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The aim of this study was to examine the effects of employee race on the validity of commonly used selection procedures over three time periods after hire.

Data on employee race, cognitive ability, psychomotor ability, and previous work experience, as well as objective measures of performance, were collected from 932 sewing machine operators in the USA. Performance data were collected over three time periods (nine months total) after hire.

Race moderated the validity of cognitive ability in predicting performance for all three time periods. Race did not significantly moderate the validity of psychomotor ability or previous work experience in predicting performance.

This research is limited by the fact that only non‐complex jobs, and only women, were included in the study. Future research should attempt to replicate these results with a wider variety of jobs, as well as with the inclusion of men in their samples.

To ensure fairness, managers should examine effects of employee race on selection procedure validity when feasible.

Employers have a moral as well as a legal obligation to ensure the fairness of their employee selection procedures. They should ensure that all of their selection procedures are free from differential validity based upon race, as well as other demographic variables (gender, age, disability, etc.).

This is the first study to examine effects of race on selection procedure validity over an extended period of time.

This article reviews the extensive history of dynamic performance research, with the goal of providing a clear picture of where the field has been, where it is now, and where it needs to go. Past research has established that job performance does indeed change, but the implications of this dynamism and the predictability of performance trends remain unresolved. Theories are available to help explain dynamic performance, and although far from providing an unambiguous understanding of the phenomenon, they offer direction for future theoretical development. Dynamic performance research does suffer from a number of methodological difficulties, but new techniques have emerged that present even more opportunities to advance knowledge in this area. From this review, I propose research questions to bridge the theoretical and methodological gaps of this area. Answering these questions can advance both research involving job performance prediction and our understanding of the effects of human resource interventions.

Societal interest in individuals with high aptitudes, gifts, talents, and extraordinary abilities dates back thousands of years, perhaps as early as 3000 BC. For example, “as early as Biblical times, prophets and learned men were extolled for their wisdom and leadership. Plato likewise accorded positions of supremacy to certain individuals based on their superior endowment of intelligence. Even in the Dark and Middle Ages, generally considered inhibitory of talent and innovation, some members of society were ennobled for their intellectual and religious acumen” (Kaufmann, Castellanos, & Rotatori, 1986, p. 232). Some societies identified children with promise and potential and provided them with special education (Freeman, 1979). This was the case with the Emperor Charlemagne who in 800 AD requested that the state provide and pay for such education for children from the common masses (Schwenn, 1985).

There are very few Black children in programs for gifted children when both historical and contemporary research indicate that such environments contain elements very similar to those described as advantageous for Black children. Presented here is an overview of the research regarding Black children’s learning styles, multiple intelligences, and cultural expectations around adult-child interactions and a comparison to characteristics of gifted (and potentially gifted) children. In addition, the evolution and refinement of the definition of giftedness is outlined along with the impact of those definitions on Black children. The identification, assessment, and testing processes used to place students in gifted programs are outlined along with policies (e.g., universal screening) and practices (e.g., more multicultural education and gifted education in teacher in-service and pre-service education) that can transform gifted programs into diverse and inclusive learning environments where gifted Black students learn, grow, and thrive. Finally, classroom practices that cultivate the genius and giftedness of Black children are presented – practices that give teachers an opportunity to add to their repertoire of strategies and pedagogy in order to increase their ability to create more inclusive learning environments that benefit all children in general and Black children in particular.

This chapter synthesized some of the published literature comparing the cognitive functioning of children with math disabilities (MD) with (1) average achieving children, (2) children with reading disabilities (RD), and (3) children with comorbid disabilities (RD+MD). Twenty-one studies, which yielded 194 effect sizes (ESs), indicated that average achievers outperformed children with MD on measures of verbal problem solving (M=−0.58), naming speed (M=−0.70), verbal (M=−0.70) and visual-spatial working memory (WM, M=−0.63), and long-term memory (LTM, M=−0.72). The results further indicated that children with MD outperformed children with combined disabilities on measures of literacy (M=0.75), visual-spatial problem solving (M=0.51), LTM (M=0.44), short-term memory (STM) for words (M=0.71), and verbal WM (M=0.30). Children with MD could only be clearly differentiated from children with RD on measures of naming speed (−0.23) and visual-spatial WM (−0.30). The magnitude of ESs was persistent across age and severity of math disability. Hierarchical linear modeling (HLM) indicated that the magnitude of ES in overall cognitive functioning between MD and average achievers was due to verbal WM deficits when the effect of all other variables (e.g., age, IQ, reading level, other domain categories) were partialed out. The results are discussed within the context of defining MD by level of severity of WM abilities.

The primary purpose of this article is to raise awareness about the need for additional theory and research on social issues in organizations. It also provides an introduction to the Special Issue, and a description of the articles in it.

The article highlights the social challenges facing individuals, organizations, and society in the twenty‐first century. It also suggests that many worldwide challenges have been accompanied by some of the most significant research contributions in applied psychology. As a result, the authors argue that researchers in the field often have unique knowledge and skills that can be applied to solve some of these challenges.

The article notes that additional theory and research is needed to help alleviate some of the social challenges that organizations and their members face in the twenty‐first century.

The article offers suggestions for generating new research ideas that can be used to ameliorate the problems facing individuals, organizations and society as a whole.

The article argues that knowledge in applied psychology can be used to deal with the challenges facing society as a whole.

The article also indicates that research on social issues is needed to address many of the challenges faced in today's world.

The article provides a unique contribution to the literature in applied psychology because it raises awareness of the need for additional theory and research on social issues in organizations.

The implementation of BIM in the construction industry requires the coevolution of the various aspects of the BIM ecosystem. The human dimension is a very important dimension of the ecosystem necessary for BIM implementation. It is imperative to study this aspect of the BIM ecosystem both from the employer perspective and employee availability to provide insights for stakeholders (job seekers, employers, students, researchers, policymakers, higher education institutions, career advisors and curriculum developers) interested in the labour market dynamics.

To understand the BIM actor roles through the employer lens and the actual BIM actors in the construction industry, this study employed data mining of job adverts from LinkedIn and Mncjobs website. Content analysis was employed to gain insights into the data collected. Also, through a quantitative approach, the existing BIM actor roles were identified.

The study identified the employers' expectations of BIM actors; however, it is noted that the BIM actor recruitment space is still a loose one as recruiters put out open advertisements to get a large pool of applicants. From the data analysed, it is concluded that the BIM actor role is not an entirely new profession. However, it simply exists as construction industry professionals with BIM tool skills. Also, the professional development route is not well defined yet.

This study presents a realistic angle to BIM actor roles hence enhancing BIM implementation from the human perspective. The findings present an insight into the preferred against the actual.

This research is oriented to the need for new ideas related to the concept of a green campus that respond to climate change. The concept is simulated with a campus area in Indonesia, a country that requires a lot of school planning for human resource development that requires clean, renewable energy and zero emissions in a humid tropical climate.

The research was carried out in a mixed qualitative-quantitative method using field observations and literature studies through an approach to developing a pedagogical pattern of cognitive, affective and psychomotor, relevant theoretical studies and comprehensive analysis of all variables and aspects. Analysis through the parameter matrix of green buildings and green campuses to produce a zero emission and energy efficient campus area concept.

The concept of an integrated campus area model that can holistically save energy optimally and free from emissions and can produce graduates who are aware and have high cognitive, affective and psychomotor competencies toward environmental conservation efforts. Green campus design is not only physical design, but needs to be integrated with green curriculum content.

The limitation of this research is in the scope of architectural and environmental sciences.

The practical implication of this research is a new green campus concept that is environmentally friendly and sustainable in a hot-humid tropical climate.

This research revives the cognitive, affective and psychomotor competencies of human individuals at the highest level to equip the ability to repair and maintain the environment. The research resulted in a refinement of the green campus concept that was integrated into the curriculum.

A holistic and integrated green campus concept between the development of campus area design and human development aspects.

The purpose of this paper is to provide an improved understanding of how a wiki text compares to the use of a traditional text, and to provide an improved understanding of how integrating audio and video into a learner‐created wiki class text impacts learning.

For this case study, a causal comparative research design was used to compare students’ learning between the two groups. A one‐way multivariate analysis of variance (MANOVA) was used to analyze the quantitative data. Cognitive learning, affective learning, psychomotor learning, and course points were used as dependent variables.

Findings of the present study provided evidence that there was a significant difference in the learning, affective learning and psychomotor learning between the two groups; students who used the learner‐created multimedia wiki text reported higher levels of learning than the learners who used the traditional text book. No significant difference existed between groups in terms of course points.

The ability to generalize these findings beyond the present study are limited, since the study examined one course at one university taught by the same instructor. Since the sample was predominately Caucasian females, the result may not generalize to males and other ethnicities. The sample size was small. No experimental control was exercised in this study; therefore, a cause and effect relationship could not be confirmed. Only a possible cause and effect could be determined. Although the participants in each section were similar in demographics, academic achievement, and reason for taking the course, the selection threat due to non equivalent groups is a concern. Although, by using a web‐based survey, participants may have been more honest and felt safer to disclose attitudes and feelings, the self‐report instruments is a limitation. Finally, although migrated by the significant results and moderately large effect sizes, the assumption of the homogeneity of variance‐covariance was not tenable; thus, increasing the possibility of a Type I error.

This study provided evidence for the adoption of learner‐created, multimedia wiki texts as a replacement or supplement to traditional textbooks in higher education. The results demonstrated that learner‐created, multimedia wiki texts are able to support academic achievement as well as traditional textbooks and that students perceive them as superior for cognitive, affective, and psychomotor learning.

While a number of practitioners have described instructional uses for online technologies and many researchers have evaluated learners and faculty satisfaction and perceptions of them, fewer studies have focused upon the impact of web‐supported learning activities on academic success and learning outcomes and even fewer have focused on multimedia web‐supported learning activities. Higher education learning tasks, both traditional and web‐based, have been dominated by “rudimentary, text‐based”. Thus, a need exists to evaluate the ability of multimedia web‐based technologies to support learning tasks.