Eduardo Brice?o: How to get better at the things you care about

核心思想：

如果想把一件事或一個(gè)領(lǐng)域的事情做好，那你要注意，不是不停地去做去做就好。而是要分兩個(gè)區(qū)域去做，一個(gè)是學(xué)習(xí)區(qū)，一個(gè)是執(zhí)行區(qū)。把事情做得好是執(zhí)行區(qū)的事情，但這個(gè)好，是通過在學(xué)習(xí)區(qū)中不斷練習(xí)、反思、嘗試去鍛煉的。學(xué)習(xí)區(qū)存在的目標(biāo)就是不斷提高，它的聚焦點(diǎn)在還沒有掌握的知識(shí)上，而且要不斷的犯錯(cuò)誤。當(dāng)在這個(gè)區(qū)域鍛煉好技能之后，把這些已經(jīng)鍛煉好的技能拿到執(zhí)行區(qū)執(zhí)行，它就會(huì)做得和在學(xué)習(xí)區(qū)中我們預(yù)想的那樣。一個(gè)成功的人總是在學(xué)習(xí)區(qū)和執(zhí)行區(qū)不停地切換。我們也應(yīng)該這樣，甚至在學(xué)習(xí)區(qū)中要多花一些時(shí)間，去提高，而不是每天一直在執(zhí)行區(qū)中不停地執(zhí)行，卻沒有什么提高。

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原文：

Most of us go through life trying to do our best at whatever we do, whether it's our job, family, school or anything else. I feel that way. I try my best. But some time ago, I came to a realization that I wasn't getting much better at the things I cared most about, whether it was being a husband or a friend or a professional or teammate, and I wasn't improving much at those things even though I was spending a lot of time working hard at them. I've since realized from conversations I've had and from research that this stagnation, despite hard work, turns out to be pretty common.

大多數(shù)人在生活中不論做什么都是盡自己最大努力，無論是我們的工作、家庭、學(xué)習(xí)或者其它。我的感覺是這樣。我盡了我最大的努力。但是前段時(shí)間，我開始認(rèn)識(shí)到無論作為一個(gè)丈夫或者是朋友、工作者、團(tuán)隊(duì)成員，我所最在意的事情沒有做得更好，雖然我花了大量的時(shí)間很努力地做它，但感覺還是沒把那些事做得更好。通過一次交談之后我發(fā)現(xiàn)，雖然工作努力，但研究還是停滯不前，這是常見的情形。

So I'd like to share with you some insights into why that is and what we can all do about it. What I've learned is that （the most effective people and teams in any domain） do something we can all emulate. They go through life deliberately alternating between two zones: the learning zone and the performance zone.

所以關(guān)于原因我想分享幾個(gè)感受和我們能做些什么。我從有影響力的人和團(tuán)隊(duì)在一些領(lǐng)域做一些事進(jìn)行效仿。他們刻意地讓自己的生活在兩個(gè)領(lǐng)域交替，學(xué)習(xí)領(lǐng)域和執(zhí)行領(lǐng)域。

The learning zone is when our goal is to improve. Then we do activities designed for improvement, concentrating on what we haven't mastered yet, which means we have to expect to make mistakes, knowing that we will learn from them. That is very different from what we do when we're in our performance zone, which is when our goal is to do something as best as we can, to execute. Then we concentrate on what we have already mastered and we try to minimize mistakes.

學(xué)習(xí)區(qū)是當(dāng)我們需要改善自己提高自己。然后我們?yōu)榱颂岣咦鲂袆?dòng)規(guī)劃，聚焦在我們還沒有掌握的地方，也就是我們期待去犯一些錯(cuò)誤，懂得它，學(xué)習(xí)它。這在執(zhí)行區(qū)是非常不同的，執(zhí)行區(qū)是當(dāng)我們的目標(biāo)自己能做什么的時(shí)候，去執(zhí)行。然后我們聚焦在我們已經(jīng)掌握的領(lǐng)域和我們嘗試去把錯(cuò)誤降到最低。

Both of these zones should be part of our lives, but being clear about when we want to be in each of them, with what goal, focus and expectations, helps us better perform and better improve. The performance zone maximizes our immediate performance, while the learning zone maximizes our growth and our future performance. The reason many of us don't improve much despite our hard work is that we tend to spend almost all of our time in the performance zone. This hinders our growth, and ironically, over the long term, also our performance.

這兩個(gè)區(qū)都應(yīng)該成為我們生活的一部分，但是需要明確的是，無論我們身處哪個(gè)區(qū)域，制定目標(biāo)，聚焦精力和滿懷希望，幫助我們執(zhí)行得更好和更好的提高。執(zhí)行區(qū)能最大化我們的即時(shí)性能，學(xué)習(xí)區(qū)能最大化我們的成長和我們的未來的執(zhí)行最大化。雖然努力但我們沒有提高的原因就是我們花了很多時(shí)間在執(zhí)行區(qū)域。它會(huì)阻礙我們的成長，更諷刺的是，從長遠(yuǎn)看來，也阻礙我們的執(zhí)行。

So what does the learning zone look like? Take Demosthenes, a political leader and the greatest orator and lawyer in ancient Greece. To become great, he didn't spend all his time just being an orator or a lawyer, which would be his performance zone. But instead, he did activities designed for improvement. Of course, he studied a lot. He studied law and philosophy with guidance from mentors, but he also realized that being a lawyer involved persuading other people, so he also studied great speeches and acting. To get rid of an odd habit he had of involuntarily lifting his shoulder, he practiced his speeches in front of a mirror, and he suspended a sword from the ceiling so that if he raised his shoulder, it would hurt.

所以學(xué)習(xí)區(qū)是什么樣的？比如德摩斯梯尼（雄辯家），一位政治家以及偉大的演說家以及古希臘律師 。為了變得偉大 ，他沒有把他所有的時(shí)間花在做一個(gè)演說家或者律師，那是他的執(zhí)行區(qū)。但是相反，他為了提高做了很多行動(dòng)調(diào)整。當(dāng)然，他已經(jīng)學(xué)了很多。他在導(dǎo)師的指導(dǎo)下學(xué)了法律和哲學(xué)，但是他還認(rèn)識(shí)到作為一個(gè)律師也要涉及說服別人，所以他又學(xué)習(xí)了大量的演講和表演。為了改掉在無意識(shí)情況下提肩膀的動(dòng)作，他在鏡子面前練習(xí)演講，他在天花板上懸了一把刀，這樣如果他抬起肩膀，肩膀就會(huì)疼痛。

To speak more clearly despite a lisp, he went through his speeches with stones in his mouth. He built an underground room where he could practice without interruptions and not disturb other people. And since courts at the time were very noisy, he also practiced by the ocean, projecting his voice above the roar of the waves.

為了解決口齒不清讓演講更清楚，他把石頭放在嘴里進(jìn)行演講。他見了一個(gè)可以沒人打擾也不打擾其他人的地下室用于練習(xí)。要是法庭嘈雜的話，他靠著大海練習(xí)，用他的聲音壓住波浪的聲音。

His activities in the learning zone were very different from his activities in court, his performance zone. In the learning zone, he did what Dr. Anders Ericsson calls deliberate practice. This involves breaking down abilities into component skills, being clear about what subskill we're working to improve, like keeping our shoulders down, giving full concentration to a high level of challenge outside our comfort zone, just beyond what we can currently do, using frequent feedback with repetition and adjustments, and ideally engaging the guidance of a skilled coach, because activities designed for improvement are domain-specific, and great teachers and coaches know what those activities are and can also give us expert feedback. It is this type of practice in the learning zone which leads to substantial improvement, not just time on task performing.?

他在法庭上執(zhí)行區(qū)的表現(xiàn)和在學(xué)習(xí)區(qū)的時(shí)候是很不一樣的，在學(xué)習(xí)區(qū)，他按照安德斯·埃里克森博士所講的刻意練習(xí)去做。這里包含到把能力分解成構(gòu)成的技能，這樣我們就知道我們需要提高的次級(jí)技能是什么。比如不要聳肩，將我們的注意力放到舒適區(qū)之外的高水平的挑戰(zhàn)上，而不是我們目前就能做到的事情，通過反復(fù)調(diào)整，得到經(jīng)常性的反饋，有著有經(jīng)驗(yàn)人的指導(dǎo)，因?yàn)闉榱颂岣咚皆O(shè)計(jì)活動(dòng)是有區(qū)域特性的，最好的老師和教練知道哪些可以做以及給我們一些權(quán)威性的反饋。這是在學(xué)習(xí)區(qū)這種類型的練習(xí)將取得實(shí)質(zhì)性的進(jìn)步，不只是花時(shí)間在執(zhí)行項(xiàng)目。

For example, research shows that after the first couple of years working in a profession, performance usually plateaus. This has been shown to be true in teaching, general medicine, nursing and other fields, and it happens because once we think we have become good enough, adequate, then we stop spending time in the learning zone. We focus all our time on just doing our job, performing, which turns out not to be a great way to improve. But the people who continue to spend time in the learning zone do continue to always improve. The best salespeople at least once a week do activities with the goal of improvement.?

舉例來說，有調(diào)查顯示在一個(gè)職業(yè)工作前兩年，表現(xiàn)比較平穩(wěn)。在教育、大眾醫(yī)學(xué)、護(hù)士和其它領(lǐng)域都有顯現(xiàn)，這種情況的發(fā)生時(shí)因?yàn)槲覀冇X得我們變得足夠好了，足夠勝任，我們就停止了在學(xué)習(xí)領(lǐng)域的學(xué)習(xí)時(shí)間。我們聚焦到工作、執(zhí)行，結(jié)果是走上了不能提高的路。但是把時(shí)間用在學(xué)習(xí)區(qū)的人一直在提高。最好的銷售人員至少每周要制定提高目標(biāo)。

They read to extend their knowledge, consult with colleagues or domain experts, try out new strategies, solicit feedback and reflect. The best chess players spend a lot of time not playing games of chess, which would be their performance zone, but trying to predict the moves grand masters made and analyzing them. Each of us has probably spent many, many, many hours typing on a computer without getting faster, but if we spent 10 to 20 minutes each day fully concentrating on typing 10 to 20 percent faster than our current reliable speed, we would get faster, especially if we also identified what mistakes we're making and practiced typing those words. That's deliberate practice.

他們通過閱讀拓展他們的知識(shí)面，與同事或者領(lǐng)域?qū)＜覝贤▽W(xué)習(xí)，嘗試新的策略，征求反饋意見并及時(shí)反映。最好的棋盤手不是花很多時(shí)間在執(zhí)行區(qū)下棋，而是嘗試預(yù)測大師的移動(dòng)步驟然后分析他們。我們花了很多時(shí)間在打字上面，但是并沒有變得更快，但是如果我們每天花10-20分鐘去聚焦練習(xí)可以比我們現(xiàn)在的可靠速度加快10%-20%的速度，特別是如果我們分析我們犯的錯(cuò)誤然后練習(xí)那些單詞。這就是刻意練習(xí)。

In what other parts of our lives, perhaps that we care more about, are we working hard but not improving much because we're always in the performance zone? Now, this is not to say that the performance zone has no value. It very much does. When I needed a knee surgery, I didn't tell the surgeon, "Poke around in there and focus on what you don't know."

在我們生活的其它方面，可能我們更加關(guān)心的是我們努力工作但是沒有提高因?yàn)槲覀兛偸窃趫?zhí)行區(qū)嗎？現(xiàn)在，這里不是說執(zhí)行區(qū)沒有價(jià)值。它有很多價(jià)值。當(dāng)我需要一個(gè)膝蓋的外科手術(shù)，我不必告訴醫(yī)生，隨便看看，聚焦在你不知道的東西上。

"We'll learn from your mistakes!" I looked for a surgeon who I felt would do a good job, and I wanted her to do a good job. Being in the performance zone allows us to get things done as best as we can. It can also be motivating, and it provides us with information to identify what to focus on next when we go back to the learning zone. So the way to high performance is to alternate between the learning zone and the performance zone, purposefully building our skills in the learning zone, then applying those skills in the performance zone.

“我們將從你的錯(cuò)誤中學(xué)習(xí)”我找了一位我感覺工作做得很好的醫(yī)生，我想讓她工作得很好。在執(zhí)行區(qū)允許我們把事情做得和我們能做到的一樣。它還有一定的激發(fā)性，它可以告訴我們?cè)诜祷貙W(xué)習(xí)區(qū)的時(shí)候我們應(yīng)該關(guān)注什么這樣的信息。所以高效的方法是在學(xué)習(xí)區(qū)和執(zhí)行區(qū)交替，有目的性地在學(xué)習(xí)區(qū)中創(chuàng)建我們的技能，在執(zhí)行區(qū)應(yīng)用那些技能。

When Beyoncé is on tour, during the concert, she's in her performance zone, but every night when she gets back to the hotel room, she goes right back into her learning zone. She watches a video of the show that just ended. She identifies opportunities for improvement, for herself, her dancers and her camera staff. And the next morning, everyone receives pages of notes with what to adjust, which they then work on during the day before the next performance. It's a spiral to ever-increasing capabilities, but we need to know when we seek to learn, and when we seek to perform, and while we want to spend time doing both, the more time we spend in the learning zone, the more we'll improve.

當(dāng)碧昂斯在巡演，演唱會(huì)期間，她是在執(zhí)行區(qū)，但是每個(gè)晚上她回到酒店，她又回到了學(xué)習(xí)區(qū)。她會(huì)看剛剛結(jié)束的演唱會(huì)。她找到了提高她自己，她的伴舞人員，她的攝像的機(jī)會(huì)。第二天早晨，所有人收到調(diào)整筆記記錄，這樣在下一場之前她就能調(diào)整。這兩項(xiàng)能力的增長是螺旋形的，但是我們需要知道我們什么時(shí)候?qū)W習(xí)，什么時(shí)候執(zhí)行，當(dāng)我們想花時(shí)間做兩樣事，多一點(diǎn)時(shí)間在學(xué)習(xí)區(qū)上，我們提高就更多一些。

So how can we spend more time in the learning zone? First, we must believe and understand that we can improve, what we call a growth mindset. Second, we must want to improve at that particular skill. There has to be a purpose we care about, because it takes time and effort. Third, we must have an idea about how to improve, what we can do to improve, not how I used to practice the guitar as a teenager, performing songs over and over again, but doing deliberate practice. And fourth, we must be in a low-stakes situation, because if mistakes are to be expected, then the consequence of making them must not be catastrophic, or even very significant. A tightrope walker doesn't practice new tricks without a net underneath, and an athlete wouldn't set out to first try a new move during a championship match.

我們?cè)鯓踊ǜ嗟臅r(shí)間在學(xué)習(xí)區(qū)？首先我們必須相信和懂得我們可以提高，我們稱之為成長型思維模式。第二，我們必須區(qū)提高那些獨(dú)有的技能。有一個(gè)目標(biāo)我們需要明確，因?yàn)樗ㄙM(fèi)時(shí)間和精力。第三，我們必須知道怎樣提高，我們可以提高什么，不要像我青少年時(shí)候那樣常練習(xí)吉他，一首首歌的表演，要刻意練習(xí)。第四，我們必須要在低風(fēng)險(xiǎn)位置上，因?yàn)槿绻e(cuò)誤在控制范圍內(nèi)，那結(jié)果必然不會(huì)有重大災(zāi)難，甚至是有意義的。走鋼絲的人不會(huì)在下面沒有網(wǎng)的時(shí)候練習(xí)新技巧，運(yùn)動(dòng)員也不會(huì)在錦標(biāo)賽的時(shí)候第一次嘗試一個(gè)新的運(yùn)動(dòng)。

One reason that in our lives we spend so much time in the performance zone is that our environments often are, unnecessarily, high stakes. We create social risks for one another, even in schools which are supposed to be all about learning, and I'm not talking about standardized tests. I mean that every minute of every day, many students in elementary schools through colleges feel that if they make a mistake, others will think less of them. No wonder they're always stressed out and not taking the risks necessary for learning. But they learn that mistakes are undesirable inadvertently when teachers or parents are eager to hear just correct answers and reject mistakes rather than welcome and examine them to learn from them, or when we look for narrow responses rather than encourage more exploratory thinking that we can all learn from. When all homework or student work has a number or a letter on it, and counts towards a final grade, rather than being used for practice, mistakes, feedback and revision, we send the message that school is a performance zone.

生活中我們花時(shí)間在執(zhí)行區(qū)一個(gè)原因是我們的環(huán)境經(jīng)常是不確定的，高風(fēng)險(xiǎn)的。我們給他人創(chuàng)造社會(huì)風(fēng)險(xiǎn)，甚至是在本該一切以學(xué)習(xí)為宗旨的學(xué)校，我不是在說標(biāo)準(zhǔn)化測試。我的意思是每天的每分鐘，許多學(xué)生從小學(xué)到大學(xué)感覺犯了錯(cuò)誤就會(huì)被別人看不起。難怪他們總是有壓力，不冒著風(fēng)險(xiǎn)去學(xué)習(xí)。他們潛意識(shí)里認(rèn)為犯錯(cuò)是不好的，會(huì)被討厭的，因?yàn)槔蠋熀透改缚释牭秸_的回答、拒絕錯(cuò)誤而不是歡迎他們審視錯(cuò)誤、從中學(xué)到點(diǎn)什么，或者當(dāng)我們發(fā)現(xiàn)反應(yīng)比較少而不是鼓勵(lì)更多有拓展性的思考。當(dāng)所有的家庭作業(yè)或?qū)W生功能有一個(gè)分?jǐn)?shù)或字母去衡量它，并且計(jì)入最后成績，而不是經(jīng)常練習(xí)、犯錯(cuò)、反饋和復(fù)盤，我們會(huì)把學(xué)校當(dāng)成是一個(gè)執(zhí)行區(qū)。

The same is true in our workplaces. In the companies I consult with, I often see flawless execution cultures which leaders foster to encourage great work. But that leads employees to stay within what they know and not try new things, so companies struggle to innovate and improve, and they fall behind.

同樣在工作場合。我給做咨詢的那些公司，我經(jīng)常可以看到領(lǐng)導(dǎo)促進(jìn)鼓勵(lì)員工完成 宏偉工作的完美執(zhí)行文化。但是這種文化讓員工停留在他們知道的內(nèi)容，不做新的嘗試，所以很難創(chuàng)新和提高，他們就落后了。

We can create more spaces for growth by starting conversations with one another about when we want to be in each zone. What do we want to get better at and how? And when do we want to execute and minimize mistakes? That way, we gain clarity about what success is, when, and how to best support one another.

當(dāng)我們想了解對(duì)方領(lǐng)域可以通過跟對(duì)方交談創(chuàng)建更多的成長空間。我們想更好的做什么和怎樣做？我們什么時(shí)候執(zhí)行和最小化錯(cuò)誤？那樣的話，我們就清晰地知道成功是什么，什么時(shí)候、怎樣相互支持做得最好。

But what if we find ourselves in a chronic high-stakes setting and we feel we can't start those conversations yet? Then here are three things that we can still do as individuals. First, we can create low-stakes islands in an otherwise high-stakes sea. These are spaces where mistakes have little consequence. For example, we might find a mentor or a trusted colleague with whom we can exchange ideas or have vulnerable conversations or even role-play. Or we can ask for feedback-oriented meetings as projects progress. Or we can set aside time to read or watch videos or take online courses. Those are just some examples. Second, we can execute and perform as we're expected, but then reflect on what we could do better next time, like Beyoncé does, and we can observe and emulate experts. The observation, reflection and adjustment is a learning zone. And finally, we can lead and lower the stakes for others by sharing what we want to get better at, by asking questions about what we don't know, by soliciting feedback and by sharing our mistakes and what we've learned from them, so that others can feel safe to do the same.

但是如果我們發(fā)現(xiàn)我們長期處于 高風(fēng)險(xiǎn)狀態(tài)而且我們還沒有開始那些交流怎么辦？作為個(gè)體的存在，我認(rèn)為有3件事我們還可以做。首先，我們可以在高風(fēng)險(xiǎn)的海洋創(chuàng)建低風(fēng)險(xiǎn)小島。就算失誤了結(jié)果也不算很嚴(yán)重。比如，我們可能找到有經(jīng)驗(yàn)的人或值得信賴的同時(shí)，我們可以和他們交換想法或者辯論賽或甚至角色扮演。我們也可以召開項(xiàng)目進(jìn)度的反饋會(huì)議。或者我們用多余的時(shí)間去閱讀或者看視頻或者學(xué)習(xí)線上課程。這些只是舉例。其次，我們像我們預(yù)期的那樣執(zhí)行，但是下次看怎樣做更好，像碧昂斯那樣，我們可以觀察和效仿專家。觀察、反應(yīng)和調(diào)整是學(xué)習(xí)區(qū)。最后，我們可以通過分享我們?cè)鯓涌梢宰龅酶媒M織和降低風(fēng)險(xiǎn)，通過問一些我們不知道的問題，通過征求反饋意見和分享我們的錯(cuò)誤以及我們從中學(xué)到的，讓其他人做同樣的事時(shí)感到安全。

Real confidence is about modeling ongoing learning. What if, instead of spending our lives doing, doing, doing, performing, performing, performing, we spent more time exploring, asking, listening, experimenting, reflecting, striving and becoming? What if we each always had something we were working to improve? What if we created more low-stakes islands and waters? And what if we got clear, within ourselves and with our teammates, about when we seek to learn and when we seek to perform, so that our efforts can become more consequential, our improvement never-ending and our best even better?Thank you.

真正的信心是持續(xù)的學(xué)習(xí)。要是把我們生活中的做做做執(zhí)行執(zhí)行換成花更多時(shí)間拓展、詢問、傾聽、實(shí)驗(yàn)、反思、努力和變化會(huì)怎樣？如果我們每個(gè)人總是努力去提高會(huì)這樣？要是我們創(chuàng)立更多低風(fēng)險(xiǎn)島嶼和水源會(huì)怎樣？要是我們更加清醒，弄清自己，和我們的團(tuán)隊(duì)成員，討論什么時(shí)候?qū)W習(xí)，什么時(shí)候執(zhí)行，那樣我們的努力可以變得更加重要，我們的提高不會(huì)停止，我們會(huì)突破自己。謝謝

原文鏈接：http://www.ted.com/talks/eduardo_briceno_how_to_get_better_at_the_things_you_care_about/transcript?language=en#t-14840

中文鏈接：http://open.163.com/movie/2017/2/C/U/MCC01J0QP_MCC021ACU.html