theory X represents the traditional authoritarian style of leadership and the theory Y represents an enlightened, humanistic style. The Lowa studies analyzed the impact of autocratic, democratic and laissez-fair styles, and the studies conducted by the Michigan group found the employee-centered supervisor to be more effective than the production supervisor. Lastly, the Ohio State studies identified consideration (a supportive type of style) and initiating structure (a directive type of style) as being the major functions of leadership (Luthans F, 2005: 581).

Organizational Culture: It is the set of shared, taken-for-granted implicit assumptions that a group holds and that determines how it perceives, thinks about, and reacts to its various environments .This definition highlights three characteristics of organizational culture such as it is passed to new employees through the process of socialization, it influences our behaviour at work and finally, it operates at different levels. It is shaped by four key components: the founders values; the industry and business environment; the national culture; and the senior leaders vision and behaviour (Kinicki & Kreitener, 2006). Luthans (2005) as well maintains organizational culture as a pattern of basic assumptions-invented, discovered, or developed by a given group as it learns to cope with problems of external adaptation and internal integration- that has worked well enough to be considered valuable, and therefore, to be taught to new members as the correct way to perceive, think and fee in relation to those problems. It encompasses the shared values, attitudes, standards, and beliefs and other characteristics that define an organization's operating philosophy. Organizational performance: It is accepted that business performance is a multidimensional and highly complex phenomenon (Lenz, 1981; Venkatraman and Ramanujam, 1987). Organizational performance is probably the most widely used dependent variable in organizational research today yet at the same time it remains one of the most vague and loosely defined constructs. The struggle to establish a meaning for performance has been ongoing for many years, and is not limited to the field of strategic HRM. Over thirty years ago, Katz and Kahn dryly commented that, "The existence of the problem of developing satisfactory criteria of organizational performance is clear enough; its solution is much less obvious" (1966:150). Even twenty years ago Scott lamented the state of measures of organizational effectiveness, concluding, After reviewing a good deal of the literature on organizational effectiveness and its determinants, I have reached the conclusion that this topic is one about which we know less and less. (1977: 63). More recently, Murphy, Trailer & Hill, after reviewing measures of performance in entrepreneurial research, concluded that, " the lack of construct validity for what we call performance is so clear that we as a field should consider discontinuing the use of the term in research" (1996: 21). Within the strategy field, the focus of attention on the performance construct has been almost entirely on financial measures of performance (Rowe, Morrow & Finch, 1995). Conceptually, it has been viewed as the comparison of the value created by a firm with the value owners expected to receive from the firm (Alchian & Demsetz, 1972; Barney, 1997). Venkatraman and Ramanujam (1986) noted that a narrow definition of performance centers on the use of simple outcome-based financial indicators that are assumed to reflect the fulfillment of the economic goals of the firm, (1986: 803). They argued that the narrow performance construct of financial performance had dominated the strategic management literature, and proposed a broader performance construct of business performance that would include both financial and operational (new products, product quality, market share) indicators. In addition, they proposed a construct of organizational effectiveness which would consist of business performance plus account for the accomplishment of the super ordinate goals held by multiple stakeholders.

CHAPTER TWO RELATIONSHIP BETWEEN LEADERSHIP STYLES, ORGANIZATIONAL CULTURE AND PEROFORMANCE 2.0 Introduction An examination of the literature in the fields of organizational culture and leadership finds that the two areas have been independently linked to organizational performance. The evidence demonstrates that the relationship between leadership style and performance is mediated by the nature of organizational culture. (Ogbonna & Harris, 2000). 2.1 Leadership Styles and Performance Early studies on leadership included Trait, Behavioural, Situational and Contingency theories of leadership. Trait theories assume that successful leaders are born and that they have certain innate qualities which distinguish them from non-leaders (Argyris, 1955; Mahoney et al., 1960 & Stodgill, 1948). Style and behavioural theorists shifted the emphasis away from the characteristics of the leader to the behaviour and style the leader adopted (Hemphill and Coons, 1957; Likert, 1961). On the other hand, both Situational and Contingency theories of leadership shift the emphasis away from the one best way to lead to context-sensitive leadership. The principal conclusion of these studies appears to be that leaders who adopt democratic or participative styles are more successful (Bowsers and Seashore, 1966). Transactional leaders are said to be instrumental and frequently focus on exchange relationship with their subordinates. In contrast, transformational leaders are argued to be visionary and enthusiastic, with an inherent ability to motivate subordinates (Bycio et al., 1995; Bass, Howell and Avolio, 1993).In this sense therefore, these early studies focused on identifying the one best way of leading and the truth that, leadership effectiveness is dependent on the leaders diagnosis and understanding of situational factors, followed by the adoption of the appropriate style to deal with each circumstance respectively. Ogbonna & Harris, (2000) maintain that, widely celebrated cases of a direct leadership performance link may be found in numerous anecdotal accounts of improvements of company performance attributed to changes in leadership. However, empirical studies into the links between leadership and performance have been lacking. One notable exception is the detailed study of the impact of leadership on performance in the somewhat surprising context of Icelandic fishing ships. Thorlindsson (1987) suggests that variations in the performance of different fishing ships, under identical conditions, can be accounted for by the leadership skills of captains. Over a three-year period, Thorlindsson (1987) revealed that the leadership qualities of the ship captains accounted for 35 to 49 per cent of variation in the catch of different crews

Other studies which examine the links between leadership and performance coincide with the re-emergence of the one best way to lead debate. Of particular relevance is the resurgence of interest into charismatic leadership, which is frequently referred to as transformational leadership. A number of researchers theorize that transformational leadership is linked to organizational performance (Bycio et al., 1995; Howell & Avolio, 1993). Conceptually, it is argued that the visionary and inspirational skills of transformational leaders motivate followers to deliver superior performance (Nicholls, 1988; Quick, 1992). In short, in order to guide later discussions this proposition is presented in diagram form as figure 1 below: Figure 1: The Links between Leadership Style, Organizational Culture and Organizational Performance

Source: Leadership Style, Organizational Culture And Performance: Empirical Evidence From UK Companies (Ogbonna & Harris, 2000)

2.2 Organizational Culture and Performance The earlier review of the literature on the relationship between leadership and performance and between culture and performance finds that many commentators note that the performance of an organization is dependent on the conscious alignment of employee values with the espoused values of company strategy. This clearly indicates that organizational culture and leadership are linked (Ogbonna & Harris, 2000). One of the major reasons for the widespread popularity of and interest in organizational culture stems from the argument (or assumption) that certain organizational cultures lead to superior organizational financial performance. Many academics and practitioners argue that the performance of an organization is dependent on the degree to which the values of the culture are widely shared, that is, are strong (Ogbonna & Harris, 2000) in Deal and Kennedy, 1982; Denison, 1990; Kotter and Heskett, 1992; Ouchi, 1981;Pascale and Athos, 1981; Peters and Waterman, 1982). The claim that organizational culture is linked to performance is founded on the perceived role that culture can play in generating competitive advantage (Scholz, 198; Krefting and Frost, 1985) suggest that the way in which organizational culture may create competitive advantage is by defining the boundaries of the organization in a manner which facilitates individual interaction and/or by limiting the scope of information processing to appropriate levels. Similarly, it is argued that widely shared and strongly held values enable management to predict employee reactions to certain strategic options thereby minimizing the scope for undesired consequences (Ogbonna, 1993). Theorists also argue that sustainable competitive advantage arises from the creation of organizational competencies which are both superior and imperfectly imitable by competitors (Reed and DeFillippi, 1990). To this end, it is argued that the uniqueness quality of organizational culture makes it a potentially powerful source of generating advantage over competitors. 2.3 Impact of Leadership Styles on Organizational Culture and Performance Leadership styles leads to organizational culture of firms innovativeness and creativity, this examines the effect of appropriate leadership styles and prevailing organizational culture on firms innovativeness and creativity which are significant indicators of superior performance and effective organizational outcomes. In todays contemporary business world, firms are under the great pressure of highly competitive and global markets. Under these circumstances, it is highly critical for firms to become innovative and differentiate themselves on the eyes of demanding customers in order to survive in the long run.

Innovativeness refers to organizational wide tendency to introduce newness and novelty through experimentation and research at development of new products, services, and new processes. (Dess and Lumpkin, 2005) Innovativeness is a transformation process of a new and original idea into a new product or service which has a commercial value in the market place. Firms innovate in several ways, concerning business models, products, services, processes, and channels to maintain or capture markets, to out distance competitors, and to assure long-term growth and survival, especially in highly complex and turbulent environments all of which are directly related to firms overall strategy and enhancing strategic value of the company. Besides, there are various research findings in the literature investigating the relationship between particular leadership styles such as transformational leadership and organizations innovative orientation. Transformational leadership is typified as being consisted of four unique but inter-related behavioral components: inspirational motivation (articulating an appealing and/or evocative vision), intellectual stimulation (promoting creativity and innovation), idealized influence (charismatic role modeling), and individualized consideration (coaching and mentoring) (Bass and Avolio, 1994). Howell and Avolio (1993) found a positive relationship between the intellectual stimulation provided by the leader and unit performance when there was a climate of support for innovation within the leaders unit. But when support for innovation was absent, the positive relationship became insignificant. Keller (1992) also found that transformational leadership positively influenced performance of research and development (R&D) project teams in a large R&D organization. Performance was measured based on superiors ratings of subordinate. Innovativeness and the extent to which their innovative orientation added unique value to the quality of projects that they finished (Jung et al., 2004). In a similar vein, Jandaghi et al. (2009) stated that transformational leaders try to encourage their followers to creativity and innovation. Aside from the traditional leadership styles which overwhelmingly focus on two major aspects of leadership concerning production (task) oriented and employee (relations) oriented, there has been a growing to the third type of leadership which can be referred to change centered leadership as Ekvall and Arvonen argued. Change centered leadership has gained an increasing level of popularity as a consequence of globalization, application of new technologies, coping with a turbulent environment since there was a growing interest to adapt the organization to the changing environmental conditions. Ekvall and Arvonen (1991, 1994) argued a change centered

Apathetic and aggressive behaviours from the subordinates, from the Lowa Leadership studies, it can be noticed that, the authoritarian leadership style is very directive and allowed no participation hence making the subordinates to react in two ways: either aggressively or apathetically. Both the aggressive and apathetic behaviours are deemed to be the reactions caused by the autocratic leader. (Luthans, 2005;548). This in turn leads to disappointment and frustrations to the employees hence unhappy culture and lack of commitment and motivation of the employees. On the side of organizational performance, there will be always poor performance as there is no creativity and innovativeness from the employees. These employees may even reject to care the customers and other stakeholders who come to the organization. In contrary, an autocratic leader tend to give individual attention when praising and criticizing, but tries to be friendly or impersonal rather than openly hostile. This eventually may lead to hostile and aggressive organizational culture hence low organizational performance. Performance during emergence moments, the general tenet of the situational and contingency perspectives is that leadership effectiveness is dependent on the leaders diagnosis and understanding of situational factors, followed by the adoption of the appropriate style to deal with each circumstance. (Ogbonna 1993). From this perspective, it can be concluded that, authoritarian leadership style can work better compare to other styles hence make situational and adaptive organizational culture to the organization. Apart from causing the adaptive and situational culture, it also brings high performance during emergence moments, for example rescuing the organization from financial crisis, immediate action of out competing the competitor, the list is long. Encouragement of group discussion, teamwork spirit, motivation and decision making, this means that democratic leadership style encourages group discussion and decision making. This democratic leader tries to be objective in giving praise or criticism and to be one of the group members in spirit. In this way, teamwork and motivation spirit becomes the organizational culture and hence high performance because every decision maker and implementer is motivated. In opposite, authoritarian leadership style can effect such culture and performance. Irresponsibility, ignoring of the assigned tasks and failure of meeting the deadline, the laissez-faire leadership style gives freedom to the group; the leader essentially provides no leadership. This may in turn lead to the organizational culture of irresponsibility and ignoring the assigned tasks hence poor performance, loosing the customers and failure to meet the required deadlines. Follower-based, relationship-based and democratic leadership styles in general effect the organizational culture of ability and motivation to the manager, manage ones own performance; empowering, coaching, facilitating and giving control, highly capable and task- committed followers; trust, respect and mutual obligation that generates influence between parties; building strong relationships with followers; mutual learning and accommodation; accommodation of differing needs of subordinates; continuous improvement of team work; substantial diversity and stability among the followers; and networking building.

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Luthans (2005) argues that charismatic leaders produce followers performance beyond expectations as well as strong commitment to the leader and his/her mission. This impact such charismatic leaders are enhanced when the followers exhibit higher levels of selfawareness and monitoring, especially when observing the charismatic leaders behaviours and activities and when operating in a social network. Bass (1990) concludes that, transactional leadership is a prescription for mediocrity and that transformational leadership leads to superior performance in organizations facing demands for renewal and change. He suggests that fostering transformational leadership through policies of recruitment, selection, promotion, training and development will pay off in the health, well-being, and effective performance of todays organizations. In short, leadership style may lead to certain organizational culture such as uncertainty avoidance, human orientation, collectivism and teamwork, individual assertiveness, confrontational and aggressive in their relationship with others; gender egalitarianism ( minimizes gender inequality); future orientation ( delaying gratification, planning and investing in the future) and performance orientation i.e. the degree to which a collective encourages and rewards group members for the performance improvement and excellence.

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CHAPTER THREE IMPACT OF LEADERSHIP STYLES ON ORGANIZATIONAL CULTURE AND PERFORMANCE AT MBEYA INSTITUTE OF SCIENCE AND TECHNOLOGY (MIST) 3.0 MIST Historical Background MIST is a product of Mbeya Technical College that was in operation sine 1986 to 2005. The government of the United Republic of Tanzania established MTC during the campaign to expand Technical Education in Tanzania in the mid 1980s. The college was constructed under the technical cooperation agreement between the government of the united Republic of Tanzania and the government of the former Union of Soviet Socialist Republic (USSR). It was officially launched on 1 st September, 1986 with students enrollment in four academic departments namely: The Department of Civil Engineering with Architecture section, the Department of Electrical Engineering, the Department of Mechanical Engineering and the Department of General Studies. The three engineering were offering Full Technician Certificate programmes whose duration was four years. In 1990, the section of Architecture became independent from Civil Engineering Department; hence the Department of Architecture was established. In 1991, the curriculum was reviewed reducing the duration of the training programme to three years to match with other technical colleges in the country. On 1st April, 2005, the parliament of the United Republic of Tanzania through the National Council for Technical Education Establishment Order of 2004, also through Section 9 of the National Council for Technical Education Act 1997, declared MTC into Mbeya Institute of Science and Technology (MIST) The transformation was done to fulfill a long-term plan, made during the first phase government, under the president of the United Republic of Tanzania, the late Mwalimu J.K Nyerere. The long-term plan made was to transform MTC to Mbeya University of Science and Technology (MUST). By location, MIST is situated in the Southern Highland Zone of Tanzania in Mbeya city occupying an area of 1000 hectares. The institute is 10 km away from the city centre, and it is 3km away from the Mbeya-Tunduma highway. The road to MIST branches from the highway at the Iyunga ORYX filling station.

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The vision of MIST is to become the centre of excellence for applied education in science and technology, research and consultancy. On the other hand, the mission of MIST is to develop academically, technologically, and socially competent students who will be responsive to the broader needs and challenges of the society specified by: I. Facilitating appropriate tuition, practical training and support according to the needs of students and other customers II. Encouraging staff commitment to quality education and services including research and consultancy III. Fostering lifelong learning IV. Promoting an environment conducive to human development V. Promoting effective entrepreneurship and usage of appropriate technology that meet national and international needs and standards through skills and practicaloriented training, research and consultancy. In addition to that, the following are the institutes objectives: I. II. III. IV. V. To offering engineering, technology, technical education and training thus developing a critical mass of highly trained technical manpower in engineering fields To formulate plans for the promotion, development and improvement of the quality of education/training being offered to students and other customers To promote and encourage staff and students innovativeness, initiative and readiness in their fields of specialization and study To collaborate with other institutions nationally and internationally in the initiation, promotion and conduct of technical education programmes To carry out any other assignments given by the government through the parent ministry

3.1 MIST Leadership Style Since its foundation, MIST has experienced distinct leadership styles because of changing leaders (principal) in different terms. In this case therefore, no one dominant leadership style that can be presented as unique to this unique Institute of Science and Technology by then Mbeya Technical College. In a nutshell, Mbeya Institute of Science and Technology has been and is experiencing leaders (principals) who are both democratic, transformational, transactional, employee-centered supervisor Follower-based, and relationship-based. All in all, there are some situations that sometimes lead the same leaders to practise authoritarian/autocratic leadership style. Such situations included students/workers strike and boycott, tasks that had/have immediate deadlines, just to mention the few.

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Mr. Abayo was the principal of Mbeya Technical College from December 1985 to 1988. According to the data given by very senior staff: Mr. S. Maganga- Electrical and Electronic Department, Mr. Kinyala-Accounts and Expenditure Section and Mr. Lupendza- Electrical and Electronic Department (Retired); this principal was a very simple and excellent man. He practised the very democratic, employed-centred and relationship-based leadership styles. One cannot imagine the generous and hospital way he treated his subordinates and students in the early hard and awkward working environment of MTC. For example, he even dared to train his subordinates how to drive the only one available super-pajero (STG 1150) which was intended for the principal. Due to shortage of staff houses by then, he accommodated three new employed staffs as part and parcel of his family. Although the early MTC environment was tough and hard, things went very smooth because of Mr. Abayos leadership style that gave the workers and students a promising hope, peace and good future picture. He was very involved and engaged to community problems and affairs. In fact, nobody will dare to forget Mr. Abayo for his good to us and students, Mr. Maganga commented. Fortunately, Mr. Abayo was to go for further studies a situation that brought Mr. Kilagane inn as acting principal in September 1988 to March 1989. He came inn addressing to the workers with statement that, You used to drive even the principal car, that car is not for everybody but only for the principal This just acting principal practised authoritarian leadership style which made sometimes disappointment, discouragement and unsatisfaction to the workers and students. To prove this, there was a great students boycott because they did not want that principal. Immediately, the government brought inn Mr. Zuberi as a principal. Mr. Zuberi (retired) became the MTC/MIST principal from 1988 to 2007. His leadership was typical similar with that of the MTC principal, Mr. Abayo. Up to this moment, every body at MIST who was present at his period is remembering him positively and nobody interviewed said anything wrong against him. One question was asked to the interviewees What if Mr. Zuberi is brought back as a principal today, would you be happy, normal or not happy? 99 % answered they would happy and 1% replied that, he is now too old. All in all Mr. Zuberi will be always remembered positively at MIST. 3.2 Mist Organizational Culture MIST is not in the island and vacuum apart from other government higher learning institutions. Being that the case, it has therefore the overall culture adopted by other government institutions but one can draw out a unique culture from MIST in contrary to other institutions. The MIST organizational culture comprises of individual achievements, meritocracy (elite group of people whose progress is based on ability and talent rather than on class privilege or wealth), egalitarian behaviour, and high value on sociability, cooperation, and consensus building behaviour among employees. This culture has been sometimes strong, moderate or weak regarding the above leadership styles practices reflecting the performance discussed in the following sections.

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3.3 MIST Performance The main task and function of MIST as the higher-learning institution is TeachingLearning; Research and Consultancy in especially science, technology and business management. Being that the case, the performance of MIST is therefore realized and measured out in those three areas. MIST performance explained below is in different periods and by different leaders (principals). 3.3.1 MIST Performance Before 2007 (i.e. by then MTC) During Mr. Abayo leadership, completion of classrooms, workshops, kitchen and hostels was achieved just by using the development funds allocated by the government. On the other hand, during Mr. Zuberi term, big and modern hall Nyerere Hall female hostel, Stationary and Club buildings were constructed using development funds. There was increase of students enrollment, Advanced Diploma in Engineering was introduced and transformation of MTC to MIST was achieved. 3.3.2 MIST Performance After 2005 Transformation of Mbeya Technical College (MTC) to Mbeya Institute of Science and Technology (MIST), this is the main and great performance that could be observed as it took MTC almost ninety (19) years to become an institute. After that transformation, MIST was now one of the higher learning institutions in Tanzania with three main functions: teaching-learning; research and consultancy. These three arenas become therefore the swimming pool of MIST performance as from 2005. The principal who came in after the transformation is his excellence Prof. J.J. Msambichaka who is still the principal currently. The leadership style of this principal is the mixture of democratic, transformational transactional, employee-centered supervisor follower-based, and relationship-based leadership styles with some sorts of authoritarian style practice in some situations and moments like emergent moments and issues. Increase Students Enrollment and Staff Employment, since 2007 under the leadership of his excellence Prof. Msambichaka J.J, there has been a strategic plan and implementation of increasing the number of students and staff enrolled and employed to MIST respectively. For example has currently 305 staff: 158 academic staff and 147 staff but had less than 100 staff before 2007. This increasing number of students and staff is an indicator of good performance; good and focused leadership which also reflect the good organizational culture at MIST. In short, the increasing number of students is indicated in Table 1 in the next page.

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Table 1: Increase Students Enrollment 0C BUDGET IN MILLIONS (Tshs) YEAR 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 GVT BUDGET 1,311 1,533 1,209 1,750 2,952 2,452 2,014 STUDENTS' ENROLMENT 618 597 641 701 927 1242 1757

Source: MIST Planning and Development Office (July, 2011) Investment in Staff-development and Training, since 2005 the principal (Prof. Msambichaka J.J) came inn with the plan of developing and training the staff especially in their fields of specialization. He shared this to other members of MIST council and management, and MIST community at large something that everybody inside and outside MIST appreciate and acknowledge. Also, the MIST management signed the agreement with Tanzania Higher Education Loans Board sponsoring MIST staffs that pursue their studies at the postgraduate levels. Additionally, MIST management has been making efforts of getting sister ship and friendship with other stake holders inside and outside of the country purposely to acquire funds and supports for its staffs training and development. The table 2 below indicates the levels and the number of staff who went for studies and their statuses of in/completion. Table 2: Staff Training and Development as from 2005 NUMBER OF STAFF 11 39 24 10 LEVEL OF EDUCATION PhD Studies Masters Degree Bachelor Degree Diploma Level Completed 04 11 10 07 STATUS Not Completed 07 28 14 03

Source: MIST Human Resource Management Office The MIST management has not only been engaging on developing and training the staffs for organizational development but also for personal development. In so doing, MIST 16

management has engaged itself in agreement and contract with various financial institutions (e.g. banks, and SACOSS) in providing loans to its staff for personal development. As from 2005 MIST staff have changed their life standards like building living and commercial houses, buying private and commercial vehicles, establishing various developmental projects by acquiring the loans from financial institutions some that was not there before. Improvement and development of Teaching-Learning Technology, the MIST management has improved and developed so much the teaching- learning environment and technology since 2005. The previous available classrooms and lecture theaters are improved so much for instance putting mobile whiteboards instead of blackboards, installing electrical system for media-technology system, fixing permanent and comfortable furniture, and wonderful ventilation systems. The teaching-learning equipments are also bought like laptops, projectors and LCDs, whiteboards, laboratory apparatus and workshop equipment. The installation of internet system was now done to the level of even wireless-internet in the library. One of the impacts of this improvement and development is getting the best engineering and science students nationally from MIST especially female students. Development and improvement of research and publications, before 2005 there was no any unit/section engaging on research and publication in MIST. But when Prof. Msambichaka came in, he shared the view of having and developing research and publication section to the management members of which it was gladly agreed and implemented immediately. After the foundation of this section, MIST teaching and nonteaching staff started to participate in different researches and publications internally and externally as shown in Table 3 below: Table 3: MIST Research and Publications TYPE OF PUBLICATION Proceedings(Peer Reviewed) Journal (Academic Paper) Proceedings (CAPA) Proceedings (ERB/IET) Consultancy Work Teaching and Study Manual Lecture Notes Academic Project Abstracts YEAR OF PUBLICATION 2006/2008/2009 2005/2006/2007/2010 2008/2009/2010 2009/2010 2010/2011 2009/2010 2006/2010 2009/2011 2008 No. of Papers 09 12 24 06 48 06 06 06 02

Source: MIST Academic, Research and Consultancy Office Curricula Review, Development and Bachelor Programme, MIST was offering Full Technician Certificate (FTC) before 2005 but afterwards, the FTC curricula was reviewed and developed to fit the situation whereby MIST could now provide and offer

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Ordinary Diploma in engineering, science and technology instead of FTC. Additionally, MIST developed the new curricula of bachelor in engineering replacing the Advanced Diploma in Engineering (ADE). In developing new curricula, MIST introduced new programmes like Bachelor of Business Administration, Ordinary Diploma in Business Administration, Ordinary Diploma in Laboratory Science and Technology, and Ordinary Diploma in Computer Engineering. The other curricula developed for prospective programmes include Bachelor of Engineering in Telecommunication and Electronics curriculum, Bachelor of Computer Science curriculum, Information Technology and Engineering curriculum, Ordinary Diploma in Food Science and Technology curriculum, and Ordinary Diploma in Environmental Science and Technology. All these have been achieved and done through team works and participatory methods. Community Development and Consultancy, in 2007 MIST management founded the section known as MIST Consultancy Bureau becoming the agency and link between MIST and the community. It aims at coordinating the use of the institutes expertise and resources to contribute effectively to the socio-economic sustainability of Tanzania and beyond. It plays the role of demonstrating MIST professionalism in practical works in the community. Since its foundation, MIST has done fifty eight (58) remarkable consultant works and projects worth of Tshs. 794, 393, 232 to the community as shown in appendix 1. MIST Sensitization and Publicity, MIST is benefiting from research, consultancy and funds from the government and other stakeholders simply because the great sensitization and publicity that began specifically in 2005 when Prof. Msambichaka pop inn. MIST sensitization and publicity has been and is being done through international and national exhibitions programmes, graduations, media, moving-car public address, different academic presentations just to mention the few among many. For years now, there is now a strong programme called MIST secondary schools sensitization programme from which we are getting a lot of students in science, technology, engineering and business administration. Through this sensitization and publicity programme, MIST has got funds to support female science and engineering students from the Ministry of Science, Technology and Communication, TEA, and Italian Project. MIST to MUST Transformation, the late Mwalimu J.K Nyerere plan was MIST to become Mbeya University of Science and Technology (MUST). Since last year, MIST management and community have been doing a lot required in the process of transforming MIST to MUST something that has already declared as a promise by the president of the United Republic of Tanzania, his excellence, Jakaya M. Kikwete. MIST nine people teamwork-force is now winding up the MUST charter, prospectus and staff scheme service. It is hoped to be announced the university during this final leadership term of Hon. J.K Kikwete. Finally, MIST in future is hopefully expected to change a lot in its leadership styles, organizational culture and performance as far as this transformation is concerned. REFERENCES

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Kreitener R. (2005), Organizational Behaviour (2nd Ed.); McGraw- Hill Companies Irwin; New York. Luthans F. (2005), Organizational Behaviour (10th Ed.); McGraw- Hill Companies Irwin; New York Duygulu E & zeren E. (2009), The Effects Of Leadership Styles And Organizational Culture on Firms Innovativeness, University Press; Bornova & Buca-Izmir, Turkey Ogbonna E. & Harris L. (2000), Leadership Style, Organizational Culture and Performance: Empirical Evidence from UK Companies; Int. J. of Human Resource Management; U.K Alvesson, M. (1990) On the Popularity of Organizational Culture, Acta Sociologica, 1: 3149 Bass, B.M. and Avolio, B.J. (1993) Transformational Leadership and Organizational Culture, Public Administration Quarterly, 17(1): 11217. Brown, A. (1992) Organizational Culture: The Key to Effective Leadership and Organizational Development, Leadership and Organizational Development Journal, 13(2): 36. Bycio, P., Hackett, R.D. and Allen, J.S. (1995) Further Assessments of Basss (1985) Conceptualization of Transactional and Transformational Leadership Journal of Applied Psychology, 80(4): 46878. Wang F. (2010), Effect of Leadership style on Organizational Performance as Viewed from Human Resource Management Strategy, pp. 3924-3936 Richmond V. et al ( 1996), The Impact Of Perceptions of Leadership Style, Use of Power, And Conflict Management Style on Organizational Outcomes

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