Recognizing the importance of a curriculum that facilitates the acquisition of desirable, affective work competencies (work attitudes, values, and habits) as well as specific job skills, a study was conducted to review and synthesize what is known about the social and psychological aspects of work and to identify specific affective work competencies that are desirable and common for vocational education programs. The literature review focused on the historical and theoretical perspectives which relate to understanding the behavior of individuals and groups; it also examined the empirical data related to affective work competencies identified by employers, educators, and experienced employees. Based on the combined investigations conducted by industry and education, a variety of affective work competencies was identified. A synthesis of forty-two affective work competencies identified by industry with the fifty-four identified by educators provided a total of sixty-three unique, identifiable affective work competencies. However, the study concluded that there is a lack of continuity between educational institutions and employing organizations; consequently, some of the affective work competencies identified by educators have been inconsistent with what industry wanted or needed. Moreover, the inability of researchers to identify and objectively measure affective competencies was found in both industry and education, indicating a need for the development of reliable, valid, and objective measuring instruments. Recommendations and guidelines for an affective work competencies inventory are provided. (BM)