EN - LISNCH - Linha de Investigação em Saúde Naval e Comportamento Humano
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- 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.
- Ensino da Liderança. Lições aprendidas.Publication . Silva, Miguel Nuno Machado da; VI Encontro Ciências Militares
- Evolução do ensino da liderança na MarinhaPublication . Silva, Miguel Nuno Machado da; Anais do Clube Militar NavalA liderança é uma habilidade crucial para qualquer organização, incluindo a Marinha Portuguesa. A evolução do ensino da liderança na Marinha Portuguesa tem sido um processo constante de adaptação às mudanças na sociedade e na tecnologia. Ao longo dos anos, a Marinha Portuguesa tem enfatizado cada vez mais a importância da liderança como uma competência essencial para os seus militares. O treino da liderança é ministrado em todos os níveis da hierarquia, desde o recrutamento inicial até aos oficiais superiores. No entanto, a forma como a liderança é ensinada e praticada na Marinha Portuguesa tem evoluído ao longo dos anos. Inicialmente, a liderança era frequentemente ensinada de forma hierárquica, com ênfase na autoridade e no comando. Atualmente, a liderança na Marinha Portuguesa é vista como uma competência mais horizontal e colaborativa, que envolve a capacidade de liderar equipas e gerir conflitos de forma construtiva. A Marinha Portuguesa tem também investido em programas de treino de liderança mais avançados, incluindo programas internacionais e intercâmbios, que permitem aos seus militares a oportunidade de aprender com outras organizações e culturas. Além disso, a Marinha Portuguesa tem incentivado uma abordagem mais humanista para a liderança, enfatizando a importância da empatia, da compaixão e da ética. A liderança na Marinha Portuguesa é vista não apenas como uma habilidade técnica, mas também como uma responsabilidade moral.
- 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.
- 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.
- A liderança e a ética militarSilva, Miguel Nuno Machado da
- 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 NavalSilva, Miguel Nuno Machado da; Edições Marinha
- The teaching of leadershipPublication . Silva, Miguel Nuno Machado daA Naval Academy’s mission is to train naval officers in the specialties and fields needed for them to perform the assigned duties, and to provide them with the adequate skills to conduct the specific missions of the Navy and the Armed Forces. This implies the individual development for conducting command, directorship and leadership. The purpose of this paper is to show how the Portuguese Naval Academy teaches its leadership model, aimed at delivering highly skilled staff, through the following training components: (i) a robust scientific and technological dimension, aimed at satisfying the professional qualifications essential for carrying out technical functions; (ii) a behavioural training dimension, embodied in solid military, moral and civic education, with a view to developing students in what concerns command, direction and leadership qualities; and (iii) the physical preparation and military training, aimed at giving students the physical fitness and trainings essential for the fulfilment of their missions. The methods used assume the need to address distinct domains of leadership. The team leadership development model followed by the Portuguese Naval Academy, include the development of personal and cognitive behavioural skills including analytical abilities, critical thinking, the ability to conceptualize complex relationships, intuition and reasoning, and interpersonal behavioural skills, which further include knowledge on human behaviour and group processes. Moreover, the ability to understand attitudes, feelings and motivations, teamwork and communication skills, is also part of such model. The education and development of functional leadership skills at the naval academy embodies both theoretical and practical classes. The theoretical side is addressed by the courses on Organizational Behaviour, and Leadership and Teamwork. The practical part is addressed both by field exercises and practical exercises, conducted with the help of a navigation simulator which prompts students to develop decision making capabilities under stress. The results concern multiple years of leadership teaching experience and the most significant lessons learned are shared. The effectiveness of leaders is measured through the productivity of the led teams, which assess if the teams reach the final goal set for each task. As a rule, functional teams’ leadership skills (clarifying the situation, clarifying the strategy, coordinating and facilitating learning) are assessed using behavioural observation grids, suggesting practical implications for organizations.