What kind of people are Krauthammer consultants?
Under the Skin
Prepare for someone who confronts positively - one who, with stamina and diligence, will seek to get to the heart of the matter. Someone who is inquisitive, responsible, direct and courageous.
KISS tools and concepts
Prepare for an intelligent pragmatist who will gladly set and take the ‘so what?’-test. One who takes the mystery out of common sense.
Lasting Impact
Prepare for a behavioural entrepreneur – primarily concerned with how to translate abstract thinking into observable and profitable business practice. One who bridges the knowing-doing gap to achieve permanent results - installing performance through exercising behaviour.
Internationally Consistent
Prepare for a passionate internationalist – one who seeks to move from local impact to global amplitude, and who is fluent in a universally applicable practice and philosophy.
Large ScalePrepare for someone who can navigate easily from micro to macro, and who will probably seek to do so, looking for synergies at multiple levels. One who will proactively identify the potential problem areas on your project – and their solutions.
How different are Krauthammer trainers?
Distinguishing features between Krauthammer trainers and traditional trainers
| Krauthammer trainer/coach |
Traditional trainers |
| Asks questions |
Makes statements |
| Focuses on behaviour (How do you do it?) |
Focus on knowledge (How you should do it!) |
| Helps the participant on a journey of self-discovery |
Provides complete solutions, describes models and processes |
| Creates a self-coaching culture |
Creates a culture dependent on external views |
| Expert in coaching participants to the desired behaviour using positive confrontation. Requires limited/no knowledge of the participants’ area of expertise. |
Bases instructions on own expertise in participants field of expertise. |
| The trainer identifies basic behaviours (listening, asking questions, selling ideas, building trust). |
The lecturer conceptualises and describes structures, flows and strategies. |
|
Focuses on the participant’s own actions.
(What are you going to do about it?) |
Focuses on the participants’ opinions and judgements. “What do you think about it? What should be done about it?” |
| Increases participant’s ability through participant’s own actions: learning by doing. |
Increases ability by professing an idea: learning by listening |
| Strong aha-experiences inspire participant to act. |
Logical arguments convince participant of the need for action. |
| Emotional and then intellectual understanding of the need for development. |
Intellectual and then emotional understanding of the need for development. |
| Practical focus (Short term and concrete) |
Academic focus (solid analysis) |
| Facilitates the handling day-to-day situations |
Creates understanding for the complexity of given situations. |
| Looks for common denominators: “What is important when you...?” |
Looks for differences: “What is the difference between? |
| Leads to lasting results in developed behaviour, and in the ability to walk-the-talk |
Gives lasting results in thinking patterns, conceptual models and in the ability to talk-the-walk. |
| Encourages to absorb and adapt learning points |
Asks to adopt learning points |
