How do you teach someone to ride a bike? As soon as you start considering this problem you encounter the Tacit Knowledge Transfer Problem. Just because you may be an expert cyclist does not mean you possess the language or the skills to be an expert cycling instructor. The Instructor Cadres within Emergency Medicine, Urban and Wildland Fire, Tactical Law Enforcement, or Military Special Operations, face this problem every day. The Mission Critical Team Institute was founded to partner with Mission Critical Team Instructor Cadres to develop a more precise, and scientifically valid language, to more efficiently and effectively transfer tacit knowledge. As all MCT’s operate within immersion events of 5 minutes or less, we have broken down those events into Detection, Recognition, Reaction, Response and Recover to aid cadre members better diagnose and mediate (or remediate) learning opportunities to fully maximize an operator’s potential.
The human brain is constantly engaged in unconscious threat detection. Effective training can increase the speed and accuracy of that detection system.
Recognizing emerging threats in complex environments requires more precise pattern recognition and greater cortical authority.
To override our inherent fight, flight, freeze response we need to develop intentional automated motor skills. To do this requires the refinement of technique through perfect practice.
To sustainably and successfully navigate radical change events Operators require the cortical authority to rapidly transition between reaction and response. Response is the ability to think while acting.
Individuals and teams that can’t find a way to recover after loss will be unable to sustain high performance.
The Mission Critical Team Initiative was created to support those teams by inviting them into a Collaborative Inquiry Community to share effective practices, validate applied research, and innovate in the area of learning, instruction, and professional development.
We hope that this community will act as an incubator for innovative practices related to questions such as: How do we develop expertise to navigate complex environments? How do we maintain expertise, once we have it? How do we construct and maintain high-performance teams in the face of ongoing adversity?
• University of Penn Neuroscience Research
• University of Pennsylvania — Perelman School of Medicine Gold Lab
• Complex Systems Group
• Wharton Neuroscience Initiative
• National Aeronautics and Space Administration (NASA)
• Fire Department of New York (FDNY)
• National Advanced Fire and Resource Institute (NAFRI)
• San Diego Fire and Rescue Department (SDFRD)
• U.S. Forest Service — Wildland Fire (USFS)
• U.S. National Park Service — Wildland Fire (USNPS)
• Federal Bureau of Investigation
• U.S. Secret Service
• Cleveland Clinic
• Stanford University Emergency and Trauma Medicine
• University of Pennsylvania Traumatology
• Australian Special Operations Command (AUSSOCOMD)
• Canadian Special Operations Command (CANSOFCOM)
• New Zealand Special Operations Forces (NZSOF)
• United Kingdom Special Forces (UKSF)
• U.S. Air Force Special Operations Command (AFSOC)
• U.S. Army Special Operations Command (USASOC)
• U.S. Army Special Operations Aviation Command (USASOAC)
• U.S. Joint Special Operations Command (JSOC)
• U.S. Marine Corps Special Operations Command (MARSOC)
• U.S. Naval Special Warfare (NSW)
• U.S. Air Force Weapons School (USAF-WS)
• U.S. Army John F. Kennedy Special Warfare Center and School (SWCS)
• Naval Special Warfare Training Command
• Guardian Group — Anti Human Trafficking
• Team Rubicon — International Crisis Response (TR)
• Cleveland Indians (Major League Baseball)
• Philadelphia Eagles (National Football League)
• Pittsburgh Pirates (Major League Baseball)
• Toronto Blue Jays (Major League Baseball)
Preston has received a Bachelor’s of Science from Rutgers University, a Masters of Education from the Harvard University Graduate School of Education, and a Doctorate in Education from the University of Pennsylvania Graduate School of Education. Since 2008 his primary research and practice has focused on supporting the Instructor Cadres of Mission Critical Teams: Small (4-12 agents), integrated groups of indigenously trained and educated experts that leverage tools and technology to resolve complex adaptive problems in an immersive, but constrained (five minutes or less), temporal environments, where the consequence of failure can be catastrophic. These instructor cadres represent Collaborative Inquiry Communities of Practice within Military Special Operations, Emergency Medicine, Tactical Law Enforcement, Aerospace and Urban and Wilderness Fire Fighting Organizations within Australia, Canada, New Zealand, United Kingdom and the United States. When he is not working with Cadre, he resides outside Philadelphia with his extraordinary spouse Amy who, when not teaching, plans and leads their international sailing expeditions.
Coleman is a U.S. Naval Academy graduate and former officer in the Naval Special Warfare community (U.S. Navy SEALs). Coleman spent 13 years on active duty in the U.S. Navy serving overseas during six (6) combat deployments in both the Afghanistan and Iraq theaters of war. While serving as a troop commander and joint task force commander, Coleman led hundreds of operations and dozens of sensitive military programs. He also served in U.S. Embassies in both Yemen and Kenya working directly with the Ambassador’s country team and host nation forces.
Coleman also served as both a basic and advanced training officer in Naval Special Warfare, and is a former Director of Human Performance at the Naval Special Warfare Development Group. Through the MCTI, he’s now serving both the instructor cadre and students from training pipelines where he led the training, education, and development of the U.S. Navy’s most advanced special operations programs.
In addition to his work at the MCTI, Coleman has also served as a trainer, educator, and advisor for dozens of collegiate and professional athletic organizations. He serves as a U.S. Naval Academy Trustee for Athletic and Scholarship Programs. He’s a General Partner at special asset holding company, Anchor Capital Holdings, and a board member of a former portfolio company.
In his “free” time, Coleman has served as the Executive Director of Carry the Load in Dallas, TX, a 501(c)3, as a board member at Tip of the Spear, a veteran-focused non-profit, and is a volunteer mentor at both the Station Foundation, and the COMMIT Foundation, both veteran transition programs.
Coleman graduated from the U.S. Naval Academy with a B.S. in Mathematics and earned an MBA in Finance at the Government School of Business & Public Policy from the Naval Postgraduate School in Monterey, CA.
He lives in Annapolis, MD with his wife Bridget Ruiz and their three children, Coleman (age 16), Ben (age 13), and Oliver (age 9).