School for Change Agents Module 5 Transcript 2017 with Helen Bevan

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[Anne.Captioner is Live]
HELEN BEVAN:
Welcome to the School for Change module 2017. Welcome to all of you. Whether you are
watching this at a forward date or taking part, everyone is welcome and what an incredible
broad amazing group of people taking part in the School for Change Agents this year. This may
be our final module but it's not over.
Just to say, please keep joining in the way that you have been so far and keeping our school
tradition going.
I don't think anyone needs any encouragement any more to use the chat box to keep
contributing through the web seminar. I know how much everybody gets in terms of value from
the content that the school community puts into the chat box.
Those of you who are good at multitasking, we'd love you to keep tweeting using the hashtag
#s4shcool4changeagents. What we'd love you to do is also to join our Facebook group.
Particularly now that the formal sessions are stopping.
All you need to do is log into Facebook and search for the one and only group which is called
the School for Change Agents and click join group.
We would love to have you. Let's look at who we've got here with us on the team today. My
name is Helen Bevan and I will be leading this session.
I feel well supported by the rest of the team. Pip Hardy is our lead facilitator and supports the
team of facilitators that are doing the work with the breakout rooms.
We have two colleagues looking after Twitter with us today. Leigh and Lewis. We have so much
chat room traffic and rich content that we actually have three chat monitors. Kate, Catherine and
Ollie. The people behind the scenes that make this skill happen are Jo and Paul.
Over the past five weeks, we've looked at change agent capabilities. In the first week, we
looked at change beginning with me and what that meant. Week two, we moved from me to
"we". In week three, we talked about resistance and a different perspective on rolling with
resistance. Last week it was making change happen and particularly around the factors of
motivation for change so that people are pulling change rather than having to push it.
What we have today is the concluding session. We are calling it moving beyond the edge. As
change agents, the most effective thing for us to operate is for at the edge of organisations and
systems. We have been on the edge as part of being on the school.
I just want to update you on certification and continuing professional development. The news
from the newsletter that's coming out tomorrow, Friday it will have a lot more detail. Everyone
who can apply to become a certificated change agent. All you need to do is watch all five talks,

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any combination of live or recorded.
Then what we will do is make available a little form that we want you to fill in. That will enable
you to apply to become a certificated change agent. I will show you the form now because I
want you to see how easy this is.
This is the front and this is the back. Basically, there is a set of questions that we want you to
answer. Then we have a certification committee because what we have to do is to make sure
that everyone applies is able to demonstrate appropriately that they have taken the learning
from the School for Change Agents and have applied it. It's a pretty straightforward process.
If you are a nurse, midwife or allied health professional, you can use the experience as part of
your reflective account for revalidation for continuing professional development. We want to say,
instead of having to fill the form in as well, you can actually use your Reflective account as
evidence for your change agent certification. We need you to send that in. We will explain that
to you in the information tomorrow.
Basically, you don't have to do two things. You don't have to do the Reflective account and fill in
the certification form. You just need to provide us with the evidence from your Reflective
account.
Medical colleagues when it comes to CPD points and also other professional bodies and I know
there are people from a number of different professional organisations that this will apply for.
We have asked for 15 hours of CPD for people who do all five sessions of the school and follow
it up.
We got a specific CPD form which you can email to you so you can get those 15 hours of CPD.
Again, we will explain that tomorrow. Hopefully, lots of you will want to get some form of
certification or CPD as a result of taking part in the school and we really want that as well.
We are running a couple of virtual clinics around certification. These are optional. You can
choose to take part in these or watch them or not do that and fill in the form. You don't need to
do the clinic in order to fill in the form.
We have two sessions. One on 23 March on one on 31 March. They will be question and
answer sessions. Everyone is welcome to those. If you're going to submit your own certification
application to us, you need to do it by 1 May.
The other thing we want to encourage you to do is to take part in our yearbook. We will pull a
yearbook together and hopefully lots and lots of people who have taken part in this School for
Change Agents will want to be part of the yearbook. You will be remembered forever in the
yearbook.
The very final thing to say is lots of you have taken part in randomised coffee trials with other
people from the School for Change Agents from all over Britain, all over the world and having a
fantastic time. If you haven't done it yet, there is still time. We'll put more details of that in the
newsletter. Basically you just email us and we match you to have a cup of coffee with someone
else who is a change agent.

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That's all the notices. Let's get going.
As we are now approaching the end of our formal time together for the School for Change
Agents 2017, we thought, let's see how you're feeling. Shortly and going to release the pens. I
want you to put an arrow or a blob, which of these four boxes applies to you.
Put your mark in the top left-hand box. If you are cautiously optimistic and you think, yes I think
something will happen, top right hand box.
If you're still sceptical and not sure, put your mark in the bottom left-hand box.
Before I say to Jo to release the pens, go to your left hand side of your screen and you will see
the pens along the top bar. Use those to make your mark. Jo, can we release the pens? Yes,
they are working.
How are you feeling?
We can see from that that the box that has the most marks in is the one about I am feeling
pretty optimistic. Closely followed by the box which says I am ready to be radical.
I don't think we've got a single sceptic taking part in this webinar. Thank you for doing that. Jo,
can we take the pens back? Let's get going.
In the next 50 minutes, we are going to cover how we move forward and how can we make the
best of the ongoing opportunities that are available for us to support and stay connected. We
think about that future change agenda, the opportunities that may lie ahead, how can we seize
them.
I want to say more about the direction things, change methods. How can we make our future
change story a reality? Thinking about the things that we need to do to gain certification as a
change agent.
This slide says that what we will get in module five today is an interesting combination of some
stuff we have done before as reinforcement and some new content as well.
I took this from case born because this research says that if we want to retain learning,
particularly after a short space of time, it's very helpful to reinforce that learning. Today, we are
trying to bring back some of the concepts we have talked about before but we've them into a
bigger picture of being a change agent.
School for Change Agents, we talk a lot about being on the edge. Why are we on the edge? The
edge is the place where we have 1 foot inside the organisation system and 1 foot outside. We
are making the most of being an organisational member and a corporate citizen insider
organisation but we have also got fantastic connections with people beyond the boundaries of
our immediate team or organisation.
As Isla Barron says, the edge is the place to be. The edges place where we can grow together
as change activists and we hope that a lot of the connections and relationships that you've been
making as part of the School for Change Agents, they will continue and you will stay out there

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on the edge.
We hope that by joining the School for Change Agents, it has helped to position you to do that.
Let's talk a little bit about one of the topics we have talked about in module three. It was about
why is organisational and system change so hard. Why does it make our job or mission as
change agents so difficult?
There is lots of different evidence bases to pick. I picked this one. This is an interesting, useful
document by the team. We keep saying the same things, but many change management
programs start from the point that people start and change with the common interest, that there
isn't any previous history and people come from a neutral place. The reality is that power
dynamics, the specific, unique things that are happening in this context which mean that things
can be replicated, the factors that lead to resistance to change.
These factors are consistently underestimated they are not even considered to be important
factors. At the heart of organisational change, it is changing mindset and behaviour. Actually,
there is very little evidence that says we can implement some rational change program and that
people's behaviour is pliable or predictable to enable this change to happen.
What we have tried to do in the School for Change Agents is to focus in on some of these key
factors were changed so that the curriculum, the ideas and principles of the School for Change
Agents, they sit alongside many of the fantastic technical quality improvement, design and other
kinds.
[David.Mendes is Live]
We are seeking to enable change to happen in this very messy, complex world, and one of the
models we looked at in the first week of School for Change Agents is the Peter Fuda
Transformational Change Agent Framework. What he talked about was thinking about being a
change agent at three different levels, so the first one was about doing change, having the skills
and methodology for making change happen. The second aspect was seeing, which is about
being able to stand back and see the world in different ways, see possibilities, opportunities,
stand in the shoes of other people, see things in a different light.
The final as it was about being change. Here it is like, in terms of every action I take, all the
things I talk about, I am a role model constantly role modelling the changes I want to see. Again,
a big focus in terms of the School for Change Agents has been focusing on seeing and being
change to support the very important work of doing change.
This quote comes from Otto Scharmer. He says the success of our actions as changemakers
does not depend on what we do or how we do it, that on the in a place from which we operate.
This whole idea, in module one, change starts with me, and how I connect, who I am in the
world, my values and the things that matter to me to the things that I do, and just to show you
how bored this is, this is some research carried out. In terms of people taking signals, other
people in our teams or people we want to be part of our change process, actually our behaviour
as leaders and role models results in about 65% of action that people are taking, so last week
we talked about being signal generators, and I want to reinforce this with this other study, that
we can say we have to do the change, but if our behaviour doesn't change, people can see that

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absolutely straightaway.
Talking about being on the age and moving forward, I think one of the conclusions we have to
come to is that actually the next phase of change will be much more like a social movement,
and some of the opportunities for us as change agents are around developing skills in this way.
I wanted to use this framework that Greg Sattle set out to think about how we move from the
edge to equip ourselves with the change skills we need for the future. What he did was to look
at it successful social movements, so the social movements that were really able to deliver big
change. What were the specific things they did? I thought I would use some content we have
already had in the school and some new content as well to think through these new factors,
because as we leave the school today, these are pretty good principles to work with, so let's
start with the first one – to find the change you want to see.
What we saw in model number two, Catherine took us through some really important content
about stories and how, if we want to create a picture of how the future can be, then stories are
one of the most powerful ways of doing that. They are an emotional resource that help us to
meet uncertainty. But telling stories, we turn our stories into a resource that helps us connect
with others. If there is one thing we take away from the school, it is the importance of
storytelling.
One of the things Catherine talked about in this con text in module number two was this
principle that comes from Martin Luther King Jr., which he talked about the fierce urgency of
now, this whole idea that bad things, difficult things are happening in our system, and we have
to take action now, and I think it is important… One aspect of this, the urgency of now, is there
almost 2 aspects of it in the way Martin Luther King described it.
He talked about acting with alacrity. What we mean by alacrity? We must take action now, we
must move speedily, swiftly with energy. And at the same time, not just crashing into action, but
also thinking about it, thinking about the thoughtfulness, the seriousness of purpose, getting
organised and planned, so we need to move with a sense of urgency and do things really well,
and I think that is great advice for us as change agents. We need to be doing both.
At the end of this next section, I will give warning to our Twitter monitors and chat monitors and
see how we are doing.
The second thing that Greg Sattell says makes a big difference is we need to build a spectrum
of allies. In terms of the people we engage in change, it can't be people like us. If we look at the
successful social movements, what they did well was engage a really broad spectrum of people.
Talking about Martin Luther King Jr., it didn't just mobilise African-Americans, and the southern
states of the USA, they were able to mobilise a broad coalition of people. We have to build a
system of allies. One of the other slides Catherine using model number two was this research
from Canadian researchers called the network secrets of great change agents. What this
showed was, when it comes to being an effective change agent, it is very little to do with
positional power. The most effective change agents aren't the people with the most power
necessarily. Actually what is more important is the extent to which I am central in informal
hierarchies, and particularly in this context of thinking, how do I build a spectrum of allies, I think
the second part of this research is important because what they found is, if you want to create
small-scale, incremental change, then work through what they call a cohesive network. What we
mean by cohesive network is a small, tight network of people like me, but if we are ambitious to

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create big change, we have to create bridge networks between groups that aren't currently
connected stop I think this is the choice that all of us have as change agents – how big scale
change do we want to create? Do we want to focus on own small, tight network, or if we want to
do bigger change, we have to connect people that aren't currently connected.
In this context, it is very, very helpful to look at some ideas from network theory, social network
theory, around strong ties and weak ties because I think that we, as change agents, have to be
able to work with strong ties and weak ties, so what we mean by that?
Let's start off by thinking about strong ties. When we are connecting and spreading change
through our strong ties, we are interacting with other people who are like us, people who have
the same life experiences, education, beliefs and values.
When change happens through strong ties, it is peer-to-peer, GP to GP, police officer to police
officer, social work at a social worker, community leader to community leader and so on.
When we work through our strong ties, our influence gets spread because it is people who are
strongly connected to each other who like and trust each other. Honestly, the first 20 years of
my career as a change agent, I worked almost exclusively through strong ties. I can remember
when, in my early days as a change agent in the NHS, what I got told was, as I don't have a
clinical background, I wouldn't be able to influence GPs, so I needed to find a GPU gets it and
use them as the conduit or bridge to other GPs.
I think so much change thinking in the health care system is built on this. The thing about strong
ties, there are lots of advantages with them. They work because people are far more likely to be
influenced to adopt new behaviours or new ways of working from the people they are most
strongly tied with. The biggest issue here is trust. I am much more likely to be influenced by
someone I trust than somebody I don't trust.
Let's have some interaction in the chat box. What I would like us to do first is say, when it comes
to working in strong ties ways, what of the strong advantages? Why should we be working
through strong ties? We will do a second exercise - what are the drawbacks when spreading
change and influencing through strong ties?
If we can have our chat monitor is ready. Let's start off with our pros. We have one from Wendy,
which is fantastic.
Put in the chat box what are some of the advantages are working with strong ties and through
strong ties? In a moment, I will ask our chat monitors to sum this up.
Just make sure you can hear me. Kate, can you hear me? And Ollie and Catherine?
KATE:
Wow! There's loads coming through. The discussions are around diversity, it brings momentum,
language, there is a wide range of suggestions coming through. A few people are saying shared
understandings, shared values. It is a strong thing coming through there. I don't know if Ollie
and Catherine have picked out some additional on those.
HELEN BEVAN:

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Hazel has given us something fantastic.
OLLIE:
I think Kate summed that up perfectly. As she said, a lot around shared values, common
understandings, pooling knowledge and implicit trust. We know where that person is coming
from.
HELEN BEVAN:
Fantastic. Can we be as active and energetic in identifying the drawbacks? Thinking back to
those strong ties, what are the drawbacks, the limitations, the problems through drawing change
through strong ties?
[Anne.Captioner is Live]
HELEN BEVAN:
These are great.
I think there's plenty to be getting on with now. Kate, Ollie, Catherine, to want some up the
ideas. There's more cons than pros.
OLLIE:
I think a lot of the cons are around the fact that there is a groupthink, little diversity, confirmation
bias, bias and all thinking similarly and competitiveness.
Also not reaching people who don't want to change. If you're working with strong ties, they often
have the same value sets and therefore see things your way.
HELEN BEVAN:
Thanks. One of the most important words that we've had in every module of the school so far
has been about the central role of diversity around enabling change to happen and I see that
word quite often in the lack of diversity. Lack of different thinking. That's great.
Thank you, chat box monitors.
Let's talk about weak ties. If we spread change through weak ties, what we have to be doing is
building bridges between groups and individuals and communities who were previously different
and separate and not connected. At the heart of change as we keep saying in relationships,
what we have to do when we work through our weak ties is that it's about relationships based
not on our pre-existing similarities or experiences but we actually have to think about the
common purpose, the commitments that people make to each other to take action.
Again, it goes back to why stories are so important. If we are not united by a similar experience
or background, we have to use stories so that we can understand the values and the purpose
that we share.
If we can work through our weak ties and connecting, it can bring us tremendous power
because by building bridges between our weak ties, we can mobilise all of the assets and
strengths and skills and capabilities in our organisation or system community to help us achieve

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our goals.
I think this is why, as change agents, it is really important that we are building weak ties as well
as strong ties. When Greg Satell talks about a spectrum of allies, we need to be focusing on
weak ties. As many of you put in the chat box when we look at strong ties, if we look through
weak ties, they are much more likely to lead us to change scale because, when we work with
strong ties, the change may happen quickly but will only happen to the outer barrier of the
strong tie relationships. Because we are building bridges and connecting, we can access many
more people with fewer values.
When things are difficult and ambiguous and uncertain, what we do is revert back to our strong
ties. In many aspects of the public sector, we know where things are really tough; we can see
that happening.
We batten down the hatches and go back to what we trust. History tells us that, when it comes
to innovating, searching out resources when things are scarce, or weak ties are much much
more important because that's where the breakthrough happens. The innovations and radical
changes will come when we tap into our weak ties.
Part of what I hope for everybody taking part in this school, the school enables us to work with
our strong ties as they are important but to work with our weak ties as well and see all kinds of
potential and possibilities.
There's lots of sources of weak ties that, of course, being here with us in the School for Change
Agents is a fantastic source of weak ties. We can see that from what we get in the chat box.
There are so many more as well.
Social media, I think, creates so many opportunities for us to link and connect. The weak
communities allow us to link up with much wider groups of people. Taking part in a randomised
coffee trial with a random person is a great example.
The Academy of fabulous stuff where we are seeing lots of examples of different kinds of things.
Being exposed to different ideas and different relationships. Every one of us, if we are going to
build our spectrum of allies, we need to be thinking about how we are working with our weak
ties.
I'll maybe stop there a moment and say to our chat monitors and also our Twitter monitors,
taking account of all that chat about pros and cons, what are the themes we are seeing at the
moment? Let's start off with our chat monitors and Twitter monitors on standby.
KATE POUND:
I am talking about the chat from earlier on. The first thing I noticed was people sharing their
experiences of randomised coffee trials. That's great here. We had a discussion around what it
means to be at the edge, and it is a great place to meet radicals which is for Nigel. Thanks for
that.
There is a lot of discussion around the debate about leadership and the importance of being a
leader and modelling your behaviour and being a good role model.

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Being a leader isn't about creating followers but creating more leaders.
That's the early chat room. Ollie can do the later chat room stuff.
OLLIE BENSON:
I've just lost the reference to who mentioned weak ties. We were talking about Trojan mice. You
go in and offer a little bit of information. You bring it back to help when you are building networks
with weak ties.
Again, a lot of discussion around people's personal experience of using weak ties and
understanding how they work. Lots of ideas to create new weak communities.
HELEN BEVAN:
That's a great idea. Thanks Kate and Ollie. Have we got Leigh? What's happening on Twitter.
LEIGH KENDALL:
Twitter has been going mad as usual because there has been so much activity. Most of the day,
people have said they are sorry it is the last week. They have really enjoyed it. That's fantastic
to see.
The key things from the live session so far have been about storytelling. People have been
saying what an undervalued resource stories are. They can connect so much, so thinking about
the weak ties and how, by sharing our stories, we can create that shared purpose. People have
been enjoying that. Lots of good tweets, so thank you, everybody.
HELEN BEVAN:
Do keep them coming. You can see, I hope, the connections between being on the edge,
building a spectrum of allies and working with weak ties. It may be something you might want to
work on as part of your actions from the School for Change Agents.
I want to go onto the third part of the third component of Greg's articles, messages around
social movements. He talks about identifying the pillars of power.
When you look at a lot of those successful social movements, what they were able to do was
mobilise a lot of people in new power ways. And they were able to get politicians and institutions
and senior leaders on board.
Using the example I've been using around the civil rights movement, the Civil Rights movement
succeeded because it was possible to connect with the legislature and the political system and
the pillars of power of an existing institution.
We need to learn from that and do that. Many of us think our powerbase is a new power
powerbase. We also need to be thinking about the mechanisms of old power and some aspects
of our organisations and our formal leadership systems, which can potentially be incredibly
powerful.
In this context, this is a piece of graffiti that is on a wall in Austin, Texas, and again, another
quote from to Martin Luther King Jr., "We may have come on different ships, but we are in the

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same boat now."
A really strong statement that has got a weak tie mentality.
The fourth theme was, seek to attract not overpower. I think we talked about this in module
three when we talked about resistance to change, and in module number four, around making
change happen.
This I took from module number four and we talked about intrinsic motivation and extrinsic
motivation. We need to be working with both. We particularly need to be focusing on how we
build intrinsic motivation and connect, engage using stories.
When you've got people who are intrinsically motivated at work, they are very rarely for
performers. We need to use the mechanisms of extrinsic motivation and the real opportunities
are intrinsic motivation of scale.
We were saying let's understand what stage people are typically at. If we want to attract not
overpower, we need to move away from a scenario that we see very often in public service
whereby we are planning change interventions that are stage IV, ready for action when the
reality is that people are preach contemplated, not even thinking about it or contemplative and
starting to think about it.
We need to start from where people are not forcing them but attracting them at stage IV.
The next focus, the fifth point that Greg Sattle makes is that successful movements build plans
to victory.
[David.Mendes is Live]
We get there, we put the changes in place and breathe a sigh of relief, but we declare victory to
early because we are still part of a broader system that often hasn't been changed and it is very
difficult to sustain change, so let's build in sustainability before we even start.
Just a few ideas on this. The first thing we are seeing across the world that fits in, I, with the
School for Change Agents is the shift going on from change programs to change platforms, and
if we want to create sustainable change, I we need to have a shift in mindset about how we
want change to happen. Let's talk a little about this and change programmes to start with. What
we talk about is a systematic approach called change management that we plan and predict
things in rational ways. I don't think there is anything wrong with change programmes per se. It
is the way we go about them. Too often, we don't just prescribe this is the outcome of the
change, but the method, and it is done in a way that is top-down, so it means that people at the
front line will experience this as imposed, I have two, rather than I want to.
What we are seeing as the platform mentality, platform economy is expanding around the world,
we are seeing the shift towards change platforms. It means we create a space, a virtual space,
physical space, where everyone, whether they are service user, a family member, a member of
staff, can get involved in helping to tackle the most challenging issues.
When we have a change platform when we seek to get everyone's views, and again, we are
using weak ties, and we are valuing that diversity and connecting people, ideas and learning,

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and actually, in an era of change platforms, the role of formal leaders is much harder, because it
is about how we create the conditions and get everyone involved and how do we then get out of
the way? What we are seeing globally is, as change tends to happen much more quickly, this
shift towards change platforms.
How do we build in the kind of conversations and the ways of connecting that enable our
approaches to change to be sustained?
One thing we are seeing in this increasingly fast moving world is a shift from explicit knowledge
to tacit knowledge, and explicit knowledge is where we have analysed things, we have a best
practice database, we know what works. And seeking to spread the things we know that works.
Tacit knowledge is the kind of knowledge that people get by learning, by doing. It is experiential.
If we can create the kinds of conversations where people can connect and share, then learning
will happen much more quickly.
I can other big challenge of the next phase is about how we build the kind of conversations and
social relationships that enable people to share. We have a little way to go.
This is research Mary Dixon Woods is doing. I think it is globally significant research on what
happens in quality improvement programs and when they work and don't. She said, the reality
is, if you talk to staff and patients about what they want and change, they want more
conversations. The reality often for them is that top-down improvement programs, how it feels is
we are giving people more paperwork.
The evidence tells us, if we want to spread new knowledge, the most effective way is by social
connection and discussion. Milton, one of the leading knowledge management experts in
Britain, says, social connection and discussion is 14 times more effective than written words,
standards, best practice, databases or toolkits. This is somebody who spent 20 years writing
improvement toolkits for the NHS in England.
The explicit knowledge that toolkits give us is phenomenal, the way we are able to distil what
works best, but often toolkits sit on shelves, they don't come alive. It is the social connections,
discussions, sharing of tacit knowledge that really makes a difference.
Just to say on this – this is from Steve Denning, a globally known knowledge leader - Andy said
the learning capacity of an organisation is directly related to its ability to hold conversations. I
think, for us, as change agents, how do we encourage these conversations? How do we build
these weak ties?
We are coming to the end of things. I really hope you have enjoyed and got a lot of out of the
School for Change Agents and that it has given you skills and confidence to rock that boat and
stay in it.
I guess our final message is, there are lots of excuses and reasons not to do the things we
know we have to do, but actually, let's stay connected, let's support each other, and let's get on
with making happen the things we absolutely know in our hearts need to happen, and we can
do it!
That's the end of module five. It would be really lovely if you could put some little comments or

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reflections or maybe something about your story at the end of school now. We will be back in
touch. I hope many, many of you will choose to be a change agent. I hope you will connect with
the yearbook. Let's keep those weak ties going because I think it is people like the people that
are part of the School for Change Agents that really are leading the future, creating the future
that we need, whether we are in the health and care system or other parts of the sector or are
other people doing the own thing about social good.
So, thanks, everybody, and we might see you next year.
At this point, I hope some of you will want to meet in a breakout room and discuss those issues
and tell your own stories. I will hand over to Ollie.
OLLIE:
Thank you, Helen. Now we know the procedure, what we need to do. We are running our
breakout rooms for the final five. If you preregistered with us, then you should be transferred to
your breakout room. If you haven't registered for the room, we will once again offer a separate
phone conference you can join. The number is on the screen. If you can't see it, it is 0800 917
1950. The access code is 3313 6606. Put a hash on the end of it.
[Anne.Captioner is Live]
If you preregistered, you will be transferred to your breakout room and if you haven't registered
or you couldn't connect, we know people have problems if they are using iPads or some other
devices, then you won't be able to connect.
If you are connected into the breakout room as per previous weeks, there's a button at the top if
you need some help, press it to ask for help. Your facilitator will be in the room and they will be
identifiable.
Sometimes the wrong person ends up with the ball. It's about moving the ball to the right
person.
Once again, a little warning, we occasionally see instances where screenshares appear, so I
suggest closing all other windows on your computer. It is now 4 o'clock, so I'm going to suggest,
without any further ado, that we move to breakout rooms.