0:00:15.569,0:00:19.585 Most of us go through life trying[br]to do our best at whatever we do, 0:00:19.609,0:00:22.185 whether it's our job, family, school 0:00:22.209,0:00:23.409 or anything else. 0:00:24.049,0:00:25.849 I feel that way. I try my best. 0:00:26.729,0:00:29.625 But some time ago, I came to a realization 0:00:29.649,0:00:33.425 that I wasn't getting much better[br]at the things I cared most about, 0:00:33.449,0:00:36.625 whether it was being a husband or a friend 0:00:36.649,0:00:38.865 or a professional or teammate, 0:00:38.889,0:00:40.905 and I wasn't improving[br]much at those things 0:00:40.929,0:00:43.465 even though I was spending a lot of time 0:00:43.489,0:00:44.689 working hard at them. 0:00:46.009,0:00:49.385 I've since realized from conversations[br]I've had and from research 0:00:49.409,0:00:52.065 that this stagnation, despite hard work, 0:00:52.089,0:00:53.825 turns out to be pretty common. 0:00:53.849,0:00:56.705 So I'd like to share with you[br]some insights into why that is 0:00:56.729,0:00:58.253 and what we can all do about it. 0:00:58.969,0:01:01.465 What I've learned[br]is that the most effective people 0:01:01.489,0:01:03.465 and teams in any domain 0:01:03.489,0:01:05.129 do something we can all emulate. 0:01:05.809,0:01:09.865 They go through life deliberately[br]alternating between two zones: 0:01:09.889,0:01:11.969 the learning zone[br]and the performance zone. 0:01:12.969,0:01:15.625 The learning zone[br]is when our goal is to improve. 0:01:15.649,0:01:18.745 Then we do activities[br]designed for improvement, 0:01:18.769,0:01:21.225 concentrating on what[br]we haven't mastered yet, 0:01:21.249,0:01:23.705 which means we have to expect[br]to make mistakes, 0:01:23.729,0:01:25.529 knowing that we will learn from them. 0:01:25.969,0:01:29.705 That is very different from what we do[br]when we're in our performance zone, 0:01:29.729,0:01:34.025 which is when our goal is to do something[br]as best as we can, to execute. 0:01:34.049,0:01:36.665 Then we concentrate[br]on what we have already mastered 0:01:36.689,0:01:38.449 and we try to minimize mistakes. 0:01:39.649,0:01:42.065 Both of these zones[br]should be part of our lives, 0:01:42.089,0:01:45.345 but being clear about[br]when we want to be in each of them, 0:01:45.369,0:01:47.665 with what goal, focus and expectations, 0:01:47.689,0:01:50.505 helps us better perform[br]and better improve. 0:01:50.529,0:01:53.465 The performance zone maximizes[br]our immediate performance, 0:01:53.489,0:01:55.585 while the learning zone[br]maximizes our growth 0:01:55.609,0:01:56.895 and our future performance. 0:01:58.129,0:02:00.185 The reason many of us don't improve much 0:02:00.209,0:02:01.945 despite our hard work 0:02:01.969,0:02:05.969 is that we tend to spend almost[br]all of our time in the performance zone. 0:02:06.689,0:02:08.065 This hinders our growth, 0:02:08.089,0:02:11.169 and ironically, over the long term,[br]also our performance. 0:02:12.849,0:02:14.809 So what does the learning zone look like? 0:02:15.569,0:02:17.585 Take Demosthenes, a political leader 0:02:17.609,0:02:20.449 and the greatest orator[br]and lawyer in ancient Greece. 0:02:21.049,0:02:24.704 To become great,[br]he didn't spend all his time 0:02:24.728,0:02:27.145 just being an orator or a lawyer, 0:02:27.169,0:02:29.345 which would be his performance zone. 0:02:29.369,0:02:31.989 But instead, he did activities[br]designed for improvement. 0:02:32.409,0:02:33.785 Of course, he studied a lot. 0:02:33.809,0:02:36.625 He studied law and philosophy[br]with guidance from mentors, 0:02:36.649,0:02:41.185 but he also realized that being a lawyer[br]involved persuading other people, 0:02:41.209,0:02:43.585 so he also studied great speeches 0:02:43.609,0:02:44.809 and acting. 0:02:45.449,0:02:49.745 To get rid of an odd habit he had[br]of involuntarily lifting his shoulder, 0:02:49.769,0:02:52.185 he practiced his speeches[br]in front of a mirror, 0:02:52.209,0:02:55.185 and he suspended a sword from the ceiling 0:02:55.209,0:02:56.945 so that if he raised his shoulder, 0:02:56.969,0:02:58.185 it would hurt. 0:02:58.209,0:02:59.825 (Laughter) 0:02:59.849,0:03:01.985 To speak more clearly despite a lisp, 0:03:02.009,0:03:04.849 he went through his speeches[br]with stones in his mouth. 0:03:05.649,0:03:07.025 He built an underground room 0:03:07.049,0:03:09.185 where he could practice[br]without interruptions 0:03:09.209,0:03:10.625 and not disturb other people. 0:03:10.649,0:03:12.785 And since courts at the time[br]were very noisy, 0:03:12.809,0:03:14.665 he also practiced by the ocean, 0:03:14.689,0:03:17.249 projecting his voice[br]above the roar of the waves. 0:03:18.209,0:03:19.905 His activities in the learning zone 0:03:19.929,0:03:22.425 were very different[br]from his activities in court, 0:03:22.449,0:03:23.729 his performance zone. 0:03:24.569,0:03:25.785 In the learning zone, 0:03:25.809,0:03:28.585 he did what Dr. Anders Ericsson[br]calls deliberate practice. 0:03:28.609,0:03:32.145 This involves breaking down[br]abilities into component skills, 0:03:32.169,0:03:35.065 being clear about what subskill[br]we're working to improve, 0:03:35.089,0:03:37.065 like keeping our shoulders down, 0:03:37.089,0:03:39.945 giving full concentration[br]to a high level of challenge 0:03:39.969,0:03:41.385 outside our comfort zone, 0:03:41.409,0:03:43.745 just beyond what we can currently do, 0:03:43.769,0:03:46.985 using frequent feedback[br]with repetition and adjustments, 0:03:47.009,0:03:49.985 and ideally engaging the guidance[br]of a skilled coach, 0:03:50.009,0:03:52.065 because activities[br]designed for improvement 0:03:52.089,0:03:53.345 are domain-specific, 0:03:53.369,0:03:56.265 and great teachers and coaches[br]know what those activities are 0:03:56.289,0:03:58.169 and can also give us expert feedback. 0:03:58.769,0:04:01.465 It is this type of practice[br]in the learning zone 0:04:01.489,0:04:03.385 which leads to substantial improvement, 0:04:03.409,0:04:05.769 not just time on task performing. 0:04:06.769,0:04:09.945 For example, research shows[br]that after the first couple of years 0:04:09.969,0:04:11.225 working in a profession, 0:04:11.249,0:04:13.585 performance usually plateaus. 0:04:13.609,0:04:16.665 This has been shown to be true[br]in teaching, general medicine, 0:04:16.689,0:04:18.385 nursing and other fields, 0:04:18.409,0:04:22.145 and it happens because once we think[br]we have become good enough, 0:04:22.169,0:04:23.385 adequate, 0:04:23.409,0:04:25.665 then we stop spending time[br]in the learning zone. 0:04:25.689,0:04:27.865 We focus all our time[br]on just doing our job, 0:04:27.889,0:04:29.105 performing, 0:04:29.129,0:04:31.449 which turns out not to be[br]a great way to improve. 0:04:31.969,0:04:34.905 But the people who continue[br]to spend time in the learning zone 0:04:34.929,0:04:37.065 do continue to always improve. 0:04:37.089,0:04:39.505 The best salespeople at least once a week 0:04:39.529,0:04:42.145 do activities with[br]the goal of improvement. 0:04:42.169,0:04:43.945 They read to extend their knowledge, 0:04:43.969,0:04:46.385 consult with colleagues or domain experts, 0:04:46.409,0:04:49.409 try out new strategies,[br]solicit feedback and reflect. 0:04:50.169,0:04:51.785 The best chess players 0:04:51.809,0:04:55.345 spend a lot of time[br]not playing games of chess, 0:04:55.369,0:04:57.305 which would be their performance zone, 0:04:57.329,0:05:00.809 but trying to predict the moves[br]grand masters made and analyzing them. 0:05:01.729,0:05:05.825 Each of us has probably spent[br]many, many, many hours 0:05:05.849,0:05:07.385 typing on a computer 0:05:07.409,0:05:08.985 without getting faster, 0:05:09.009,0:05:12.425 but if we spent 10 to 20 minutes each day 0:05:12.449,0:05:15.625 fully concentrating[br]on typing 10 to 20 percent faster 0:05:15.649,0:05:17.225 than our current reliable speed, 0:05:17.249,0:05:18.505 we would get faster, 0:05:18.529,0:05:21.545 especially if we also identified[br]what mistakes we're making 0:05:21.569,0:05:23.529 and practiced typing those words. 0:05:24.209,0:05:25.609 That's deliberate practice. 0:05:27.089,0:05:28.825 In what other parts of our lives, 0:05:28.849,0:05:30.545 perhaps that we care more about, 0:05:30.569,0:05:33.105 are we working hard but not improving much 0:05:33.129,0:05:35.449 because we're always[br]in the performance zone? 0:05:37.369,0:05:40.345 Now, this is not to say[br]that the performance zone has no value. 0:05:40.369,0:05:41.585 It very much does. 0:05:41.609,0:05:44.265 When I needed a knee surgery,[br]I didn't tell the surgeon, 0:05:44.289,0:05:46.945 "Poke around in there[br]and focus on what you don't know." 0:05:46.969,0:05:47.985 (Laughter) 0:05:48.009,0:05:49.609 "We'll learn from your mistakes!" 0:05:50.489,0:05:53.745 I looked for a surgeon[br]who I felt would do a good job, 0:05:53.769,0:05:55.409 and I wanted her to do a good job. 0:05:55.969,0:05:57.385 Being in the performance zone 0:05:57.409,0:06:00.049 allows us to get things done[br]as best as we can. 0:06:00.609,0:06:01.985 It can also be motivating, 0:06:02.009,0:06:05.585 and it provides us with information[br]to identify what to focus on next 0:06:05.609,0:06:07.905 when we go back to the learning zone. 0:06:07.929,0:06:09.625 So the way to high performance 0:06:09.649,0:06:13.345 is to alternate between the learning zone[br]and the performance zone, 0:06:13.369,0:06:15.905 purposefully building our skills[br]in the learning zone, 0:06:15.929,0:06:18.329 then applying those skills[br]in the performance zone. 0:06:19.369,0:06:21.385 When Beyoncé is on tour, 0:06:21.409,0:06:24.585 during the concert,[br]she's in her performance zone, 0:06:24.609,0:06:27.105 but every night when she[br]gets back to the hotel room, 0:06:27.129,0:06:29.345 she goes right back[br]into her learning zone. 0:06:29.369,0:06:32.145 She watches a video[br]of the show that just ended. 0:06:32.169,0:06:34.305 She identifies opportunities[br]for improvement, 0:06:34.329,0:06:36.945 for herself, her dancers[br]and her camera staff. 0:06:36.969,0:06:38.225 And the next morning, 0:06:38.249,0:06:41.305 everyone receives pages of notes[br]with what to adjust, 0:06:41.329,0:06:45.305 which they then work on during the day[br]before the next performance. 0:06:45.329,0:06:46.545 It's a spiral 0:06:46.569,0:06:48.145 to ever-increasing capabilities, 0:06:48.169,0:06:51.785 but we need to know when we seek to learn,[br]and when we seek to perform, 0:06:51.809,0:06:53.865 and while we want[br]to spend time doing both, 0:06:53.889,0:06:55.985 the more time we spend[br]in the learning zone, 0:06:56.009,0:06:57.249 the more we'll improve. 0:06:58.169,0:07:00.569 So how can we spend[br]more time in the learning zone? 0:07:01.849,0:07:05.025 First, we must believe and understand 0:07:05.049,0:07:06.385 that we can improve, 0:07:06.409,0:07:07.929 what we call a growth mindset. 0:07:08.649,0:07:11.905 Second, we must want[br]to improve at that particular skill. 0:07:11.929,0:07:13.865 There has to be a purpose we care about, 0:07:13.889,0:07:15.489 because it takes time and effort. 0:07:16.169,0:07:19.185 Third, we must have an idea[br]about how to improve, 0:07:19.209,0:07:20.905 what we can do to improve, 0:07:20.929,0:07:23.505 not how I used to practice[br]the guitar as a teenager, 0:07:23.529,0:07:25.625 performing songs over and over again, 0:07:25.649,0:07:27.129 but doing deliberate practice. 0:07:27.769,0:07:31.369 And fourth, we must be[br]in a low-stakes situation, 0:07:31.969,0:07:34.185 because if mistakes are to be expected, 0:07:34.209,0:07:37.225 then the consequence of making them[br]must not be catastrophic, 0:07:37.249,0:07:38.489 or even very significant. 0:07:39.049,0:07:42.745 A tightrope walker doesn't practice[br]new tricks without a net underneath, 0:07:42.769,0:07:45.385 and an athlete wouldn't set out[br]to first try a new move 0:07:45.409,0:07:46.743 during a championship match. 0:07:47.929,0:07:49.585 One reason that in our lives 0:07:49.609,0:07:52.065 we spend so much time[br]in the performance zone 0:07:52.089,0:07:56.169 is that our environments[br]often are, unnecessarily, high stakes. 0:07:57.009,0:07:59.225 We create social risks for one another, 0:07:59.249,0:08:02.105 even in schools which are supposed[br]to be all about learning, 0:08:02.129,0:08:04.265 and I'm not talking[br]about standardized tests. 0:08:04.289,0:08:06.505 I mean that every minute of every day, 0:08:06.529,0:08:09.225 many students in elementary[br]schools through colleges 0:08:09.249,0:08:12.665 feel that if they make a mistake,[br]others will think less of them. 0:08:12.689,0:08:14.625 No wonder they're always stressed out 0:08:14.649,0:08:16.889 and not taking the risks[br]necessary for learning. 0:08:17.569,0:08:19.825 But they learn[br]that mistakes are undesirable 0:08:19.849,0:08:21.105 inadvertently 0:08:21.129,0:08:24.625 when teachers or parents[br]are eager to hear just correct answers 0:08:24.649,0:08:27.305 and reject mistakes[br]rather than welcome and examine them 0:08:27.329,0:08:28.585 to learn from them, 0:08:28.609,0:08:30.345 or when we look for narrow responses 0:08:30.369,0:08:32.585 rather than encourage[br]more exploratory thinking 0:08:32.609,0:08:33.945 that we can all learn from. 0:08:33.969,0:08:37.065 When all homework or student work[br]has a number or a letter on it, 0:08:37.089,0:08:38.825 and counts towards a final grade, 0:08:38.849,0:08:42.425 rather than being used for practice,[br]mistakes, feedback and revision, 0:08:42.449,0:08:45.649 we send the message[br]that school is a performance zone. 0:08:47.049,0:08:49.105 The same is true in our workplaces. 0:08:49.129,0:08:53.145 In the companies I consult with,[br]I often see flawless execution cultures 0:08:53.169,0:08:55.745 which leaders foster[br]to encourage great work. 0:08:55.769,0:08:58.305 But that leads employees[br]to stay within what they know 0:08:58.329,0:08:59.585 and not try new things, 0:08:59.609,0:09:01.945 so companies struggle[br]to innovate and improve, 0:09:01.969,0:09:03.169 and they fall behind. 0:09:04.769,0:09:07.065 We can create more spaces for growth 0:09:07.089,0:09:09.145 by starting conversations with one another 0:09:09.169,0:09:11.449 about when we want to be in each zone. 0:09:12.049,0:09:14.745 What do we want to get better at and how? 0:09:14.769,0:09:17.769 And when do we want[br]to execute and minimize mistakes? 0:09:18.489,0:09:21.505 That way, we gain clarity[br]about what success is, 0:09:21.529,0:09:23.609 when, and how to best support one another. 0:09:24.809,0:09:27.905 But what if we find ourselves[br]in a chronic high-stakes setting 0:09:27.929,0:09:30.649 and we feel we can't[br]start those conversations yet? 0:09:31.529,0:09:34.625 Then here are three things[br]that we can still do as individuals. 0:09:34.649,0:09:38.929 First, we can create low-stakes islands[br]in an otherwise high-stakes sea. 0:09:39.449,0:09:42.185 These are spaces where mistakes[br]have little consequence. 0:09:42.209,0:09:45.665 For example, we might find[br]a mentor or a trusted colleague 0:09:45.689,0:09:48.865 with whom we can exchange ideas[br]or have vulnerable conversations 0:09:48.889,0:09:50.265 or even role-play. 0:09:50.289,0:09:53.905 Or we can ask for feedback-oriented[br]meetings as projects progress. 0:09:53.929,0:09:58.065 Or we can set aside time to read[br]or watch videos or take online courses. 0:09:58.089,0:09:59.489 Those are just some examples. 0:10:00.169,0:10:04.345 Second, we can execute[br]and perform as we're expected, 0:10:04.369,0:10:06.945 but then reflect on what[br]we could do better next time, 0:10:06.969,0:10:08.225 like Beyoncé does, 0:10:08.249,0:10:10.385 and we can observe and emulate experts. 0:10:10.409,0:10:13.929 The observation, reflection[br]and adjustment is a learning zone. 0:10:14.689,0:10:16.889 And finally, we can lead 0:10:17.569,0:10:21.145 and lower the stakes for others[br]by sharing what we want to get better at, 0:10:21.169,0:10:23.665 by asking questions[br]about what we don't know, 0:10:23.689,0:10:26.185 by soliciting feedback[br]and by sharing our mistakes 0:10:26.209,0:10:27.825 and what we've learned from them, 0:10:27.849,0:10:29.929 so that others[br]can feel safe to do the same. 0:10:30.569,0:10:34.089 Real confidence is about[br]modeling ongoing learning. 0:10:35.689,0:10:40.145 What if, instead of spending[br]our lives doing, doing, doing, 0:10:40.169,0:10:42.265 performing, performing, performing, 0:10:42.289,0:10:44.569 we spent more time exploring, 0:10:45.449,0:10:46.865 asking, 0:10:46.889,0:10:48.185 listening, 0:10:48.209,0:10:51.305 experimenting, reflecting, 0:10:51.329,0:10:53.809 striving and becoming? 0:10:55.129,0:10:57.945 What if we each always had something 0:10:57.969,0:10:59.489 we were working to improve? 0:11:00.569,0:11:02.985 What if we created more low-stakes islands 0:11:03.009,0:11:04.209 and waters? 0:11:04.649,0:11:07.105 And what if we got clear, 0:11:07.129,0:11:09.505 within ourselves and with our teammates, 0:11:09.529,0:11:13.065 about when we seek to learn[br]and when we seek to perform, 0:11:13.089,0:11:16.145 so that our efforts[br]can become more consequential, 0:11:16.169,0:11:18.825 our improvement never-ending 0:11:18.849,0:11:21.129 and our best even better? 0:11:21.809,0:11:23.023 Thank you. 0:11:23.047,0:11:26.722 (Applause)