111a) 针对评估争取意见一致时，要以非等级的方式来进行。管理者与被管理者之间最大的不同在于他们的工作能力差异。大多数公司只开展单向的评估，即管理者评估被管理者。通常情况下，管理者们都不会同意评估的结论，尤其是当结论要比自己的自我评定差时，大多数人的自我感觉都要比其真实情况更良好。而在大多数公司，被管理者即便对管理者有意见，也不敢提出来。于是，误解和埋怨开始滋生。这种不合常理的行为损害了工作环境及员工关系，但却可以通过有效争取意见一致来避免。
111b) Learn about your people and have them learn about you with very frank conversations about mistakes and their root causes. You need to be clear in conveying your assessments and be open-minded in listening to people’s replies. This is so they can understand your thinking and you can open-mindedly consider their perspectives. So together you can work on setting their training and career paths. Recognizing and communicating people’s weakness is one of the most difficult things managers have to do. Good managers recognize that while it is difficult in the short term, it actually makes things easier in the long term, because the costs of having people in jobs where they can’t excel are huge. Most managers at other companies dodge being as open with assessments as we insist on; more typically, managers elsewhere tend to be less frank in conveying their views, which is neither fair nor effective.
111b) 通过开展坦诚对话，讨论错误以及犯错的根源，来了解彼此。在说明自己的评估时，要清楚明确，在倾听别人的回答时，要没有成见。只有这样，你才能整理自己的思路，以开放的态度考虑别人的观点。然后，你与被评估对象一起制定培养计划和职业道路。了解员工的弱点并对弱点进行沟通是管理者最难做的工作之一。优秀的管理者能够认识到，从短期来看，讨论弱点是很艰难的，但是从长远意义上来讲却能让事情发展的更顺利。如果将员工安排到他无法胜任的岗位上，代价是十分巨大的。大多数公司的管理者们都不像我们这样坚持对评估持开放态度，而且他们的管理者们不像我们这样坦诚地表达看法，但是他们这种做法既不公平又低效。
... 112) Help people through the pain that comes with exploring their weaknesses. Emotions tend to heat up during most disagreements, especially about someone’s possible weaknesses. Speak in a calm, slow, and analytical manner to facilitate communication. If you are calm and open to others’ views, they are less likely to shut down logical exchanges than if you behave emotionally. Put things in perspective by reminding them that their pain is the pain that comes with learning and personal evolution—they’re going to be in a much better place by getting to truth. Consider asking them to go away and reflect when they are calm, and have a follow-up conversation in a few days.
... 112) 帮助人们渡过发现缺点的阵痛期。人们在意见分歧时，通常会情绪激动，当讨论自己的缺点时，尤其是这样。此时，你需要缓慢冷静地作分析，促进有效沟通。如果你对别人的观点保持冷静、开放的态度，要比你表现的情绪化更能促进富有逻辑的交流。让他们正确看待评估，提醒他们，现在的痛苦是伴随着学习与个人成长的痛苦。了解真相之后，他们能够成为更好的自己。让他们冷静之后再做反思，几天之后再进行一次跟踪交流。
... 113) Recognize that when you are really in synch with people about weaknesses, whether yours or theirs, they are probably true. Getting to this point is a great achievement.When you reach an agreement, it’s a good sign you’re there. This is one of the main reasons why the person being evaluated needs to be an equal participant in the process of finding truth. So when you do agree, write it down on the relevant baseball card. This information will be a critical building block for future success.
... 113) 要认识到，如果你就某人的弱点达成一致，不管是你的还是其他人的，这个弱点多半是事实。如果能到达这一阶段，已经很不容易了。当你们达成一致时，就是成功的积极信号了。这也是为什么评估对象要同等参与到探索真相的过程当中来。将达成一致的事项标注在棒球记录卡上，作为构建未来成功的一个关键模块。
... 114) Remember that you don’t need to get to the point of “beyond a shadow of a doubt” when judging people. Instead, work toward developing a mutually agreed “by-and-large” understanding of someone that has a high level of confidence behind it. When necessary, take the time to enrich this understanding. That said, you should not aim for perfect understanding. Perfect understanding isn’t possible, and trying to get it will waste time and stall progress.
... 114) 记住，在评价员工时，并不需要达到“不含一丝质疑”的程度。与此相反，应该努力促成双方大体上达成一致的、信心程度较高的理解。在必要时，慢慢丰富这一理解。也就是说，你不需要完美地了解某人，也并不存在这种完美的了解，盲目追求只会浪费时间，拖慢进度。
... 115) Understand that you should be able to learn the most about what a person is like and whether they are a “click” for the job in their first year. You should be able to roughly assess someone’s abilities after six to 12 months of close contact and numerous tests and getting in synch about them. A more confident assessment so that you can make a more confident role assignment will probably take about 18 months. This timeline will of course depend on the job, the person, the amount of contact with that person, and how well you do it. As I explain in the section on design, the ratio of senior managers to junior managers as well as the ratio of managers to the number of people who work two levels below them should be small enough to ensure quality communication and mutual understanding. Generally, that ratio should not be more than 1:10, preferably more like 1:5.
... 115) 要知道，你是能够了解一个人的大部分特质的，也能够判断他们在第一年来时是否能够胜任工作。经过6到12个月的密切接触，进行无数测试，不断讨论意见，你应该能够大概评估出某人的能力。如果想要获得一个更准确的评估，并据此来进行更为合理的工作安排，那么评估时间可能需要18个月。具体的时间受到工作岗位、评估对象、接触程度、评估水平的影响。我在机构设置部分已经提到，高级管理者与初级管理者、管理者与两级以下的被管理者之间的人数比例应该小到足以确保高质量沟通与相互理解。一般而言，此人数比例应该保持在1:10以下，最好是1:5。
... 116) Continue assessing people throughout their time at Bridgewater. You will get to know them better, it will help you train and direct them, and you won’t be stuck with an obsolete picture. Most importantly, assess what your people’s core values and abilities are and make sure they complement Bridgewater’s. Since core values and abilities are more permanent than skills, they are more important to ascertain, especially at Bridgewater. As mentioned, you should be able to roughly assess people’s abilities after six to 12 months of close contact and confidently assess them after 18 months.Don’t rest with that evaluation, however. Always ask yourself if you would have hired them for that job knowing what you now know. If not, get them out of the job.
... 116) 在员工在桥水联合基金工作期间，持续对员工进行评估。随着你对员工越来越了解，你就能更好地培训他们，领导他们，而不会被成见遮蔽双眼。最重要的是，你要评估员工的核心价值观和能力是否符合桥水基金的企业文化。如前所述，你应该能够通过6到12个月密切接触，完成对员工能力的基本评估，18月内能够对他们进行较为有信心的全面评估。但请不要止步于该评估。要不停地问自己，如果你提前了解了他们现在的情况，还会雇佣他们吗？如果答案是否定的，就不要让他们再继续现在的工作了吧。
... 100) 117) Train and Test People Through Experiences
... 100) 117) 通过实战经验来培训、测试员工。
So…
因此：
... 118) Understand that training is really guiding the process of personal evolution. It requires the trainee to be open-minded, to suspend ego in order to find out what he is doing well and poorly, and to decide what to do about it. It also requires the trainer to be open- minded (and to do the other things previously mentioned) . It would be best if at least two believable trainers work with each trainee in order to triangulate views about what the trainee is like. As previously explained, the training should be through shared experiences like that of a ski instructor skiing with his student—i.e., it should be an apprentice relationship.
... 118) 要知道，培训对个人成长过程起着指引作用。培训对象需要开放思维，将自我暂且放到一边，了解自己擅长和不擅长的领域，决定下一步该如何做。当然，培训师也需要开放思想（还需按此前所述开展工作）。最佳状态是有至少两名可靠的培训师联合培养一名培训生，在讨论培训生情况时可形成三角状态。如前所述，培训需要通过共同经验来完成，就像滑雪教练与学员一起滑雪一样，培训师与培训生应该是师徒关系。
... 119) Know that experience creates internalization. A huge difference exists between memory-based “book” learning and hands-on, internalized learning. A medical student who has “learned” to perform an operation in his medical school class has not learned it in the same way as a doctor who has already conducted several operations. In the first case, the learning is stored in the conscious mind, and the medical student draws on his memory bank to remember what he has learned. In the second case, what the doctor has learned through hands-on experience is stored in the subconscious mind and pops up without his consciously recalling it from the memory bank. People who excel at book learning tend to call up from memory what they have learned in order to follow stored instructions. Others who are better at internalized learning use the thoughts that flow from their subconscious. The experienced skier doesn’t recite instructions on how to ski and then execute them; rather, he does it well “without thinking,” in the same way he breathes without thinking. Understanding these differences is essential.Remember that experience creates internalization. Doing things repeatedly leads to internalization, which produces a quality of understanding that is generally vastly superior to intellectualized learning.
... 119) 经验能够内化知识。基于记忆的书本学习与动手操作的内化学习之间差异显著。医学院的学生在学校课堂上学习做手术的方法和那些已经做过数次手术的医生的学习方法是不同的。前一种情况中的学习是存储于有意识的大脑之中的，医学院的学生通过记忆库来回想自己所学的知识；而后者医生通过实践经验学得的知识是存储于潜意识之中的，不需要有意识地从记忆库中获取就能下意识出现。那些书本知识学得好的人通过唤醒记忆中的知识来按照所存储的指令行事；那些善于内化学习的人则会利用自己的潜意识思维行事。滑雪老手不用一边背诵滑雪须知一边滑雪，他们不需要思考就能滑得很好，就像呼吸本不需要思考一样。理解两种学习模式之间的差异是非常重要的。要记住，经验能够内化，重复做某事能够内化知识，通过这种方式获得的知识理解往往要比理智化的学习过程质量更高。
I believe that school overrates the importance of intellectualized learning. People who were terrific in school and very good at this type of learning tend to overvalue it, or at least fail to distinguish it from the experiential/internalized kind of learning. This lack of differentiation can become a great peril later in life. Many people who have had great academic success need to be mindful of this challenge, especially if their success has been in the “sciences,” such as math and engineering. I also believe this is why hands-on experience is particularly valuable for these types of people.
我认为学校过分推崇理智化的学习方式了。那些在学校表现优秀，擅长该学习方式的人总是过分重视理智化学习，或者至少没有看到理智化与经验/内化学习之间的差别。这种不加区分的理解有可能会为日后的人生埋下危机的种子。学校成绩优异的人要格外留意这些情况，理科成绩好的人，比如擅长数学或工程学的人，尤其是这样。这也是为什么我认为实践经验对于这些类型的人而言尤为重要。
... 120) Provide constant feedback to put the learning in perspective. Most training comes from doing and getting in synch about performance. Feedback should include reviews of what is succeeding and what is not in proportion to the actual situation rather than in an attempt to balance compliments and criticisms. You are a manager, and you want your machine to function as intended. For it do so, employees must meet expectations, and only you can help them to understand where they are in relation to expectations. As strengths and weaknesses become clearer, responsibilities can be more appropriately tailored to make the machine work better and to facilitate personal evolution. The more intensely this is done, the more rapid the evolutionary process will be. So you must constantly get in synch about employee performance.
... 120) 正确对待学习，频繁提供反馈。绝大多数的培训都是针对工作表现的讨论，旨在获得一致意见。反馈所包含的评估报告应该根据实际情况记录成败，而不是有意试图平衡赞美与批评。你是一个管理者，你乐意看到机制如设置好的那样运转。为此，员工必须达到预期，而你需要能够帮助他们认识到他们与预期之间的关系。随着员工的优缺点日渐明晰，为使机制工作的更顺畅，并进一步促进个人成长，工作分配应该为个人量身定做。这个过程进行的越彻底，员工成长会越迅速。因此，你必须经常讨论员工的工作表现，争取达成一致意见。
... 121) Remember that everything is a case study. Think about what it is a case of and what principles apply.
... 121) 要记住，每件事都是一个案例。思考这个案子说明了什么，应该适用哪些原则。
... 122) Teach your people to fish rather than give them fish. It is a bad sign when you tell people what they should do because that behavior typically reflects micromanagement or inability on the part of the person being managed. Instead, you should be training and testing. So give people your thoughts on how they might approach their decisions or how and why you would operate in their shoes, but don’t dictate to them. Almost all that you will be doing is constantly getting in synch about how they are doing things and exploring why.
... 122) 授人以鱼不如授人以渔。不要直接告诉你的员工该做什么，这是一个消极征兆，这种行为要么是典型的微观管理，要么就显示了被管理者的无能，你需要做的是培训和测试。告诉员工你认为他们可以怎样实现决策，或者如果你站在他们的立场上，会怎么处理这件事，为什么会这样做。但是千万不要命令他们做事，基本上你只需要频繁地过问他们进展的如何，探究他们工作状况背后的原因。
... 123) Recognize that sometimes it is better to let people make mistakes so that they can learn from them rather than tell them the better decision. However, since the connections between cause and effect can be misunderstood, providing feedback for these people is essential to the learning process.
... 123) 要认识到，有时让人犯错并从中吸取教训要比直接告诉他们一个更好决定更明智。有时因为原因和结果之间的关系很容易让人误解，为犯错的人提供反馈对于学习过程很重要。
123a) When criticizing, try to make helpful suggestions. Your goal is to help your people understand and improve, so your suggestions are important. Offering suggestions also helps those being criticized to understand that your goal is to help them and Bridgewater, not to hurt them.
123a) 在批评时，要提一些有建设性的意见。你的目的是帮助员工理解问题，提升自己，所以提建议是非常重要的。给那些受批评的人提建议也能让他们更好的理解你帮助他们和桥水基金的意图，批评不是为了中伤他人。
123b) Learn from success as well as from failure. Point out examples of jobs that are well done and the causes of success. This reinforces good behavior and creates role models for those who are learning.
123b) 从成功中学习，也要从失败中学习。要对出色的工作表现提出表扬，并分析其原因。对良好品行进行强化，为学习者树立榜样。
... 124) Know what types of mistakes are acceptable and unacceptable, and don’t allow the people who work for you to make the unacceptable ones. When considering what failures you are willing to allow in order to promote learning through trial-and-error, weigh the potential damage of a mistake against the benefit of incremental learning. In defining what latitude I’m willing to give people, I say, “I’m willing to let you scratch or dent the car, but I won’t put you in a position where I think there’s a significant risk you could total it.”
...124) 分清哪些错误是可以接受的，哪些是不能接受的。不要让员工犯不可接受的错误。你需要允许一些失败来促进尝试错误方式的学习，判断哪些错误是可以容忍的，要权衡该错误的潜在伤害及其给渐进式学习带来的益处。在讨论我对员工的犯错容忍度时，我总是这样表述，“我能允许你刮花或撞凹一辆车，但是我不会让你身处可能撞坏整辆车的境地。”
... 125) Recognize that behavior modification typically takes about 18 months of constant reinforcement. The first step is intellectualizing the best way of doing things. If you’re out of shape you must understand that you are out of shape, you must want to get in shape, and you must understand the way to get in shape: “I want to be fit by eating well and exercising.” Then the intellect will fight with desires and emotions. With determination, the intellect will overcome the impediments to doing what’s necessary to achieve the goal, and the desired behavior will occur. After doing that consistently for 18 months, the new behavior will be internalized.
... 125) 要认识到，一般需要18个月持续不断的巩固才能实现行为矫正。首先，要将最佳方案理智化。如果你身材走样，你必须知道自己身材走样了，你得想变得身材更好，了解塑身的方法。“我想要通过合理膳食和加强锻炼来塑身。”之后，理智会与欲望和情感作斗争。坚定意志，理智最终会冲破障碍，行动起来达成目标，那么预期行为就会出现。如此坚持18个月，新的行为模式就会被内化。
... 126) Train people; don’t rehabilitate them. Training is part of the plan to develop people’s skills and to help them evolve. Rehabilitation is the process of trying to create significant change in people’s values and/or abilities. Since values and abilities are difficult to change, rehabilitation typically takes too long and is too improbable to do at Bridgewater. If attempted, it is generally best directed by professionals over extended periods of time. People with inappropriate values and inadequate abilities to meet their job requirements have devastating impacts on the organization. They should be properly sorted (see the principles section on sorting) .
...126) 培训员工，而不是改造员工。培训作为培养员工技能计划的一部分，旨在帮助他们成长。而改造则是试图就员工的价值观和能力进行重大调整。价值观和能力是很难改变的，因此在桥水联合基金，改造需要耗费的时间太长，也不太可能实现。如果的确要进行改造，最好是由专业人士来指导，需要另外延长期限来完成。如果安排那些价值观和能力与职位要求不相适应的人来做某项工作，那么对公司将产生破坏性影响。因此，应对员工进行合理分类（参见关于分类的部分）。
126a) A common mistake: training and testing a poor performer to see if he or she can acquire the required skills without simultaneously trying to assess their abilities. Skills are readily testable, so they should be easy to determine. Knowing them is less important than knowing people’s abilities. That makes picking people with the right skills relatively easy. Abilities, especially right-brained abilities, are more difficult to assess. When thinking about why someone is a poor performer, openly consider whether it is a problem with their abilities. Values are the toughest and take the longest to assess.
