Using a population of 126 disadvantaged youth enrolled in Comprehensive Employment and Training Act (CETA) programs, the goal of a study was to develop an instructional model and guidance system based on critical affective work competencies previously identified by Kazanas and others. Participants were carefully reviewed with respect to a number…

The lack of communication between educators and employers concerning the characteristics of a successful worker is explored. The need for a stronger emphasis on positive affective work competencies (work values, habits, and attitudes) is demonstrated. The failure of many educators to help their students develop proper work habits and attitudes is…