Explosive Training Final Chapters

7/28/2019 Explosive Training Final Chapters

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Training Methods for the Investigation of Explosive Incident for the Ministry of

Interior, Qatar

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Abstract

As a result of recent terrorist attacks in Qatar, where a Chechen

leader was killed in a car explosion and where a theater in Doha, Qatar was

attacked, it has become clear that the government needs to gain stronger

capabilities in addressing such problems. One of several efforts being

undertaken by the Ministry of Interior as well as other organizations and

agencies is to enhance its crime fighting capabilities. Hence, the Forensic

Laboratory Department, Ministry of Interior, Qatar developed and

implemented a training program. The training program consisted of three

main components, lecture and Power Point based knowledge training, skills

training with simulated explosions, and a final test. The trainees were

exposed to both practical as well as theoretical skills and knowledge on

crime scenes, including training with advanced technology used with forensic

analysis. Upon completion of the program, the trainees performed a

simulated explosion investigation with the Minister of the Interior, Qatar, in

attendance. The experiment reveals that despite many trainees succeedingwith the program that there are concerns related to the training that must be

further explored to improve future training efforts and initiatives.

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Table of Contents

Acknowledgements 4

Chapter One1.1 Project Aim 5

1.2 Introduction 5-6

1.3 Brief Historical Overview of Explosives 7

1.4 Research Context 8-9

1.5 Review of Literature 10-19

Chapter Two

2.1 The Training 20

2.2 Training Procedures 21-22

Chapter Three

3.1 Experiment-Intensive Course 23-38

3.2 Equipment and Tools Training 39-41

3.3 Practical Scene 42

3.4 Examination Scene 43

Chapter Four

4.1 Results and Discussion 44-50

4.2 Recommendations 51-55

4.3 Conclusions 56-57

References 58

Appendices

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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.

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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.

Chapter 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 gainknowledge 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

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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.

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Chapter 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 tomake 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)

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Chapter 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 toBBC 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

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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.

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Chapter 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 workerswith 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”

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(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 asrelated 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

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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

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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 realexplosive 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

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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 effortto 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

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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

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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 onlywhen 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,

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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 programand 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:

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-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)

There are several methods that can be utilized to measure the

success of the training according to Noe, Hollenbeck, Gerhart and Wright.

These efforts include the measurement of, “..performance, knowledge, or

attitudes among all employees before the training and then train only part of

the employees” (Noe, Hollenbeck, Gerhart and Wright 201). Once the

training program has been completed, the authors state, the organization can

measure the attitudes, knowledge or performance prior to as well as after the

training. This method, the authors acknowledge, can be costly, Moreover, it

seems impractical to have only some members of an organization subject to

the training as the organization would surely want to train all of its workers.

Hence, another method is recommended by Noe, Hollenbeck, Gerhart andWright. The authors state that a simpler method to evaluate, “..the training is

to conduct the pretest and posttest on all trainees, comparing their

performance, knowledge, or attitudes before and after the training” (Noe,

Hollenbeck, Gerhart and Wright 201). This measurement, however, does not

rule out the fact that some of the change may have resulted from some other

factor besides the training. (6)

Application of the Training

The overview of the literature also finds that the evaluation of the

training should be evaluated, Noe, Hollenbeck, Gerhart and Wright state that

the purpose of the evaluation of training is to aid in making future decisions

about the training programs of the organization. “Using the evaluation, the

organization may identify a need to modify the training and gain information

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about the kinds of changes needed” (Noe, Hollenbeck, Gerhart and Wright

201). Furthermore, the authors state that the organization might use the

evaluation information to expand on the successful areas of training and

potentially cut back on the aspect of training that has not yielded positive

results for the organization. (6)

Chapter Two

2.1 The Training

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The training program occurred over a three-month period of time and

involved one hundred and fifty five trainees. The program was divided into

months with each month having a specific focus, the intensive course, the

practical scene and the examiner scene.

Month One

The first month was the intensive course. The trainees met five days

per week for approximately six hours per day. In the evening a tutorial

session was offered. It was decided that the trainees needed a tutorial

session, made optional, due to a lack of background on chemical compounds

and their structures.

Month Two

The second month focused on the practical scene. Like the first

month, the trainees worked five days per week for six hours per day. There

was also a n evening session for trainees who were interested in gaining any

kind of help related to the practical scene education.

Month Three

With the third month the examiner scene the trainees worked five

days a week, six hours a day, with an evening session to analyze the

fragments that had been recovered from morning sessions. The last day of the month was a program conducted in the presence of the Minister of the

Ministry of Interior.

Chapter 2.2 Training Procedures

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Overall Experiment Goals

The training program that was created was based on several goals,

the main goal to bring knowledge as well as skills to the workers of Forensic

Laboratory Department, Ministry of Qatar with regard to car bombs as a

means of solving crimes in the future. The more specific goals of the training

include:

Knowledge

One of the main goals was to provide the workers of Forensic

Laboratory Department, Ministry of Qatar with knowledge related to

explosives and car bombs in particular. While the government has invested

heavily in many areas of crime fighting and while the forensics department of

the nation is state-of the-art, there was a lack of knowledge among the

workers related to car bombings and explosives. One of the reasons why the

government did not have a strong focus on car bombs and explosives is

because there are relatively few incidents involving the use of explosives in

Qatar.

Solve Crimes More Quickly

The problem with the two previously mentioned cases is that it took

the country some time to solve them. Because the Forensic LaboratoryDepartment, Ministry of Qatar lacked knowledge, skills and training in the

area of car bombs and explosives, the country had to bring in experts from

both France and the United States to solve the crime. The main problem with

this approach is that the longer it takes to conduct the investigation, the risk

increases that a criminal or criminals can leave the country. As there is often

much evidence to be collected at the scene of a crime, evidence that could

potentially lead to the discovery of suspects, time wasted could lead

criminals to get away with their crimes. Hence, it is important that the country

be able to solve crimes more quickly to achieve one of the main goals of the

Forensic Laboratory Department, Ministry of Qatar, the goal of justice.

Equipment Knowledge and Skills

In addition to crime scene investigators collecting evidence, the

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evidence also has to be analyzed. There are many machines and equipment

that are utilized by forensic teams that require training. Hence, one of the

major goals of the training was to ensure that the trainees were able to use

the machines themselves to be able to detect various aspects and overall

learn about the crime scene with reference to explosives being used at the

scene.

Transfer of Training

In terms of the transfer of training, one of the most important aspects

of the training was that it worked. There are many instances where

employees of all kinds of organizations in various industries receive training

that does not succeed. Training methods can and do differ and some

methods are more effective than others. Hence, a transfer of training goal

was that the training achieved results in both knowledge areas and skill

areas.

Specific Training Goals

There were several areas of learning that the training focused on. In

addition to the general goals mentioned, there were several aspects of

explosive investigations that the organization believes must be learned as a

means of enhancing the skill sets of the employees of the ForensicLaboratory Department, Ministry of Qatar. Moreover, areas of learning

included factual information on explosives in such areas as the history of

explosives, chemical aspects of explosives and explosives terminology

among other learning areas.

Chapter Three

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Chapter 3.1 Experiment Intensive Course

Experiment Scene Skills and Knowledge

One of the most important aspects of explosive investigations is to

know where to start the investigation. As explosions start with a central area

(i.e. where the explosive or explosives were placed) it is important to identify

where the explosive or explosives were placed to gain information. The

training involved teaching employees proper protocols for the investigation of

an explosion. The protocol includes the ensuring that the scene is safe,

creating a perimeter around the scenes to ensure that the crime scene is not

disturbed, and locating the center of the explosion. Moreover, the participants

were taught how to collect the fragments, mark and number them.

Participants were also taught how to identify if the explosion was a high or

low explosion. Additionally, the trainees were taught how to determine if the

explosion was a result of an accident or deliberate explosion, and with the

explosion the participants were taught how to determine the type of explosive

used through lab work.

General Explosives Knowledge

In addition to teaching the participants how to conduct an investigationof an explosion an effort was also made to teach the participants about

explosives in general. Issues that were covered in the knowledge-based

aspect of training were as follows:

Explosives History

Participants in the training program included were taught about the

history of explosives. Issues covered include how first explosive mixtures

were discovered by Asian Alchemists who sought to find a material that

would lead to immortality, the movement of explosive knowledge to the Arabs

and then Europe, the individuals who played a role in the development of

explosives such as Roger Bacon and Brethold Shwarts, among others and

the specific developments made with explosives chemistry. Other aspects of

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explosives history were provided to the participants to give them a

background on explosives and their evolution.

Explosion Types

Participants were also taught about the different types of explosions. For

example, mechanical explosions are those where pressure builds to the point

that exceeds structural limits, chemical explosions that result from a change

in chemicals, and nuclear explosions that are based on a large energy

release from an unstable, nuclear element. Moreover, participants were

given knowledge with regard to what explosive materials are and their

elements including a compound or compounds and chemical change.

Students were also provided with the formula for chemical reaction with

reactants and products with focus on both making and breaking chemical

bonds.

Explosives Terminology

Participants were also given definitions of various terms used related

to explosives. Examples of the knowledge shared in this area included

deflagration, which is a process of subsonic combustion that oftenpropagates through the process of thermo conductivity. Students were also

provided with such definitions as detonation, a process where a supersonic

combustion event occurs that involves a shock wave followed by a reaction

zone. Students also learned terms such as brisance, a measure of the

rapidity with which an explosive develops its highest pressure and brisance

explosive, an explosive where the maximum pressure is attained so quickly

that a shock wave results, the net effect being the shattering of material in

contact with the explosive and/or in close proximity to it. Students were

taught definitions for many other terms commonly used in explosive study.

The definitions also refer to aspects and areas of the explosion that have a

direct relationship with the investigation into an explosion.

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Explosives Classification

In the investigation of an explosion investigators need to know the

different types of explosives. Previously mentioned is the need to

understand, during an investigation, if an explosive that was high or low was

used. Participants were informed that low explosives include flash, black and

smokeless powders. Moreover, the participants were informed that high

explosives include primary high explosives including lead azide, lead

styphnate, mercury fulminate, DDNP and tetrazene. Moreover, the group

was taught that with secondary high explosives that booster include petn and

RDX while main charge explosives include ANFO, TNT, emulsions, water

gels, binary explosives and dynamite.

Additionally, with the various explosives, students were provided in-

depth information on the different types. For example, students were taught

that low explosives are those that cannot support a detonation wave, that can

burn to the point of deflagration, and that are initiated by either flame or heat.

Similarly, with smokeless powder, the participants were taught that the

reason why the powder is smokeless is because the combustion product is

mostly gaseous as well as the properties of smokeless powder such as

single-base and double-base powders.In contrast to the low explosives, the high explosives have several

different properties and characteristics that were shared with the participants.

For example, with the high explosives the material undergoes detonation.

High explosives are also those that are initiated by either heat or shock and

there is no need for confinement. Moreover, these explosives have a high

level of brisance. The students were also educated on the many different

kinds of high explosives.

One main type of high explosives are the primary high explosives.

Students were taught that the primary high explosives are those that require

a very small amount of energy to be initiated. The primary high explosives

are also ones, the students were taught, that can be initiated not only by

shock and heat but also through friction, impact and flame. However,

25



although the primary high explosives need little energy to detonate/initiate

they actually have less power than secondary explosives. These explosives

are used in initiation and detonator systems and include lead styphnate,

fulminate, lead azide and mercury fulminate.

The secondary high explosives are explosives that are relatively

insensitive to shock, heat or flame, and friction compared to the primary high

explosives just described. The secondary high explosives, the students were

taught are cap or booster sensitive, Moreover, and perhaps most important is

that the secondary high explosives is more powerful than primary explosives

despite being less sensitive to initiation compared to primary explosives.

Examples of secondary high explosives include PETN, Dynamite, ANFO and

RDX.

Break Down of Explosives

The participants were also required to learn more about specific

explosives in terms of the chemical compounds and other properties.

Students were provided information on several chemicals including:

Mercury Fulminate-White and Gray in Color with a VOD of 14,780

ft/sec=4533 m/s.Lead Azide (PHE)-An explosive that contains a toxic crystalline compound

and is white in color. This material is considered highly sensitive, is stored

under water in conductive rubber containers, and is capable of exploding

based on a fall of about 150 mm or due to exposure of a 7 millijoules static

discharge. This chemical is used to make detonators, has an excellent

initiating agent for high explosives, is considered more efficient compared to

mercury fulminate, and a good initiator for sensitive booster charges such as

with PETN, Tetryl and RDX. The VOD is 16,745 ft/sec=5140 m/s.

Lead Styphnate-Is an explosive that is used as a component in both primer

and detonator mixtures for explosives that are less sensitive such as

nitroglycerine.

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Lead Styphnate-Varies in its color from shades of yellow to brown this

chemical is known to have particular sensitivity to fire as well as static

electricity discharge. Also, it can be detonated by discharges from the human

body, The chemical does not react with metals and is considered less

sensitive to shock compared to lead azide and fulminate. VOD: 17,000

ft/sec=5215 m/s.

Nitroglycerine-This chemical compound is known for being heavy, without

color, oily, poisonous that is obtained by nitrating glycerol. The compound is

known to be sensitive to shock and becomes more sensitive with

temperature increases. The compound is also flammable and it can detonate

due to fire while its vapors are known to cause both a severe and persistent

headache. Nitroglycerine is considered one of the most frequently used

components of explosive materials. VOD: 25,000 ft/sec or 7700 m/s.

Amonium Nitrate and ANFO (SHE) –This is a chemical often used as a high-

nitrogen fertilizer, has a strong oxidizer, and us used mostly as an explosives

component. It can also be mixed with a hydrocarbon such as diesel fuel tocreate ANFO which has been used with some terrorist bombings including

the Oklahoma City Bombing and a Provisional IRA bombing.

Pentaerythrite Tetranitrate PETN-This is one of the most powerful explosives

with a power of 140% TNT. The compound is known to be insoluble in water

but is soluble in solvents that are organic. VOD 27,200 ft/sec=8350 m/s. The

compound is used with high-efficiency detonators, detonator cords and in the

manufacture of boosters.

Trinitrotoluene TNT-This compound is yellow or light gray, is one of the least

sensitive explosives and is virtually bullet safe, and is not impacted by sea

water or moisture. Additionally, with the flame from a match the TNT will

27



burn. However, it will usually not detonate unless there are very large

quantities that are burned at one time. VOD: 22,637 ft/sec=6950 m/s.

Picric Acid-This is a toxic yellow substance crystalline solid that can melt at

11 0C and is soluble in water as well as most organic solvents. It also reacts

with metals to create what are called metal picrates which are highly

sensitive explosives that can be detonated through such means as shock,

friction, heat, and flame. This compound is often utilized as a booster to

detonate another often less sensitive explosive such as TNT.

Cyclotrimethylene Trinitramine RDX-Royal Demolition Explosive-This

compound is a white crystalline solid but is also red depending on the use. If

the substance is used with a cord for detonation it will be red to pink in color.

The compound is obtained via the reaction of concentrated nitric acid on

hexamine. This compound is stable in its storage but is also considered the

most powerful as well as brisant of the high explosives of the military. VOD

27,394 ft/sec=8400 m/s.

Cyclotrimethylene Trinitramine-HMX-High Melting Explosive-This is the mostpowerful high explosive that is used by the military and has shock sensitivity.

The substance will not dissolve in water but will dissolve in other chemicals,

including acetone and is a white powder. VOD=29600 ft/sec=9100 m/sec.

Tetryl-Tetryl is a yellow solid crystal like compound that has no odor. Tetryl

also dissolved in water as well as other liquids and is considered a sensitive

explosive compound that is used with detonation manufacture. The

compound decomposes at 129 0C and it is created by an action involving a

mix of concentrated nitric acid as well as sulfuric acid on dimethylaniline.

Sheet Explosive-Sheet explosives are flexible high explosive applications

and are made from a mix of a binder and PETN. The sheet explosive is also

28



waterproof and comes in several shapes as well as in cord and sheet form.

Two types of sheet explosives are the detasheet A which is a commercial

form that is 85% PETN is red and also detonator sensitive. In contrast, the

Detasheet B is a military variety with a 63% PETN.

Explosive Mixtures

Students were also taught about explosive mixtures including the

following:

Amatol – 20% TNT + 80% AN

Comp. A3 – 91% RDX + 9% Wax

Comp. B – 60% RDX + 39 % TNT + 1% Wax

Comp. B4 – 60% RDX + 39.5% TNT + Calcium Silicate

Comp. C4 – 91% RDX + 9% Non-explosive plasticizer

VOD: 26,377 ft/sec (8,050 meters per second),.

Tetrytol – 75% Tetryl + 25% TNT

Pentolite – 50% PETN + 50% TNT

How Explosives Work

The participants in the training were also taught how explosives work.For example, they were taught that the flame and heat ignites the propellant

charge, leading gases to be produced, and the bullet being driven through

the bore of the weapon with low explosive trains. Moreover, with high

explosive trainers, the students were taught that the first step involves the

initiation of the detonator while the second step is where the detonator

explodes and causes the dynamite to be initiated. Further the students

learned of the exploding booster that causes an initiation.

Explosive Initiating Systems

The participants in the training were also taught about the explosive

initiating systems. An initiator is a term that is used to describe any type of

device that is used to start either a deflagration or detonation. These devices

29



that are used to initiate high explosives are known as detonators. However,

the devices that are utilized to start burning or deflagration are called igniters

of squibs. Safety fuses, the participants were taught, are utilized to initiate

non-electrical detonators and are made of black powder with properties

including a rope like fuse, The safety fuse is designed to be initiated with a

specially designed fuse math of lighter and burns its length at a rate that is

predetermined usually between 25-45 ft/sec. As for detonators, they are used

for the initiating of high explosives and also contain small amounts of

sensitive primary explosive.

Participants also learned about non-electrical detonators. These

detonators are used to initiate other explosives and use a detonating cord as

well as a shock tube. Moreover, the students were informed of the

ingredients used with the non-electrical detonators such as lead azide, lead

styphnate, PETN and RDX. Construction characteristics of the non-electrical

detonators include shell material, explosive material such as .65 grams of

high explosives, have a length of approximately 2 3/8 inches and a diameter

of .292 inches. In contrast, the electrical detonators are used to initiate other

explosives, detonating cords and shock tubes, contain RDX PETN. tetryl,

lead azide, and lead styphnate. There are three types of electrical detonatorssuch as the instantaneous, the short period delay, and the long period delay.

The electrical detonators are similar to the non-electrical detonators with the

exception of that they are initiated through the application of an electrical

current through electrical wires.

Explosions

Participants not only learned about the make up of bombs and the

detonators that make them explode, they also were instructed on the

explosions themselves. For example, students were taught that an explosion

is both the sudden and rapid production and escape of gases from a

confined space and are accompanied by a shock, noise and hear. It is the

high-pressure gases that change, move or shatter materials that are nearby.

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Moreover, an explosion can be defined as a large scale, loud, and rapid

expansion of matter where the volume of the matter becomes larger than its

original volume. This phenomena occurs due to bursting a vessel that

contains a pressurized fluid, a fast burning reaction of the detonation of an

explosive material.

Participants also learned about the effects of explosions. There are

several effects of explosions due to the fact that they produce a spherically

expanding heat and pressure wave. The participants were taught that the

effects of the explosion often hold the key to understanding the dynamics of

the explosion as well as the sequence of evens that occurred as the

explosion happened. Explosions occur in a shape that is spherical, meaning

that it moves outward from the origin in all directions equally. Two important

concepts are the rate of the pressure rise and the maximum pressure. The

rate of pressure rise is more important than the maximum pressure.

There are two types of pressure phases with explosions. With the

positive pressure phase the blast pressure front moves away from the point

of origin. The positive phase is where the positive pressure phase is stronger

than the negative and causes the most damage called the primary effect. In

contrast, with the negative pressure phase, because of the movementoutward from the origin of the positive pressure phase, a low-pressure areas

is created. The low-pressure area allows the movement back towards the

origin of the surrounding air. The negative pressure phase causes secondary

or additional damage and often the debris moves towards the origin point

thought it can also move in the opposite direction of the positive pressure

phase.

With the secondary blast pressure effects there is reflection where the

blast pressure contacts an object and the front moves in a different direct,

thus the reflection which can cause damage in different locations and

directions. Refraction is often a result of different temperature layers.

Damage, with the reflection can be amplified as a result of the movement of

blast pressure in one direction. With the secondary blast there is also the

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seismic aspect where as the blast pressure wave expands and damaged

parts of buildings start to fall, there can be significant and localized seismic

waves that can be transmitted to the ground. The affect of the wave is

dependent on the conditions of the soil.

The trainees were also taught about fragmentation that includes

debris from the explosives container. Meanwhile, shrapnel is the debris that

is placed in the area of the device, often placed there to inflict harm upon

those in close proximity to the exposition. The fragments are very important

to the investigation into the exposition as they often contain material that has

not exploded or otherwise been damages. The fragments can also contain

bomb parts that can be investigated such as timing devices and/or triggering

devices.

The program also addressed the thermal (incendiary) effect of the

exposition. The trainees were informed that combustion explosions release

quantities of energy that heat light solid combustibles or gases present to

their ignition temperature. Moreover, high temperature gas is often enough to

ignite diffuse fuels or lightweight fuels. Moreover, the high temperature gas

can often ignite materials in the surrounding area of the explosion.

There are, the trainees learned, several factors that can affect theimpact of the explosion. One such factor is the nature of the fuel utilized. The

type of fuel in terms of its mix with air by volume, the location of fuel in the

explosive container, and the method of initiation can impact the condition of

the scene and perhaps more importantly, the evidence found at the scene.

Moreover, the quantity of the fuel used in the explosive can impact the

effects of the explosive. The configuration of the fuel also impacts the

explosion as homogeneous mixture explosives that are in a compartment or

structure might produce more damage to a structure.

The vessel that contains much of the explosive materials can also

have a major impact on the explosion as well as the damage that it causes.

For example, a more basic containment vessel that includes paper, wax, thin

plastic coverings, and so on can cause a different type of damage than

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explosives made of other materials. The amount of damage that results

depends on factors including the size, shape and construction in terms of

materials and design. Meanwhile, venting where pressure is released as a

result of the structural failure of the confining vessel can impact the explosion

in terms of the location of vents as well as their size.

Explosion Crime Scene Investigation

With the explosion crime scene investigation the main task for the

trainees was to identify the explosive material used. Two main situations that

the trainees were educated about the first being an appreciable sample of

explosive being recovered that can be subject to a straightforward chemical

analysis and where there is no appreciable sample of explosive recovered. In

the second situation, where no appreciable sample of explosive can be

recovered from the scene, there are times when microscopic fragments of

explosives and/or its residues can be located and identified.

Locations of Evidence, Collection and Recovery

There are several locations where the appreciable samples of an

explosive can be recovered. In the case where there is a partial explosion,such as a security container attack a sample could be found inside the lock.

Moreover, explosive materials can actually be left at the crime scene

deliberately or accidentally by the perpetrator of the explosive crime. Further,

with the perpetrator themselves, should they be apprehended, appreciable

samples can be found on their person such as their clothes and through

other transfer such as their home and/or their car.

Yet, one of the most important aspects of the investigation is that the

trainees must understand the need to recognize the evidence. Recognition is

a vital part of the process. Care must be used in the evaluation of possible

surfaces. Also, evidence if often hard to see as it cannot be recognized easily

by color, might not be easily recognizable by form such as due to varied

shapes, sizes and firms, and may not be recognizable by smell as some

33



evidence is odorless.

However, despite the many challenges faced in the collection of

evidence there are some tools that can be used to recognize materials that

should be collected and bagged. Experience, of course, is one of the best

ways to recognize evidence. However, individuals who are new to the

position of investigating an explosion can be aided by understanding the

context of the explosion as this can influence the evidence collection.

Additionally, the collection of fragments aids in the identification of the

explosive as does the wrapping that can be found at the scene. Some

investigations use explosive vapor detectors, however, these have

limitations. Some investigators also use dogs to detect vapors due to their

acute sense of smell.

With the recovery of evidence, there are certain procedures that

should be followed. For example, the trainees were instructed to use paper

spatula for collection, to transfer the evidence into a capsule, pack in another

container, protect with shock absorbent material, seal and label and transfer

the evidence to the lab for analysis when testing for sensitivity. Where

evidence is collected without concern for sensitivity, the process includes

picking up the item with a spatula, transferring the item into a clear container,using a polyethylene bag with a self deal, the labeling of the item and final

transfer to the lab for analysis.

There are also cases where in addition to or instead of dry samples

being taken, there are liquid samples collected at the explosion scene. Liquid

materials can be on the ground and/or absorbed into inert materials such as

clean sawdust, cotton or other items. The samples that are mixed with debris

should be removed properly and taken to the lab for analysis.

With the collection of evidence from a suspect or suspects, there are

several areas that the sample or samples can be collected from. For

example, the hands can have residues or other materials that are collected

by a cotton swab. Moreover, some criminals may have evidence under their

fingernails and this evidence is collected with a wooden stick. With clothing,

34



that can have solvents or scrap attached to them they can be collected.

Other belongings of all and any suspects should be collected such as the car

and/or home of the suspect. All investigators need to carry with them the

tools for such evidence collection. Students were instructed that investigators

should have a sealed box with tools such as several pairs of plastic gloves,

cotton wool swabs, a bottle of diethyl ether, a sheet of glazed paper, a pair

of disposable tweezers, small wooden sticks, sealed ampoules of D. water,

and new self seal plastic bags.

In the case where the investigator cannot local and appreciable

sample of explosive, there are alternatives such as a residue search. Such

residue can include the gaseous decomposition of products such as CO and

CO2 among others. These gaseous products will be dispersed in the

atmosphere prior to the investigation. Also, the investigator can seek solid

decomposition byproducts such as chlorides from chlorate explosives as well

as KS04 that comes from black powder. The investigator also needs to focus

the search for detectable residue near the center of the explosion where it

will be dispersed at a high level. Moreover, the search for the detectable

materials will be useless if it is made at a distance less than the fireball.

There are several issues to consider in where to start the search near the explosive. First, the fireball must be understood. The fireball is

considered the inner zone of the explosion that consists of hot gases. Any

unrecompensed explosives in the fireball will decompose at this later stage.

Factors that influence evidence collection also includes the charge weight.

With the larger charge there is reduced chance that outside explosives have

not initiated. The chance is high with charges up to 1.0 Kg and low with the

charges that are over 10 kg. Also, the trainees were informed that the nature

of the surface also impacts the evidence and that no surface should be

neglected. With surfaces, the different types of surfaces will have different

abilities in terms of retaining resides from explosives. Differences inherent in

wood, metals, and fabrics do play a role in the ability to collect evidence.

Moreover, the orientation of the surface also plays a role in evidence

35



collection and testing as only surfaces that are facing the direction of the

blast will have received deposition of detectable levels.

With recovery, the trainees were informed, the recovery is largely

dependent on the nature of the object that the sample is deposited on. There

are surfaces that are movable that should be completely transferred to the

lab for analysis that can include broken fragments, clothing, furniture, etc. .

However, there are surfaces such as walls and other items that cannot be

moved. Hence, to recover the sample the trainees were taught that they

should swab the non-absorbent surfaces using water, ether or other solvents.

In some cases the explosive evidence can be recovered through absorbent

surfaces. Trainees were also instructed that control samples should always

be collected to show that the explosives found in the samples did not exist at

the scene prior to the explosive event. Additionally, control samples should

be collected as a means of demonstrating that the concentration of explosive

in the sample is higher than the control sample.

Spot Tests and Explosives

The trainees were also taught that there are several ways to identify

explosives with the spot test method. The preliminary examination of an areacan include a focus on looking for certain colors, identifying certain smells,

and identifying the explosive related to consistency and contaminants. With

color tests, each test is carried out on a fresh portion of the unmodified

sample with a white spot plate. Two milligrams is sufficient for most of the

tests. However, there are some cases where the explosive has been mixed

with other compounds such as wood, metal, soil or debris. In such cases a

larger sample is needed. The tests are observed with the naked eye, mostly,

and some rely on the 10X magnification if necessary.

With the testing of the Nitroglycerin and An group, the instructions

shared with the trainees were as follows:

One-Add one drop of 0.1% solution of diphenyl amine in nitrogen free conc.

Sulphuric acid. If the result is a deep blue color this means that the nitrate is

36



present.

Two-Adding one drop of sulphanilic acid in 33% acetic acid as well as two

drops of a-naphthyl amine acid. If the color is red a nitrate is present.

Another test to use is to add one drop of absolute alcohol and one

drop of Nessler’s Reagent (K2Hgl4). This test can yield the following results:

Ammonium-Yellow or Orange and Brown Color

Nitroglycerin-Black Color

TNT-Red Color

In the case that the sample with the spot test does turn to red and thus

sows that TNT is present, it is advised that the test be repeated with water

extract as a means of confirming the findings.

With the Organic Nitro Aromatic and Nitra-Amines, the tests differ.

The test involves the use of one drop of 1:1 acetone ethanol and one drop of

tetra-methyl ammonium hydroxide. With these tests the color codes and

findings are as follows:

DNT-Blue Color

Nitroglycerin-Dark Green Color

Nitroglycerin-Faint Yellow Color

TNT-Red Color Transient Green Changed to Red-DNT, TNT and Nitroglycerin

The testing can also use one drop of 1:1 acetone ethanol and one

drop of piperdine. The following results may appear with this method:

DNT-No Color Present

TNT-Red Color

Also, the test can involve adding a few milligrams of powdered thymol,

five drops of nitrogen free conc, sulphuric acid and one drop of d. water. The

following results may be present:

Nitrate-Green Color

RDX, HMX and Sugar-Red Color

To conduct a blank test two hundred milligrams of thymol and 0.3

millimeters of conc sulphuric acid are prepared and warmed for five minutes

37



at one hundred degree Celsius. And add between five and ten milliliters of

ethanol. With this test, if a rich blue color appears, RDX is present but no

sugar or HMX are present.

The tests for inorganic cations were also presented to the trainees.

With the test, the trainees were instructed to add one drop of 1:1 acetone,

ethanol and two drops of saturated solution of zinc uranyl acetate. If there is

a slowly developing yellow green color that can be seen under a ultra-violet

light, then sodium is present. However, is the sample is black in color then

one drop of 1:1 acetone ethanol and one drop of benzidine agent should be

added. A resulting blue color means a positive test result for manganese.

Meanwhile, with the inorganic anions the first step is to add one drop

of five percent nitrate in dilute nitric acid. With a white color that changes to

violent, chloride is present. The next step, the trainees were informed, is to

use one drop of ammonium molybdenate in diluted nitric acid, one drop of

benzidine reagent and three drops of ammonium acetate. If there is a rich

blue color that appears, phosphate is present. Also, the trainees were taught

that is a gas evolves when the acids are used in the reagents this might

indicate the presence of metals or carbonates.

With the last group, sulfur the trainees were taught to mix a fewmilligrams of the sample with about ten times its weight in benzoin. The mix

occurs in a small ignition tube that is warmed to about one hundred and sixty

degree Celsius. Basic lead acetate paper is placed at the mouth of the tube,

as demonstrated to the participants. If the color is a black stain this means

that sulfur is present.

Chapter 3.2 Equipment and Tools Training

The trainees were also taught how to use various tools used with

explosives investigations along side various pieces of machinery. The

equipment testing is considered a very important part of the explosive

investigation. As there is much room for human error with the tools and

equipment that are used to test various materials the equipment and tools

training is vital. The trainees were all exposed to several tools and equipment

38



and were given demonstrations that focused on the proper use of the

equipment and tools as well as the reading of the results of the tools.

E.L.I.T.E Explosives Detection

With tools, the trainees were exposed to the E.L.I.T.E Explosives

Detection brand. The trainees learned how to handle the testing tools such

as methods used to avoid pre-test contamination, the proper way to remove

the testing tool from its protective covering, how to place a sample on the tool

surface, how to break the ampoules that are a part of the tool, placing the

device into a heater, and the removal and application of agents. In addition to

the procedures that the trainees were exposed to, they were also taught how

to read the results of the E.L.I.T.E. Explosives Detection, such as related to

the intensity of color and its meaning.

Hazmat ID

The Hazmat ID is another equipment that was used in the training.

The Hazmat ID is a portable chemical identifier that is utilized as a means of

identifying chemicals that are unknown. The identifier can be used for

unknown liquids, solids and powders. Moreover, the user does not have toprepare the sample while the system can measure how the chemical

samples interact with light. The system is typically used to identify chemicals

and the trainees were taught how to use the system as well as interpret its

results.

Sabre 4000

Whereas the trainees used the Hazmat ID as a means of learning

more about unknown liquids, they also were exposed to the Smith Detection

SABRE 4000. This system is considered both a reliable though highly

sensitive tool that is based on the Ion Mobility Spectrometry technology. The

system allows the users to detect in an accurate manner as well as identify

the trace residues of vapors. Moreover, the system allows for the

39



identification and detection of specific substances that can include explosives

as well as illicit drugs. The trainees were taught how to use the system such

as with the collection method including the proper wiping down of surfaces

and use of absorbing material, among other processes and procedures that

are a part of the tool use.

Telerob EOD/IEDD Equipment, EOD Robots and Vehicles

The trainees were also given an overview of the highly sophisticated

telerob-EOD/IEDD Equipment, EOD Robots and Vehicles. This highly

innovative robot is used for bomb disposal and allows the individuals on

scene to use a mechanical bomb disposal robot. The trainees were

instructed on the mechanics of the robot as well as its proper use in terms of

the settings used to command the robot to perform various bomb disposal

tasks.

Dog and Clothing

In addition to the more mechanical tools and equipment that were

shared with the trainees in the training, the participants also learned more

about the proper clothing and use of dogs in the effort to address explosivecrime scenes. For example, the individuals were taught through

demonstration how to wear the explosive ordinance disposal clothing. The

trainees were also taught about specific behaviors to avoid such as arriving

on scene without the proper body protection. Meanwhile, the trainees were

also taught about the use of dog explosions detection with a highly trained

dog that was used to detect the explosives.

40



Chapter 3.3 Practical Scene

With the practical scene the trainees were exposed to various scenes

that had been subject to explosives. There were numerous types of objects

that were blown up and these items included a small building of three rooms,

several cars, and other items. With the practical scene, the participants were

required to check for safety, collect the fragments and conduct the analyses.

There were several different types of explosives that were used in the

experiment that the trainees were required to identify.

41



The practical scene training included an effort to check the trainees for

knowledge. The first activity that the trainees were involved in during the day

was to take a multiple-choice quiz to test the training. Also, the individuals

were tested in certain behaviors as they examined the scene such as if they

used the bomb dog, how they approached the scene in terms of wearing the

right protective clothing, how the scene was approached, and how the

trainees collected the fragments and other forms of evidence, the use of the

equipment, and other processes and procedures. This period also involved

the ability for the trainees to correctly identify the explosives through the

proper use of equipment.

Chapter 3.4 Examination Scene

Whereas the practical scene allowed the supervisors of the

organization to assist the trainees as they worked with the various scenes,

the trainees were not allowed to gain any assistance during the examination

scene. Each morning, the participants were given a quiz to test knowledge,

followed by the scene. The first step with the scene was to have the

supervisors blow something up with the use of explosives. Additionally, the

expectation was that the trainees work as a team and choose groups based

42



on the various tasks relate to the scene. Hence, some of the team members

addressed safety issues while others collected fragments and performed the

various analyses with the previously discussed equipment. The team

members were graded by experts, those who had actually created the bombs

that were used in the experiment. The final examination scenes were the

most important scenes to pass the training, and as mentioned, the

graduation was attended by the Minister of the Ministry of Interior.

Chapter Four

4Chapter 4.1 Results and Discussion

The results of the experiment include not only the number of

participants who passed the program but also the learning of the organization

about the training methods. The following discussion addresses the

immediate results of the experiment related to the rate of completion of the

program and the learning of the organization in the assessment of the

program.

43



There were one hundred and twenty five trainees in the program.

Eighty-nine of the participants did graduate. Hence, there were thirty-six

individuals who did not graduate. Of these thirty-five individuals who did not

graduate, twenty-five of the participants did not want to complete the

program while eleven individuals failed the last month, which was the

examination month. Hence, while over half the participants were able to

finish the program, the results show a high drop our rate as well as a high

level of failure.

Final Results-Pass, Drop-Out and Failure Rates

The supervisors of the training were well aware that several of the

participants were struggling with the training program. As previously

mentioned, there were tutorials offered to the participants during the first

month of training as it became clear that there were several members of the

training group that did not have knowledge of the chemistry behind the

explosives and/or struggled in this aspect of learning. Moreover, we realized

that many of the individuals were struggling as many made the supervisors

aware that they did not want to complete the program at all.

Training Challenges

Problems did occur with the program that were made clear during the

program, not just after the program when the final tally of the number of

participants, drop outs, and failures of the examination were known.

Examination of the failure rates as compared to the literature review that

provides a solid foundation on various aspects of training suggests that the

results can be explained, in part, due to problems related to the training

program itself.

Pre-Training

The research suggests that there are many actions that can be

undertaken prior to the training that can aid in positive training outcomes. For

44



example, one of the most important aspects of the training is to ensure that

the trainees understand the expectations of the training. While the

participants obviously were aware that the training intended to result in

gaining skills, knowledge and competencies as related to explosives, the

organization might not have been clear in terms of what types of knowledge,

skills and competencies were needed.

Moreover, the supervisors and developers of the program did not

consider the training goals specifically, According to Jackson, Schuler and

Werner, the training goals should be clearly stated. Moreover, the conditions

under which the performance is expected should also be made clear. While it

can be assumed that the trainees were aware of the goals on an abstract or

general level, the supervisors did not establish specific goals of the training.

Perhaps the trainers could have been more specific about the expectations

of the training in order to give the trainees a better idea of the requirements

of the program.

Person Analysis

One of the most apparent problems discovered was that the

organization had not conducted a proper personal analysis. As discusses inthe literature review the person analysis examines the readiness of the

potential trainees in terms of their needs and their condition in terms of being

able to effectively trained. Moreover, and perhaps more importantly, this

analysis examines the knowledge and skill of the workers prior to training,

and their willingness as well as ability to learn. The fact that the final results

revealed that several people did not want to complete the program

suggested a lack of interest and raised the issue of if a similar program or

other programs should be voluntary or mandatory in the future. Moreover, the

results indicated that some individuals lacked the knowledge and skills to

perform well on the exams as eleven people did fail the program, despite

additional tutoring and ongoing trainee support.

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As mentioned in the literature review there are ways that learning can

be increased during training. For example, where there are higher levels of

active participation, Jackson, Schuler and Werner report, a higher level of

performance may result. The authors also state that the trainees can be

more actively involved in training when discussions are active in the

classroom. The method of training, that was mostly lecture where few

questions were asked of the participants, that led to a lack of active

involvement, could across for the results of the program. (5)

Additionally, the research reveals that individuals may learn better

when they are taught in a manner that leads to success. Unfortunately,

authors Jackson, Schuler and Werner seem to do little in terms of explaining

just how the information should be presented. Still, based on other comments

made by the authors, more active participation is one method that can be

used in the teaching effort. Moreover, as Jackson, Schuler and Werner

report, feedback can be used to increase learning during the training period.

Few efforts were made in the first month to provide feedback. Instead, when

trainees mentioned that they were struggling with some aspects of the

training they were given tutoring sessions. Even with this effort, there wereother efforts, Jackson, Schuler and Werner make clear, that could have been

undertaken. (5)

It appears that the training program was based on teaching the

trainees the basic information in the first month followed by its application in

the second. Hence, it could be argued that one of the training problems was

that the program was developed in a way that was not conducive to the

retention of some information. For example, the trainees might have

remembered the information better with better examples. Instead of, for

instance, informing the participants that a certain type of chemical is used in

a certain type of bomb with a Power Point presentation, the trainers could

have brought in dummy bombs, discussed their properties and components,

and passed them around the class. Such efforts could have aided the

46



students in making connections that would improve learning. Of course, with

some aspects of the training, the use of props or examples might not help the

trainees such as with the chemical compounds.

Evaluation of the Program During Training

It might be assumed that the evaluation of the training would occur at

the end of the training as it most often is. However, as Noe, Hollenbeck,

Gerhart and Wright state, as mentioned in the literature review. The results of

the training can be measured both during and after the training period. In

fact, the trainers can measure the results of the training in intervals as well as

a on a period basis as the training is ongoing. There were several efforts to

test the trainees as the program was underway. However, these efforts might

have been inadequate. (6)

One problem that may have occurred in the training was that the

organization initially placed so much focus on the classroom education. As

discussed with the actual training, a high level of focus was placed on the

learning of different bomb types, the components of bombs and other

information. However, a problem with this focus was that the material was

presented in a way that stressed the concepts in way that did not directly linkto the real world. While some examples were used to illustrate points in the

lectures, much of the information that was shared was not applied to real life

situations which could have hindered the ability of the trainees to remember

the information. As Noe, Hollenbeck, Gerhart and Wright state, the transfer

of training does require that the transfer of training requires that the trainees

are aware of the trainees learning content as well as the conditions that have

to be in place to learn the information. (6)

Further, while there were some efforts to evaluate the program during

the training, such as with the quizzes that the trainees were given frequently,

there may have been more efforts undertaken to increase the chance of

trainees success in terms of the satisfaction of the participants. For example,

the trainers could have spoken to the trainees more about their satisfaction

47



or lack thereof, instead of focusing on the use of tutoring sessions.

Additionally, the trainers might have considered measuring the training in

terms of methods.

With methods it appears that when the participants of the training

program were facing struggles with the chemical aspects of explosives that

the immediate reaction was to use tutors and additional sessions to assist

the trainees. However, even with these additional efforts, as the results

demonstrate, there was a high rate of failure. Hence, the training itself has

been called into question. And, as previously mentioned, issues of concern

include the method in which the information was presented such as the fact

that the technical information was not intermixed with more real life

examples. Further, there is concern that more tools could have been used to

aid in the retention of information such as bring in props and perhaps even

using more images to enhance the learning.

Measuring the Results of the Training

In terms of the measurement of the results of the training, the

organization focused on the drop our rate as well as the failure rate in the

training. However, as the research shows, more should be done as a meansof learning more about the success and/or failure of the training. For

example, the research shows that with the design of the course objectives

that there should also be a simultaneous effort to identify methods on the

measurement of objectives. The organization, however, focused more on

the goals of the training and worked based on the assumption that the

training would work. There were no major concerns when the program was

developed that students would not pass or drop out of the training program.

In the measurement of the results of the training there are several

different approaches that can be used. According to the research, aspects of

measuring the results of the training can include the satisfaction of the

trainees, measurement of the abilities gained by the trainees and the transfer

of training, among other areas. Moreover, the research shows that the

48



methods of training can also be evaluated. Perhaps the participants, for

example, would have been able to learn better through films as opposed to

the lecture and slide presentation. Other methods, meanwhile, might have

used for the training could have included lecture only, role play, etc. The

measurement of the training could also include measurements related to how

the training outcomes have impacted the overall performance of the

organization.

Evaluation Post-Training

One of the challenges with the post-training evaluation, an effort that

is needed to aid in understanding the problems with the training more

specifically as well as to serve as a guide for future improvements, is that the

trainers did not create clear goals of the training. While the developers of the

program clearly had goals of the program, they were more abstract. For

example, a major goal of the training was to train the members of the

organization in order to address the fact that Qatar has had to gain the

assistance of outside experts with regard to recent terror events, specifically

events related to the use of explosives.

The results appear to indicate that there were problems with thetraining. Moreover, and perhaps more importantly, while the organization

made many efforts to ensure that the trainees were able to complete the

course, as evident by the tutoring that was made available to the trainees, it

appears that more needed to be done to ensure that the participants in the

program remained with the program as well as passed the training program.

Hence, there are many areas of the training that can be improved in the

fuiture.

The Forensic Laboratory Department is not clear that it will be

providing the same training in the future. After all, the training was an initial

training that was created for the members of the department based on the

goal of a single training session. As for individuals in the future, no plans

were made on how to handle the training of new employees as they join the

49



organization. Nonetheless, despite the lack of planning with regard to the

specific training program on explosives, the organization can consider

learning from the lessons of the experiment. The organization will likely use

various training efforts in the future and though the same training program

might not be replicated or even improved on, other training sessions could be

improved based on learning from the explosives training.

Chapter 4.2 Recommendations

The results are somewhat positive with many participants passing the

training course. However, as previously mentioned there were several

individuals who did not pass the training and several individuals who did not

complete the training. Hence, in light of these problems with the training, a

discussion of methods on improving training for the future is warranted.

Organizational Analysis

50



The first recommendation for the organization is related to the

literature on the organizational analysis. As previously discussed a major

component of training is the use of an organizational analysis. This analysis

allows the organization to learn more about the strategy of the organization,

the resources for the training and relates to the management support for the

training activities. While the training program did understand the need for

training as it was obvious that the country Qatar did not have the skills

needed for its own explosion analysis and forensics work, there were areas

that the organization did not focus on that are a part of the organizational

analysis.

Person Analysis

Perhaps the most important recommendation for the training in the

future is to conduct a person analysis. Once the strategy is in place for the

organization and as the training is about to be developed, it is imperative that

the organization understand the status of its workers. The Forensic

Laboratory Department, Ministry of Qatar needs to be able to gain an

understanding of the level of knowledge and skills of its workers to aid in the

development of the training. Moreover, the organization, based on theunderstanding of its workers in terms of knowledge and skill levels needs to

understand the readiness of the employees related to the training. Perhaps in

learning more about the interest in the workers about the training could aid in

finding an appropriate training time. However, the readiness for training also

relates to the knowledge and skills and this suggests that the organization

should seek to fill gaps in knowledge, such as the chemistry and chemical

compound basics, before moving into the fill fledged training.

Setting the Stage for Learning

A second recommendation for the organization is to set the stage for

learning. As the literature review mentions, for the trainees to perform as they

are expected to perform, they must understand the training expectations. The

51



organization did not articulate the training expectations, aside from the

obvious mention of the training itself, how long it would last, and how the

trainees would be tested. However, there was no mention of links between

training and the safety of the people of Qatar. While all the employees were

clearly aware of the fact that the Doha, Qatar has been subject to terrorist

attacks in recent years, it seems that the trainers did not link the real life

attacks with the training. Perhaps in discussing the need for the training

within the context of the terrorism would create a sense of urgency that could

lead to higher retention levels as there were several people who dropped out

of the training program.


The organization can also work to increase learning during training.

Though we had used tutors to supplement the training, this was based on

pervious errors such as the failure to address the lack of knowledge among

some of the trainees. There are additional methods that can be used to

enhance any future training. For example, as the literature suggests, one

method is to facilitate mastery as opposed to having the trainees focus on

areas where they have weaknesses. Hence, the information needs to bepresented, the research finds, in a way that leads to success. Unfortunately,

the research does not state just what method this is. Hence, the organization

should consider working with professional trainers to learn more about

teaching methods. Perhaps one of the reasons why there were several drop

outs and individuals who failed the program was due to the teaching

approach, an approach that was based on the assumption that the Power

Point presentation, lecture, and demonstrations were the best methods.

Feedback

The research also finds that effective training includes feedback.

While we did provide the participants with quizzes, these were brief quizzes

and may not have revealed to the trainers how much several of the trainees

52



were struggling. Though we had offered tutoring, there were larger problems

than we anticipated. Hence, more feedback during the training is needed in

the future but this feedback has to be offered based on more testing during

the training. Additionally, feedback can also refer to simple feedback given to

the trainees to motivate and encourage them, in addition to allowing the

trainees to understand where they stand with the knowledge and skill

development.

Practice

Practice may have been an issue despite the fact that we felt there

were many opportunities to practice the knowledge and skills that the training

program sought to develop. The Perhaps the time period was too short with

the training as more practice may have been needed. Moreover, the

organization needs to learn from the participants if they felt that practice,

among other factors, played any role in the problems that some of the

participants faced with the training program.

Motivation

The organization needs to better motivate the trainees. Severalmethods can be considered in this motivational effort such as creating a

stronger sense of urgency about the need for the program. Additionally,

incentives, feedback, praise, recognition and rewards could also be

considered as motivators for the trainees. The organization should also

consider examining the realm of tying the training to promotions and the

ability to advance in the Forensic Laboratory Department, Ministry of Qatar.

Evaluation of the Training: Focus on Trainees

The organization should work to learn from the recent training through

the use of various methods. First, the organization could create surveys that

would be used to inquire about specific aspects of the training. Questions

could be created that would focus on specific training aspects such as the

53



lecture, the Power Point, the practical training and the final examination.

Questions on these areas could aid in learning what worked with the training

and what did not. Moreover, offering the participants the chance to answer

these questions anonymously could lead to more honest replies from the

employees that in turn could aid in improving this training, if it were to be

offered in the future, as well as other training efforts.

Additionally, to learn more about the reasons for trainee drop out rates

and failed exam rates, the trainers could meet one on one with the

participants to discuss their personal challenges and motivations for leaving

the program. Perhaps a focus group could be created in order to address the

challenges that many of the participants faced. Such methods could aid in

creating a constructive dialogue that would help learn more about the training

while the lessons learned could be applied to future training initiatives.

Potential for Skills Transfer and Application of Training

The type of training that was provided, explosives training, is the type

of training that the organization hopes to never have to use in a real life

situation. Of course, any explosive situation could be the result of a terrorist

act and as previously reported there have been recent terror attacks in Qatar.Hence, we hope that the skills developed are actually not used in a real life

situation.

However, the reality of the world forces the organization to provide the

explosives training to its law enforcement employees. And, as the terrorist

attacks are rate in the country, though always a possibility, we must ensure

that the skills are kept up to date. Hence, methods to determine if skills have

been transferred and that the training can be applied might mean the

creation of more simulated exercises in order to keep the information and

skills fresh in the minds of the trainees.

Of course, with the potential for future exercises and perhaps even

refresher sessions that would aid in the trainees retaining the knowledge and

skills, improvements based on the other recommendations made, such as

54



learning more from those who struggled with the training, could be

implemented. Hence, to further aid in achieving the goals of the training

including solving crimes more quickly, providing equipment knowledge and

skills, and other goals, special supplemental sessions could be offered that

include improved methods.

Chapter 4.3 Conclusions

The experiment was one based on a specific response to terrorism

that has occurred in Qatar. The country, like many, is not immune to threats

of terrorism as well as terrorism attacks as recent explosions/bombings have

made clear. Hence, a training program was developed and implemented

focusing on goals such as the country being able to use its own human

resources to address these crimes, solve the crimes more quickly, and

providing employees with the skills and knowledge for bombing situations,

55



among other goals.

The training, which involved one moth of lecture and Power Point, one

month of practical training and a final examination was based on a program

that the organization developed. The organization created the training based

on information that was believed to be important to the investigation of and

solving of, crimes related to explosions as well as explosions in general that

the organization could be called on to investigate. The members of the

Forensic Laboratory Department, Ministry of Qatar were trained and tutored,

with the results showing many individuals who passed the training, some

individuals failing the program and a relatively high drop out rate. It is in light

of the two issues, the fact that some trainees failed the program and that

several dropped out that has warranted an investigation into the examination.

The findings reveal that the organization needs to make many

improvements to its training efforts. The research reveals that the

organization should have worked harder prior to training to asses the training

situation. From the readiness of the trainees to the development of the actual

program, there are several areas where the organization can make

improvements prior to the implementation of the training effort. Moreover, in

addition to better preparation, the research also shows that there are manyways that the training can be improved during the training.

During the training program the organization can undertake several

actions to improve the learning. From focusing on mastery, improving the

techniques being used in the training to the provision of feedback, there are

several methods that the organization can use for future training. Regardless

of whether or not the organization decides to provide a similar training

program on explosives in the future, the organization will provide training for

its employees, and can apply lessons from the explosives training.

The Forensic Laboratory Department, Ministry of Qatar needs to

follow the recommendations that have been made as a means of overcoming

what appear to be serious deficiencies with its training program. Through an

evaluation method, that should include learning more from the trainees

56



themselves, working with experts in training methods, and other data, more

specific knowledge can be gained that can be considered with future training.

As the organization has the goal of improving the skills of the trainees as well

as enhancing their knowledge, changes must be made in the future training,

regardless of the topic or topics that are covered.

The Forensic Laboratory, Ministry of Qatar is an organization that is

committed to the education of its department members. One of the main

goals is to provide the employees with the skills and knowledge that are

needed to perform a wide range of forensic tasks in the continuous effort to

fight crime in the nation. The experiment is one that has aided the

organization as many members have passed the rigorous and challenging

training program. Yet, as discussed extensively, there are concerns that

several members chose to drop out of the program and several did not pass

the program.

References

1.Davis, T.L. (1984). The Chemistry of Powder & Explosives. Angriff Press,

Las Vegas, Nevada. p. 1.

2. Science JRank (3. 1. 2010). Explosives-History. [WWW Document]. URL

http://science.jrank.org/pages/2634/Explosives-History.html

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3.Guardian UK. (3. 1. 2010). Ex-Chechen president killed in car blast. [WWW

Document}. URL

http://www.guardian.co.uk/world/2004/feb/13/chechnya.russia

4. BBC News. (3. 1. 2010). Car bomb targets theater in Qatar. [WWW

Document]. URL

http://news.bbc.co.uk/2/hi/middle_east/4365039.stm

5.Jackson, S.E., Schuler, R.S. & Werner, S. (2009). Managing Human

Resources (Tenth Edition). Mason, Ohio, South-Western Cengage Learning.

pp. 281-301.

6. Noe, R.A., Hollenbeck, J.R., Gerhart, B. & Wright, P.M. (2009).

Fundamentals of Human Resource Management (Third Edition). Boston:

McGraw-Hill Irwin. pp. 181-207.

Documents

Explosive Training Final Chapters