Abstract
The aim of the study was to develop and validate a tool to measure the social intelligence quotient of employees at the workplace, especially during the time of recruitment. The tool was developed based on the five-part model of social intelligence developed by Karl Albrecht (2005). The sample for the study was selected using the snowball sampling technique and comprised of 222 people both males and females belonging to the age group 18-25 years and was of Indian origin. The steps of the study included the generation of the initial pool of items, expert validation, item analysis, followed by tests for reliability and validity. The data was collected online through google forms. Item total correlation, descriptive statistics, and structural equation modelling were used to analyse the data. The reliability of the scale established using Cronbach’s alpha (internal consistency) was found to be 0.87 (high). The scale was correlated with Tromso Social Intelligence Scale (TSIS) to establish criterion validity and was found to be 0.164 (p < .01). The intra-correlation among the dimensions of the tool was found to be moderate, ranging between 0.42-0.57.
Highlights
The aim of the study was to develop and validate a tool to measure the social intelligence quotient of employees at the workplace, especially during the time of recruitment
The need hierarchy theory proposed by Maslow lays emphasis on the need for love and belongingness followed by the need for self-esteem, indicating the underlying psychological phenomenon i.e., social intelligence
The findings indicate a mild positive correlation between social intelligence and academic achievement
Summary
The aim of the study was to develop and validate a tool to measure the social intelligence quotient of employees at the workplace, especially during the time of recruitment. Social intelligence from initially being viewed as a personality trait (Thorndike, 1920; Moss & Hunt, 1927; Vernon, 1933) has evolved a lot. It was seen as one’s social judging ability (O’Sullivan, Guilford, & DeMille, 1965), as one’s ability to interpret social cues and regulate (Cantor & Kihlstrom, 1987), as a problem-solving skill, and as a knowledge of social rules (Barnes & Sternberg, 1989), and quite recently as a set of interpersonal competencies that can enable efficient human behavior (Bar-On, 2005). Weinstein (1969) defined it as one’s capacity to complete interpersonal tasks
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