TED演讲：明明你很努力了，为什么却没有收获？
字幕摘录
| 时间 | 英文 | 中文 |
|---|---|---|
| 0:12 | Most of us go through life trying to do our best at whatever we do, | 我们大部分人过着毕生的生活 想尽我们的最大努力 |
| 0:16 | whether it's our job, family, school or anything else. | 不管是我们的工作,家庭,学校还是别的 |
| 0:21 | I feel that way. | 我觉得是这样。 |
| 0:22 | I try my best. | 我尽力了 |
| 0:24 | But some time ago, I came to the realization | 但不久前,我意识到 |
| 0:27 | that I wasn't getting much better at the things I cared most about, | 我对最关心的事情没有好过 |
| 0:30 | whether it was being a husband or a friend or a professional or teammate. | 不管是丈夫还是朋友 还是职业或队友 |
| 0:36 | And I wasn't improving much at those things, | 我并没有在那些东西上做很多改进 |
| 0:38 | even though I was still a little bit better than I am now. | 虽然我比现在还好一点 |
| 0:39 | I was spending a lot of time working hard at them. | 我花了很多时间去对付他们 |
展开字幕全文（237 条）
| 序号 | 英文 | 中文 |
|---|---|---|
| 1 | Most of us go through life trying to do our best at whatever we do, | 我们大部分人过着毕生的生活 想尽我们的最大努力 |
| 2 | whether it's our job, family, school or anything else. | 不管是我们的工作,家庭,学校还是别的 |
| 3 | I feel that way. | 我觉得是这样。 |
| 4 | I try my best. | 我尽力了 |
| 5 | But some time ago, I came to the realization | 但不久前,我意识到 |
| 6 | that I wasn't getting much better at the things I cared most about, | 我对最关心的事情没有好过 |
| 7 | whether it was being a husband or a friend or a professional or teammate. | 不管是丈夫还是朋友 还是职业或队友 |
| 8 | And I wasn't improving much at those things, | 我并没有在那些东西上做很多改进 |
| 9 | even though I was still a little bit better than I am now. | 虽然我比现在还好一点 |
| 10 | I was spending a lot of time working hard at them. | 我花了很多时间去对付他们 |
| 11 | I've since realized from conversations I've had and from research | 之后我从谈话和研究中意识到 |
| 12 | that this stagnation, despite hard work, | 尽管付出了辛勤的努力, |
| 13 | turns out to be pretty common. | 结果很常见 |
| 14 | So I'd like to share with you some insights into why that is | 所以我想和你们分享一些深刻的见解 |
| 15 | and what we can all do about it. | 我们能做些什么呢? |
| 16 | What I've learned is that the most effective people and teams in any domain | 我所学到的是 任何领域最有效的人和团队 |
| 17 | do something we can all emulate. | 做一些我们可以效仿的事。 |
| 18 | They go through life deliberately alternating between two zones, | 他们分两区轮流生活 |
| 19 | the learning zone and the performance zone. | 学习区和表演区。 |
| 20 | The learning zone is when our goal is to improve. | 学习区是当我们的目标是改善。 |
| 21 | Then we do activities designed for improvement, | 然后我们做一些旨在改进的活动, |
| 22 | concentrating on what we haven't mastered yet, | 专注于我们还没有掌握的东西, |
| 23 | which means we have to expect to make mistakes, | 这意味着我们必须期望 犯错误, |
| 24 | knowing that we will learn from them. | 知道我们会学习他们。 |
| 25 | That is very different from what we do when we're in our performance zone, | 这和我们在表演区时所做的完全不同 |
| 26 | which is when our goal is to do something as best as we can, to execute. | 我们的目标是尽我们所能 尽我们所能去执行 |
| 27 | Then we concentrate on what we have already mastered, | 然后我们集中到我们已经掌握的, |
| 28 | and we try to minimize mistakes. | 我们尽量减少错误 |
| 29 | Both of these zones should be part of our lives, | 这两个区都应该是我们生活的一部分 |
| 30 | but being clear about when we want to be in each of them, | 但当我们想加入他们的时候, |
| 31 | with what goal, focus and expectations | 目标、重点和期望 |
| 32 | helps us better perform and better improve. | 帮助我们更好地工作,更好地改进。 |
| 33 | The performance zone maximizes our immediate performance, | 性能区 最大限度地提高我们的即时性能 |
| 34 | while the learning zone maximizes our growth and our future performance. | 学习区能最大限度地实现我们的成长和未来业绩。 |
| 35 | The reason many of us don't improve much, despite our hard work, | 尽管我们辛勤工作,我们许多人没有多大改善, |
| 36 | is that we tend to spend almost all of our time in the performance zone. | 也就是说 我们几乎都花在表演区了 |
| 37 | This hinders our growth, | 这阻碍了我们的成长, |
| 38 | and ironically, over the long term, also our performance. | 具有讽刺意味的是,从长远来看,我们的表现也是如此。 |
| 39 | So what does the learning zone look like? | 学习区是什么样子的? |
| 40 | Take Demosthenes, a political leader | 拿下德摩斯提内斯,一个政治领袖 |
| 41 | and the greatest orator and lawyer in ancient Greece. | 以及古希腊最伟大的演说家和律师 |
| 42 | To become great, | 成为伟大的, |
| 43 | he didn't spend all his time just being an orator or a lawyer, | 他没有花所有的时间 仅仅作为一个演说家或律师, |
| 44 | which would be his performance zone, | 这将是他的表演区, |
| 45 | but instead, he did activities designed for improvement. | 但是,他做了一些旨在改进的活动。 |
| 46 | Of course, he studied a lot. | 当然,他学习了很多。 |
| 47 | He studied law and philosophy with guidance from mentors, | 他在导师的指导下学习法律和哲学, |
| 48 | but he also realized that being a lawyer involved persuading other people, | 但他也意识到当律师 涉及说服别人 |
| 49 | so he also studied great speeches and acting. | 于是他学习了伟大的演讲和表演。 |
| 50 | To get rid of an odd habit he had of involuntarily lifting his shoulder, | 为了摆脱他过度抬起肩膀的奇怪习惯 |
| 51 | he practiced his speeches in front of a mirror, | 他在镜子前练习演说 |
| 52 | and he suspended a sword from the ceiling | 他从天花板上拔出一把剑 |
| 53 | so that if he raised his shoulder, it would hurt. | 如果他抬起肩膀,那会很痛。 |
| 54 | To speak more clearly despite a lisp, | 说得更清楚点,尽管有LISP, |
| 55 | he went through his speeches with stones in his mouth. | 他用石头在嘴里读他的演讲 |
| 56 | He built an underground room where he could practice without interruptions | 他建造了一个地下房间,可以不间断地练习 |
| 57 | and not disturb other people, | 而不扰扰别人, |
| 58 | and since courts at the time were very noisy, | 由于当时的法庭非常吵闹, |
| 59 | he also practiced by the ocean, | 他也在海上练习, |
| 60 | projecting his voice above the roar of the waves. | 将他的声音投射在波浪的咆哮上 |
| 61 | His activities in the learning zone were very different | 他在学习区的活动很不一样 |
| 62 | from his activities in court, | 他在法庭上的活动, |
| 63 | his performance zone. | 他的表演区域。 |
| 64 | In the learning zone, | 在学习区, |
| 65 | he did what Dr. Anders Ericsson calls deliberate practice. | 他做了安德斯·爱立信博士所说的刻意练习 |
| 66 | This involves breaking down abilities into component skills, | 这涉及到将能力细分为组成部分技能, |
| 67 | being clear about what sub-skills we're working to improve, | 清楚我们努力改进的副技能 |
| 68 | by keeping our shoulders down, | 通过保持我们的肩膀下, |
| 69 | giving full concentration to a high level of challenge | 充分集中力量应对高度挑战 |
| 70 | outside our comfort zone, | 在我们的舒适区之外 |
| 71 | just beyond what we can currently do, | 超越我们目前所能做的 |
| 72 | using frequent feedback with repetition and adjustments, | 利用经常反馈的重复和调整, |
| 73 | and ideally, engaging the guidance of a skilled coach, | 最理想的是,请一位熟练的教练指导, |
| 74 | because activities designed for improvement are domain-specific, | 因为旨在改进的活动是针对具体领域的, |
| 75 | and great teachers and coaches know what those activities are | 伟大的教师和教练知道这些活动是什么 |
| 76 | and can also give us expert feedback. | 也可以给我们专家的反馈。 |
| 77 | It is this type of practice in the learning zone | 学区就是这样的 |
| 78 | which leads to substantial improvement, | 这能带来重大改善, |
| 79 | not just time on task, performing. | 不只是时间 任务,表演。 |
| 80 | For example, research shows that after the first couple of years | 例如,研究表明,头几年之后 |
| 81 | of working in a profession, performance usually plateaus. | 在职业中工作, 表现通常高。 |
| 82 | This has been shown to be true in teaching, general medicine, | 这在教学和一般医学上都证明是真实的 |
| 83 | nursing and other fields. | 护理和其他领域。 |
| 84 | And it happens because once we think we've become good enough, adequate, | 它发生,因为一旦我们觉得 我们变得足够好,足够, |
| 85 | then we stop spending time in the learning zone. | 然后我们停止在学习区花时间。 |
| 86 | We focus all our time on just doing our job, performing, | 我们全神贯注在做我们的工作 表演 |
| 87 | which turns out not to be a great way to improve. | 事实证明,这不是一个伟大的改进方法。 |
| 88 | But the people who continue to spend time in the learning zone | 但那些在学习区继续度过的人 |
| 89 | do continue to always improve. | 情况继续改善。 |
| 90 | The best salespeople, at least once a week, | 最好的推销员,至少每周一次, |
| 91 | do activities with the goal of improvement. | 开展旨在改进的活动。 |
| 92 | They read to extend their knowledge, | 他们诵读以扩展知识, |
| 93 | consult with colleagues or domain experts, | 与同事或领域专家磋商, |
| 94 | try out new strategies, solicit feedback and reflect. | 尝试新的战略,征求反馈和反思。 |
| 95 | The best chess players spend a lot of time | 最好的棋手花了很多时间 |
| 96 | not playing games of chess, which would be their performance zone, | 不玩象棋, 这将是他们的表演区, |
| 97 | but trying to predict the moves grandmasters made and analyzing them. | 但试图预测奶奶们的动作 并分析它们。 |
| 98 | Each of us has probably spent many, many, many hours | 我们每个人可能都花了很多,很多,很多小时 |
| 99 | typing on a computer without getting faster. | 在电脑上打字时没有加快速度. |
| 100 | But if we spent 10 to 20 minutes each day | 但是如果我们每天花10到20分钟 |
| 101 | fully concentrated on typing 10 to 20 percent faster | 完全集中于打字速度快10%至20% |
| 102 | than our current reliable speed, we would get faster, | 比现在的可靠速度还要快 |
| 103 | especially if we also identified what mistakes we're making | 特别是如果我们也发现了我们犯的错误 |
| 104 | and practiced typing those words. | 并练习打字。 |
| 105 | That's deliberate practice. | 这是故意的 |
| 106 | In what other parts of our lives, perhaps that we care more about, | 在我们生活的其他部分 也许我们更关心 |
| 107 | are we working hard but not improving much | 我们努力工作,但进展不大 |
| 108 | because we're always in the performance zone? | 因为我们总是在表演区? |
| 109 | Now, this is not to say that the performance zone has no value. | 这并不是说表演区没有价值 |
| 110 | It very much does. | 甚处来. |
| 111 | When I needed knee surgery, | 当我需要膝盖手术时 |
| 112 | I didn't tell the surgeon, | 我没有告诉外科医生, |
| 113 | poke around in there and focus on what you don't know. | 调查一下你不知道的事 |
| 114 | We'll learn from your mistakes. | 我们会从你们的错误中吸取教训 |
| 115 | I look for a surgeon who I thought would do a good job, | 我找一个外科医生 我以为他能做个好工作 |
| 116 | and I wanted her to do a good job. | 我希望她做一个好工作。 |
| 117 | Being in the performance zone allows us to get things done | 身处表演区 就能把事情办好 |
| 118 | as best as we can. | 尽我们所能 |
| 119 | It can also be motivating, | 也可以是激励, |
| 120 | and it provides us with information to identify what to focus on next | 它为我们提供了信息,以确定下一步的重点 |
| 121 | when we go back to the learning zone. | 当我们回到学习区。 |
| 122 | So the way to high performance | 因此,通往高性能之路 |
| 123 | is to alternate between the learning zone and the performance zone, | 在学习区和表演区之间交替 |
| 124 | purposefully building our skills in the learning zone | 故意在学习区培养我们的技能 |
| 125 | then applying those skills in the performance zone. | 然后将这些技能应用到表演区。 |
| 126 | When Beyoncé is on tour, | 碧昂丝在巡演时 |
| 127 | during the concert, she's in her performance zone. | 在演唱会期间,她处于表演区. |
| 128 | But every night, when she gets back to the hotel room, | 但每晚,当她回到酒店房间, |
| 129 | she goes right back into her learning zone. | 她回到她的学习领域。 |
| 130 | She watches a video of the show that just ended. | 她看了一部刚刚结束的节目的录像. |
| 131 | She identifies opportunities for improvement for herself, her dancers | 她为她自己、舞蹈家 找出了改善的机会 |
| 132 | and her camera staff. | 还有她的摄影师 |
| 133 | And the next morning, | 第二天早晨, |
| 134 | everyone receives pages of notes with what to adjust, | 每个人都收到几页的注解 需要调整什么, |
| 135 | which they then work on during the day before the next performance. | 然后在下一场演出的前一天工作。 |
| 136 | It's a spiral to ever-increasing capabilities, | 它是一个螺旋向不断增强的能力, |
| 137 | but we need to know when we seek to learn and when we seek to perform. | 但我们需要知道我们何时努力学习,何时努力工作。 |
| 138 | And while we want to spend time doing both, | 虽然我们想花时间 既做两个, |
| 139 | the more time we spend in the learning zone, | 我们花在学习区的时间越多 |
| 140 | the more we'll improve. | 越好,我们就越好。 |
| 141 | So how can we spend more time in the learning zone? | 我们怎样才能在学习区多花点时间呢? |
| 142 | First, we must believe and understand that we can improve, | 首先,我们必须相信和理解,我们可以改进, |
| 143 | what we call a growth mindset. | 我们称之为增长思维。 |
| 144 | Second, we must want to improve at that particular skill. | 第二,我们必须提高这种特殊技能。 |
| 145 | There has to be a purpose we care about, | 一定有我们在乎的目的 |
| 146 | because it takes time and effort. | 因为它需要时间和精力。 |
| 147 | Third, we must have an idea about how to improve, | 第三,我们必须有一个想法 如何改进, |
| 148 | what we can do to improve. | 我们能做些什么来改进。 |
| 149 | Not how I used to practice a guitar as a teenager, | 不像我少年时代练吉他的样子 |
| 150 | performing songs over and over again, | 一遍又一遍地表演歌曲, |
| 151 | but doing deliberate practice. | 但却是故意的。 |
| 152 | And fourth, we must be in a low-stakes situation, | 第四,我们必须处于低调状态, |
| 153 | because if mistakes are to be expected, | 因为要是出现错误 |
| 154 | then the consequence of making them must not be catastrophic | 那么制造它们的后果 一定不会是灾难性的 |
| 155 | or even very significant. | 甚至非常重大。 |
| 156 | A tightrope walker doesn't practice new tricks | 紧身行者不练新把戏 |
| 157 | without a net underneath, | 没有网底, |
| 158 | and an athlete wouldn't set out to first try a new move | 选手不会开始尝试新的动作 |
| 159 | during a championship match. | 在一场冠军赛上 |
| 160 | One reason that in our lives, | 一个原因 在我们的生活中, |
| 161 | we spend so much time in the performance zone | 我们花这么多时间在表演区 |
| 162 | is that our environments often are unnecessarily high-stakes. | 我们的环境往往不必要地高涨。 |
| 163 | We create social risks for one another, | 我们为彼此制造社会风险, |
| 164 | even in schools which are supposed to be all about learning, | 即使在学校里 应该是所有关于学习, |
| 165 | and I'm not talking about standardized tests. | 我不是在说标准化测试 |
| 166 | I mean that every minute of every day, | 我的意思是,每一分钟的每一天, |
| 167 | many students in elementary schools through colleges | 许多小学学生通过学院就读 |
| 168 | feel that if they make a mistake, others will think less of them. | 觉得如果他们犯了错误,其他人会少考虑他们. |
| 169 | No wonder they're always stressed out | 难怪他们总是这么紧张 |
| 170 | and not taking the risks necessary for learning. | 而不承担学习所必需的风险。 |
| 171 | But they learn that mistakes are undesirable, inadvertently, | 但他们知道错误是不可取的 无意中 |
| 172 | when teachers or parents are eager to hear just correct answers | 当老师或家长渴望听到正确的答案时 |
| 173 | and reject mistakes rather than welcome and examine them to learn from them, | 否认错误,而不喜悦, |
| 174 | or when we look for narrow responses | 或当我们寻找狭隘的反应 |
| 175 | rather than encourage more exploratory thinking | 而不是鼓励更多的探索性思考 |
| 176 | that we can all learn from. | 我们都能从中吸取教训。 |
| 177 | When our homework or student work has a number or a letter on it | 当我们的功课或学生工作 上面有号码或信件 |
| 178 | and counts toward a final grade, | 数到最后的成绩, |
| 179 | rather than being used for practice, mistakes, feedback and revision, | 而不是用于实践、错误、反馈和修订, |
| 180 | we send the message that school is a performance zone. | 我们传递的信息,学校是一个表演区。 |
| 181 | The same is true in our workplaces. | 我们工作场所的情况也是如此。 |
| 182 | In the companies I consult with, | 在我咨询的公司里 |
| 183 | I often see flawless execution cultures, | 我经常看到无瑕疵的处决文化, |
| 184 | which leaders foster to encourage great work, | 领导人鼓励伟大的工作, |
| 185 | but it leads employees to stay within what they know | 但它导致员工 留在他们所知道的 |
| 186 | and not try new things, | 不要尝试新的事物, |
| 187 | so companies struggle to innovate and improve, | 因此,公司挣扎 创新和改进, |
| 188 | and they fall behind. | 他们落在后面。 |
| 189 | We can create more spaces for growth | 我们可以创造更多的增长空间 |
| 190 | by starting conversations with one another | 通过开始彼此的对话 |
| 191 | about when we want to be in each zone, | 当我们想在每一区, |
| 192 | what do we want to get better at and how, | 我们想得到更好的,如何, |
| 193 | and when do we want to execute and minimize mistakes. | 我们什么时候要执行和尽量减少错误。 |
| 194 | That way, we gain clarity about what success is, | 这样,我们就能明确什么是成功, |
| 195 | when and how to best support one another. | 何时以及如何相互支持 |
| 196 | But what if we find ourselves in a chronic high-stakes setting | 但是,如果我们发现我们自己 在一个长期高收 |
| 197 | and we feel we can't start those conversations yet? | 我们觉得我们还没能开始这些对话? |
| 198 | Then here are three things we can still do as individuals. | 那么这里有三件事,我们作为个人仍然可以做。 |
| 199 | First, we can create low-stakes islands in an otherwise high-stakes sea. | 首先,我们可以在海中造出低沉的岛屿。 |
| 200 | These are spaces where mistakes have little consequence. | 这些都是错误影响不大的空间。 |
| 201 | For example, we might find a mentor or a trusted colleague | 举例来说,我们可能会找到导师或信任的同事 |
| 202 | with whom we can exchange ideas | 我们能和谁交流想法 |
| 203 | or have vulnerable conversations or even role play, | 或有脆弱的对话或甚至角色扮演, |
| 204 | or we can ask for feedback-oriented meetings as projects progress, | 或者我们可以要求召开以反馈为导向的会议 随着项目的进展, |
| 205 | or we can set aside time to read or watch videos | 或者我们可以腾出时间看视频 |
| 206 | or take online courses. | 或者上在线课程。 |
| 207 | Those are just some examples. | 这些只是一些例子。 |
| 208 | Second, we can execute and perform as we're expected, | 第二,我们可以按预期执行 |
| 209 | but then reflect on what we could do better next time, | 但再想想我们下次能做得更好 |
| 210 | like Beyoncé does, | 就像碧昂丝那样 |
| 211 | and we can observe and emulate experts. | 我们可以观察和效仿专家。 |
| 212 | The observation, reflection and adjustment is a learning zone. | 观察,反思和调整是一个学习区. |
| 213 | And finally, we can lead and lower the stakes for others | 最后,我们可以引导和降低他人的利害关系 |
| 214 | by sharing what we want to get better at, | 通过分享我们想要更好的东西, |
| 215 | by asking questions about what we don't know, | 问我们不知道的事 |
| 216 | by soliciting feedback and by sharing our mistakes | 通过征求反馈和分享我们的错误 |
| 217 | and what we've learned from them so that others can feel safe to do the same. | 以及我们从他们身上学到的东西 这样其他人就能安全地做同样的事情 |
| 218 | Real confidence is about modeling ongoing learning. | 真正的自信在于模拟不断学习。 |
| 219 | What if, instead of spending our lives doing, doing, doing, | 如果,不花我们的生活做,做,做, |
| 220 | performing, performing, performing, | 表演、表演、表演、表演、 |
| 221 | we spent more time exploring, | 我们花了更多的时间探索, |
| 222 | asking, | 问, |
| 223 | listening, | 听着, |
| 224 | experimenting, | 实验, |
| 225 | reflecting, | 反映, |
| 226 | striving | 奋斗 |
| 227 | and becoming? | 而成为? |
| 228 | What if we each always had something | 狦и–常Τぐ或 |
| 229 | we were working to improve? | 我们在努力改善? |
| 230 | What if we created more low-stakes islands and waters? | 如果我们创造了更多的低沉的岛屿和水域呢? |
| 231 | And what if we got clear, | 狦и睲贰 |
| 232 | within ourselves and with our teammates, | 与我们的队友, |
| 233 | about when we seek to learn and when we seek to perform, | 关于当我们寻求学习和 当我们寻求表演, |
| 234 | so that our efforts can become more consequential, | 以便我们的努力能够变得更有成效, |
| 235 | our improvement never-ending, | 我们的进步永无止境, |
| 236 | and our best even better? | 而我们最好的甚至更好? |
| 237 | Thank you. | 谢谢 |
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