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Desenvolvimento de competências de liderança em contexto militar : caso da Academia Militar Portuguesa
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Orientador(es)
Resumo(s)
A presente investigação visa responder à necessidade de um modelo integrativo para
o desenvolvimento de competências de liderança na Academia Militar (AM) Portuguesa,
capaz de articular, de forma coerente, o ensino, a formação, o treino e a prática em contexto
militar. Partindo da constatação de que, apesar da existência de diversas iniciativas
formativas nesta área, a AM carece de uma estrutura sistematizada e avaliativa que
acompanhe o percurso formativo dos cadetes de modo holístico, foram delineados sete
estudos empíricos, sustentados numa abordagem metodológica mista, qualitativa e
quantitativa, e ancorados num processo de investigação abdutivo. Os estudos realizados
incidiram sobre múltiplas dimensões do fenómeno da liderança militar: a perceção dos
cadetes relativamente à sua formação e preparação; a avaliação da aplicabilidade das
competências adquiridas em contexto profissional; o papel dos docentes e das soft skills no
processo ensino-aprendizagem; a eficácia da avaliação 360º como instrumento formativo; a
validação de exercícios práticos e instrumentos de medida no domínio da liderança; e a
integração de atividades promotoras de competências de liderança nos conteúdos
curriculares. Os principais resultados indicam uma valorização transversal das competências
interpessoais e emocionais, como a comunicação eficaz, a empatia, o controlo emocional e
a assertividade. Destaca-se, igualmente, a relevância da liderança transformacional, da
comunicação não-verbal e da inteligência emocional no desempenho das equipas em
ambiente operacional. Os participantes identificaram ainda lacunas nas metodologias de
ensino e na articulação entre teoria e prática, sublinhando a necessidade de reforçar a
componente experiencial e de aplicar modelos de avaliação mais dinâmicos e inclusivos.
Com base na análise integrada dos dados recolhidos, propõe-se um modelo sistémico e
longitudinal de desenvolvimento de competências de liderança, orientado para a formação
de oficiais capazes de responder, com eficácia e ética, aos desafios complexos que
caracterizam as missões militares contemporâneas. Este modelo, centrado no desempenho
dos cadetes ao longo do seu percurso académico, integra vertentes pedagógicas,
psicossociais e institucionais, visando consolidar a Academia Militar como centro de
excelência em comando e liderança.
This research aims to address the need for an integrative model for the development of leadership competencies at the Portuguese Military Academy (MA), capable of coherently articulating teaching, training, practice, and assessment within a military context. Recognising that, despite several existing training initiatives in this area, the MA lacks a systematised and evaluative structure to holistically accompany the academic path of its cadets, seven empirical studies were designed, supported by a mixed-methods approach, qualitative and quantitative, within an abductive research process. The studies focused on multiple dimensions of the military leadership phenomenon: cadets’ perceptions of their training and preparedness; the applicability of acquired competencies in professional contexts; the role of instructors and soft skills in the teaching-learning process; the effectiveness of 360º evaluation as a formative tool; the validation of practical exercises and assessment instruments in the domain of leadership; and the integration of leadershippromoting activities into curricular content. The main findings reveal a widespread appreciation for interpersonal and emotional competencies such as effective communication, empathy, emotional regulation, and assertiveness. Transformational leadership, non-verbal communication, and emotional intelligence emerged as key elements influencing team performance in operational settings. Participants also identified shortcomings in teaching methodologies and the articulation between theory and practice, emphasising the need to enhance experiential components and implement more dynamic and inclusive evaluation models. Based on the integrated analysis of the data collected, the thesis proposes a systemic and longitudinal model for the development of leadership competencies, aimed at training officers capable of responding effectively and ethically to the complex challenges that characterise contemporary military missions. This model, centred on cadet performance throughout their academic journey, integrates pedagogical, psychosocial, and institutional dimensions, positioning the Military Academy as a centre of excellence in command and leadership.
This research aims to address the need for an integrative model for the development of leadership competencies at the Portuguese Military Academy (MA), capable of coherently articulating teaching, training, practice, and assessment within a military context. Recognising that, despite several existing training initiatives in this area, the MA lacks a systematised and evaluative structure to holistically accompany the academic path of its cadets, seven empirical studies were designed, supported by a mixed-methods approach, qualitative and quantitative, within an abductive research process. The studies focused on multiple dimensions of the military leadership phenomenon: cadets’ perceptions of their training and preparedness; the applicability of acquired competencies in professional contexts; the role of instructors and soft skills in the teaching-learning process; the effectiveness of 360º evaluation as a formative tool; the validation of practical exercises and assessment instruments in the domain of leadership; and the integration of leadershippromoting activities into curricular content. The main findings reveal a widespread appreciation for interpersonal and emotional competencies such as effective communication, empathy, emotional regulation, and assertiveness. Transformational leadership, non-verbal communication, and emotional intelligence emerged as key elements influencing team performance in operational settings. Participants also identified shortcomings in teaching methodologies and the articulation between theory and practice, emphasising the need to enhance experiential components and implement more dynamic and inclusive evaluation models. Based on the integrated analysis of the data collected, the thesis proposes a systemic and longitudinal model for the development of leadership competencies, aimed at training officers capable of responding effectively and ethically to the complex challenges that characterise contemporary military missions. This model, centred on cadet performance throughout their academic journey, integrates pedagogical, psychosocial, and institutional dimensions, positioning the Military Academy as a centre of excellence in command and leadership.
Descrição
Palavras-chave
Liderança Líder Competências Ensino Superior Academia Militar Leadership Leader Higher Education Military Academy