Percorrer por autor "Frias, Armindo"
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- Aligning initial training with operational competenciesPublication . Frias, Armindo; Silva, Miguel Nuno Machado da; Pires, João F.; Soares, Ivo; Água, Pedro B.The current rapidly evolving global context presents ever greater challenges to organizational management and leadership. Constantly evolving functional and technical demands require leaders with a broad set of technical, cognitive, and transversal skills. In the case of military organizations, frequently involved in complex scenarios and governed by a code of values that transcends the principles of public service and life in society, leadership, at all levels, assumes an increased degree of demand. This study aims to evaluate the alignment between the initial training and the functional requirements of officers in the Naval Administration class of the Portuguese Navy, through the mapping of their technical, cognitive, and behavioural competency profile. A mixed-methods approach was applied, combining quantitative data from questionnaires administered to active-duty officers with qualitative data from semi-structured interviews. This methodology allowed for the identification of the skills required for job performance, as well as the assessment of officers' perception of the adequacy of initial training. The results indicate that initial training provides a coherent theoretical basis, especially in the area of knowledge structuring, but reveals limitations in preparing officers for specialized technical and operational roles. There are discrepancies between the content of the provided education and the practical demands of the profession, mainly in specific technical areas and in the mobilization of skills related to leadership, adaptation, and decision-making in operational situations. In conclusion, although initial training is comprehensive, the skills needed for optimal performance are developed primarily in the context of military service. Therefore, this study provides empirical evidence to support curriculum redesign in military higher education, aligning training more closely with real operational competency demands.
- Bridging the GapPublication . Frias, Armindo; Água, Pedro B.; Conceição, Vitor; Silva, Miguel Nuno Machado daThis study aims to critically analyse the evolution of Maritime Education and Training (MET), proposing solutions to fill the gap between theoretical training and operational practice. In the current context of increasingly complex, digitalised and automated socio-technical systems onboard, MET has shifted from traditional onboard situated learning models to more formalised and standardised approaches, such as decontextualised learning in the classroom. However, the current education system is often associated with limitations in the development of non-technical and adaptive skills. Methodologically, this study takes a historical-prospective approach, drawing on a critical review of scientific literature and relevant international regulatory frameworks. The results demonstrate that active learning methodologies supported by immersive technologies, such as simulation, virtual reality, and augmented reality, can significantly strengthen the connection between theory and practice in safe, controlled environments. Therefore, the study proposes a competency-based hybrid model of education and training that integrates theoretical teaching, immersive simulation and supervised onboard experience. The study concludes that the evolution of MET should be based on an integrated, contextualised pedagogical approach that aligns with contemporary demands in the maritime sector.
- Changing the dynamics of the classroomPublication . Silva, Miguel Nuno Machado da; Frias, Armindo; Água, Pedro B.; Soares, Ivo; Silva, Miguel M.Contemporary education systems face increasing pressure to cultivate creativity, adaptability, collaboration, and critical thinking in rapidly changing social and technological environments. Traditional classroom models, characterized by rigid hierarchies, standardized procedures, and teacher-centred instruction, often fail to develop these competencies effectively, specifically when considering the 21st century skills framework. This paper explores how principles derived from jazz improvisation can transform classroom dynamics and support more adaptive, collaborative, and learner-centred educational practices. Drawing upon theories of improvisation, experiential learning, constructivism, distributed leadership, and organizational creativity, the paper examines the parallels between jazz ensembles and dynamic learning environments. Concepts such as improvisation, active listening, minimal structure with maximal autonomy, collaborative “comping”, acceptance for errors, constructive failure, experimentation, and distributed leadership are analysed as pedagogical tools for educational innovation. The study integrates insights from educational theory and organizational studies on improvisation and leadership. The paper argues that jazz-informed pedagogies foster psychological safety, learner agency, creativity, resilience, and collaborative intelligence. Practical classroom strategies are proposed for implementing jazz-inspired principles and teaching methods in higher education and secondary education contexts. The paper suggests that adopting improvisational frameworks can significantly reshape classroom relationships and prepare students for complexity and uncertainty in contemporary society, therefore fostering performance in face of complex contexts, where cause-and-effect are rarely clear.
- Educating naval leaders for the age of artificial intelligencePublication . Silva, Miguel Nuno Machado da; Soares, Ivo; Martins, C.; Frias, Armindo; Água, Pedro B.; Edições MarinhaArtificial Intelligence (AI) is transforming the operational environment of modern armed forces by accelerating information processing, expanding situational awareness, and supporting complex decision-making processes. However, while technological capabilities continue to evolve rapidly, the fundamental challenge lies in preparing future leaders to integrate algorithmic outputs with human judgment, ethical responsibility, and mission command principles. This paper explores the pedagogical implications of educating naval officers for leadership in AI-augmented operational environments. Drawing on contemporary literature in leadership, human-AI collaboration, and military decision-making, the study examines how traditional command philosophy, particularly Mission Command and the OODA (Observe-Orient-Decide-Act) cycle, must be reinterpreted within a socio-technical system where humans and intelligent systems interact continuously. The paper argues that the core challenge of leadership in the AI era is not technological adoption itself but the development of critical competencies that allow leaders to supervise, question, and appropriately integrate algorithmic recommendations into operational decision-making. From an educational perspective, the article proposes a pedagogical framework aimed at developing what may be termed the "Human Dividend": the strategic advantage that emerges when advanced technologies are combined with superior behavioralbehavioural competencies such as ethical judgment, trust management, critical thinking, and psychological safety within teams. The framework emphasizes the importance of AI literacy, trust calibration between humans and intelligent systems, and the preservation of human accountability in high-stakes environments. The paper further discusses how military higher education institutions can incorporate these competencies into leadership curricula through scenario-based learning, decision simulations, and reflective training focused on human-machine collaboration. By repositioning leadership education as a key enabler of responsible AI integration, the study highlights the role of pedagogical innovation in preparing officers capable of navigating complex operational environments shaped by artificial intelligence.
- From war colleges to executive leadership academiesPublication . Silva, Miguel Nuno Machado da; Frias, Armindo; Água, Pedro B.; Soares, IvoThe transformation of contemporary security environments has significantly expanded the strategic responsibilities of senior military leaders. Generals and flag officers increasingly operate in contexts characterized by geopolitical complexity, technological disruption, multinational coordination, defence governance, interagency integration, and organizational transformation. Traditional Professional Military Education, largely designed around operational art, military history, defence technology and campaign planning, may therefore no longer be sufficient to prepare senior officers for strategic-level leadership in highly complex institutional environments. This paper argues that higher military education could incorporate pedagogical and curricular approaches derived from advanced executive education programs such as the Advanced Management Program (AMP), and Programs for executive development offered by leading business schools, as a way to cope with the increased complexity in complex context. The article analyses some prominent strategic-level military approaches — to identify existing convergences between senior military education and executive leadership development. The paper proposes a conceptual framework for a military executive education model integrating strategic leadership, organizational transformation, defence management, systems thinking, and interdisciplinary decision-making. It further explores pedagogical innovations including the case method, executive simulations, peer-learning systems, and strategic reflection. It explores transferable skills originating in executive development programs, into the professional military education approaches. The study concludes by suggesting that the future evolution of higher military education could likely involve increasing convergence between war-college traditions and executive education paradigms to attain a new threshold in what concerns effectiveness and efficiency.
- Generational Challenges in Military Leadership: A Case Study from the Portuguese NavyPublication . Silva, Miguel Nuno Machado da; Frias, Armindo; Soares, Ivo; Água, Pedro B.At a time when growing generational diversity is placing new demands on traditional models of leadership, this research analyzes the challenges of intergenerational leadership in the context of the Portuguese Navy. Rapid social, cultural and technological transformations have intensified the differences among generations, with an impact on values, expectations and working styles. The objectives of this research were: to identify the main generational differences in terms of perceptions, values and attitudes; analyse the impact of these differences on team leadership; understand the perception of military personnel regarding the support provided by the Navy's organizational culture; and propose practical recommendations for more effective leadership adapted to the intergenerational context. The adopted methodology was based on conducting semi-structured interviews with military personnel from different generations, with subsequent qualitative analysis of the data. Thematic coding made it possible to identify significant patterns and relevant divergences. The results offer relevant empirical information for leadership training and educational practices in military and other highly structured organizations and suggest that although there are generational differences, these are not deterministic. Factors such as the differentiated acceptance of criticism, the unequal perception of institutional support and the coexistence of traditional and transformational leadership styles in the same organization stand out. Generation Y stands out as a bridge between generations, facilitating mediation and adaptation. On the other hand, demanding contexts can lead younger leaders to adopt more authoritarian stances, revealing an adaptive flexibility in leadership styles. The findings provide a basis for developing new pedagogical and training frameworks within military academies to foster adaptive leadership in diverse organizational environments. Leadership, being an interpersonal relationship, is shaped by multiple factors, of which the generational is just one. The ability to adapt and the appreciation of generational diversity are therefore fundamental to promoting more cohesive and effective teams in the context of the Portuguese Navy.
- Jazz as an Organizing Logic.Publication . Água, Pedro B.; Correia, Anacleto; Gonçalves, António; Frias, Armindo; Soares, Ivo; Silva, Miguel Nuno Machado daComplex systems operations—such as emergency response, defence, and critical infrastructure management—require the simultaneous integration of stability, adaptability, and real-time decision-making under conditions of uncertainty. Traditional hierarchical models provide control but often lack responsiveness, whereas fully decentralized approaches enable innovation at the cost of coherence. This paper proposes an organizational framework based on the “jazz organization logics”, positioning jazz not as a metaphor but as an empirically grounded model of distributed coordination in complex dynamic environments. Drawing on complexity theory, systems thinking, and organizational behaviour, the approach conceptualizes jazz ensembles as high-reliability adaptive systems in which actors align around shared structures while engaging in disciplined improvisation. Four core pillars underpin the model: (1) Structured Flexibility, where minimal enabling constraints support adaptive action; (2) Distributed Leadership, where authority shifts according to situational expertise; (3) Relational Attunement, emphasizing continuous active sensing, mutual adjustment, and feedback; and (4) Rhythmic Structures, referring to enabling units that sustain operational continuity and tempo. The study integrates insights from case analyses across complex operational contexts, suggesting that teams operating with bounded autonomy show increased decision velocity and reduced coordination breakdowns compared to rigid command-and-control systems. The findings challenge the assumption that flexibility undermines control, reframing improvisation as disciplined adaptability grounded in shared norms. In environments characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), the proposed framework offers a robust approach for achieving coherence without sacrificing innovation, contributing to the field of complex systems leadership and governance by articulating actionable principles for organizational design and adaptive coordination.
- Leadership as a performance multiplier of logistics operations in VUCA environmentsPublication . Frias, Armindo; Silva, Miguel Nuno Machado da; Soares, Ivo; Água, Pedro B.This article aims to analyze the role of leadership as a performance multiplier in military logistics operations within VUCA environments. Although logistics are usually viewed through technical and procedural lenses, research suggests that performance stems from the interaction of organizational, human, and decision-making factors, especially in contexts of high uncertainty and interdependence. Methodologically, this study employs a narrative review of scientific literature, complemented by a conceptual analysis, to identify causal mechanisms and critical leadership skills. The results demonstrate that leadership influences logistics execution through practices such as prioritization, network coordination, risk management, and fostering a culture of discipline and learning. Additionally, leadership shapes organizational mediators such as information quality, flow coherence, and adaptability. The study presents a conceptual leadership model for logistics performance. It concludes that leadership is a critical factor in logistics effectiveness and essential to the reliability, resilience, and readiness of forces. Therefore, leadership should be included in the training of logistics professionals and in logistics doctrine.
- A longitudinal framework for the assessment and behavioural modelling of leadership and communicationPublication . Silva, Miguel Nuno Machado da; Soares, Ivo; Água, Pedro B.; Frias, ArmindoThe rapid evolution of global maritime operations demands naval officers who are not only technically proficient but also possess exceptional leadership, communication, and conflict management skills. However, traditional military higher education often prioritises tactical instruction over the deliberate modelling of interpersonal competencies. Recognising that character and leadership development function as a continuous learning ecosystem rather than isolated curricular interventions, this paper proposes a comprehensive four-year longitudinal study to be implemented at the Portuguese Naval Academy. The primary objective is to track a single cohort of naval cadets from their initial enrolment to their graduation, addressing a critical gap in educational management regarding the durability and crystallisation of soft skills. The methodological framework integrates three theoretical pillars: Functional Leadership for foundational tactical command, Transformational Leadership (assessed via 360-degree evaluations) for intermediate years, and the Strategic Military Bio-leader model as the ultimate proficiency standard. Evaluation centres on nine validated transversal competencies, establishing a dynamic progression of required proficiency levels for each academic year. To effectively measure these behavioural traits, data collection employs active and experiential learning methods. These include Practical Leadership Tasks enhanced with secret role-play injections—simulating conflict, insubordination, and trauma—and video-assisted self-reflection reports tailored to modern learning preferences. A highly innovative aspect of this research design is the utilisation of near-peer mentoring. The empirical execution, continuous behavioural monitoring, and facilitation of Individual Development Plans are conducted by a second-year cadet researcher operating under senior academic supervision. This strategy specifically mitigates the social desirability bias commonly triggered by senior officer evaluations, while simultaneously accelerating the peer-evaluator's own leadership maturation. Quantitative and qualitative data will be analysed using Latent Growth Curve Modelling to map individual competency baselines and growth slopes, stratifying results across different naval specialisations. This approach is anticipated to demonstrate that targeted, continuous behavioural modelling and near-peer feedback can effectively mitigate initial deficits in leadership and communication, levelling the performance of the cohort regardless of their innate baseline talent. Ultimately, this longitudinal framework seeks to demonstrate scientifically that exceptional military leadership is a systematically trainable attribute. The anticipated outcomes will directly inform curriculum redesign, bridging the gap between traditional military doctrine and modern pedagogical strategies for undergraduate education.
- Manual de Liderança Naval - II VolumePublication . Silva, Miguel Nuno Machado da; Frias, Armindo; Martins, C.; Soares, Ivo; Chérif, Lobna; Batista, Mariana Moreira; Maymone, Monica; Água, Pedro B.; Rocha, Sofia Santos; Edições MarinhaO Manual de Liderança Naval editado em 2024 (Edições Marinha, 2024), muito virado para aplicações práticas das várias teorias de liderança atuais, foi resultado de vários estudos elaborados pelos autores, no âmbito de programas de mestrado, doutoramento ou pesquisas de campo realizadas com as Forças Armadas e com a Marinha Portuguesa, com o intuito de fornecer orientações e doutrina na importante temática da liderança, e permitir que as organizações pudessem ser mais competentes do ponto de vista da liderança e da gestão.