Table of Contents
Brauchle, P. E., et al. (1983). The factorial validity of the Affective Work Competencies Inventory. Educational and Psychological Measurement 43:603–9.
Comments:
The 45-item Affective Work Competencies Inventory (AWCI) measures five work attitudes and habits that represent intrinsic value components. According to the authors, it is possible that the most effective method of teaching affective work competencies for job success is through student emulation of teacher behavior.
Sample:
The AWCI was administered to 798 industrial workers, 567 industrial supervisors, and 120 vocational educators. The responses of 1,485 people were examined to study their perceptions of affective work competencies.
Reliability:
Kuder-Richardson formula 20 estimates for the five factors were: 0.64 (ambition), 0.80 (self-control), 0.76 (organization), 0.89 (enthusiasm), and 0.79 (conscientiousness). They ranged from a high of 0.89 (enthusiasm) to a low of 0.64 (ambition).
Validity:
Content validity was established through the development of the AWCI. The original instrument contained 95 items in 15 competency clusters. Factor analysis was undertaken as a way of establishing the construct validity of the instrument.
Factor Analysis:
A principal components factor analysis with a varimax orthogonal rotation yielded five factors with loadings above 0.35. The five factors accounted for 76.3 percent of the variance. The five factors are: four items on ambition (31, 46, 1, and 32); eight items on self-control (65, 82, 55, 10, 69, 40, 36, and 94); four items on organization (57, 80, 92, and 83); 16 items on enthusiasm (86, 75, 89, 77, 70, 95, 93, 64, 78, 66, 48, 79, 88, 71, 67, and 76); and 13 items on conscientiousness (30, 39, 19, 16, 58, 68, 60, 81, 24, 72, 90, 45, and 74).
References
Brauchle, P. E. (1979). Self and supervisor perceptions of affective work competencies in CETA trainees: A comparative study. PhD dissertation, University of Missouri, Columbia.
Morgan, K. R. (1980). The relative effect of two different methods of instruction upon the affective work competencies of trade and industrial students. PhD dissertation, University of Missouri, Columbia.
Petty, G. C. (1978). Affective work competencies of workers, supervisors, and vocational educators. PhD dissertation, University of Missouri, Columbia.
Affective Work Competencies Inventory
- Setting personal work/job goals
- Setting goals for self-improvement
- Acquiring new skills to advance in job
- Participating in group activities
- Becoming angry at others
- Blowing my stack
- Getting angry
- Controlling temper
- Staying angry or upset all day
- Maintaining even temperament
- Complaining
- Complaining about job tasks
- Keeping work area clear
- Keeping work area clean and organized
- Keeping supplies neatly arranged
- Keeping records and files in order
- Working hard to accomplish new goals
- Accepting challenging assignments
- Putting forth extra effort
- Adjusting to change
- Completing difficult tasks
- Performing work eagerly
- Speaking favorably of future work assignments
- Completing work without constant supervision
- Responding to greetings from coworkers
- Listening to instructions
- Adjusting to various work situations
- Reading directions
- Organizing work activities
- Returning material and equipment to places
- Practicing safe work habits
- Volunteering suggestions
- Avoiding work
- Disturbing others who try to work
- Reminded by others to begin work
- Pushing work onto other workers
- Saying one will do something and not doing it
- Talking out of turn at group meetings
- Gazing out the window or at the clock
- Annoying other people
- Interrupting others
- Being late for work or meetings
- Working hard only when someone is watching
- Losing interest in work
- Arguing about job assignments
Scoring:
A Likert scale is used to measure work attitudes, values, and habits.