Abstract:

Rapid change in maritime operations requires naval officers who combine technical mastery with robust leadership and communication. Focusing on the Portuguese Naval Academy, this study designs and pilots a longitudinal, competence-based model to develop these capabilities across initial officer education. A mixed-methods design was applied to a purposive cohort of fifteen cadets—five first-year, five third year (acting as peer-tutors), and five fourth year—balanced across naval classes (Marines, Navy, Naval Medicine, Naval Administration, and Naval Engineering—Weapons & Electronics).

The model unfolds in three stages:
(1) diagnostic assessment against behavioural rubrics for Leadership and Communication (including an Oral Communication subset);
(2) personalised development plans generated by an evidence-to-practice engine linking observed gaps to targeted activities; and
(3) final reassessment to estimate change.

Instruments combined leadership practical tasks in a navigation simulator, military briefings, structured oral presentations, case-based theoretical tasks, role-play with adversarial or demotivated profiles, and reflective reports using video-enabled feedback and after-action reviews. Results indicate practically meaningful gains: comprehension, feedback and debriefing typically improved by one to two rubric levels; empathy, guidance, objectives and development increased by one level; involvement and delegation proved more resistant to change. Among first years, all competencies rose by at least one level except decision-making (stable, as expected for novices), while conflict management improved markedly following stress-inducing role-play. Process evidence shows that mentor-supported feedback and personalised plans accelerated engagement and promoted transfer across tasks (e.g., from simulator briefs to oral presentations). The study contributes a feasible, behaviourally precise framework that turns generic “leadership content” into observable, coachable practice, embeds vertical socialisation via peer-tutoring, and offers a curricular blueprint to institutionalise assessment–feedback–practice cycles, strengthening confident communicators and leaders for naval teams.

Keywords:

Leadership, competency-based assessment, experiential learning, mentoring, longitudinal development.