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.