School

• After EQ training, discipline referrals to the principals dropped by 95% (Johnson & Johnson, 1994).
• Social and emotional skills create higher achievement (Ornstein, 1986; Lakoff, 1980).
• Improved emotional skills increase "on task" behaviors (Rosenfield, 1991).
• Increased social and emotional skills reduce discipline problems (Doyle, 1986).
• "The basic unit of human memory is information in context connected to feelings. This means that how someone learns is as important as what someone learns" (Maurice Elias, 1999).
• Emotions give a more activated and chemically stimulated brain, which helps us recall things better (Cahill et al, 1994).
• After 30 social-emotional lessons, hostility decreased and pro-social behavior increased (Grossman, Second Step).
• EQ training increases focus, learning, collaboration, improves classroom relationships, and decreases both negative "put downs" and violence (Anabel Jensen, Self-Science Pilot Study, 2001).
• "Emotions are more important and powerful to the brain than higher-order thinking skills" (Eric Jensen, Brain Based Learning).
• People who have poor abilities at reading body language are less academically successful (Katz and Hoover, 1997).
• Children with highly developed social skills perform better academically than peers who lack these skills (Grossman, et al, 1997).
• Students who are anxious or depressed earn lower grades/lower achievement scores, and are more likely to repeat a grade (Kovics and Baatraens, 1994).
• Children’s written/spoken narratives are more accurate, detailed, and coherent when preceded by emotional content (Liwag and Stein, 1995, cited in Frey 1999).
• Emotions are crucial to sensory development because they facilitate the storage and recall of information (Rosenfield, 1988).
• Stress and threat cause the brain to downshift; this reduces the opportunity for neuron growth and causes learning to be inhibited (Ornstein and Sobel, 1987).
• Low levels of empathy are associated with poor school achievement (Nowicki and Duke, 1992, cited in Frey 1999).
• Children who respond to setbacks with hope and resiliency vs. anger and hopelessness achieve higher academic and social success (Dweck, 1996).
• Students who believe their teachers support and care about them are more engaged with their work (Skinner and Belmont, 1993); they value their work more, and have higher academic goals (Goodnow, 1993, cited in Frey 1999).
• Children who are able to delay gratification are more popular, earn better grades, and had an average of 210 more points on their SAT tests (Shoda, Mischel, and Peake, 1990).
• Scores on a test of hope are more accurate than the SAT at predicting college grades (Snyder, 1991); the same is true of a test on optimism .
• Teachers can help students lessen their frustrations, prevent behavioral problems, and accelerate learning by providing students with information and skills to make appropriate choices (Dewhurst, 1991; Meyer, 1990).

Business

• The reasons for losing customers and clients are 70% EQ-related (e.g., didn’t like that company’s customer service) (Forum Corporation on Manufacturing and Service Companies, 1989 - 1995).
• 50% of time wasted in business is due to lack of trust (John O. Whitney, Director, Deming Center for Quality Management).
• In one year, the US Airforce invested less than $10,000 for emotional competence testing and saved $2,760,000 in recruitment (Fastcompany "How Do You Feel," June 2000).
• In a multinational consulting firm, partners who showed high emotional intelligence (EQ) competencies earned 139% more than the lower EQ partners (Boyatzis, 1999).
• American Express tested emotional competence training on Financial Advisors; trained advisors increased business 18.1% compared to 16.2%, and nearly 90% of those who took the training reported significant improvements in their sales performance. Now all incoming advisors receive four days of emotional competence training (Fastcompany "How Do You Feel," June 2000).
• After supervisors in a manufacturing plant received training in emotional competencies, lost-time accidents were reduced by 50 percent, formal grievances were reduced from an average of 15 per year to 3 per year, and the plant exceeded productivity goals by $250,000 (Pesuric & Byham, 1996).
• Top performing sales clerks are 12 times more productive than those at the bottom and 85 percent more productive than an average performer. About one-third of this difference is due to technical skill and cognitive ability while two-thirds is due to emotional competence (Goleman, 1998).
• UCLA research indicates that only 7% of leadership success is attributable to intellect; 93% of success comes from trust, integrity, authenticity, honesty, creativity, presence, and resilience (cited in Cooper and Sawaf, 1996).
• At L’Oreal, sales agents selected on the basis of certain emotional competencies significantly outsold salespeople selected using the company’s old selection procedure by $91,370, for a net revenue increase of $2,558,360. Salespeople selected on the basis of emotional competence also had 63% less turnover during the first year (Spencer & Spencer, 1993; Spencer, McClelland, & Kelner, 1997, cited in Cherniss, 2000).
• The most effective leaders in the US Navy were warmer, more outgoing, emotionally expressive, dramatic, and sociable (Bachman, 1988, cited in Cherniss, 2000).
• Workers with high work pressures and poor time management skills are twice as likely to miss work; employees who have strong self-management skills cope better with work pressures (Essi Systems, 1997).