Studying negotiation makes leaders: an empirical study on the impact of negotiation training on self-perceived emotional intelligence and leadership potential

Purpose This paper aims to examine whether studying negotiation with a scientific approach, combining theory and role-playing, is associated with changes in self-perceived emotional intelligence (EI) and leadership potential. Building on the view that leadership is inherently relational and that EI is a key attribute of effective leaders, the study explores the reverse relationship between negotiation and EI. More specifically, it investigates whether negotiation training, conceived as a structured form of relational and reflective practice, may strengthen individuals’ self-perceptions across four dimensions of EI: self-awareness, self-management, social awareness and relationship management. Design/methodology/approach The study adopts a quasi-experimental, survey-based design. It compares graduate students enrolled in a negotiation-focused course (Experimental Group) with students attending a non-negotiation course within the same MSc program (Control Group) over four years (2021–2024). Data were collected through a web-based questionnaire administered at the beginning and at the end of each course. The analysis examines changes in self-perceived EI and leadership potential between Time 1 and Time 2 across the two groups. Findings Participants in the Experimental Group reported significant increases in self-perceived EI and leadership potential between the beginning and the end of the negotiation-focused course, whereas no statistically significant changes emerged in the Control Group. At the aggregate level, the Experimental Group showed higher mean self-reported scores in EI (+4.3%) and leadership skills (+5.2%), with improvements also observed in self-awareness, self-management, social awareness, relationship management, participative decision-making and coaching. These findings suggest an association between negotiation training and stronger self-perceived EI and leadership-related competencies. Research limitations/implications The findings should be interpreted with caution because the study relies on self-reported measures, a relatively small Experimental Group and a nonrandom allocation of students to courses. The elective nature of the NegotiatingLab may also have introduced self-selection effects, while unobserved prior experiences or training may have influenced participants’ self-perceptions. Future research should test these relationships on larger samples, in different national and organizational contexts and by combining self-perception measures with external assessments such as peer evaluations, instructor ratings or performance-based indicators. Practical implications The findings suggest that negotiation teaching may be relevant not only for developing bargaining-related knowledge, but also for strengthening students’ self-perceived EI and leadership potential. In particular, educational activities centered on role-playing, active listening, emotional framing and interest-based analysis may represent useful pedagogical tools for leadership development. More broadly, the study suggests that universities and organizations may benefit from incorporating negotiation-based learning into training programs aimed at fostering reflective, relational and leadership-related competencies. Social implications By suggesting that negotiation training may strengthen self-perceived EI and leadership potential, the study highlights the broader social value of teaching negotiation as a form of human interaction. Educational practices that foster listening, emotional awareness and interest-based problem-solving may help students develop more relational and inclusive approaches to leadership. In this sense, negotiation-based learning may contribute not only to professional development, but also to the formation of individuals better equipped to manage interpersonal differences, conflict and cooperation in social life. Originality/value This paper contributes to the literature by examining the relationship between negotiation and EI from a reverse perspective, namely, whether studying negotiation is associated with changes in self-perceived EI and leadership potential. By combining negotiation, EI and leadership within an empirical course-based design, the study offers a novel view of negotiation as a structured form of relational and reflective practice. It also highlights the potential value of negotiation training not only as a technical skill, but as a means of strengthening self-perceived relational and leadership-related competencies.