By Brian A. Jackson
Figuring out how terroirst teams study might relief in constructing thoughts to wrestle terrorist activites.
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Extra info for Aptitude for Destruction, Vol 1: Organizational Learning in Terrorist Groups and its Implications for combating Terrorism
In the PIRA case, for example, experimentation during the development of several different weapons resulted in explosions in remote areas where the group was 32 Aptitude for Destruction conducting engineering and testing activities (Jackson, 2005). These were relatively unambiguous signs that learning was taking place. Aum Shinrikyo’s efforts to develop biological weapons led people living near the cult’s facilities to report strange smells and emissions to environmental agencies; these were also signals that the group was learning, although they were not appreciated as such at the time (Parachini, 2005).
Different Forms of Organizational Learning Different groups need to learn in different ways at different times. This has everything to do with the environment in which a group operates. When conditions are relatively stable, a group may need only to make small changes to the activities it already carries out or the strategies it designs in order to prosper. Once it had acquired mortar technologies, PIRA learned to correct the flaws in its initial designs and improve its ability to use the weapons.
In PIRA’s multidecade conflict in Northern Ireland, a key focus of security force activities was the discovery and prevention of detonation of the bombs that were a central part of the terrorist group’s arsenal. The development of countermeasures to remotely detonated explosives triggered successive rounds of innovation by PIRA to break through the defensive measures (Collins and McGovern, 1998; Geraghty, 2000; Glover, 1978). Similar measure-countermeasure interactions occurred in other case study groups as well.