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 of variables including background, aptitude, attitude, and ability prior to the development of an individualized training format for each student. A profile feedback system was designed and utilized to provide inventory results and guidance information for each participant and counselor. Three of the seven participating CETA sites were selected to utilize each of two critical affective work competency modules: the Pleasant/Orderly/Cheerful module and the Neat/Orderly/Personal Appearance/Manner module. The remaining site served as a control group. Pre- and post-test scores on the Affective Work Competencies Inventory (AWCI) were subjected to multiple regression procedures. Since both module treatments produced results significant at the .001 level, it was concluded that for the disadvantaged youths studied, awareness of desirable work habits, attitudes, and values was significantly higher than for those who had not completed the Affective Work Competencies training module. Utilization of Competency-Evaluation Profile, a computer printout feedback form, was also shown to provide supplemental career guidance for those completing the AWCI. A copy of the AWCI is appended. (MEK)