Beyond boundaries.

超越界線。

What a theme, huh?

多棒的主題，對吧?

Now, when I think of boundaries,

現在，當我想到界線時，

I think of rules, regulations, and restrictions.

我想到規則、法規和限制。

And I think of the parents, and the teachers, and the supervisors,

我想到父母、老師和主管，

who hold us accountable with regard to those boundaries.

也就是那些確保我們不違規的人們。

That's not a bad thing.

這不是件壞事。

Yeah, I know, if you're like me, I need supervisors,

對，我知道，如果你是像我這樣的人， 我需要主管，

I need someone holding me accountable to do the right thing.

我需要有人監督，讓我去做正確的事情

But beyond boundaries is something different.

但超越界線是另一回事。

I think of those leaders, those teachers, those supervisors, those parents

讓我想到那些 領導人、老師、主管、父母，

who inspire us to go beyond the call of duty,

他們啟發我們除了盡責任以外，

to do more than we have to,

去做更多的事，

to do it not because they tell us, but because we want to.

不是因為他們要求我們， 而是因為我們想要。

I would like to share with you

我想和各位分享

what the research says about how to make that happen.

關於如何讓這件事情發生的研究。

And not just for other people, but for yourself.

而且不是為了別人，而是為你自己。

Here is the deal, how could we inspire people and ourselves to be self-motivated?

事情是這樣的，我們如何 啟發別人、自己產生自我動機?

There is another word. It's called "empowerment".

有另一個詞，叫做「賦權」。

You've heard that word, right?

你們聽過這個詞，對吧?

Now, the management definition of empowerment is,

管理學對賦權的定義是：

"Get it done. Just get it done.

「把事情完成。把它解決掉就對了。

With fewer resources and less time, I empower you, make it happen."

用更少的資源和更短的時間， 我授權你，完成它吧。」

I'm talking about feeling empowered.

我在說的是被賦權的感覺。

That's different.

那是不一樣的。

Feeling empowered is when you're self-motivated.

當你有自我動機時，賦權的感覺會出現。

Now, if you want to know if you feel empowered,

接著呢，如果你想知道 你是否感到被賦權，

or if your child, your student, your worker feels empowered,

或是你的小孩、學生、員工 是否感覺被賦權，

ask them three questions.

問他們三個問題。

If they say yes to these three questions, they will feel empowered.

如果他們對這三個問題都回答「是」， 表示有被賦權的感覺。

And by the way,

還有順帶一提，

this is not based on common sense, this is based on research.

這不是來自常識，而是來自研究。

But you've all been there, so it'll feel like common sense.

但你們都遇過這些問題， 所以感覺就像常識。

Question number one: can you do it? Albert Bandura calls it self-efficacy.

第一個問題：你能辦到嗎? 艾爾伯特‧班杜拉(Albert Bandura)稱之為「自我效能」。

Do you believe you can do it?

你相信自己能辦到嗎?

Do you have the time, the knowledge, and the training

你是否有時間、有知識和足夠的訓練

to do what we are asking you to do?

達成我們要求你做的事?

If you answer yes, good.

如果答案是肯定的，非常好。

Second question: will it work?

第二個問題：這件事情行得通嗎?

Do you believe that what we're asking you to do, the process, will work?

你相信我們要求你去做的事情、 那些流程，會行得通嗎?

Albert Bandura calls that response-efficacy:

艾爾伯特‧班杜拉稱為「回應效能」：

believing that the behavior would lead to the ultimate outcome.

相信自己所做的事可達到最終成效。

By the way, that takes education.

順帶一提，這需要教育。

We have to show them the data, we might show them some theory,

我們必須給他們資料， 可能還需要告訴他們一些理論，

we show them, teach them why this might work.

讓他們知道、教導他們 為什麼這件事情可能會有用。

I just used the word 'education'. Earlier, I used the word 'training'.

我剛剛用了「教育」這個字。 以前我都講「訓練」。

Is there a difference?

有任何差別嗎?

In elementary school, we call it education.

在小學，我們稱之為教育。

Middle school: education. High school: education.

中學：教育。高中：教育。

College: higher education. (Laughter)

大學：高等教育。(笑聲)

Then you go to industry, what do you call it?

然後你進入產業，叫它什麼?

Training.

訓練。

You have your training department. There must be a difference.

你們有訓練部門。所以一定有差別。

Well, you know the difference.

好吧，現在你們知道其中差異了。

Do you want your kids to have sex education or sex training?

你希望你的小孩接受性教育還是性訓練?

(Laughter)

(笑聲)

And your kids might answer the question differently.

你們的小孩可能會有不同答案。

(Laughter)

(笑聲)

Because you know that training means you do the behavior and you get feedback.

因為你知道訓練代表 你做一件事然後得到回饋。

That's powerful. Powerful.

這是很有效的，非常有效。

Have you ever heard this word 'online training'?

你們聽過「線上訓練」這個詞嗎?

It's an oxymoron, isn't it?

這是個矛盾名詞，不是嗎?

I mean training is to watch the behavior,

我意思是，訓練是看著你做那件事，

but online training is like plastic silverware,

但線上訓練就像塑膠(銀)餐具、 (餐具英文包含"銀"字根: silverware)

jumbo shrimp, legal brief, country music.

巨大蝦米、訴訟摘要、鄉村音樂。

(Laughter)

(笑聲)

I mean, it doesn't work.

我是說，這無法奏效。

OK, so if you answer yes, till it will work,

好吧，如果你覺得可以，它可以奏效，

third question: is it worth it?

第三個問題是：這件事值得嗎?

So we've had a training question, we've had an educational question;

所以我們已經有訓練的問題、 我們已經有教育的問題；

this is the motivational question.

現在這個則是動機問題。

Do you believe the consequences-- This is about the consequences.

你是否相信它的結果-- 這和結果息息相關。

B.F. Skinner taught us this: "selection by consequences".

心理學大師斯金納(B.F. Skinner)告訴我們：「因結果而選擇」。

Dale Carnegie quoted B.F. Skinner and said

戴爾·卡耐基(Dale Carnegie)引用斯金納的言論，他說

that from the day you were born,

從出生那天起，

everything you did was because you wanted something for doing it.

你所做的每件事都是因為 你想從中獲得些什麼。

Consequences. Is it worth it?

結果。它值不值得?

So you have to convince people that it's worth it.

所以你必須說服人們這件事值得做。

Now, by the way, if you answer yes to those three questions,

接下來，順道一提，如果你對 三個問題的答案都是肯定的，

you feel competent, am I right?

你就覺得自己能勝任了，對嗎?

You feel competent at doing worthwhile work.

你能勝任有價值的工作。

You've all been there.

你們一定都經歷過。

When you feel competent at doing worthwhile work,

當你自覺能做有意義的工作，

you're more likely to be self-motivated.

你更可能產生自我動機。

You've been there. No one has to look over you.

你們都有這樣的經驗。 你不需要有人盯著你。

Here is the challenge leaders, teachers.

現在這是個挑戰，領導人們、老師們，

How do you inspire people to feel competent?

你怎麼啟發人們相信他們的能力?

Well, you give them feedback. You give them recognition.

你給他們回饋，你給他們認同。

You show them they are competent.

你讓他們看到自己是有能力的。

OK. I got one more another C word: choice.

好，現在我有另一個C開頭的詞： 選擇(choice)。

Your common sense will tell you.

你的常識會告訴你，

When you believe you have a sense of autonomy,

當你相信自己感到有自主權，

a sense of choice in what you're doing, you feel more self-motivated.

覺得正在做的事情是自己的選擇， 你會更有自我動機。

B.F. Skinner taught us that, too, in his book "Beyond Freedom and Dignity",

這件事斯金納也在他的書 《超越自由與尊嚴》裡說過，

way back in 1971.

在久遠的1971年。

Reading that book changed my life,

讀這本書改變了我的人生，

because I realized that I am controlled by consequences.

因為我意識到是結果在左右我，

But sometimes I don't feel controlled.

但有時我並沒有感覺受到控制。

When I'm working for a pleasant consequence,

當我正在為愉快的結果工作時，

it feels good, it feels like I'm working to get something.

感覺很好，感覺像是 為了獲得些什麼而工作。

When I'm working to avoid an aversive consequence,

當我是為了避開討厭的後果而工作時，

I feel controlled.

就感覺受到控制。

That is called negative reinforcement.

這稱為負向增強。

So here is a challenge, leaders:

所以這是個挑戰，領導人們：

how do we get people to become success seekers,

我們怎麼讓人們追尋成功，

rather than failure avoiders?

而非迴避失敗?

First day of Introductory Psychology class

在我心理學概論的第一堂課裡，

- I teach two classes of 600 students,

我教兩個班級共600個學生，你們之中有些可能上過而且記得

maybe some of you've been in that class and remember -

在第一天，我問：「有多少人 是為了避免失敗而來?」

the first day I say, "How many are here to avoid failure?"

有80%的人舉起了手。

And 80% raise your hand.

我說：「好吧，謝謝你們過來， 我知道你們都很積極，

I say, "Well, thanks for coming, I know you're motivated,

但你們都不快樂。

but you are not happy campers.

你可能告訴你的朋友們：

You probably told your friends,

『我得去上課，因為這是課業要求』

'I've got to go to class. It's a requirement.'

而不是『我得去上課， 因為這是個機會』。

Not 'I get to go to class. It's an opportunity.'

你可能是被鬧鐘叫醒的，而不是機會鐘 (鬧鐘alarm clock的alarm亦有"警報"之意)

You probably woke up to an alarm clock not an opportunity clock."

(笑聲)

(Laughter)

你的看法決定一切。 真的，你的看法至關重要。

It's all in how you see it. Really, it's all in how you see it.

這是你們的典範。

It's your paradigm.

這和你跟別人溝通的方式， 和自己溝通的方式相關。

It's how you communicate to others and how you communicate to yourself.

所以艾倫‧蘭格(Ellen Langer) 在她的書《正念》(Mindfulness)裡說

So, Ellen Langer said in her book "Mindfulness",

這心理學家也知道：

- and psychologists know -

「當你感到有所選擇， 你就感受到動機。」

"When you perceive choice, you perceive motivation."

所以你會更積極。

You're more motivated.

所以，為了自己，坐下來好好反思，

So the deal is, for yourself sit back and reflect,

好好留心你所擁有的選擇。

be mindful of the choices you have.

開始談論當一個 如何追尋成功而非迴避失敗。

And talk about being a success seeker, rather than a failure "avoider".

一切全在你如何表達、 如何和自己和別人溝通。

It's all how you talk, how you communicate to yourself and to others.

我還有第四個C開頭的詞： 社群(community)。

I got a fourth C word: community.

非常有力的詞。

Powerful word.

心理學家知道社群支持非常重要。

Psychologists know that social support is critical.

感受到「關聯感」、

People who perceive a sense of relatedness,

感受到和他人有所連結的人， 覺得自己更有動機、也更快樂。

a sense of connection with other people, feel motivated, and they are happier.

在此我想朗誦一首詩，

I want to recite a poem.

維勒莉‧考克斯(Valerie Cox)的 《偷餅賊》(The cookie thief)。

It's called "The cookie thief" by Valerie Cox.

當我朗誦時

And as I recite this poem,

--詩裡只有兩個角色，一男一女

- there is only two characters, a men and a lady -

請各位將自己放入他們的處境。

put yourself in the situation.

留心思考一下，在那個 情境裡你們會怎麼做。

Be mindful, think about the situation and what you would do.

好嗎? 我們開始。

OK? Here we go.

一個女人在夜裡的機場等待

A woman was waiting at an airport one night

幾個小時後她的飛機將離開

With several [long] hours before her flight.

她在機場商店找了一本書

She hunted for a book in the airport shop

買了包餅乾並找個地方坐下好好讀

Bought a bag of cookies and found a place to drop.

她沉浸在書裡卻剛好看見

She was engrossed in her book but happened to see

旁邊一個男子膽大包天

That the man beside her as bold as could be

往中間的袋裡抓了兩片餅乾

[Grabbed] a cookie or two from the bag between

她試著忽略以免場面難看

Which she tried to ignore to avoid a scene

她讀著書、嚼著餅乾、看著時間流過

She read, munched cookies, and watched the clock

大膽的餅乾賊一直減少她的存貨

As this gutsy cookie thief diminished her stock

一分一秒過去，她氣憤難平

She was getting more irritated as the minutes ticked by

想著：「要不是我人好， 就讓他眼睛黑青」

Thinking, "If I wasn't so nice, I'd blacken his eye."

她每拿一片餅乾，他就跟著拿一片

With each cookie she took, he took one too

剩下最後一片時，她好奇他怎麼應變

When only one was left she wondered what he'd do

他臉上掛著微笑，笑容靦腆

With a smile on his face and a nervous laugh

拿起最後一片餅乾，將它剖為兩半

He took the last cookie and he broke it in half

(笑聲)

(Laughter)

遞給她一片並吞下另外一片

He offered her a half as he ate the other

她抓了過來，心想：「我的天

She snatched it from him and thought, "Oh, brother.

他不只大膽，還如此無禮

This guy has some nerve, and he’s also rude.

如此囂張還沒有任何感激」

[Why] he didn't even show any gratitude."

會如此惱怒是她始料未及

She had never known when she had been so galled

解脫地嘆了口氣當她準備登機

And sighed with relief when her flight was called

她收拾行李頭也不回準備起飛

She gathered her belongings and headed for the gate

拒絕再看背後那個忘恩負義的賊

Refusing to look back at the thieving ingrate

她登上了機並坐上了座位

She boarded the plane and sank in her seat

然後找著快看完的書

Then she sought her book which was almost complete

她摸著包包驚訝地發現

As she reached in her baggage, she gasped with surprise

有一包餅乾出現在她面前

There was her bag of cookies in front of her eyes

(笑聲)

(Laughter)

「如果我的在這，」她絕望地呻吟著

"If mine are here," she moaned with despair

「那包就是他的，而且無私地分享著」

"Then the others were his, and he tried to share."

「來不及道歉了」她難過地領會

"Too late to apologize," she realized with grief

自己才是那個無禮的、囂張的餅乾賊

That she was the rude one, the ingrate, the thief.

所以剛剛你們怎麼看?

So, where were you, when I was--

你們剛剛站在誰的角度思考?

Where were you? Who's side were you on?

你們用自己的角度思考， 還是雙方的角度?

Were you thinking independent? Or interdependent?

如果是自己的視角，我不怪你們。

I don't blame you if you think independent.

我們都這樣被教導。

That's how we are raised.

好人難出頭。會吵的小孩有糖吃。

Nice guys finish last. Squeaky wheel gets the grease.

必須宣傳自己。

Gotta blow your own horn.

獨立。

Independent.

我們來到這世上，依靠別人生活，

We come in this life of ours dependent of others,

然後等不及進入青少年時期。

and then we can't wait to become teenagers.

我們要當小孩已經太老； 當大人卻又還沒夠成熟。

We are too old to do what kids do. Too young to do what adults do.

所以只好做沒人會做的事， 顯示自己有自主權。

So that we will do that nobody else would do to assert our independence.

有些人從此就陷在裡面，被它困住。

And some of us gets stuck there. We are stuck.

我可以自己來。我不需要你們。

I'll do it myself. I don't need you.

這並不好。

Not good.

我們都需要彼此，需要彼此的支持。

We need each other. We have to have each other's back.

我們需要社群的感覺。

We need a sense of community.

我們必須從目前的獨立自主文化 轉移到互相扶持。

This independence culture that we got, we have to move to interdependent.

好，四個C開頭的詞 可以提供自我動機的能量，

OK, four "C" words that can fuel self-motivation,

而我認為他們還可以 提供人們主動關心他人的力量。

and I think can fuel actively caring for people.

讓我告訴你們一個 把它們串運在一起的故事。

Let me tell you a story to put it all together.

這是60年前發生的事， 但記憶就像昨天一樣鮮明。

It happened over 60 years ago. I remember it like yesterday.

我父母問我：「嘿，史考特。

My parents asked me, "Hey, Scott.

你想上爵士鼓課程嗎? 你想玩打鼓嗎?」

How would you like to get drum lessons? How would you like to play the drums?"

天啊，我想過嗎?

Oh man! Would I ever?

我開始想到巴迪·瑞奇(Budd Rich) 和金‧庫帕(Gene Krupa)。

I'm thinking of Buddy Rich and Gene Krupa.

你們大部分都不知道這些名字， 但他們是鼓手。

Most of you guys don't know those names, but they were the drummers.

那個年代，鼓的位置在樂團的最前面。

In those days, the drum was in front of the band.

我彷彿看到他們的白色珍珠鼓組， 那是我的願景。

They had White Pearl drum sets, and I saw it myself. That was my vision.

這就是我的願景：剛剛提到的「結果」。

I had a vision: consequences. That was my vision.

然後我說：「好啊，我想上打鼓課。」

And I said, "Yeah, I want to take drum lessons."

所以老師會他的鼓組帶到我的隔壁。

So the teacher would bring his drum set next to mine.

當時我沒有像這樣的好鼓。

I didn't have a nice drum like this.

我爸媽在拍賣買了一個堪用的鼓給我。

My parents bought me a beatable drama at an auction.

他們告訴我：「如果你越打越好， 如果老師告訴我們--

And they said to me, "If you get better, if your teacher tells us you get--

--他們正在讓我對它負責--

- they are holding me accountable -

老師說你越打越好， 我們就會買個好一點的小鼓給你，

teacher says you are getting better, we will get you a better snare drum,

然後大鼓，然後銅鈸。」

and then a bass drum, and then some symbols."

那就是我的願景，讓我繼續學習的動力：

And that was my vision, and that kept me going:

「結果」。

consequences.

所以老師會進來，示範一些東西：

So the teacher would come in, and he would show me stuff:

這是 -- 用左手;

this is how--, left hand;

這是巴迪·瑞奇用他的左手 和右手打鼓的方式，

this is how Buddy Rich plays with his left hand and his right hand.

然後他會做一些動作，如裝飾音--

and then he'd do things like a flam.

(鼓聲)

(Drum)

你在後面聽得到嗎? 可以嗎? 然後這是鼓邊音。

Can you hear that at the back? You OK? And this is a rim shot.

(鼓聲)

(Drum)

他會示範給我看。 我當時只有10歲，記得嗎?

He would show me stuff. I was just 10 years old, remember?

當他示範給我看時，我覺得「哇！」

And when he showed me stuff, I felt, "Wow!"

他示範一些簡單的鼓音， 「看著我，史考特，看這個--」

He showed me this little simple drumbeat, "Watch me, Scott, watch this."

(鼓聲)

(Drum)

我試著練看看，然後我做到了。 我感到自信。

And I practiced it. And I did it. I am feeling competent.

他示範左右連擊技法(paradiddle): 「聽好，(打鼓)左右左左，右左右右。」

He showed me a paradiddle, "Listen. (Playing drums) Paradiddle, paradiddle."

然後他說：「你回家練習；下週要看你打左右連擊。」

"You go home and practice; next week, I want to see your paradiddling.