TEDxManhattanBeach
Eduardo Briceño: How to get better at the things you care about
愛德華多·布萊斯尼歐: 如何讓自己在意的事情做得更好？
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Readability: 4.6
3,260,700 views
努力工作卻都沒有進步？不是只有你會這樣。教育家愛德華多·布萊斯尼歐向我們揭示了一個簡單的方法，來幫助你把事情做得更好，無論是工作、養育孩子或創作興趣方面。他還分享了一些有用的技術，讓你可以持續地學習和不斷地進步。
Eduardo Briceño - Learning expert
Eduardo Briceño is a learner, leader, speaker and writer devoted to enabling a more learning-oriented world. Full bio
Eduardo Briceño is a learner, leader, speaker and writer devoted to enabling a more learning-oriented world. Full bio
Double-click the English transcript below to play the video.
00:12
Most of us go through life trying
to do our best at whatever we do,
to do our best at whatever we do,
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大多數人在生活中
都會嘗試把每件事做到最好，
都會嘗試把每件事做到最好，
00:16
whether it's our job, family, school
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無論是在職場上、家庭、學校
00:19
or anything else.
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或其它領域。
00:21
I feel that way. I try my best.
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我也有同感，也會努力嘗試。
00:23
But some time ago, I came to a realization
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但前一段時間，我開始意識到，
00:26
that I wasn't getting much better
at the things I cared most about,
at the things I cared most about,
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我總是無法在
自己最在意的事情上做得更好。
自己最在意的事情上做得更好。
00:30
whether it was being a husband or a friend
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比如做一個好丈夫或好朋友，
00:33
or a professional or teammate,
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一名專業人士或好隊友，
00:36
and I wasn't improving
much at those things
much at those things
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我一直無法在
這些事情上有很大的提升，
這些事情上有很大的提升，
00:38
even though I was spending a lot of time
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哪怕我花了很多時間
00:40
working hard at them.
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努力完成。
00:43
I've since realized from conversations
I've had and from research
I've had and from research
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我之後在與他人的談話
和研究中意識到，
和研究中意識到，
00:46
that this stagnation, despite hard work,
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無論你多努力，
這種瓶頸總是一直出現。
00:49
turns out to be pretty common.
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00:51
So I'd like to share with you
some insights into why that is
some insights into why that is
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所以我想跟各位分享一些見解，
00:53
and what we can all do about it.
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並提出一些解決的辦法。
00:56
What I've learned
is that the most effective people
is that the most effective people
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我所了解的是，
無論哪個領域，各行業的佼佼者
00:58
and teams in any domain
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01:00
do something we can all emulate.
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都有可以讓我們仿效的地方。
01:03
They go through life deliberately
alternating between two zones:
alternating between two zones:
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我發現，他們在日常生活中
會有意識地在這兩種狀態中切換，
會有意識地在這兩種狀態中切換，
01:07
the learning zone
and the performance zone.
and the performance zone.
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學習狀態和執行狀態，
01:10
The learning zone
is when our goal is to improve.
is when our goal is to improve.
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在學習狀態，我們的技能可以進步。
01:12
Then we do activities
designed for improvement,
designed for improvement,
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我們會透過設計過的
活動來提升技能。
活動來提升技能。
01:15
concentrating on what
we haven't mastered yet,
we haven't mastered yet,
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專注于尚未掌握的事情，
01:18
which means we have to expect
to make mistakes,
to make mistakes,
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這意味著我們一定會有失誤，
01:20
knowing that we will learn from them.
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但我們也一定能從中學到東西。
01:23
That is very different from what we do
when we're in our performance zone,
when we're in our performance zone,
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這跟我們執行狀態時
所做的事情很不一樣，
所做的事情很不一樣，
01:26
which is when our goal is to do something
as best as we can, to execute.
as best as we can, to execute.
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執行狀態的目的是把
我們最好的一面表現出來。
我們最好的一面表現出來。
01:31
Then we concentrate
on what we have already mastered
on what we have already mastered
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我們會專注在已經掌握好的技能，
01:33
and we try to minimize mistakes.
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並把失誤減到最小。
01:36
Both of these zones
should be part of our lives,
should be part of our lives,
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這兩種狀態都是我們生活的一部分，
01:39
but being clear about
when we want to be in each of them,
when we want to be in each of them,
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但當你想要自在的處在這兩種狀態，
01:42
with what goal, focus and expectations,
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你得清楚知道你的目標、關注點、
預期效果是什麼，
預期效果是什麼，
01:44
helps us better perform
and better improve.
and better improve.
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這樣才能幫助你
在執行和改進方面都做得更好。
在執行和改進方面都做得更好。
01:47
The performance zone maximizes
our immediate performance,
our immediate performance,
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執行狀態注重當下的表現，
01:50
while the learning zone
maximizes our growth
maximizes our growth
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學習狀態會加速人的成長，
01:52
and our future performance.
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並且提升未來的表現。
01:55
The reason many of us don't improve much
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很多人，無論如何努力
都沒辦法有所提高。
都沒辦法有所提高。
01:57
despite our hard work
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原因在於：
01:59
is that we tend to spend almost
all of our time in the performance zone.
all of our time in the performance zone.
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我們總是花費太多時間在執行狀態。
02:03
This hinders our growth,
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這樣會阻礙成長。
02:05
and ironically, over the long term,
also our performance.
also our performance.
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諷刺的是，長時間下來，
也會引響我們的表現。
也會引響我們的表現。
02:10
So what does the learning zone look like?
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那麽，學習狀態是怎樣的情況？
02:12
Take Demosthenes, a political leader
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來看看狄摩西尼，這位政治領袖，
02:14
and the greatest orator
and lawyer in ancient Greece.
and lawyer in ancient Greece.
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古希臘最偉大的演説家和律師。
02:18
To become great,
he didn't spend all his time
he didn't spend all his time
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他會偉大的原因，
不是因爲他把時間都花在
不是因爲他把時間都花在
02:21
just being an orator or a lawyer,
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演説和執行律師業務上面，
02:24
which would be his performance zone.
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也就是說他不會一直處在執行狀態。
02:26
But instead, he did activities
designed for improvement.
designed for improvement.
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相反的，他做了很多改善的活動。
02:29
Of course, he studied a lot.
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毋庸置疑，他花很多時間在學習。
02:31
He studied law and philosophy
with guidance from mentors,
with guidance from mentors,
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比如他在精神導師的指導下
學習法律及哲學，
學習法律及哲學，
02:33
but he also realized that being a lawyer
involved persuading other people,
involved persuading other people,
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但他也同時意識到，
作爲律師他需要説服別人，
作爲律師他需要説服別人，
02:38
so he also studied great speeches
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所以他也研究名人的演講
02:40
and acting.
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及學習演戲。
02:42
To get rid of an odd habit he had
of involuntarily lifting his shoulder,
of involuntarily lifting his shoulder,
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爲了改變不由自主聳肩的壞習慣，
02:46
he practiced his speeches
in front of a mirror,
in front of a mirror,
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他會在鏡子前練習演說，
02:49
and he suspended a sword from the ceiling
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並且在天花板上吊一把劍。
02:52
so that if he raised his shoulder,
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一旦聳肩，
02:54
it would hurt.
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他就會被刺到。
02:55
(Laughter)
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（觀衆笑）
02:57
To speak more clearly despite a lisp,
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爲了克服口齒不清，
02:59
he went through his speeches
with stones in his mouth.
with stones in his mouth.
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他會含著石頭練習演講。
03:02
He built an underground room
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他還建了一個地下室，
03:04
where he could practice
without interruptions
without interruptions
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以避免練習時被打擾
03:06
and not disturb other people.
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或打擾到別人。
03:07
And since courts at the time
were very noisy,
were very noisy,
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因爲上法院時會很吵，
03:10
he also practiced by the ocean,
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所以他就對著大海練習，
03:11
projecting his voice
above the roar of the waves.
above the roar of the waves.
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讓自己的聲音比咆哮的海浪還大聲。
03:15
His activities in the learning zone
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他在學習狀態所做的活動
03:17
were very different
from his activities in court,
from his activities in court,
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與他在法院上執行的活動，
03:19
his performance zone.
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兩者是很不一樣的。
03:21
In the learning zone,
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他在學習狀態時，
03:23
he did what Dr. Anders Ericsson
calls deliberate practice.
calls deliberate practice.
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會做安德森·愛立信博士所說的
「循序漸進的練習」。
「循序漸進的練習」。
03:25
This involves breaking down
abilities into component skills,
abilities into component skills,
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就是把要學習的技能
拆分成一小段一小段的技能，
拆分成一小段一小段的技能，
03:29
being clear about what subskill
we're working to improve,
we're working to improve,
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並且清楚地知道哪一項技巧
目前需要提高。
目前需要提高。
03:32
like keeping our shoulders down,
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像是放鬆肩膀，
全新專注在舒適圈以外
03:34
giving full concentration
to a high level of challenge
to a high level of challenge
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更高層次的挑戰，
03:37
outside our comfort zone,
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專注超越那些早已掌握的事物。
03:38
just beyond what we can currently do,
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利用快速反饋做重複練習和調整，
03:40
using frequent feedback
with repetition and adjustments,
with repetition and adjustments,
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03:44
and ideally engaging the guidance
of a skilled coach,
of a skilled coach,
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全力配合熟手教練的指導。
因爲，為改善而設計的活動
03:47
because activities
designed for improvement
designed for improvement
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是有特定範圍的，
03:49
are domain-specific,
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好的老師或教練知道
什麽活動能帶來進步，
什麽活動能帶來進步，
03:50
and great teachers and coaches
know what those activities are
know what those activities are
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並會給予專業的反饋。
03:53
and can also give us expert feedback.
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03:55
It is this type of practice
in the learning zone
in the learning zone
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就是在這種學習狀態下的練習，
才能大量的進步，
03:58
which leads to substantial improvement,
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04:00
not just time on task performing.
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而不是只是花時間在執行業務上。
04:03
For example, research shows
that after the first couple of years
that after the first couple of years
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舉個例子，研究表明，
在某一領域工作數年後，
04:07
working in a profession,
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04:08
performance usually plateaus.
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表現會達到停滯期。
04:10
This has been shown to be true
in teaching, general medicine,
in teaching, general medicine,
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這在教學、一般內科、
04:13
nursing and other fields,
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護理及其他領域都得到了印證。
04:15
and it happens because once we think
we have become good enough,
we have become good enough,
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這是因爲一旦
人們覺得自己足夠好了，
人們覺得自己足夠好了，
04:19
adequate,
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綽綽有餘了，
04:20
then we stop spending time
in the learning zone.
in the learning zone.
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就不會再花時間學習。
04:22
We focus all our time
on just doing our job,
on just doing our job,
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我們只會關注在如何完成工作
04:25
performing,
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和執行業務上，
04:26
which turns out not to be
a great way to improve.
a great way to improve.
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這種方式變得不利於提高技能。
04:29
But the people who continue
to spend time in the learning zone
to spend time in the learning zone
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但是那些一直在學習的人們，
04:32
do continue to always improve.
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就會持續地成長。
04:34
The best salespeople at least once a week
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最好的銷售人員，至少每週一次，
04:36
do activities with
the goal of improvement.
the goal of improvement.
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進行改善訓練。
04:39
They read to extend their knowledge,
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他們閲讀以增長知識，
04:41
consult with colleagues or domain experts,
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諮詢同行和專家、
04:43
try out new strategies,
solicit feedback and reflect.
solicit feedback and reflect.
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嘗試新的策略、徵詢意見及反思。
04:47
The best chess players
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最好的棋手，
04:49
spend a lot of time
not playing games of chess,
not playing games of chess,
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大部分的時間，
並不是在跟別人下棋，
並不是在跟別人下棋，
04:52
which would be their performance zone,
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也就是他們不會
一直處在執行的狀態，
一直處在執行的狀態，
04:54
but trying to predict the moves
grand masters made and analyzing them.
grand masters made and analyzing them.
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而是試圖預測並分析大師們的棋路。
04:58
Each of us has probably spent
many, many, many hours
many, many, many hours
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每個人可能都花了很多時間
05:03
typing on a computer
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在電腦前打字，
05:04
without getting faster,
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但卻沒有越打越快。
05:06
but if we spent 10 to 20 minutes each day
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但是，如果我們每天
抽出 10-20 分鐘，
抽出 10-20 分鐘，
05:09
fully concentrating
on typing 10 to 20 percent faster
on typing 10 to 20 percent faster
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全神貫注地提升打字速度，
05:12
than our current reliable speed,
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比平常快上 10%-20% 就好，
05:14
we would get faster,
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我們的速度就會越來越快。
05:15
especially if we also identified
what mistakes we're making
what mistakes we're making
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特別是當我們能找到失誤，
05:18
and practiced typing those words.
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並且專注加以練習。
05:21
That's deliberate practice.
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這就是一種循序漸進
（刻意）的練習。
（刻意）的練習。
05:24
In what other parts of our lives,
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在生活的其他方面，
05:26
perhaps that we care more about,
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還有哪些是我們比較在意，
05:27
are we working hard but not improving much
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我們很努力但進步緩慢的地方？
05:30
because we're always
in the performance zone?
in the performance zone?
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是不是因爲我們老是停留在
執行狀態裡？
執行狀態裡？
05:34
Now, this is not to say
that the performance zone has no value.
that the performance zone has no value.
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但以上都不是在說執行狀態沒有用，
05:37
It very much does.
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它是很有價值的。
05:38
When I needed a knee surgery,
I didn't tell the surgeon,
I didn't tell the surgeon,
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但我需要做膝蓋手術的時候，
我可不想告訴醫師：
我可不想告訴醫師：
05:41
"Poke around in there
and focus on what you don't know."
and focus on what you don't know."
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「隨便戳戳吧，
探索一下你不知道的事。」
探索一下你不知道的事。」
05:44
(Laughter)
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（觀衆笑）
05:45
"We'll learn from your mistakes!"
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「我們可以從失誤中學到東西啊！」
05:47
I looked for a surgeon
who I felt would do a good job,
who I felt would do a good job,
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我會找一位我認爲夠好的醫師，
05:50
and I wanted her to do a good job.
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我想讓她好好地幫我醫治。
05:53
Being in the performance zone
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在執行狀態時，
05:54
allows us to get things done
as best as we can.
as best as we can.
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我們會力求表現到最好，
05:57
It can also be motivating,
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這樣可以激勵我們，
05:59
and it provides us with information
to identify what to focus on next
to identify what to focus on next
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並告訴我們，
在回到學習狀態的時候，
該關注些什麽。
該關注些什麽。
06:02
when we go back to the learning zone.
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06:05
So the way to high performance
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所以說，想要表現得好
06:06
is to alternate between the learning zone
and the performance zone,
and the performance zone,
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需要在學習狀態
和執行狀態之間轉換。
和執行狀態之間轉換。
06:10
purposefully building our skills
in the learning zone,
in the learning zone,
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在學習狀態下有目的性地積累技巧，
06:13
then applying those skills
in the performance zone.
in the performance zone.
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然後再將之應用在執行狀態裡。
06:16
When Beyoncé is on tour,
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就像碧昂斯的巡演，
06:18
during the concert,
she's in her performance zone,
she's in her performance zone,
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演唱會上，她處在執行表演的狀態，
06:21
but every night when she
gets back to the hotel room,
gets back to the hotel room,
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但每晚回到酒店，
06:24
she goes right back
into her learning zone.
into her learning zone.
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她就直接投入到學習狀態裡。
06:26
She watches a video
of the show that just ended.
of the show that just ended.
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她會觀看剛剛結束的表演，
06:29
She identifies opportunities
for improvement,
for improvement,
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爲自己、舞群和攝像師，
06:31
for herself, her dancers
and her camera staff.
and her camera staff.
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尋找改進的機會。
06:34
And the next morning,
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第二天早上，
06:35
everyone receives pages of notes
with what to adjust,
with what to adjust,
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所有人都會收到一份通知，
上面寫著那些地方需要改進，
上面寫著那些地方需要改進，
06:38
which they then work on during the day
before the next performance.
before the next performance.
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如此團隊成員就可以在
下一次表演之前做出調整。
下一次表演之前做出調整。
06:42
It's a spiral
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如此團隊的能力
06:43
to ever-increasing capabilities,
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就可以一直向上提升。
06:45
but we need to know when we seek to learn,
and when we seek to perform,
and when we seek to perform,
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但我們需要清楚的是，
何時「學」、何時「做」，
何時「學」、何時「做」，
06:49
and while we want
to spend time doing both,
to spend time doing both,
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何時兩樣一起。
06:51
the more time we spend
in the learning zone,
in the learning zone,
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投入越多時間在學習狀態，
06:53
the more we'll improve.
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就能取得越多的進步。
06:55
So how can we spend
more time in the learning zone?
more time in the learning zone?
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那麽我們要怎樣才能
多花點時間在學習狀態呢？
多花點時間在學習狀態呢？
06:59
First, we must believe and understand
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首先，要相信並理解一件事，
07:02
that we can improve,
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那就是我們可以改進，
07:03
what we call a growth mindset.
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也就是所謂的「成長心態」。
07:05
Second, we must want
to improve at that particular skill.
to improve at that particular skill.
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其次，要在具體的技巧上做改進。
07:09
There has to be a purpose we care about,
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並且要有一個我們在乎的目標，
07:11
because it takes time and effort.
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因爲它需要時間和努力。
07:13
Third, we must have an idea
about how to improve,
about how to improve,
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第三，我們必須要知道該如何提升，
07:16
what we can do to improve,
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要做些什麽來提升，
07:18
not how I used to practice
the guitar as a teenager,
the guitar as a teenager,
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而不是像我年輕時彈吉它那樣，
07:20
performing songs over and over again,
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同首曲子一遍又一遍的重複，
07:22
but doing deliberate practice.
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而是要做「循序漸進的練習」。
07:24
And fourth, we must be
in a low-stakes situation,
in a low-stakes situation,
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第四，我們必須保持在低風險狀態，
07:29
because if mistakes are to be expected,
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因爲如果如預期的發生了失誤，
07:31
then the consequence of making them
must not be catastrophic,
must not be catastrophic,
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那麽造成的後果就不會影響太大，
07:34
or even very significant.
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或是關係重大。
07:36
A tightrope walker doesn't practice
new tricks without a net underneath,
new tricks without a net underneath,
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走鋼絲的演員，
不會在沒有護網的情況下
不會在沒有護網的情況下
練習新的技巧；
07:39
and an athlete wouldn't set out
to first try a new move
to first try a new move
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運動員並不會在冠軍比賽中，
07:42
during a championship match.
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嘗試新的動作。
07:45
One reason that in our lives
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我們在生活中，
花很多時間在執行狀態裡，
花很多時間在執行狀態裡，
07:46
we spend so much time
in the performance zone
in the performance zone
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這箇中原因是：
07:49
is that our environments
often are, unnecessarily, high stakes.
often are, unnecessarily, high stakes.
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我們常常處在不必要的
高風險環境中。
高風險環境中。
07:54
We create social risks for one another,
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我們彼此製造了社會風險。
07:56
even in schools which are supposed
to be all about learning,
to be all about learning,
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哪怕是在學校，一個被認定為
純粹學習的地方，
純粹學習的地方，
07:59
and I'm not talking
about standardized tests.
about standardized tests.
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我不是在說標準測驗，
08:01
I mean that every minute of every day,
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我說的是學生每時每刻、
08:03
many students in elementary
schools through colleges
schools through colleges
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從小學到大學，
08:06
feel that if they make a mistake,
others will think less of them.
others will think less of them.
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都會覺得別人會因為
他們犯錯而輕視他們。
他們犯錯而輕視他們。
08:09
No wonder they're always stressed out
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難怪他們總是緊張兮兮，
08:11
and not taking the risks
necessary for learning.
necessary for learning.
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不願為學習冒必要的風險。
08:14
But they learn
that mistakes are undesirable
that mistakes are undesirable
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老師、家長對正確答案
趨之若鶩的態度，
趨之若鶩的態度，
08:17
inadvertently
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無意中，
08:18
when teachers or parents
are eager to hear just correct answers
are eager to hear just correct answers
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讓學生害怕犯錯。
08:21
and reject mistakes
rather than welcome and examine them
rather than welcome and examine them
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而不是勇於試錯、檢視過錯、
08:24
to learn from them,
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並從中吸取教訓。
08:25
or when we look for narrow responses
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又或者，我們只想聽「標準答案」，
08:27
rather than encourage
more exploratory thinking
more exploratory thinking
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而不是鼓勵學生進行
可以學到更多的開拓性思考。
08:29
that we can all learn from.
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08:31
When all homework or student work
has a number or a letter on it,
has a number or a letter on it,
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一旦學生的作業、作品
都被評定等級、標上分數，
都被評定等級、標上分數，
08:34
and counts towards a final grade,
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最後記錄到期末成績後，
08:36
rather than being used for practice,
mistakes, feedback and revision,
mistakes, feedback and revision,
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它們就起不到練習、試錯、
反饋和修正的作用了，
反饋和修正的作用了，
08:39
we send the message
that school is a performance zone.
that school is a performance zone.
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我們讓孩子誤以為：
學校只是個讓你表現的地方。
學校只是個讓你表現的地方。
08:44
The same is true in our workplaces.
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職場中也同樣如此。
08:46
In the companies I consult with,
I often see flawless execution cultures
I often see flawless execution cultures
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那些諮詢我的公司，
我常見到領導者鼓勵推動
我常見到領導者鼓勵推動
08:50
which leaders foster
to encourage great work.
to encourage great work.
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「完美執行 」的文化。
08:52
But that leads employees
to stay within what they know
to stay within what they know
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但這樣就會導致員工
僅僅停留在他們已知的範疇，
僅僅停留在他們已知的範疇，
而不去嘗試新的事物，
08:55
and not try new things,
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08:56
so companies struggle
to innovate and improve,
to innovate and improve,
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公司因此很難創新、進步，
08:59
and they fall behind.
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從而落居下風。
09:01
We can create more spaces for growth
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我們可以透過交流，
09:04
by starting conversations with one another
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為彼此開創進步的空間，
09:06
about when we want to be in each zone.
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聊聊我們何時應該投身于何種狀態。
09:09
What do we want to get better at and how?
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在哪些方面可以做得更好？
09:11
And when do we want
to execute and minimize mistakes?
to execute and minimize mistakes?
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何時決策、怎樣控損？
09:15
That way, we gain clarity
about what success is,
about what success is,
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如此，我們可以明確什麽是成功、
09:18
when, and how to best support one another.
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何時以及如何去支持對方。
09:22
But what if we find ourselves
in a chronic high-stakes setting
in a chronic high-stakes setting
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但如果我們處在長期高風險狀態下，
09:25
and we feel we can't
start those conversations yet?
start those conversations yet?
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並且無法展開這樣的交流怎麽辦？
09:28
Then here are three things
that we can still do as individuals.
that we can still do as individuals.
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依然有三件事
是可以自己著手去做的。
是可以自己著手去做的。
09:31
First, we can create low-stakes islands
in an otherwise high-stakes sea.
in an otherwise high-stakes sea.
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首先，是在高風險的海洋中，
開闢一塊低風險的島嶼。
開闢一塊低風險的島嶼。
09:36
These are spaces where mistakes
have little consequence.
have little consequence.
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讓錯誤發生時不會造成嚴重的後果。
09:39
For example, we might find
a mentor or a trusted colleague
a mentor or a trusted colleague
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比如説，我們可以找一位導師
或可以信任的同事，
或可以信任的同事，
09:42
with whom we can exchange ideas
or have vulnerable conversations
or have vulnerable conversations
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和他們分享想法，或是接受批評。
09:46
or even role-play.
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甚至角色扮演。
09:47
Or we can ask for feedback-oriented
meetings as projects progress.
meetings as projects progress.
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或者是隨著項目的進展，
舉辦反饋會議。
舉辦反饋會議。
09:51
Or we can set aside time to read
or watch videos or take online courses.
or watch videos or take online courses.
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又或者我們可以抽出時間去閱讀
或看視頻或是參加線上課程。
或看視頻或是參加線上課程。
09:55
Those are just some examples.
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這只是幾個例子。
09:57
Second, we can execute
and perform as we're expected,
and perform as we're expected,
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第二，我們可以實踐
並達成期望的表現，
並達成期望的表現，
10:01
but then reflect on what
we could do better next time,
we could do better next time,
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但事後反思如何改進，
10:04
like Beyoncé does,
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就像碧昂斯那樣。
10:05
and we can observe and emulate experts.
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我們還可以觀察和模仿專家，
10:07
The observation, reflection
and adjustment is a learning zone.
and adjustment is a learning zone.
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這些觀察、反思、調整
都能讓我們學習到很多。
都能讓我們學習到很多。
10:11
And finally, we can lead
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最後，我們可以引導
10:14
and lower the stakes for others
by sharing what we want to get better at,
by sharing what we want to get better at,
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並降低彼此的風險，問他們，
我們在哪方面可以再取得進步，
我們在哪方面可以再取得進步，
10:18
by asking questions
about what we don't know,
about what we don't know,
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透過詢問未知的問題、
10:20
by soliciting feedback
and by sharing our mistakes
and by sharing our mistakes
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徵求意見、 分享失誤，
10:23
and what we've learned from them,
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並從中汲取教訓，
10:25
so that others
can feel safe to do the same.
can feel safe to do the same.
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如此其他人
也就能安心地做同樣的事。
也就能安心地做同樣的事。
10:27
Real confidence is about
modeling ongoing learning.
modeling ongoing learning.
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真正的自信是對不斷學習的展示。
10:32
What if, instead of spending
our lives doing, doing, doing,
our lives doing, doing, doing,
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如果，我們沒有把人生
耗費在做、做、做、
耗費在做、做、做、
10:37
performing, performing, performing,
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表現、表現、表現上，
10:39
we spent more time exploring,
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而是更多地去探索、
10:42
asking,
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詢問、
10:44
listening,
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傾聽、
10:45
experimenting, reflecting,
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實踐、反思、
10:48
striving and becoming?
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拼命去成為想成為的人，會怎麽樣？
10:52
What if we each always had something
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如果我們每個人，都有某些事情
10:55
we were working to improve?
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讓我們可為之努力，從而提升呢？
10:57
What if we created more low-stakes islands
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如果我們創造更多的低風險區域
11:00
and waters?
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和環境呢？
11:01
And what if we got clear,
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如果我們自己
或整個團隊都清楚知道，
11:04
within ourselves and with our teammates,
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11:06
about when we seek to learn
and when we seek to perform,
and when we seek to perform,
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何時學習、何時表現，
11:10
so that our efforts
can become more consequential,
can become more consequential,
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如此我們的努力就會有更多回報，
11:13
our improvement never-ending
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就可以精益求精，
11:16
and our best even better?
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團隊就會越來越好。
11:19
Thank you.
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謝謝。
ABOUT THE SPEAKER
Eduardo Briceño - Learning expertEduardo Briceño is a learner, leader, speaker and writer devoted to enabling a more learning-oriented world.
Why you should listen
Eduardo Briceño leads Mindset Works, the leading provider of growth mindset training services and programs for schools and businesses. It helps organizations cultivate learning-oriented cultures and systems. He started it in 2007 with the foremost growth mindset researcher, Carol Dweck Ph.D., and education expert Lisa Blackwell Ph.D. Prior to his current role, he was a Principal at the Sprout Group, a venture capital firm in Silicon Valley.
Briceño regularly speaks at national and international conferences and in-house trainings for educators, professionals, and leaders. His TEDx talk, "The power of belief," is widely used to introduce teachers, students and professionals to the growth mindset, and his TED Talk, "How to get better at the things you care about," differentiates performance vs. improvement behaviors. He has been quoted and featured in prominent media, such as Education Week, NPR, The Guardian, The Huffington Post, KQED MindShift, Entrepreneur and Inc.
Briceño grew up in Caracas, Venezuela, before moving to the US when he was in high school. He now lives with his wife in San Jose, California. He holds Bachelor's degrees in economics and engineering from the University of Pennsylvania, as well as an MBA and an MA in Education from Stanford University. Most important, he continues to enjoy lifelong learning every day.
Eduardo Briceño | Speaker | TED.com