Abstract:

The rapid evolution of global maritime operations underscores the growing need for competent leadership within naval forces. For the Portuguese Navy, this dynamic environment requires officers who are not only technically proficient but also skilled in leadership, communication and management. This study addresses a gap in the current training regime by proposing a model of continuous development for behavioural, leadership and communication competencies, tailored to the different stages of officers’ careers. It is guided by the central research question: What is an appropriate reference framework for training in behavioural, leadership and communication components, applicable to Portuguese Navy officers and ensuring preparedness for command and managerial roles throughout their careers? Three derivative questions are also examined: identifying career moments at which training is most relevant; defining modalities and responsible entities (civil and military); and assessing organisational impact and the future capacity of officers to instruct subordinates. Methodologically, a mixed-methods approach was adopted, integrating semi-structured interviews with naval officers and a questionnaire survey, complemented by comparative analysis of training patterns in peer institutions. The proposed model aligns continuous training programmes with operational needs and stages of personal development, identifying critical interventions for the introduction and reinforcement of leadership and communication competencies. Findings highlight the potential for substantial improvements in leadership capability and the cultivation of a culture of continuous learning. The model contributes both to immediate naval operational effectiveness and to officers’ long-term career success, offering an innovative proposal for competency-based training within military higher education and a decision-support basis for strategic policy on leadership development in the Portuguese Navy.

Keywords:

Professional military education, mentoring & tutoring, behavioral rubrics, formative assessment, peer learning.