Applied Leadership Theory in Practice Individual

Report: A Case Study of Sir Alex Ferguson

Student Name:
Student Number:
Module: Dynamic Leadership Development
Lecturer: Keelin Lee
Due Date: 25th July 2021

Table of Contents
Part A: Overview of the Leader and Leadership Style..............................................................4

1. Introduction.........................................................................................................................4

2. Sir Alex Ferguson...............................................................................................................4

2.1 Leadership style...................................................................................................................5

2.1.1 The Leadership Theory of Daniel Goleman..................................................................5

2.2 Change Management............................................................................................................8

2.2.1 Change Management Theory of Kurt Lewin................................................................8

2.2.2 Changing The Club Culture..........................................................................................9

2.2.3 Changing The Team......................................................................................................9

2.3 Motivating The Team.........................................................................................................10

2.3.1 McClelland’s Human Motivation Theory...................................................................10

2.3.2 Symbolic Management Theory...................................................................................11

2.4 Emotional Intelligence.......................................................................................................11

2.4.1 Goleman’s Competences Model.................................................................................11

Part B: Personal Reflection and Learning................................................................................14

3. Gibbs Reflective Cycle.....................................................................................................14

3.1 Description - Leading.....................................................................................................14

3.2 Feelings - Leading..........................................................................................................15

3.3 Evaluation - Leading......................................................................................................15

3.4 Description - Being Lead...............................................................................................15

3.5 Feelings – Being Lead....................................................................................................16

3.6 Evaluation - Being Lead.................................................................................................16

3.7 Analysis..........................................................................................................................16

3.8 Conclusion......................................................................................................................17

3.9 Action plan.....................................................................................................................18

3.10 Potential to Employer...................................................................................................18

3.11 Future Objective...........................................................................................................18

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References................................................................................................................................19

Appendices...............................................................................................................................22

Appendix 1: Belbin Teams Role Test..................................................................................22

Appendix 2: What Kind of Leader Are You?......................................................................22

Appendix 3: Do I Have a Fixed or Growth Mindset?..........................................................23

Appendix 4: Leadership Style Assessment..........................................................................23

Appendix 5: VIA Signature Character Strengths.................................................................24

Appendix 6: Team Effectiveness Questionnaire..................................................................25

Appendix 7: Emotional Intelligence Test............................................................................25

Table of Figures

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Figure 1: Sir Alex Ferguson.......................................................................................................4
Figure 2: Sir Alex Fergusons Success........................................................................................5
Figure 3: Daniel Goleman's Leadership Theory........................................................................6
Figure 4: Ferguson Quote on Leadership...................................................................................7
Figure 5: Kurt Lewin's Change Management Theory................................................................8
Figure 6: McClelland's Human Motivation Theory.................................................................10
Figure 7: Ferguson Motivation Quote......................................................................................10
Figure 8: Goleman's Competences Model...............................................................................12
Figure 9: Ferguson Quote about Emotional Support...............................................................12
Figure 10: Gibbs Reflective Learning Cycle...........................................................................14
Figure 11: SWOT Analysis......................................................................................................18

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Part A: Overview of the Leader and Leadership Style

1. Introduction
One leader who has inspired and motivated me throughout my childhood up until today is Sir
Alex Ferguson due to his winning mentality and high standards he sets for everyone around
him. He leads by example and is an excellent leader and mentor for players of all ages. He
emphasises the importance of continuous improvement and he consistently communicates
with his players and staff to ensure they feel valued and part of the family he creates at
Manchester United. This study will be assessing the leadership characteristics of Sir Alex
Ferguson, the former manager of Manchester United. It will focus on his leadership styles,
change management leadership capability, motivation techniques and his high level of
emotional intelligence. His leadership qualities will also be aligned with The Leadership
Theory of Daniel Goleman, The Change Management Theory of Kurt Lewin, McClellan’s
Human Motivation Theory and Goleman’s Competences Model.

2. Sir Alex Ferguson

Sir Alex Ferguson spent 26 seasons as the manager of Manchester United, who rank among
the most successful and valuable franchises in sports (Elberse 2018). During that time, the
club won 13 English league titles along with 25 other domestic and international trophies
(Elberse, 2018). Ferguson was far more than a coach as he played a central role in the clubs
organization, managing not just the first team but the entire club.

Figure 1: Sir Alex Ferguson

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Interestingly, Alex Ferguson failed to win a single trophy during his first four years at
Manchester United (Results, 2020). However, Ferguson believed that he was building a solid
structure for the future (Results, 2020). Alex Ferguson’s main talent was the ability to
repeatedly build a series of great teams where he combined a range of experiences, skill sets
and personalities (Results, 2020). Ferguson knew that his role involved enrolling, engaging,
delegating, motivating, and communicating at a distance (Results, 2020). He recognised the
importance of delegation through clear communication, using that communication to praise
when appropriate (Results, 2020).

Figure 2: Sir Alex Fergusons Success

2.1 Leadership style

2.1.1 The Leadership Theory of Daniel Goleman
Using the leadership framework developed by Dr Daniel Goleman, Sir Alex Ferguson clearly
demonstrates the following leadership styles (Letros, 2017):

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 Figure 3: Daniel Goleman's Leadership Theory

Authoritative: From the moment Ferguson arrived at Manchester United he had a vision to
change the club as a whole and not just the first team that he managed. He knew success
would take some time, but he had the ability to look a few years into the future and envision
what his team would look like and what it took to be successful. Fergusons clear mission was
to win every game. Every one of his decisions and actions from the moment he arrived at the
club was informed by this vision, which helped everyone in the organization understand why
their work mattered (Letros, 2017).

Fergusons authoritative leadership was effective as the club needed a complete revamp from
the youth set up all the way to senior and he was the one who drove this change. He also
tackled the clubs famous drinking culture which he believed was affecting performance.
Pacesetting: Due to Fergusons upbringing in a poor family with a strict father in Glasgow,
Scotland, where he was ingrained with a pull-yourself-up-by-your bootstrap mentality, he
was always early to meetings and rarely wasted time (Letros, 2017). He believed that in order
to achieve your potential as a leader you must be disciplined and that there was simply no
substitute for hard work. As the manager of Manchester United he was always the first one to
arrive in the morning and the last one to leave. This style works particularly well with hungry
and motivated staff, like his top performers, who emulated his self-discipline (Letros, 2017). 

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 Figure 4: Ferguson Quote on Leadership

Coercion: Sir Alex’s coercive nature was on display during the training sessions and
matches where Ferguson demanded an extreme level of intensity, concentration, and
commitment. Any raining session that failed to meet that standard had to be repeated until he
was satisfied (Letros, 2017). Ferguson had full control over what was going on in the club.
He controlled the transfers, the training sessions, and the hiring of staff.
Ferguson developed a reputation as being ruthless and ensuring that players knew that no
player is bigger than the club as there tended to be some egos in the squad at times. He was
seen as a father figure to many of the young players. However, he had no problem selling a
player if they believed things should be done differently or disobeyed him in anyway.
Coaching: Ferguson got the best out of people by gaining their respect, getting them
accustomed to winning and convincing them that they are capable of continuously improving
as a player. Fergusons coaching was done off the field by instructing them and giving them
advice to ensure they were feeling confident and were all on path to achieve a common goal.
He understood that the central element of his job was to help everyone else believe they could
do things that they did not think they were capable of and to make everyone understand that
nothing was impossible (Letros, 2017).
Ferguson relied on youth and emphasised the importance of having youth in a squad as they
give you a future and loyalty as they always remember the coach that gave them their first
opportunity. He would regularly have discussions with young players about their future and
old players who were coming to the end of their career. Players respected this and they would
always give 100% despite being aware that their future does not lie at Manchester United.

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2.2 Change Management
2.2.1 Change Management Theory of Kurt Lewin
The underpinning theory in present research is the Kurt Lewin theory of change who has
developed three step-levels to implement planned change within organizations. Change
literature extensively employed his model due to its solid back-up in dealing with the
managers insights through the change process (Stouten et al., 2018).

Figure 5: Kurt Lewin's Change Management Theory

Kurt Lewin’s change management theory defines three stages of change management
unfreezing, changing, and re-freezing.

Unfreezing- This stage involves understanding the organisations status quo, to clarify the
desired end state, to identify the forces promoting change and the forces resisting change.
This stage uncovers the employee’s insight and their natural struggle to cope with the change
(Memon, Shah & Khoso, 2021).

Changing – This stage involves deploying changes and taking action within the organization
through guiding the employees by the means of supporting them (Memon, Shah & Khoso,
2021).

Refreezing – This stage includes consistently implementing change within the organization
which can be attained by engaging the employees in the change process (Al-Haddad &

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Kotnour, 2015). This stage involves making permanent changes and embed the new way of
doing things.

2.2.2 Changing The Club Culture

Upon his arrival at Manchester, in 1986, Ferguson instantly took a transformational
leadership approach as he set about creating a vision for the long term by upgrading United's
youth program. He believed there was too many players over the age of 30 in the senior
squad and only one player was under 24 and believed this needed to change. He also got rid
of the clubs drinking culture. He felt it was more important to build a club than a team. He
wanted to build right from the bottom in order to create fluency and a continuity of supply to
the first team (Elberse, 2018). With this approach, he believed all the players would grow up
together, producing a bond that, in turn, creates a spirit. Ferguson established two "centres of
excellence" for promising players as young as nine and recruited a number of scouts, urging
them to bring him the top young talent (Results, 2020). The idea was that the younger players
were developing and would meet the standards that the older ones had set (Elberse, 2018).
Ferguson had the confidence and conviction that United were going to become successful
again and if this was to be achieved then the youth structure was crucial.

2.2.3 Changing The Team

Alex Ferguson’s enduring achievement was the ability to repeatedly build a series of great
teams, combining a range of experiences, skill sets and personalities (Results, 2020). He
believed in his players but was not afraid of removing or selling anybody who failed to meet
the required standard. Ferguson attracted ‘followership’ which means that you can only really
achieve leadership status if others actively and voluntarily follow you (Results, 2020). He
kept the players who acted and played the way he wanted and was ruthless with players who
disobeyed or disrespected him, despite how talented they were. Fergusons immense self-
belief and sense of purpose engaged those around him and essentially, all the key
stakeholders.

Once the youth system was set up, the benefits began to show as talented young players came
through the academy to the senior squad every year. Ferguson is a world-class leader who
promotes youth, protects youth, and shows them consistency in their talent practices.

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2.3 Motivating The Team
2.3.1 McClelland’s Human Motivation Theory

Figure 6: McClelland's Human Motivation Theory

Ferguson was famous for his man management which involved adapting McClelland’s
Human Motivation Theory when motivating players. He accepted the idea that some players
needed different approaches due to the difference in their motivation needs (Lits, 2014).
Ferguson nurtured Cristiano Ronaldo and sometimes forgave his actions that he would not
forgive for other players. This was because Ferguson understood that Ronaldo was motivated
by achievement and aspired to become the greatest player in the world and managed him in
the way that corresponded with this motivation. He was rewarded for using the Human
Motivation Theory as Cristiano Ronaldo would go onto score many very important goals
which won Manchester United many trophies.

Figure 7: Ferguson Motivation Quote

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2.3.2 Symbolic Management Theory
Another frame that adds another point of view is called Symbolic management theory which
was developed by Bolman and Deal in 2008 (Lits, 2014). The Symbolic management theory
addresses people's needs for a sense of purpose and meaning in their work (Chapman &
Scouller, 2020). It focuses on inspiring people by making the organisation's direction feel
significant and includes creating a motivating vision and recognising superb performance
(Chapman & Scouller, 2020).

Ferguson understood the importance of Symbolic Management as he ensured that the

winning spirit was part of the culture in the club (Lits, 2014). It is essential for Ferguson that
he instils values in his players. More than giving them technical skills, he wanted to inspire
them to strive to do better and to never give up (Elberse, 2018). Everything he did was about
maintaining the standards he had set at the football club. This applied to all his team building
and team preparation, motivational talks, and tactical talks (Elberse, 2018).

One of Fergusons motivation techniques was that he would regularly discuss players
upbringing with them so he could get an idea of their character and personality. It was
massively important to him for players to not forget where they had come from in life. He
would ask them what their grandfather, father and grandmother did. He felt that he had to get
the feeling inside them that what their grandfathers and grandmothers worked for is part of
them. He thinks that they must display that meaning as where they come from is important.

2.4 Emotional Intelligence

Emotional intelligence and its importance in leadership and management has quickly become
one of the predominant sacred cows of modern business thinking (Spirit, 2017).

2.4.1 Goleman’s Competences Model

According to Daniel Goleman’s Competences Model the competencies of emotional
intelligence break down into “intra-personal” and “inter-personal”, the first category dealing
with a person’s own emotions and the latter dealing with emotional interaction between two
or more people (Uebergang, 2017).

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 Figure 8: Goleman's Competences Model

Ferguson is superb when it comes to Empathy, relationship management and social

awareness with his players. He has an ability to observe their behaviour and to be aware of
their emotional state (Foulston, 2010). Leaders who demonstrate high emotional intelligence
can obtain greater commitment and a higher performance level from their employees and find
it easier to influence them (Labier, 2014).

Ferguson has been credited with spending time and being dedicated to his team members
(Elberse and Ferguson, 2013). From experience he knows the feeling and position that his
players are in. By doing this, Ferguson showed concern for people around him, and his team
members knew that he had their backs (Mohamed, 2016). When people feel valued and cared
for, they will push themselves to hit targets for that person.

Figure 9: Ferguson Quote about Emotional Support

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Ferguson says understanding the power of emotional intelligence was one of his greatest
lessons as a leader (Morris, 2016). He used it to assess each squad members’ mental and
emotional wellbeing, and to build trust when talking to them in private (Morris, 2016). He
believes that whatever industry you’re in, you have to create trust so people can come to you
about anything. Understanding each player’s unique character dominated Ferguson’s thinking
(Morris, 2016). Leaders blessed with world-class talent need world class emotional agility
and they cannot fake compassion or concern for their people (Morris, 2016).

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Part B: Personal Reflection and Learning

3. Gibbs Reflective Cycle

In this section, I will be explaining my experience of being a leader and being lead with the
help of the 6 phases of Gibbs’ reflective cycle. Using this 6 step model should help to identify
my strengths, areas for development and actions I can take to enhance my professional skills.
Description, feelings, and evaluation relate to what happened during my experience and
analysis, conclusion and action plan focus on how I could improve on the experience and
outcome in the future.

Figure 10: Gibbs Reflective Learning Cycle

3.1 Description - Leading

While I was studying in Maastricht, The Netherlands as part of my Erasmus, I saw playing
football as a great way to make friends in a new city. I also took upon the role as captain,
which had many responsibilities as we had no manager due to it being a student football club
ran by students. In my role as captain, I had the responsibility to select the team for every
match and lead the training sessions. My affiliative leadership style was suited for the
position as we were all students and just cause I decided who played I did not want them to
feel that I had power over them in any way. It is important to have an atmosphere where

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anyone can freely voice their opinion to the group on anything that could improve our
chances of achieving the groups common goal which was to win.

3.2 Feelings - Leading

Being a leader is an enjoyable experience as I was given the opportunity to make important
decisions. I felt under pressure to not lower morale or start arguments because people think
the team should be different. The urge to be accepted and keep everyone happy was very
important to me. I felt I became a lot more confident, decisive, and self-assured as a person
from this experience that was totally new to me. My leadership style was also democratic as
the team was very talented and knowledgeable, so it was interesting to get their insight to
improve which I felt was very necessary as it promoted collaboration and constructive
feedback.

3.3 Evaluation - Leading

What worked well with me as captain was that I was open to opinions and my team members
respected me and accepted my decisions, even when I chose to start myself for matches
which was uncomfortable at times. It was challenging at times to not allow the power to
overcome the main reason I am playing which is to make new friends. It was important to
realise the important reason I was playing which was to ensure I wasn’t lonely in a new city
where I knew nobody. Human interaction is very important for my happiness, so I believed
this leadership role was a great way to fill that void. The challenge of various nationalities on
the team was enjoyable as I got to meet people from various cultures despite their English not
being great. However, I made sure to talk to them individually and discuss anything they
were unsure about due to the language barrier to make them feel comfortable.

3.4 Description - Being Lead

When I was a member of my hurling team, I was a very dedicated, loyal player who always
showed up and put a lot of hard work in to improve my skills. I was not delegated any other
responsibility other than playing but I took the initiative to be a supportive voice in the
dressing room and on the pitch as I was one of the older players in the team and made it my
responsibility to support and set standards for the younger players. However, despite the hard
work I put in in training and my high level of performance in matches, my manager was not
giving me much game time. For example, replacing me at half-time when I was playing well
and sometimes even dropping me from the team completely to a lower team.

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3.5 Feelings – Being Lead
This situation made me feel very undervalued as I felt that I was not being noticed or given a
fair chance to show what value I could add to the team. I am not sure if the reason for his
actions was due to my talent, or the impact my vocal and honest personality was having on
the team environment. It affected my involvement and drive to improve as I felt that no
matter how hard I worked or improved I would not get a fair chance. As a result, I felt less
motivated to show up and did not enjoy playing as much as I was not willing to work for my
manager.

My experience was a realisation that maybe his approach was different to mine and his vision
clashed with the style I was bringing to the team.

3.6 Evaluation - Being Lead

Many mentors, managers and teachers have had a big influence on me. The best leaders in
my opinion are ones that allowed me to be myself and express myself. I don’t enjoy being
controlled or being given direct instructions. I am a creative person who enjoys the freedom
to show what I can do. Influential leaders make me feel important, valued and I feel like they
trust me.

However, this leader in particular was not very clear what he wanted , he was too controlling
and not very organised with regards to preparation for matches which affected the overall
performance of the team which affected my morale and attitude.

3.7 Analysis
In order to identify the skills, I need to improve, I have completed several tests which have
given me an insight into my leadership styles. Having scored 33/35 for an affiliative leader
this is due to what I learned while being a leader as captain (Appendix 4). This result pointed
out my qualities of empathy and the ability to build relationships through a range of
communication styles. However, my coercive and commanding leadership needs
improvement, but I may not have been in a suitable role to demand orders as it may have had
a negative effect. However, I will need to improve my coercive leadership as I will need to be
commanding in future positions. I possess high relationship management and self-
management qualities upon completion of the emotional intelligence test (Appendix 7).

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I also completed the VIA Character Strengths Test (Appendix 5) which identified honesty,
humour, kindness, judgement, and humility as my key strengths which I believe are key to
my approach as a leader. From the Belbin Team Test (Appendix 1) I was identified as a co-
ordinator and an implementer. I believe this matches up with my strengths as I take a
practical, logical, and calm approach to situations which I believe helped me to make
decisions and speak publicly to my team.

3.8 Conclusion 
One of the key lessons I have learned from Alex Ferguson is to have empathy for members of
my team to create trust. His man management skills also had a major influence on me as I
learned that not everyone is the same and different people require different motivation
approaches to be motivated. Analysing his leadership style has further helped to understand
the importance of regular communication and having a vision that is realistic and one that I
believe in and can achieve.

In the future, I will continue to enforce an affiliative leadership style. However, depending on
the situation, I will look to adapt to the most relevant leadership style to ensure I perform to
the best of my ability. I intend to further develop my coercive leadership skills and implement
them when necessary. I also hope to improve my lesser strengths of spirituality, zest, and
gratitude as they are all very important to succeed as a great leader.

3.9 Action plan

Strengths Weaknesses
- Honesty - Lack of gratitude
- Kindness - Lack of initiative and drive
- Judgement - Lack of commanding presence
- Relationship Management
- Self-management
- Growth Mindset

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 Opportunities Threats
- To gain experience in a leadership role - Picking up bad habits from poor
in an organisation leaders
- Develop a variety of leadership skills - Developing as a person in a negative
- Improve confidence way
- Losing appreciation and perspective
- Allowing any power to take over me
and ruining relationships

Figure 11: SWOT Analysis

3.10 Potential to Employer

My communication and problem solving skills and calm and logical approach will allow me
to add value to any organisation. My ability to identify new problems and challenges in
organisations will allow me to make key strategic business decisions to improve an
organisation’s value. Through several experiences as part of sport teams and working in
customer facing jobs, I have developed excellent leadership, relationship building, and
interpersonal skills. These experiences also gave me the opportunity to obtain a strong work
ethic as well as adapting to a versatile and fast paced work environment.

I believe these skills will allow me to motivate and encourage employees to perform to a high
standard. I also feel that my organisation skills and hardworking attitude will result in all
work and projects being completed in an efficient and effective manner.

3.11 Future Objective

In the future I would like to be a manager or CEO of an organisation in an industry I am
interested in which is the food & drink industry and sport industry. In order to achieve this
objective, I must set myself SMART goals and improve my weaknesses. My main goal is to
gain experience in either industry after completing my education to a high standard.

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[Accessed July 24, 2021].

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Foulston, J., 2010. LEAD: Leadership principles learnt from Sir Alex Ferguson and Sir
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 Appendices
Appendix 1: Belbin Teams Role Test

SH CO PL RI ME IMP TW CF
A 3-1 7- 4-3 6-2 5-3 1- 8- 2-1
B 1- 6-4 5-2 8- 4- 7- 3-2 2-2
C 7- 4- 6- 2- 3-4 5-6 8- 1-
D 2-4 3-3 6-2 4- 5- 1- 8-1 7-
E 6- 5-2 1- 7- 3- 4-4 2-1 8-3
F 6-1 4-3 5- 1-2 3-4 8- 7- 2-
G 5- 7-1 6- 3- 2- 1-3 8-2 4-4
Total 6 13 7 4 11 13 6 10

Appendix 2: What Kind of Leader Are You?

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Appendix 3: Do I Have a Fixed or Growth Mindset?

Appendix 4: Leadership Style Assessment

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Appendix 5: VIA Signature Character Strengths

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Appendix 6: Team Effectiveness Questionnaire

Appendix 7: Emotional Intelligence Test

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