EN - LISNCH - Linha de Investigação em Saúde Naval e Comportamento Humano
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- Distribuição geográfica dos locais de trabalho dos FisiatrasPublication . Henriques, Moisés
- Bone Mineral Density in Portuguese SubmarinersPublication . Henriques, Moisés
- Distribuição Geográfica dos Locais de Trabalho dos FisiatrasPublication . Henriques, Moisés; Revista da SPMFR
- 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.
- IntroduçãoPublication . Silva, Miguel Nuno Machado da; 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.
- 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.
- 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.
- Quality assurance as a driver for operational readiness in military higher educationPublication . Silva, Miguel Nuno Machado da; Soares, Ivo; Martins, C.; Ricardo, J.; Frias, Armindo; Água, Pedro B.; Edições MarinhaThis article argues that quality assurance (QA) in military higher education cannot be reduced to a bureaucratic compliance exercise but must be understood as a strategic lever for operational readiness. Drawing on a single-case mixed-methods study of from the Portuguese Naval Academy, we link internal quality dynamics to the future capability requirements identified in the Navy’s long-term strategic planning. Quantitative data from a census survey of 170 cadets (n = 170) and a near-census of academic staff (n = 22) reveal critical vulnerabilities: only 13% of lecturers are perceived as “excellent” and 24% of cadets state they would not reapply to the institution. These findings are triangulated with documentary analysis and elite subject matter expert interviews with the Academy’s Commander, the national quality assurance agency (A3ES), and the joint military higher education authority, in order to assess their implications for the emerging profile of officers required to operate technologically complex platforms with reduced crews. Building on this diagnosis, we propose a new Integrated Quality Assurance System (SIGQ) structured in macro-processes (integrative, core and support) and epistemically anchored in the field of Naval Military Sciences. We contend that, in this context, QA systems can function as early-warning mechanisms for to assess risks in talent retention risks, scientific capacity capability and interoperability, thereby linking quality work directly to defence effectiveness. While based on a single national case, the model offers a transferable framework for other European military academies navigating the Bologna architecture under conditions of strategic uncertainty.
- 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.
- A liderança na era da guerra cognitivaPublication . Silva, Miguel Nuno Machado da; Edições MarinhaA evolução da conflitualidade no século XXI, marcada pela ascensão da guerra híbrida e, mais recentemente, da guerra cognitiva, coloca novos desafios às conceções tradicionais de liderança, particularmente nos domínios político, militar e estratégico. A guerra cognitiva, enquanto prática orientada para a influência, manipulação e controlo dos processos de perceção, decisão e comportamento de indivíduos e populações, desloca o centro de gravidade do conflito do domínio físico para o domínio mental. Neste contexto, a liderança deixa de se concentrar exclusivamente na gestão de recursos materiais e na condução de operações cinéticas, passando a envolver a capacidade de orientar sentidos, valores, narrativas e confiança social. Este capítulo analisa criticamente o papel da liderança na era da guerra cognitiva, explorando as transformações exigidas aos líderes face a um ambiente caracterizado pela ambiguidade entre paz e guerra, pela centralidade da informação e pela instrumentalização das tecnologias emergentes. Argumenta-se que a eficácia da liderança contemporânea depende, em larga medida, da sua capacidade de compreender e atuar no domínio cognitivo, promovendo resiliência individual e coletiva e salvaguardando princípios éticos e democráticos.