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Tina Chuck has extensive healthcare experience and holds a Master of Public Health degree, with more than 18 years of experience working in areas of research, infection prevention, administration, policy writing, and learning and development. Her personal passion is to be a driving force in quality and process improvement and to help reduce disparities in healthcare.She currently is the director of the Office of Research Policy and Training at the Feinstein Institutes for Medical Research at Northwell Health. In this role, Tina has spent the last nine years centralizing and overseeing the development, implementation, evaluation, and maintenance of research policies and research learning and development programs to meet regulatory, industry, and institutional standards that govern safe, responsible, and ethical conduct of research.She describes herself as an accidental instructional designer and is self-taught on adult learning methodologies and technologies. Tina’s broad experience has allowed her to collaborate within various settings including hospitals, advocacy organizations, and managed care and see issues from the perspectives of the communities and healthcare professionals. As a mother of a child on the autism spectrum, she truly understands that everyone is different and learns differently—a valuable lesson she applies at home and at work.

Tina Chuck

Here is a “social story” (with some added details) for working with research professionals that may help you connected with others.

A Social Story for Working With Research Professionals

Rightsizing L&D for our research professionals takes some experimentation. It’s OK to fail, remove what doesn’t work, adjust, and try again.

Rightsizing Learning and Development to Fit Research Professionals

When the COVID-19 pandemic hit New York, the health system where I work swiftly moved into emergency management mode. I followed suit with an emergency preparedness plan for L&D.

Emergency Preparedness for Learning and Development

Invest in Leaders at All Levels as a Key Part of Your Business Strategy Drawing on nearly three decades of experience across sales operations, technology consulting, and talent development, Tina Schust Robinson offers a much-needed reimagining of leadership development. She guides all leadership investors—from founders, executives, and frontline managers to those doing the hands-on design and delivery work—toward a more holistic and successful development approach. Making a powerful business case for investing intentionally in leaders, Tina explores why leadership investment is a crucial aspect of any business strategy and what characteristics define a good leader. She shows how leadership investors can craft initiatives that are tied to their organization’s and employees’ specific needs, sustainable over time, and highly effective. Moving beyond quick fixes and one-off programs, Robinson makes a practical case for why investing intentionally in leaders is a crucial aspect of any business strategy.This book shares Tina’s one-to-one, one-to-many, and one-to-all leadership investment framework. It demonstrates how organizations can pursue coaching and mentoring for individuals, improve leadership training for groups, and develop a comprehensive strategy to address leadership development throughout the talent life cycle. Interviews with successful corporate and nonprofit leaders and talent development pros bring the three-pronged framework into action. Checklists, assessments, and exercises allow leadership investors to apply the framework immediately and tailor their solutions to specific audiences and business needs. Whether you’re leading a team or shaping an entire organization, this book will change how you think about leadership—and the return it can deliver when you invest wisely.

Developing Your Business Leaders

What is microlearning? Well, it depends on who you ask.Most people agree microlearning involves learning in short bursts. Some say four minutes or less. Others say up to an hour. Sharon Boller suggests bite-sized content only works for short-term training and reinforcement, but Will Thalheimer believes you can successfully teach course-like material in five-minute chunks.Still others think microlearning isn’t even about short content—that it’s about cramming lots of learning into a short amount of time. And plenty have condemned it as a shiny buzzword, an unserious approach, some kind of flimflam.More than a fuzzy label or iron-clad model, microlearning is a philosophy—one that says thinking small is the best chance we have for overcoming the huge challenges facing both L&D leaders and the greater 21st century workforce. A Better Way to Think About MicrolearningThe broadest and most useful definition of microlearning is "learning, and applying what one has learned, in small, focused steps.” Ideally, each of these microlearning steps is:self-contained, with its own learning objectivea small win on the way to a larger goal (for example, learning to make eye contact is a step toward becoming a competent presenter)as short as possible, but as extensive as necessary.These self-contained steps can take many forms, from short videos explaining a concept, to a quiz helping to recall it, to a short practice task in which you apply it, to an email that reinforces it. Again, this is not a hard and fast prescription. But it’s a way of thinking that focuses on what people really need to do their jobs, and helps build learning around those application points in a way that’s easily personalized.Right now, learners are bogged down with bloated content and one-size-fits-all lectures that provide too much inert information—all at once, and out of context. We must eliminate the cruft that has accumulated around learning, and a micro approach might be the best way to do it.Microlearning Is More Than MomentsIt’s easy to get hung up on the time factor of microlearning, as in: “anything over a few minutes isn’t microlearning.” It’s true, units of microlearning tend to be short—a step along a particular learning path might take the form of a single image. But, more importantly, the micro perspective isn’t just about small content; it’s about taking a small-scale approach to many factors that influence learning.Cognitive load. Learners are routinely overburdened by unfocused, information-heavy content. Microlearning aims to reduce cognitive load, making it easier for learners to process and put to use.Space. Since smaller content takes up less digital space, you can avoid bandwidth problems that come with storing and managing large media files—especially on mobile devices.Scope. Micro content is more focused in scope, making it easier for a learner to tie what they learn directly to specific on-the-job actions.Cost. Short content is cheaper and faster to produce and update, so you can continually test and experiment, even on the tightest budgets.Perspective. Microlearning forces us to consider the small learning moments and opportunities that happen continuously throughout an employee’s day.Like microeconomics, which is concerned less with small transactions than it is with small segments of the entire economy, microlearning is less concerned with small content than it is with small segments of the much broader organizational learning picture.The Big Picture of MicrolearningThe tiny pins in the above image are arranged to form a picture of a face. But they could very easily be rearranged to take the shape of an apple or a hand. Likewise, the tiny pieces of a microlearning program afford flexibility that traditional learning systems do not.Here’s an example of what I mean: We know from research that spacing and repetition are powerful best practices for successful learning. We also know that increasing variation, interleaving assessments, and staggering practice are also tremendously effective ways to help people learn.But these things—repetition, spacing, variation, interleaving—are very hard to do at scale unless the units you’re dealing with are small. (Just imagine trying to repeatedly space a one-hour lecture.) Plus, today’s organizations need to be able to quickly update content, swap media in and out, and cater to increasingly personalized needs. To do this for hundreds or thousands of employees in dozens of constantly changing areas of concern, while being asked to show ROI, is nearly impossible without the kind of nimbleness a microlearning approach provides.Small Step for Learning, Giant Leap For L&DThere’s no easy solution to the many problems we’re facing around 21st century learning and development. Widening skills gaps…sprawling logistical challenges brought on by increasing decentralization…perennially unstable budgets…the list goes on. Microlearning can’t solve these challenges overnight. But by addressing inefficiencies at the small level, we can set ourselves up to tackle problems at the macro level that would be insurmountable otherwise. Whether you’re a fierce advocate of microlearning, a staunch dissenter, or you haven’t yet made up your mind, one thing remains clear: companies need to start thinking small when it comes to organizational learning. And that philosophy of thinking small, more than any other debate around labels, models, or semantics is really what microlearning is all about.Please keep the conversation going and share your thoughts on microlearning in the Comments.

Will the Real Microlearning Please Stand Up?

Last week, I caught up with Aaron Silvers, partner at MakingBetter and all-around xAPI expert and enthusiast. We chatted about the current state of xAPI, including emerging patterns of adoption, how people are using xAPI, and what’s going on in the xAPI community. If you want a little background info on xAPI, you can also check out my 2014 interview with Aaron.You also can link to the video interview at https://www.youtube.com/watch?v=BHubuTpkg38&feature=youtu.be.

xAPI Update with Aaron Silvers

A true leader can operate even in the messiest settings, including vague requests, conflicting goals, and stakeholder disagreements. A good leadership training program effectively builds habits for handling uncertainty and complexity, without abstract explanations or long lectures. Here are four simple ways to develop a training program that does exactly that. What “Adaptive” Looks LikeWhile technical issues respond to strict procedures, adaptive leadership issues involve values, roles, and relationships within a team or an entire company. Some signs that you’re dealing with adaptive challenges include: Different teams or stakeholders define the problem and success differently (for example, sales reps want speed, while compliance experts want certainty).The data and current process don’t point to one solution; each option has a visible trade-off (cost versus risk, speed versus quality).Real progress requires changes in behavior or decision rights.4 Ways to Deliver Effective Adaptive Leadership TrainingTraining should prepare leaders to navigate these difficulties, test small actions, and adjust based on the impact of their strategies. 1. Start with one shared problem statement. Ask each leader to bring in a current work challenge. In small groups, rewrite the problem as two sentences: What you think is happening and why What success would look like within six to eight weeks Keep it specific with details on who’s affected and where the issue arises. This creates a clear target for measurable improvement.2. Use short, choose-your-path cases. Replace long slide decks with one-page cases that end in several reasonable options. Discuss trade-offs and alternatives instead of one “right” outcome. Pro tip: To speed up drafting varied scenarios and perspectives, use AI-powered course creators that can generate realistic customer, regulator, or employee voices in minutes. Keep each case short enough to discuss in 10–12 minutes.3. Practice difficult conversations in a safe setting. Adaptive work often stalls in conversations no one wants to have: reprioritizing, saying “no” or “not yet,” or naming risks. To practice these, run simple role-plays. Have two people talk for three minutes, with a third observing and noting what was clear, what was confusing, and offering suggestions on what to try next. Pro tip: Focus feedback on language, strategies, and impact, not on personality.4. Deliver actionable assessments. Tie the knowledge checks to real workplace challenges. Give each session one small application task for a leader to try. By the end of the week, trainees report back with a sentence plus a tiny piece of evidence (a number, a screenshot, or a link). Use the traffic-light model to track success:Green: Applied in real work and saw a positive impactYellow: Tried to apply but had difficultiesRed: Didn’t apply, or the application had a negative impactThis approach makes accountability visible. It allows you to easily discern and discuss what worked or didn’t work and why.Extra Tips on Smart Training DeliveryKeep sessions concise. Don’t run your training sessions longer than 90 minutes to avoid attention loss.Experiment with training session formats. Use this overview of types of training programs to decide what best fits your training flow, from onsite workshops and virtual cohorts to blended or self-paced courses.Use a simple toolset. You’ll need an authoring tool and an LMS that works as a shared learning space with progress-tracking capabilities. Two Major Pitfalls to AvoidToo much abstraction. Limit slides and move quickly to cases and role-play.Measuring completion only. Report weekly on tests launched, lessons learned, and early signs of progress. Run trainee surveys to see what participants liked and where they feel improvement is needed.Final Thoughts Adaptive leadership develops through practice on real work. Start with a shared problem, use short cases, rehearse key conversations, and make reflection and measurement routine. Keep the program simple and repeatable so that you can see progress right away.

Adaptive Leadership Training: 4 Proven Techniques Every Leader Needs

In the first post of this two-part blog series, “Putting the Pieces Together for eLearning Content: Part 1,” we examined some of the overarching pieces for creating eLearning content. The takeaway is that when you need to build eLearning courses, a suitable eLearning authoring tool is necessary for creating content. With so many tools available, which one do you choose to solve your eLearning puzzle?A Vast Range of OptionsAn authoring tool helps you to create digital content, while the eLearning authoring tool enables you to create digital assets for eLearning purposes. Some eLearning authoring tools are a cinch and provide many templates for the purpose of quickly building a course. They can be limiting because you can only work with features the template offers. Other eLearning authoring tools, although easy to use, may allow for more project scalability or creative control by letting you customize eLearning features.No one knows the capabilities of your learning program (such as your capabilities, timeline, and budget) like you do. Take a moment to look at the big picture. Think about a tool that will fit your needs.Consider whether:Out-of-the-box interactions suffice or if you want to create and design your own interactionsYou need features that reuse content from within one project or across multiple projectsYou have one or multiple authors that could use collaboration and source control featuresThe output should be responsive for different user devices or be translation readyThe content will get to the learning management system (LMS) for course distributionA Cutting-Edge SolutionMadCap Flare is a stand-alone software application for creating digital assets with advanced content authoring capabilities. Flare can help solve your eLearning puzzle because it offers rapid eLearning authoring efficiencies plus some. It lets you build exactly what you want with features that allow for reusing content, custom-made interacting, and multichannel publishing.Flare acts as the interlocking piece that connects technical communications and learning and development (L&D) together. Both disciplines share the common goal of helping people learn about something. It is a viable solution for producing eLearning courses, online help, knowledge bases, or learning centers all from a single source of content and using a single solution. Trainers, writers, or instructional designers can use Flare to develop, manage, and publish content as well as produce innovative quizzes and knowledge checks as part of any project.A Game ChangerThe ability to reuse content and customize eLearning courses are two game-changing features for cracking your eLearning puzzle wide-open.Single-sourcing lets you reuse content and produce multiple outputs from the same set of source files. Flare uses this feature to help you leverage content for different purposes. Content for repurposing can be anything from text, images, videos, and audio files to topic or project files. Reusing content can reduce costs, improve collaboration, enhance workflows, and increase productivity. Supporting features are topic-based or micro content authoring, snippets, variables, conditions, source control, and global project linking.Customization gives you the freedom to create and design what you want without being restricted to a proprietary system. Building a course with Flare is simple, like connecting a large jigsaw puzzle. Flare provides out-of-the-box eLearning templates for quickly building a course. However, Flare can be quite advanced; for example, it can assemble a 2,000-piece stereogram in different shades of blue. With Flare’s open architecture, you can change the look and feel of eLearning blocks, course output, and branding or customize eLearning features (at no additional cost).You can add multiple-choice or multiple-response questions, feedback for answers, and scoring. You can randomize answers, limit test attempts, and customize test result pages. For LMS tracking, you can select to generate SCORM 1.2, 2004, or xAPI (Tin Can) eLearning packages.In SummaryFlare is on the table for helping to create, design, and share content for modern eLearning courses. As you build quizzes and knowledge checks, you can leverage Flare’s well-established authoring capabilities that tend to unite teams, streamline processes, and deliver the right online experiences for learners.The eLearning authoring solution you choose for your L&D program can make all the difference in the world, and MadCap Flare is a game changer for creating eLearning content.

Putting the Pieces Together for eLearning Content: Part 2

Most organizations track learner satisfaction and completion rates, but does that really move the business forward? Our joint research with ATD shows that only 43 percent of organizations report strong alignment between learning and business goals. That means more than half risk investing in training that fails to translate into performance gains and measurable outcomes.What Alignment Really Means and Why It MattersAlignment isn’t a buzzword; it’s the operating system for strategic L&D. True alignment exists when L&D leaders, HR, and the C‑suite share a common definition of success and design learning experiences to advance it. In practice, this means mapping every learning objective to one or more business KPIs, whether that’s revenue growth, customer retention, safety incidents, cycle time, or quality metrics. Hence, the connection between training and value is explicit, visible, and testable.This clarity does three things: Focuses limited resources on the highest‑impact skillsIncreases executive confidence in L&D investmentEquips teams to iterate quickly because outcomes are tracked with the same rigor as any other initiativeDiagnosing MisalignmentMisalignment rarely announces itself; it shows up as familiar symptoms. There’s overreliance on activity metrics (enrollments, completions, smile sheets) without behavioral or business indicators. L&D gets kept out of strategic conversations about growth plans or capability gaps. Demonstrating ROI becomes a struggle, which slows funding decisions. Programs stagnate as content falls out of step with shifting priorities. Each symptom erodes trust and makes it harder for learning to influence performance at scale.The Four‑Step Alignment FrameworkUse this simple, repeatable framework to tighten the connection between learning and results:Discover. Start with the business problem, not the course idea. Clarify the desired outcome (for instance, increase win rate from 28 percent to 34 percent in H2) and the behaviors that would move that needle. Interview leaders and exemplary performers; mine performance dashboards to identify capability gaps.Design. Translate outcomes into skills and practice. Build learning objectives that mirror the KPI and embed practice activities that simulate real work (role‑plays, system sandboxes, decision games). Co‑create content with stakeholders to maintain relevance and ownership.Deliver. Meet learners in the flow of work. Blend short, applied learning assets with manager‑led coaching. Managers influence a large share of engagement, so equip them with conversation guides, observation checklists, and micro‑challenges to reinforce transfer on the job.Measure. Track leading and lagging indicators. Pair learning analytics (progress, proficiency, practice quality) with behavioral and business signals (pipeline hygiene, NPS shifts, first‑call resolution, defect rates, time‑to‑productivity). Review results monthly with stakeholders and adjust.What High‑Performing Organizations Do DifferentlyIn our findings, high performers consistently co‑create training with senior leaders, focus on a small set of KPIs that matter to both HR and the business, and use performance data to continuously refine programs. The key difference is philosophical: They don’t just measure activity, they measure contribution to business success. This orientation turns L&D from a service provider into a strategic partner.Manager Enablement Is NonnegotiableEven the best course fails without manager reinforcement. Provide managers with “day‑one” toolkits like talk tracks, observation rubrics, and simple dashboards so they can coach to the targeted behaviors. Recognize and reward managers who model desired behaviors and create time for practice. When managers champion the effort, adoption accelerates and results stick. Managers account for more than 70 percent of team engagement, so their role is critical.Technology as an Enabler (Not the Strategy)Modern platforms can make alignment easier to execute. AI‑powered solutions such as Learn365, embedded in Microsoft Teams, bring learning into daily workflows and surface real‑time insights through Power BI dashboards. That matters when only a minority of organizations feel confident evaluating impact; technology helps consolidate data, automate evidence collection, and free L&D to focus on coaching and design. The tools don’t create strategy; they make good strategy scalable.Start Small, Prove Value, Then ScalePick one business outcome and run a 90‑day pilot. Example: reduce customer churn by two points. Map the chain of impact: skills (active listening, needs discovery) → behaviors (probing, summarizing) → metrics (repeat contact rate, NPS, renewal). Instrument your pilot with a pre/post skills check, manager observations, and a simple dashboard that pairs learner progress with operational KPIs. Share results with leaders monthly and capture quick wins and lessons learned.This approach builds a repeatable playbook: define outcomes, design for practice, enable managers, and measure what matters. Do it once, then standardize templates, data definitions, and governance so future programs start aligned rather than retrofitting alignment after launch.Where to Go NextAlignment doesn’t happen overnight, but it does happen by design. Begin with a single program and ask, “Which business outcome does this serve, and how will we know?”For deeper benchmarks and practical checklists, explore the full research report and see how peers are operationalizing alignment in the flow of work.

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