Training Methods for the Investigation of Explosive Incident

Table of Contents

Acknowledgements

Chapter One
1.1 Project Aim
1.2 Introduction
1.3 Brief Historical Overview of Explosives
1.4 Research Context
1.5 Review of Literature

Chapter Two
2.1 The Training
2.2 Training Procedures

Chapter Three
3.1 Experiment-Intensive Course
3.2 Equipment and Tools Training
3.3 Practical Scene
3.4 Examination Scene

Chapter Four
4.1 Results and Discussion
4.2 Recommendations
4.3 Conclusions

References

Appendices

Acknowledgements

There were many individuals who played an important role in this project. In addition to the Forensic Laboratory of the Ministry of Interior, Qatar, whose members aided in the creation and implementation of the experiment, I also received a high level of assistance from Mr. Robert Hanson. I would like to take this chance to thank Mr. Hanson for his feedback, constructive criticism and support throughout the project process.

Chapter One

1.1Project Aim

The following project is based on the goal of improving the knowledge of key personnel members with regard to the investigation of explosive incidents within the Forensic Laboratory Department, Ministry of Interior, Qatar.

1.2 Introduction

One of the most threatening problems found in the world today is terrorism as well as other acts of violence. The acts of violence often utilize the same tools regardless of the motivation behind the act; one of the most well known methods of committing violent acts is through the use of explosives. An explosive, according to Tenney L. Davis (1984), “..is a material, either a pure single substance or a mixture of substances, which is capable of producing an explosion by its own energy” (Davis 1). An explosion, as many are well aware can cause damage to both material objects and human beings. (1)

The nation Qatar is a nation that, like many others, needs to gain knowledge of various aspects of explosions and explosives. In the effort to fight crime, the national organization, the Forensic Laboratory Department, Ministry of Qatar, has sought to learn more about explosives. Moreover, the organization has sought to use training with regard to explosives as a means of ensuring that its employees have the knowledge needed to be able to address explosives should they be used in any capacity that is illegal in the country. As explosives do have several legal uses such as in construction and demolition and road work, the focus in training is on the illegal uses of explosives such as those used to commit acts of terrorism or due to other motivations.

Important to the effort to share knowledge with regard to explosives is the effort to provide training for the employees of the Forensic Laboratory Department, Ministry of Qatar. The research effort includes the goal of understanding the effectiveness of the training methods that were utilized in the training session. The following research examines the literature on training methods, provides a methodology of the actual training program that took place in Qatar, provides the results of the training program, a discussion of the findings and a conclusion and recommendation section.

1.3 Brief Historical Overview of Explosives

The first chemical explosive was a mix of charcoal, potassium nitrate and sulfur that created a combination known as gunpowder. It is believed that the Chinese developed gunpowder over one thousand years ago. For many years, according to Science JRank gunpowder was originally used for fireworks. However, as technology developed, the gunpowder was used in other areas such as with the use of guns. It was not until after the Europeans started to use guns that the originators of the gunpowder, the Chinese used it as a weapon. As many are well aware, the use of guns has led to many negative impacts in terms of harm to others and have played a major role in historic events such as related to the exploitation of people without access to explosives. (2)

As time passed, Science JRank reports, there were other discoveries related to explosives. For example, it was in 1628 that fulminating gold was discovered. This discovery was followed by several others such as those based on chemical compounds including nitrocompounds and nitrates. In the 1800’s, an Italian chemist created the first modern explosive made from nitroglycerin among other chemicals. The work of the Italian scientists was the basis for others to expand from such as Alfred Nobel who found ways to make nitroglycerin safer in terms of packaging. Science JRank also reports that Noble intended to have his inventions used for peaceful purposes. However, the source states that the emergence of the inventions led to a major increase in the destructive nature of warfare. Indeed, around the world for hundreds of years there have been various uses of explosives with warfare as well as terrorism. (2)

1.4 Research Context

The issue of explosives and bombs is seen in the many acts of warfare in the world as well as terrorism. While Qatar has largely been free of conflict for many years, there have been several incidents of concern to the country. In Qatar there have been cases where explosives have been used to kill individuals and, to create fear, one of the major goals of terrorism.

It was in 2004 that, according to the article, “Ex-Chechen president killed in car blast” states, the former Chechen president Zelmkhan Yandarbiyev was killed in a car bomb in Qatar. The leader was killed when a bomb exploded at an intersection, just moments after the leader left a mosque. Moreover, the bomb killed several of the leaders bodyguards. According to the article, the target of the bomb was tied not only to Al-Qaeda but the horrific Moscow theater hostage crisis of October 2002. In light of this incident it is vital that the government of Qatar, and specifically the Forensic Laboratory Department, Ministry of Qatar gain training in explosives. (3)

Yet, it was not just a single incident that has led to the need for training in explosives for the Forensic Laboratory Department, Ministry of Qatar. In addition, a car bomb hit a theater in Qatar in 2005. According to BBC News a British man was killed and an estimated one dozen people were injured in a car bomb that targeted a theater in the capital of the country. The suspected bomber, the report states, was from Egypt and the attack came two years after US invasion of Iraq. The article also quotes workers in the area mentioning serious consideration about staying in the country in the future. Such violence in Qatar does not help the country in its efforts to attract investments, workers, and travelers. Hence, the nation does need to wok on ensuring that its Forensic Laboratory Department, Ministry of Qatar has workers who are able to address bomb related issues. (4)

While efforts are being made to ensure that intelligence reduces or eliminates the threat of explosives, there is also a need to address the problem of explosions after they happen. Despite the efforts to prevent bombings in Qatar, they have occurred as the two examples given demonstrate. Hence, the government with the Forensic Laboratory Department, Ministry of Qatar is working to address the many aspects of bombs and explosives in the country.

However, a problem with the efforts made by the government is that the nation lacks personnel with experience in the realm of bombs. As Qatar has relatively little violence, and no major history of car bombings with the exception of a few recent acts, the past incidents led to outsiders being sought to solve the cases. The government of Qatar had to bring in experts from France and the United States to address the cases. Hence, a plan was created to train the local workers of the Forensic Laboratory Department, Ministry of Qatar in bombs with a specific focus on car bombs.

1.5 Review of Literature

Training is used by a wide variety of organizations as a means of achieving various organizational goals. Many businesses and organizations use training to aid in knowledge and skill development of its workers related to a variety of topics such as technology, cross-cultural communication, and customer service. Similarly, the Forensic Laboratory Department, Ministry of Qatar has goals related to its training programs. Training programs used by the organization include those that seek to improve worker knowledge and skill related to the area of forensics. The ultimate goal of the training is to aid in the effort to fight a variety of crimes in the country among other goals of the organization. While the literature fails to address the use of training in the realm of explosive specifically, the literature does offer a foundation in training and transfer of training that are applicable to the experiment.

Training Based on Needs

Training, according to Susan E. Jackson, Randall S. Schuler and Steve Werner (2009) is most often offered on the basis of needs. Specifically, Jackson, Randall and Werner (2009) state that needs often include the ability to overcome skill deficiencies as well as to provide workers with competencies that are job specific. Still, some workers gain training for reasons other than actual needs. With the effort to train workers with explosives in Qatar, there was a need to overcome skill and knowledge deficiencies related to the realm of explosives. (5)

A review of the literature on training shows that other authors also believe that training needs to be based on needs. For example, Raymond A. Noe, John R. Hollenbeck, Barry Gerhart and Patrick M. Wright state that needs assessment should be conducted that focuses on the evaluation of the organization, its workers, and the task of the workers to determine what type of training is needed, if needed at all. Often, management uses a needs assessment due to some type of prompt. For example, “Management may observe that some employees lack basic skills or are performing poorly” (Noe, Hollenbeck, Gerhart and Wright 182). Organizations might also realize the need for training due to factors such as introducing new products, the application of new technology, or the design of new jobs. The outcome of the needs assessment, the authors state, leads to decisions about how to address the issue that led to the needs assessment. (6)

Organizational Analysis

In addition to the needs assessment, training also involves the use of an organizational analysis. Authors Noe, Hollenbeck, Gerhart and Wright state that the needs assessment actually starts with the organizational analysis, defined ass a process of determining the appropriateness of training through the evaluation of organizational characteristics. Moreover, “The organizational analysis looks at training needs in light of the organization’s strategy, resources available for training, and management’s support for training activities” (Noe, Hollenbeck, Gerhart, and Wright 183). Furthermore, those involved in the needs and organizational analysis must also consider in the process to consider the time, expertise and budget needed for a potential training program. (6)

Person Analysis

Organizations are also advised to conduct a person analysis as related to training. According to Noe, Hollenbeck, Gerhart and Wright a person analysis is a process that is used to determine the needs as well as readiness for training among the workers. The person analysis is also considered a critical consideration when training is being considered in response to a performance related problem. The goals of the analysis include the determination of if employees are ready to undergo training. Moreover, the analysis needs to consider the knowledge and skills of the workers as well as their ability and willingness to learn. (6)

Task Analysis

Noe, Hollenbeck, Gerhart and Wright also argue that organizations need to use a task analysis. The authors define the task analysis as, “…the process of identifying the tasks, knowledge, skills, and behaviors that training should emphasize” (Noe, Hollenbeck, Gerhart and Wright 185). The task analysis, the authors state, is usually conducted with the person analysis. To carry out the task analysis, the authors state, the human resource professional examines the conditions that the tasks are performed in. Moreover, questionnaires are often used to gain an understanding of what tasks should be focused on in the training. (6)

Types of Training

On-Site and Off-Site

Research on employee training has also revealed that there are many different types of training programs available to train workers. The three main approaches to training, according to Jackson, Randall and Werner (2009) include the on-the-job approach, the on-site though not on-the-job method, and the off-site method. Of the off-site training, the type of training that was utilized with the training procedures under discussion, the authors Jackson, Randall and Werner (2009) assert that this type of training can be appropriate in cases where there are complex competencies that need to be mastered. There are several benefits of off-site training for employees. Such advantages, the authors state, include the ability to create lifelike situations, the ability to build teams, and providing realistic previews. (5)

However, there are some disadvantages to the off-site method of training according to Jackson, Randall and Werner (2009). For example, the authors assert that with off-site training that a, “..cause for concern is that knowledge learned off the job may not transfer to the workplace” (Jackson, Randall & Werner 297). The issue of transfer, the authors add, refers to if the workers can apply the knowledge that they gained from the off-site training to the real world or workplace. Moreover, Jackson, Randall & Werner (2009) assert that when the training environment is not similar to the actual work environment that this makes it harder for the employees who have been trained to apply the knowledge gained to their positions. (5)

With on-the-job training, according to Noe, Hollenbeck, Gerhart and Wright, state that this type of training is where a person with job experience as well as skills aid the trainee in practicing the skills in the workplace. Forms of on-the-job-training can include apprenticeships defined as, “A work-study training method that teaches job skills through a combination of on-the-job training and classroom training” (Noe, Hollenbeck, Gerhart and Wright 193). Further, a type of on-the-job training is the internship, where students work at organizations as a part of an academic program. To be effective, the authors state that the on-the-job training program should create and issue a policy statement about the purposes of the training, specify the individual or individuals accountable for the training, review the practices of the training of other firms in the industry, and have managers and peers trained in the principles of this type of training. (6)

Simulation

Research finds that one method that is often used for training is the use of simulations. According to Jackson, Randall and Werner (2009), “Simulations present situations that are similar to actual job conditions and allow trainees to practice how to behave in those situations” (Jackson, Randall and Werner 298). Though the simulated environment is not real, it can also be less hectic as well as safer than the actual environment. With the training under discussion, explosives trainings for workers in Qatar, a real explosive situation occurred. However, the explosive situation was one that has similarities to simulations as the effort was made to create a realistic environment for the explosive demonstration and training. (5)

Simulation training is known to have many positive aspects related to the transfer of knowledge and other goals of training programs yet research also suggests that there are other factors and forces that impact the quality of training. As Jackson, Schuler and Werner (2009) state, before launching a training program those who are in charge of the program need to consider the means by which information is presented. Moreover, those managing the training, “…must consider the beliefs of trainees regarding task-specific competencies” (Jackson, Schuler and Werner 299). Moreover, the trainers must work with the trainees in order to set the stage for leaning as well as increase learning during training. (5)

Experiential Programs

Some organizations use what are called experiential programs when the goal is to develop leadership skills and teamwork Noe, Hollenbeck, Gerhart and Wright state. In these programs the participants learn different kinds of concepts and then apply the concepts to behaviors through simulation of the behaviors. Additionally, the training method also involves analyzing the activity as well as connecting the concepts to realistic situations. These programs, as Noe, Hollenbeck, Gerhart and Wright also state should follow several guidelines such as the program being tied to a problem that is specific in the organization. Furthermore, the authors state that the participants of these programs should feel challenged as well as be pushed outside of their comfort zones. However, in pushing the trainees outside of their comfort zones, there must be limits with this to ensure that motivation remains strong. (6)

Team Training

Noe, Hollenbeck, Gerhart and Wright also reveal that some organizations use team training. Team training is where there is a coordination of the performance of individuals who work together in the effort to achieve a common goal. “An organization ay benefit from providing such training to groups when group members must share information and group performance depends on the performance of the individual group members” (Noe, Hollenbeck, Gerhart and Wright 196). Team training, the authors also state is often seen in organizations such as airlines and the military. In such work settings, a high level of work is performed by groups, teams or crews. Also, the success of these groups, the authors state, are based on the individual’s’ coordination of their activities to make decisions. Often, these decisions are made in terms of dangerous situations. Some teams also use cross training where members learn the skills of other members as well as their practice areas. Moreover, with coordination training, the team is taught how to share information as well as decisions as a means of enhancing team performance. (6)

Setting the Stage for Learning

To set the stage for learning, according to Jackson, Schuler and Werner, in order for the trainee to perform as intended, they must comprehend the training expectations. Moreover, the authors state that clear instruction create the correct expectations on the behavioral level. The authors advise that the training goals should be clearly stated and that the conditions under which the performance is expected should also be identified. Trainees should also be told, the authors state, the rewards, if any, for participating in the training. (5)

Increasing Learning During Training

Successful training programs, Jackson, Schuler and Werner state, include increasing learning during the training. There are several methods that can be utilized as a means of increasing learning during the training session. For example, active participation is needed in the training program for higher performance levels as, “Individuals perform better if they’re actively involved in the learning process” (Jackson, Schuler and Werner 300). Moreover, the encouragement of participation can occur in several ways such as in the realm of active participation in classroom discussions. (5)

Another method that can be used to increase learning during training and aid in enhancing the learning effectiveness is through mastery. According to Jackson, Schuler and Werner, when the individuals being trained are focused on their personal deficiencies that are related to the task, these “..potential difficulties may seem more formidable than they really are” (Jackson, Schuler and Werner 300). Hence, trainers should seek to facilitate mastery, the authors state, through such means as presenting the information to be learned in a manner that leads to success. Segmenting the information is one method to make the data more manageable for the trainees. (5)

Feedback is also an important tool to increase learning during training. According to Jackson, Schuler and Werner, for individuals to effectively master new concepts as well as gain competencies that are new, they have to gain accurate feedback of the diagnostic kind. The authors state that this feedback must be focused on the performance of the trainees. With feedback, the authors also state that, “It must be specific, timely, based on behavior and not personality, and practical” (Jackson, Schuler and Werner 301). Moreover, if there is a situation where a trainee demonstrates some kind of performance discrepancy the feedback should be diagnostic in nature and focus on how the trainee can improve performance. (5)

Another method that can be used to enhance learning during the training period is through practice. As Jackson, Schuler and Werner state, “The goal of skill training is to ensure that desired behavior occurs not just once but consistently” (Jackson, Schuler and Werner 301). Consistency, the authors add, is more likely to occur when the trainees have had the opportunity to practice as well as internalize the standards of performance. Moreover, the authors report that because there is the risk of negative results of practicing behaviors that are wrong, that feedback is needed. (5)

Measuring the Results of Training

When the training program ends, according to Noe, Hollenbeck, Gerhart and Wright, the training can be measured. However, it is not only when the training ends that measurements of the training can occur as those who are in charge of the training can measure the results during intervals as well as periodically in cases where the training is ongoing. The time that the preparation for evaluation of the training should be undertaken is when the program is in its development phase, the authors also state. “Along with designing course objectives and content, the planner should identify how to measure achievement of objectives” (Noe, Hollenbeck, Gerhart and Wright 199). Moreover, depending on the objectives, the authors state, the evaluation can use several different types of measures for the results of the training. (6)

The several types of measurements for training programs, according to Noe, Hollenbeck, Gerhart and Wright include satisfaction. For example, the organization can measure the satisfaction of the trainees with the program. Other measurement, meanwhile, include the knowledge gained as well as the abilities that have been gained as result of the training. The trainers can also measure the development of and/or use of new skills and behaviors on the job to determine the strength of transfer of training. Moreover, the measurement effort can also focus on improvements in both organizational and individual performance. “The usual way to measure whether participants have acquired information is to administer tests on paper or electronically” (Noe, Hollenbeck, Gerhart and Wright 200). Moreover, trainers and the supervisors of the training, the authors mention, can observe if the participants in the training program have demonstrated desired behaviors and/or skills. (6)

In addition to the measurement of the training results organizations can also evaluate the methods that were used in the training. According to Noe, Hollenbeck, Gerhart and Wright. The evaluation of the training should place focus on the transfer of training. Moreover, the evaluation of the training can place focus on the on-the-job use of skills, behaviors and knowledge that were learned in the training program. “Transfer of training requires that employees actually learn the content of the training program and the necessary conditions are in place for employees to apply what they learned” (Noe, Hollenbeck, Gerhart and Wright 200). Moreover, the assessment can also examine if the workers have had a chance to put their new knowledge and/or skills to use. (6)

The assessment of training, Noe, Hollenbeck, Gerhart and Wright also argue, should place focus on the outcomes. Specifically, those who are evaluating the training methods should look at what has changed, if anything, due toe the implementation of the training. “The relevant training outcomes are the ones related to the organization’s goals for the training and its overall performance” (Noe, Hollenbeck, Gerhart and Wright 200). The authors also identify several types of outcomes that might be measured in the assessment of training. These potential outcomes can include:

-Data about facts, techniques, and procedures that the participants in the training will be able to recall post-training
-Skills that the participants can use in tests and/or in their jobs
-The satisfaction of both supervisors and trainees with the training program
-New attitudes that relate to the content of the actual training program such as a concern for safety as well as other possible themes.
-Improvements in terms of company, group or individual performance such as increasing sales, reducing quality problems, etc. (6)