and improved performance, Coaches have the
following traits:
1.
2.
3.
4.
5.
6.
Listen to subordinates
Are concerned about high performance
standards, but feel subordinates should
focus on self-improvement and individua-
lized goals instead of absolute standards or
goals
Are less directive than other leaders; see
their job as one of aiding or guiding
subordinates toward achieving standards
(that is, not telling them or imposing the
leader’s view of the standards); ask sub-
ordinates to develop plans, solutions to
problems, and alternate ways of accom-
plishing tasks; don’t express personal
preferences
Provide frequent, specific, task-oriented
feedback, help, and resources to help
subordinates improve performance
Reward task performance and improve-
ment of performance; respond to failures
by helping subordinates to improve
Develop subordinates effectively
The coach leadership style is effective under
the following conditions:
1.
2.
3.
4.
Subordinates have their own access to
performance-related feedback.
Everyone clearly understands performance
measures and goals.
Performance feedback is available to
subordinates in a timely manner.
Organizational goals are achievable even
if one or more of the subordinates do not
meet their individual performance goals.
The coach leadership style is ineffective when
the following conditions exist:
1.
2.
3.
4.
5.
Leaders have information which is not
available to subordinates.
Subordinates do not have the compre-
hensive perspective needed to make
performance-improvement decisions.
The organization’s performance depends
on the attainment of certain performance
goals by every one of the subordinates.
Performance feedback is not easily
obtainable from the coach or is not clear
in its interpretation.
Decisions about the group’s activities or
performance have to be made in a rapid
manner.
Advising and Counseling
Advising is the ability of a leader to provide
needed information to help a person take action
to correct a problem. Counseling is the ability of
a leader to help a person explore, better
understand, and find solutions to a problem. An
effective leader uses this skill group more often,
in more situations, and with better results.
Every ship has a limited number of crew
members, each with various levels of training and
expertise. Whether they have extensive or minimal
training, everyone has a specific job. Every
member contributes to the success of the mission
and the welfare of the crew. Therefore, the
problems of every subordinate should greatly
concern you as a leader.
When you became a petty officer, you received
more pay, but also more responsibilities. Those
responsibilities include any personal problems that
affect your subordinates’ performance, such as
marital, family, and financial problems. When
those problems affect a person’s performance,
they will, in turn, affect the entire work group.
Help your people solve their problems; in turn,
you will gain respect and trust from others in the
division.
The Navy has many helping resources to help
personnel with problems. Become familiar with
these helping resources and their specific purposes
so that you can advise subordinates on how to
get help with personal problems.
If you are effective in advising and counseling
subordinates, you achieve the following results:
4.
Solve problems more quickly by dealing
with them within the work group.
Increase morale by building trust.
Ease the pressure on superiors by re-
solving situations at your own level.
Save time and energy of the few pro-
fessional counselors for truly serious
problems.
Although you should believe and trust in your
subordinates’ basic worth and ability to perform,
you will sometimes have subordinates who do not
meet standards. Learning to apply the three skills
of the advising and counseling skills group will
help you deal with those situations more
effectively:
1. Positive expectations
2. Realistic expectations
3. Understanding
2-13
1.
2.
3.
