and improved performance, Coaches have thefollowing traits:1.2.3.4.5.6.Listen to subordinatesAre concerned about high performancestandards, but feel subordinates shouldfocus on self-improvement and individua-lized goals instead of absolute standards orgoalsAre less directive than other leaders; seetheir job as one of aiding or guidingsubordinates toward achieving standards(that is, not telling them or imposing theleader’s view of the standards); ask sub-ordinates to develop plans, solutions toproblems, and alternate ways of accom-plishing tasks; don’t express personalpreferencesProvide frequent, specific, task-orientedfeedback, help, and resources to helpsubordinates improve performanceReward task performance and improve-ment of performance; respond to failuresby helping subordinates to improveDevelop subordinates effectivelyThe coach leadership style is effective underthe following conditions:1.2.3.4.Subordinates have their own access toperformance-related feedback.Everyone clearly understands performancemeasures and goals.Performance feedback is available tosubordinates in a timely manner.Organizational goals are achievable evenif one or more of the subordinates do notmeet their individual performance goals.The coach leadership style is ineffective whenthe following conditions exist:1.2.3.4.5.Leaders have information which is notavailable to subordinates.Subordinates do not have the compre-hensive perspective needed to makeperformance-improvement decisions.The organization’s performance dependson the attainment of certain performancegoals by every one of the subordinates.Performance feedback is not easilyobtainable from the coach or is not clearin its interpretation.Decisions about the group’s activities orperformance have to be made in a rapidmanner.Advising and CounselingAdvising is the ability of a leader to provideneeded information to help a person take actionto correct a problem. Counseling is the ability ofa leader to help a person explore, betterunderstand, and find solutions to a problem. Aneffective leader uses this skill group more often,in more situations, and with better results.Every ship has a limited number of crewmembers, each with various levels of training andexpertise. Whether they have extensive or minimaltraining, everyone has a specific job. Everymember contributes to the success of the missionand the welfare of the crew. Therefore, theproblems of every subordinate should greatlyconcern you as a leader.When you became a petty officer, you receivedmore pay, but also more responsibilities. Thoseresponsibilities include any personal problems thataffect your subordinates’ performance, such asmarital, family, and financial problems. Whenthose 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 thedivision.The Navy has many helping resources to helppersonnel with problems. Become familiar withthese helping resources and their specific purposesso that you can advise subordinates on how toget help with personal problems.If you are effective in advising and counselingsubordinates, you achieve the following results:4.Solve problems more quickly by dealingwith 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 seriousproblems.Although you should believe and trust in yoursubordinates’ basic worth and ability to perform,you will sometimes have subordinates who do notmeet standards. Learning to apply the three skillsof the advising and counseling skills group willhelp you deal with those situations moreeffectively:1. Positive expectations2. Realistic expectations3. Understanding2-131.2.3.
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