演講者叫Eduardo Brice o.Eduardo Brice o，畢業於史丹福大學的教育學碩士及工商管理碩士，曾在投資銀行、風投機構工作，之後又曾在多個組織的董事會任職。現在他是Mindset Works公司的CEO，為人們提供成功所需的核心信念和學習策略。
有時候我們會很沮喪，明明已經很努力了，卻毫無收穫。特別是那些我們在乎，想去做好的事情。其實都我們存在兩個認知區域：表現區域和學習區域。當我們花時間在表現區域時，我們想要的其實是把這件事做完，而不敢去突破，所以收穫甚少；當我們花時間在學習區域時，我們想的是進步和突破，這樣自然會有收穫。
演講大綱腦圖
摘抄句子——希望對你們有幫助
1、How to get better at the things you care about？
明明你很努力，卻什麼也收穫不到？
2、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
這一輩子，不管是我們的工作事務、家庭瑣事、學校任務，或是其他，我們大都盡己所能，做到最好
3、I came to a realization that
我意識到
4、I wasn'tgetting much better at the things I cared most about, whether it wasbeing a husband or a friend or a professional or teammate,
我在我最在乎的事情上並沒有進步，不管是作為丈夫或是朋友，或是專家，或者隊友
5、So I'd like to share with you some insights into
所以我想與大家分享一些，關於.....的見解
6、our goal is to do something as best as we can, to execute
我們的目標是做到最好，去執行
7、 what does the learning zone look like?
那學習區是什麼樣的呢？
8、To speak more clearly despite a lisp
為了發音清晰
9、using frequent feedback with repetition and adjustments
在重複和調整中得到反饋
10、This has been shown to be true in
這已經在哪裡得到了印證
11、try out new strategies
嘗試新的策略
12、this is not to say that the performance zone has no value.
這並不意味展現區毫無價值
13、There has to be a purpose we care about
它們必須花費在我們在乎的目標上
聽著音頻可以更好滴來練習
Most of us go through lifetrying 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, Icame to a realizationthat I wasn'tgetting 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.
這一輩子，不管是我們的工作事務、家庭瑣事、學校任務，或是其他，我們大都盡己所能，做到最好，我這麼想，也這麼做。但是一段時間以前，我意識到，我在我最在乎的事情上並沒有進步，不管是作為丈夫或是朋友，或是專家，或者隊友。即使我在這些事上花費了大量時間，做了很多努力，我卻沒有太多進步。我之後在與他人的談話和研究中意識到，這種白白耗費努力的停滯，原來非常普遍。
SoI'd like to share with yousome 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.
所以我想與大家分享一些，關於它為何發生和如何應對的見解。我所了解的是，無論哪個領域，最高效的個人和團隊，都會做一件我們可以效仿的事情：生活中，他們有意識的在兩個區域轉換：學習區和展現區。
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.
在學習區，我們希冀進步，我們為了進步而計劃行為，將精力集中在那些我們還沒有掌握的東西上，我們意識到自己會犯錯，並且知道我們會從中汲取什麼教訓。這和我們在展現區做的完全不同，在展現區我們的目標是做到最好，去執行，我們在已經掌握的東西上集中精力，並盡力把錯誤縮小。
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.
這兩個區域都應是我們生活的一部分，但是在進入區域之前，想清楚我們進的是哪個區，我們的目標是什麼、精力放在哪、有什麼樣的期望，這會幫助我們更好的提升或表現，在展現區將展現最大化，在學習區將進步最大化，並在未來的展現中將其表現。我們努力工作卻沒有太多進步的原因，是我們往往將時間都花在了展現區裡。這阻礙著我們的進步，更諷刺的是，長久來看，這也影響著我們的展現。
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.
那學習區是什麼樣的呢？看看古希臘的政治領導者、最偉大的演說家、律師，狄摩西尼吧。為了成就偉大，他沒有把所有時間花費在僅僅作為演說家或者律師上-- 也就是他展現區的一部分。反而，他為了進步規划行為，是的，他大量地學習。他不僅在導師的幫助下學習法律和哲學，他還意識到了律師的職責包括說服他人，所以他研習了許多偉大的演說和表演。
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. 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.
為了戒掉他不自主抬胳膊的習慣，他在一面鏡子前練習演說，並將一把劍吊在房梁上，這樣如果他抬起了肩膀，劍就會刺痛他。為了發音清晰，他在演說時嘴裡含著石頭。他還建造了一個地下室，這樣他在練習的時候就不會被打擾，也不會打擾到別人。因為那時候的法庭很嘈雜，對此他在海邊練習，保證聲音在海浪的咆哮中清晰可聽。
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.
他在學習區所做的行為，和他在法庭上的行為，也就是他展現區的行為，遠遠不同。在學習區，安德斯·埃裡克森博士稱這種行為為「有意練習」，這種練習包括了將能力轉化為所需技能，對我們需要提升什麼非主要技能非常清楚，就像狄摩西尼將肩膀放低，還有將精力集中在我們舒適區之外、更高一級的挑戰，做超越我們現在正做的事，在重複和調整中得到反饋，最好能得到熟練者的指導，因為為了進步而設定行為是件很內行的事。好的老師和教練了解什麼行為能帶來進步，也能給我們專業的反饋。學習區中，給我們帶來很大的進步的，正是這樣的練習，而不是單純的完成任務。
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 inteaching, 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.
例如，研究表明，在某一行業最初工作的幾年，展現的進步會停滯。這已經在教育、普通內科、護理和其他領域都到了印證，我們一旦認為自己足夠好、足夠適合工作，而停止學習，它就會發生在我們身上。我們僅是把時間花費在完成工作上，也就是展現，這決不是進步的好方法。而那些繼續在學習區花費時間的人，確實在不停進步。
The best salespeople at least once a week do activities with the goal of improvement. They read to extend their knowledge, consult with colleagues or domain experts,try out new strategies, solicitfeedbackand 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.
最好的推銷員至少每周一次，進行自我提高的活動。他們通過閱讀拓展知識，與同事或行業專家交換意見，嘗試新的策略、徵集反饋並以此作出反應。最好的西洋棋棋手，並沒有將大部分時間花在他們的表現區—— 也就是下象棋上，而是努力去預測象棋大師的著子並加以分析。我們在電腦打字上，花費了很多時間 卻沒有打得更快，但是我們如果每天都能抽出10-20分鐘，全神貫注地提升打字速度，就比平常快上10%-20%，我們打字的速度就會提升，尤其是我們還找出了我們常犯的錯，並且還加以糾正練習。這就是「有意練習」。
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. We'll learn from your mistakes!"
打字畢竟不是主業，我們有其他更在乎的領域，那些我們努力過，但是提升甚少的領域，這是因為我們總停留在展現區嗎？這並不意味展現區毫無價值，它非常有價值。我不會告訴我膝蓋手術的主治醫生：「隨便弄吧，把膝蓋當作你的教具，你犯錯了我們都會吸取教訓的！」
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.
我會找一個我認為能做好手術的外科醫生，我也想讓她順利完成手術。在展現區做事，要求我們做到最好。這本身就是一種鞭策，它也能讓我們知道，當我們回到學習區的時候，我們應當注意什麼。通往高水平展現的路，就是在學習區、表現區間來迴轉換的路，我們有目的地在學習區積攢技能，然後將其應用於展現區。
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.
當碧昂斯舉辦巡迴演唱會時，演唱會，就是她的展現區，但是當她每晚回到酒店房間時，她就徑直地回到了她的學習區。她會觀看剛剛結束的演出的錄像。為她自己、舞者、攝像組尋求進步的突破口。第二天早上，每個人都會收到幾頁筆記，上面寫著他們需要在下次演出前需要調整的問題。提高能力是一個螺旋上升的過程，但是我們得知道何時學習、何時表現，當想兩者兼顧時，想要進步，就要多花時間在學習區上。
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.
那我們如何將更多時間用在學習區上呢？首先，堅定我們一定會進步的信念，我們叫它「成長思維」。其次，成長目標必須明確。時間、精力有限，它們必須花費在我們在乎的目標上。第三，我們必須要知道如何提高，怎樣提高，不能像小時候學吉他，一遍遍重複單調的歌曲，而是做一些有意的練習。第四，保證低風險，因為犯錯在意料之中，其後果必不能不堪設想，哪怕是有一點嚴重都不行。沒有攔網，走鋼索的人不會去訓練新技巧，在大賽上，運動員也不會去開發新的動作。
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.
我們之所以在展現區耗費大量時間，是因為我們通常不必要地將環境置於高風險的狀態。我們給彼此製造了社會風險，即使在我們一切都為了學習的學校裡，我沒有在說標準化考試，我說的是學生每時每刻、從小學到大學，都會覺得別人會因為他們犯錯而輕視他們。難怪學生一直緊張兮兮，不願為學習而冒必要的風險。老師、家長對正確答案趨之若鶩的態度，無意中讓學生抗拒犯錯，而不是勇於試錯、檢視過錯、並從中吸取教訓，我們也只想要「標準答案」，而不是激勵學生去進行大有裨益的開拓性思考。一旦學生的作業、作品，都會被評定等級、標上分數，最後被記入期末成績，它們就起不到練習、試錯、反饋、修正的作用了，我們讓孩子誤認為學校是展現區。
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.
職場中也同樣如此。那些諮詢我的公司，經常執行無缺陷企業文化，領導們努力於激勵工作。但這會讓員工停留在自己已知的領域，固步自封，公司因此很難創新、進步，從而落了下風。
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.
我們可以通過交流，為彼此開創進步的空間，可以讓行為各屬所區的空間。何處改進？如何改進？何時決策？怎樣控損？何為成功，何時、以何種方法去支持對方，由此在我們眼前清晰展現。
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.
那要是我們發現自己長期都在高風險狀態下，並且無法開展這樣的交流怎麼辦？作為個人，我們仍可以做這下面三點：首先，我們可以在高風險的汪洋中開闢一個低風險的小島，在這裡，錯誤的後果不會太嚴重，比如，我們可以找一個導師，或是可信的同事，和他們分享想法，或是接受批評，甚至角色代入都行。或者是隨著項目的進展，舉辦反饋向會議。我們也可以抽出時間去閱讀相關書籍、看視頻或是參加在線課程。這只是幾個例子。其次，我們可以遵循著預期去執行，但將精力集中於如何在下次做的更好，就像碧昂斯，我們可以觀察並模仿專家所做。這些觀察、映射和調整屬於學習區。最終，我們可以通過和他人分享希冀在何處取得進步，通過詢問未知的問題，通過徵求反饋，通過分享我們曾經犯過的錯，和從中汲取的教訓，為彼此營造一個低風險的狀態，這樣他人也會安心地做同樣的事。
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.
進步的奧秘就在規範現行的學習行為中。如果，我們沒有把時間耗費在做事、表現、輸出上，而是更多地去探索、詢問、傾聽、實踐、斟酌、拼命去成為想成為的人，會怎麼樣？如果我們每個人，都有某些事情讓我們可為之努力，從而提高呢？如果我們可以找到，或者創造出更多的低風險地帶呢？那如果我們對於自身和團隊成員，何時需要學習，何時需要表現非常清楚呢？做到這些，我們的努力會得到更多回報，我們的進步會一往直前，我們的工作會錦上添花。謝謝大家
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