Affective Work Competencies Inventory

Brauchle, P. E., et al. (1983). The factorial validity of the Affective Work Competencies Inventory. Educational and Psychological Measurement 43:603–9.


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.


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.


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).


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).


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

  1. Setting personal work/job goals
  2. Setting goals for self-improvement
  3. Acquiring new skills to advance in job
  4. Participating in group activities
  5. Becoming angry at others
  6. Blowing my stack
  7. Getting angry
  8. Controlling temper
  9. Staying angry or upset all day
  10. Maintaining even temperament
  11. Complaining
  12. Complaining about job tasks
  13. Keeping work area clear
  14. Keeping work area clean and organized
  15. Keeping supplies neatly arranged
  16. Keeping records and files in order
  17. Working hard to accomplish new goals
  18. Accepting challenging assignments
  19. Putting forth extra effort
  20. Adjusting to change
  21. Completing difficult tasks
  22. Performing work eagerly
  23. Speaking favorably of future work assignments
  24. Completing work without constant supervision
  25. Responding to greetings from coworkers
  26. Listening to instructions
  27. Adjusting to various work situations
  28. Reading directions
  29. Organizing work activities
  30. Returning material and equipment to places
  31. Practicing safe work habits
  32. Volunteering suggestions
  33. Avoiding work
  34. Disturbing others who try to work
  35. Reminded by others to begin work
  36. Pushing work onto other workers
  37. Saying one will do something and not doing it
  38. Talking out of turn at group meetings
  39. Gazing out the window or at the clock
  40. Annoying other people
  41. Interrupting others
  42. Being late for work or meetings
  43. Working hard only when someone is watching
  44. Losing interest in work
  45. Arguing about job assignments


A Likert scale is used to measure work attitudes, values, and habits.