Jim Collins: You know, the very best people we studied are always students. And I think they always view themselves as a beginner, in their field. And they're constantly asking questions, it doesn't really matter where that learning comes from. Whether it's from business schools, whether it's from executive education, but ultimately the real key thing is the ability to learn from empirical experience.
You might have learned from the empirical experience of others, which is why the case study method, I still believe, is a very powerful method. Taught in business schools, but works very well because what you're doing, is you are, basically saying, I want to accelerate my own learning by all of these other cases. That's an enormously powerful methodology, but also looking at internal companies the beauty there is that you can get an intersection between your own empirical experience as an individual business, married to some more significant principals. And you get generic principals in your particular situation that can be particularly powerful.
I think the critical thing is to basically come at it and say, however you do it, that you are learning as much, as my dear mentor, John Gardner put it, to learn as much between 70 and 85 years old is you did between 0 and 15 years old. And that if you have that philosophy that when you're 70 and you're going to grow and learn as much in the next 15 years as you did in your first 15 years of life. Then, at every single 15-year slice, it's like that, then education, learning, it doesn't matter where it comes from, but it's not like you get your degree and you're done.
Thomas D. Gorman: Where does that come from? Where does that wisdom emanate from? How do you learn that?
Jim Collins: Learn the learning?
Thomas D. Gorman: Yeah.
Is that taught in school, does a great teacher teach that way?
Jim Collins: I think great mentors teach that.
I just might digress here for a moment, about. That's interesting because that really became clear to me from my mentors.
I was really blessed by great, great mentors. And part of it was seeking them out; I didn't have the type of parenting that taught me the things I wanted to learn, so I sought mentors. I sought out to learn from Peter Drucker and what I was struck by when I, Peter Drucker was 86 years old when I first met Peter Drucker and he starts off the day asking me questions. I'm 37 at the time, and it took a long time for me to finally ask him questions, because he was so interested in learning from me. This was a person who would call up former students, get a random list of them that had been out ten years. And just say, "This is Peter, what is up in your world?"
Or, John Gardner who has been former Secretary of Health, Education and Welfare in the Johnson administration. Who, just really kindly said to me one day that I spend too much time trying to be interesting, and I should spend more time being interested. That was taught to me by a mentor.
Someone like Michele Myers whose masterful skill was question. She was like a cross between Yoda and Socrates.
Or, Jim Stockdale, the former prisoner of war, who after his prisoner of war experience, comes to the Hoover Institute and studies the Stoic philosophers, in order to make sense and to learn, to continue to learn from his experiences of having been in a prison camp, and he's reading, "Seneca".
And then you run into whether it be, you meet the remarkable business people that I've met. They ask, they're just really curious, they want to understand stuff, they want to vacuum your brain, they're always trying to put things together. And they realize, however much they know, they know a lot less than they could know.
And so where does that come from?
Maybe that is where part of the level 5 humility is, that if you really think you know a lot, that's real different from realizing you know a little bit.
And to realize you're ignorant, is a form of humility. |
|
吉姆·柯林斯：你知道，我們研究的那些最杰出的人永遠(yuǎn)都在學(xué)習(xí)。而且，他們都把自己看作各自領(lǐng)域里的初學(xué)者。他們不斷提出問(wèn)題。至于他們拜誰(shuí)為師，這并不重要。無(wú)論是從商學(xué)院畢業(yè)，還是接受了企業(yè)內(nèi)部的管理培訓(xùn)，最終獲得在實(shí)踐中學(xué)習(xí)的能力才是最重要的。
當(dāng)然，你可能已經(jīng)從別人的實(shí)踐中學(xué)到了不少，這就是為什么案例教學(xué)法在商學(xué)院很受歡迎的原因。商學(xué)院教授的知識(shí)在實(shí)踐中證明很有效，因?yàn)槟慊旧鲜峭ㄟ^(guò)研究案例來(lái)加快學(xué)習(xí)過(guò)程的。這是一個(gè)極為強(qiáng)大的方法。而企業(yè)內(nèi)部培訓(xùn)的優(yōu)勢(shì)在于，你可以把企業(yè)的實(shí)際經(jīng)驗(yàn)和重要的理論相結(jié)合。在實(shí)踐中提煉具有普遍價(jià)值的原則，這種學(xué)習(xí)方法尤為有效。
正如我的導(dǎo)師約翰·加德納（John Gardner）所說(shuō)，無(wú)論采用哪種方法，關(guān)鍵問(wèn)題是，你能在70-85歲，學(xué)到和0-15歲一樣多的知識(shí)。也就是說(shuō)，如果你掌握了正確的學(xué)習(xí)方法，你在70歲之后的15年里，能夠和你在人生最初的15年里學(xué)到的一樣多。如果在你人生的每個(gè)15年里，都能這樣大量學(xué)習(xí)，那么在哪里接受教育或者在哪里學(xué)習(xí)并不重要，這并不等于說(shuō)你拿到一個(gè)學(xué)位，就萬(wàn)事大吉了。
高德思：這個(gè)觀點(diǎn)從哪兒來(lái)的？這種智慧又是從何而來(lái)？你是怎么體會(huì)到這一點(diǎn)的？
吉姆·柯林斯：你是指提升學(xué)習(xí)能力的觀點(diǎn)嗎？
高德思：對(duì)。
是在學(xué)校里老師教的嗎？是否有某位偉大的老師如此教導(dǎo)？
吉姆·柯林斯：我想卓越的導(dǎo)師都會(huì)教授這一點(diǎn)。
這里我可能要岔開下話題，這很有意思，因?yàn)榇_實(shí)是我的導(dǎo)師讓我明白了這一點(diǎn)。
我要感謝那些偉大的導(dǎo)師們。所以如何找到優(yōu)秀的導(dǎo)師也很重要。我的家庭教育并不能教我所渴望學(xué)到的，所以我去尋找導(dǎo)師。我曾從師于彼得·德魯克（Peter Drucker）。第一次見到他時(shí)，彼得已經(jīng)86歲了，一見面他就向我提了很多問(wèn)題。當(dāng)時(shí)我37歲，過(guò)了很長(zhǎng)時(shí)間才輪到我向他提問(wèn)，因?yàn)樗敢庀蛭叶嗔私庖恍┬畔?。有時(shí)，他會(huì)隨機(jī)挑選一些畢業(yè)10年有余的學(xué)生，把他們召集到一起。他會(huì)在電話里說(shuō)：“我是彼得，你最近好嗎？”
此外，在約翰遜（Johnson）政府時(shí)期，約翰·加德納（John Gardner）曾擔(dān)任美國(guó)衛(wèi)生、教育和福利部長(zhǎng)（Secretary of Health, Education and Welfare）。有一天，他語(yǔ)重心長(zhǎng)地對(duì)我說(shuō)，我應(yīng)該把時(shí)間花在我感興趣的事情上，而不是讓別人對(duì)我感興趣。這就是來(lái)自一位導(dǎo)師的教誨。
又比如米歇爾·邁爾斯（Michele Myers），她最擅長(zhǎng)的是發(fā)問(wèn)。她介于尤達(dá)大師（Yoda）和蘇格拉底（Socrates）之間。
或者前戰(zhàn)俘吉姆·斯托克代爾（Jim Stockdale），在獲得釋放后，為了總結(jié)他在戰(zhàn)犯集中營(yíng)的經(jīng)歷，以及解讀塞內(nèi)卡（斯多葛學(xué)派思想家），他來(lái)到胡佛研究所（Hoover Institute），研究斯多葛學(xué)派哲學(xué)家（Stoic philosophers）。
然后，你會(huì)想到那些杰出的企業(yè)家。他們總是在提問(wèn)題，他們好奇心很強(qiáng)，他們想弄明白更多道理，他們想把你的大腦掏空，他們總是試圖把事物聯(lián)系起來(lái)。他們明白一個(gè)道理，人們不知道的永遠(yuǎn)比知道的多。
而這種觀念是從何而來(lái)呢？
可能，這就是第五級(jí)領(lǐng)導(dǎo)人的謙遜所在，也就是說(shuō)，你可能認(rèn)為你懂得很多，而那些出色的人卻認(rèn)為他們知道的很少，這就是我們之間真正的區(qū)別。
意識(shí)到自己的無(wú)知，就是謙遜的一種表現(xiàn)形式。 |
