TED | 如何把你重视的事情做得更好

演讲精彩片段（节选）欣赏

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.

老师、家长对正确答案趋之若鹜的态度，无意中让学生抗拒犯错，而不是勇于试错、检视过错、 并从中吸取教训，我们也只想要“标准答案”，而不是激励学生去进行 大有裨益的开拓性思考。一旦学生的作业、作品，都会被评定等级、标上分数，最后被记入期末成绩， 它们就起不到练习、试错、反馈、修正的作用了，我们让孩子误认为学校是展现区。

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.

职场中也同样如此。那些咨询我的公司，经常执行无缺陷企业文化，领导们努力于激励工作。但这会让员工停留在自己已知的领域，固步自封，公司因此很难创新、进步，从而落了下风。

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.

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.

我们可以通过交流，为彼此开创进步的空间，可以让行为各属所区的空间。何处改进？如何改进？何时决策？怎样控损？何为成功，何时、以何种方法去支持对方，由此在我们眼前清晰展现。那要是我们发现自己长期都在高风险状态下，并且无法开展这样的交流怎么办？作为个人，我们仍可以做这下面三点。

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.

首先，我们可以在高风险的汪洋中开辟一个低风险的小岛，在这里，错误的后果不会太严重，比如，我们可以找一个导师，或是可信的同事，和他们分享想法，或是接受批评，甚至角色代入都行。或者是随着项目的进展，举办反馈向会议。我们也可以抽出时间去阅读相关书籍、看视频或是参加在线课程。这只是几个例子。

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.

其次，我们可以遵循着预期去执行，但将精力集中于如何在下次做的更好，就像碧昂斯， 我们可以观察并模仿专家所做。这些观察、映射和调整属于学习区。 最终，我们可以通过和他人分享希冀在何处取得进步，通过询问未知的问题，通过征求反馈，通过分享我们曾经犯过的错，和从中汲取的教训，为彼此营造一个低风险的状态，这样他人也会安心地做同样的事。

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?

进步的奥秘就在规范现行的学习行为中。如果，我们没有把时间耗费在做事、表现、输出上，而是更多地去探索、询问、倾听、 实践、斟酌、拼命去成为想成为的人，会怎么样？如果我们每个人，都有某些事情 让我们可为之努力，从而提高呢？

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?

如果我们可以找到，或者创造出更多的低风险地带呢？那如果我们对于自身和团队成员，何时需要学习，何时需要表现非常清楚呢？做到这些，我们的努力会得到更多回报，我们的进步会一往直前，我们的工作会锦上添花。