Reflection Paper: Social Norm Violation When we violate unwritten rules for appropriate social behavior, we quickly learn the power of social norms. The purpose of this assignment is to raise awareness of how these subtle norms shape everyday behavior and consequences of violating norms. This assignment requires the student to commit a norm violation and to note his/her own reaction and the reactions of others. Note that social norm violations must be committed in the presence of at least one other person, preferably unknown, where safely possible. After the social norm violation is committed and reactions are recorded, students are allowed (but not required) to tell the “audience” that the violation was done as a requirement for a sociology class assignment. WARNING: This should not be used an opportunity to offend others or test the law. If I find your behavior is unwarranted you will receive a 0 on this paper and may be reported to the Dean of Students. FORMAT: One inch margins (left, right, top and bottom), double spaced, 12 point font, at least 1 page Place your name and Section # on first line, then double space to begin writing. REQUIREMENTS: FIRST, pick a social norm violation from the list below. Students can choose their own social norm violation as long as it has been approved by the professor BEFORE it is committed. Then, pick your audience and location (you MUST perform this activity off-campus and by yourself- without a friend present). • Staring at people for 1-2 minutes (or until they notice) (someone of similar stature to you) • Sing and dance to music in your headphones in public • Make a large purchase with pennies (no more than $2.00) • Wear your clothes backwards to a public place (something obvious) • Stand right next to someone if they are the only person in the elevator (someone of similar stature) • Go to a parent’s house and ask their permission to do everything (get a drink, use the bathroom, etc) • Have an animated conversation with yourself in public • Jump up and down while waiting in the check-out line at the grocery store SECOND, answer the following questions in paragraph format. No introduction or conclusion paragraphs are necessary. Paragraph 1 Describe the social norm violation. What did you do? Where? To whom? Paragraph 2 How did you feel about violating this social norm? Why do you think you felt this way? Paragraph 3 Describe the reactions of others that were present for the norm violation, including facial expression, what they said, and their body language. What do you think they thought about you after the violation (and before you told them that this was a class assignment)? Paragraph 4 What did this assignment teach you about the experiences of those who do not fit in because they are either new to the culture or are noticeably handicapped in some way? THIRD, no credit will be received if sent via email or hard copy. Points will be taken off for poor.

1. Reflection Paper: Social Norm Violation
When we violate unwritten rules for appropriate social
behavior, we quickly learn the power of social norms. The
purpose of this assignment is to raise awareness of how these
subtle norms shape everyday behavior and consequences
of violating norms. This assignment requires the student to
commit a norm violation and to note his/her own reaction
and the reactions of others. Note that social norm violations
must be committed in the presence of at least one other
person, preferably unknown, where safely possible. After the
social norm violation is committed and reactions are
recorded, students are allowed (but not required) to tell the
“audience” that the violation was done as a requirement
for a sociology class assignment.
WARNING: This should not be used an opportunity to offend
others or test the law. If I find your behavior is
unwarranted you will receive a 0 on this paper and may be
reported to the Dean of Students.
FORMAT:
One inch margins (left, right, top and bottom), double spaced,
12 point font, at least 1 page
Place your name and Section # on first line, then double space
to begin writing.
REQUIREMENTS:
FIRST, pick a social norm violation from the list below.
Students can choose their own social norm violation as long as

2. it
has been approved by the professor BEFORE it is committed.
Then, pick your audience and location (you MUST perform
this activity off-campus and by yourself- without a friend
present).
• Staring at people for 1-2 minutes (or until they notice)
(someone of similar stature to you)
• Sing and dance to music in your headphones in public
• Make a large purchase with pennies (no more than $2.00)
• Wear your clothes backwards to a public place (something
obvious)
• Stand right next to someone if they are the only person in the
elevator (someone of similar stature)
• Go to a parent’s house and ask their permission to do
everything (get a drink, use the bathroom, etc)
• Have an animated conversation with yourself in public
• Jump up and down while waiting in the check-out line at the
grocery store
SECOND, answer the following questions in paragraph format.
No introduction or conclusion paragraphs are necessary.
Paragraph 1 Describe the social norm violation. What did you
do? Where? To whom?
Paragraph 2 How did you feel about violating this social norm?
Why do you think you
felt this way?
Paragraph 3 Describe the reactions of others that were present
for the norm violation,
including facial expression, what they said, and their body
language. What
do you think they thought about you after the violation (and
before you

3. told them that this was a class assignment)?
Paragraph 4 What did this assignment teach you about the
experiences of those who
do not fit in because they are either new to the culture or are
noticeably
handicapped in some way?
THIRD, no credit will be received if sent via email or hard
copy. Points will be taken off for poorly written work. Late
submission will not be accepted.
Running head: O*NET 1
O*NET 2
Analysis of the Work Activities and Abilities
Shauna Davis
Walden University
9/15/19
Analysis of the Work Activities and Abilities

4. To calculate the mean rating for each question on the survey,
manual method and or model can be used. To use the manual
method, one must know the number of respondents who selected
a particle response, usually, the average function is used in this
case. The number of individuals who have selected a rating is
first multiplied by the corresponding rating value in the given
scale. After that, the results of the calculations are then added
then finally divided by the total number of responses to the
given survey question. However, in this case, only one
respondent is considered. However, the obtained information
was analyzed using the SPSS and the following table was
obtained.
Descriptive Statistics
Mean
Std. Deviation
N
Generalized Work Activities
3.3500
1.72520
20
Abilities
2.8000
1.10501
20
From the table above, the mean rating for each question on the
survey is 3.35, this mean rating, however, is for the generalized
Work Activities. The mean rating for each question on the
survey for the Abilities is 2.8
The interrater reliability refers to the degree of agreement
among the raters, it simply defines the level of consistency. In
order to calculate the interrater reliability, in this case, we
obtain the analysis from the SPSS, the interrater reliability is
obtained by dividing the number of agreed ratings by the total

5. number of ratings then multiplying by 100%, the interrater
reliability can be given in percentage form (…Information
Network, 2010.
For instance, in this competition, raters have 3 out of 5 scores.
The Percent agreement is 3/5 = 60%.
The ability’s scales have various scales such as the importance
scale which indicate the degree of importance a descriptor or
skill is to the occupation under consideration. The ratings on
this scale usually run from "Not Important" (1) to "Extremely
Important" (5). The level three section of the scale has various
domains sch as skills, work activities et cetera. This usually
shows the extend to which a descriptor is needed to be able to
carryout a certain occupation. The relevance of the scale
explains the pat of the jobs that incumbents rated the offered
task as being relevant to their job. Furthermore, the frequency
usually signifies the number of times a certain task crops up
within a given period. The occupational interest usually covers
the interest. The extent has a work value domain that indicates
the extent to which the occupation is affected by a given item.
Moreover, the context has a work context containing various
context variables. The precision rule usually applied to an
occupation that was not available. However, the relevance od a
task is signified by is percent relevance, such that a task is
relevance if I have a general percentage of equal to or greater
than 67%. In addition, that, the mean importance of a task
according to the analysis indicated to be 3.35 hence a task is
important if its results equal or surpasses this value. In the tsk
category, there are those tasks which are less relevant, or they
are actually not that much important to the occupation, in such a
case, therefore, they are rated at ≥67% and <3.35 or rated to be
<67% assuming the mean importance.
The statistical findings are obtained from SPSS and the tables
show the various statistical findings.
Coefficientsa

6. Model
Unstandardized Coefficients
Standardized Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
1.009
.932
1.082
.294
Abilities
.836
.311
.536
2.691
.015
a. Dependent Variable: Generalized Work Activities
The data collected were analyzed by the SPSS and various
output were obtained. In the table above, the coefficients of
analysis are shown. In this regard, the Abilities were the
independent variables while the working generalized work
activities were the dependent variable. Linking the two with a
regression line equation, we obtain a regression equation like:
Y=a + bX, the values of a= 1.009, b= 0.836, the equation then
becomes Y=1.009+ 0.836X which can be written as: Work
Activities=1.009 + 0.836 (Abilities). This implies that the work

7. activities are likely influenced by the Abilities and the higher
the abilities an individual has, the better he/she would perform
the work activities.
Model Summary
Model
R
R Square
Adjusted R Square
Std. Error of the Estimate
1
.536a
.287
.247
1.49680
a. Predictors: (Constant), Abilities
From this table, the value of R=0.536, this value shows a
positive linear correlation between the Generalized work
activities and the Abilities, however, the relation is moderately
positive. The value of R2=0.287, this value is too low, and it
implies that only 28.7 of the data can be explained by the
model.

8. References
National Research Council, Division of Behavioral and Social
Sciences and Education, Committee on National Statistics, &
Panel to Review the Occupational Information Network. (2010).
A Database for a Changing Economy: Review of the
Occupational Information Network (O*NET). Washington, DC:
National Academies Press.
https://www.onetcenter.org/dl_files/MS_Word/Generalized_Wor
k_Activities.pdf
Sheet1PSYC 8754/PSYC 6754: Personnel Psychology in the
WorkplaceData Collection Form for Generalized Work
Activities (O*NET)Respondent Name: (Shauna Davis)For this
Assignment, rate the employee’s job using the generalized work
activities scales from the O*NET. Enter your responses in

9. Column C (How important is the item to the employee's job?)
and Column D (What level of activity is needed for the
employee's job?). Please respond to all items for this class
project.Please do not modify this formItem #Item
TitleImportanceLevel1GETTING
INFORMATION262IDENTIFYING OBJECTS, ACTIONS, AND
EVENTS453MONITORING PROCESSES, MATERIALS, OR
SURROUNDINGS574INSPECTING EQUIPMENT,
STRUCTURES, OR MATERIALS575ESTIMATING THE
QUANTIFIABLE CHARACTERISTICS OF PRODUCTS,
EVENTS, OR INFORMATION246JUDGING THE QUALITIES
OF OBJECTS, SERVICES, OR PEOPLE237EVALUATING
INFORMATION TO DETERMINE COMPLIANCE WITH
STANDARDS578PROCESSING
INFORMATION469ANALYZING DATA OR
INFORMATION4710MAKING DECISIONS AND SOLVING
PROBLEMS5711THINKING CREATIVELY2412UPDATING
AND USING RELEVANT KNOWLEDGE5713DEVELOPING
OBJECTIVES AND STRATEGIES5714SCHEDULING WORK
AND ACTIVITIES5715ORGANIZING, PLANNING, AND
PRIORITIZING WORK5716PERFORMING GENERAL
PHYSICAL ACTIVITIES1217HANDLING AND MOVING
OBJECTS3218CONTROLLING MACHINES AND
PROCESSES5719WORKING WITH
COMPUTERS5720OPERATING VEHICLES, MECHANIZED
DEVICES, OR EQUIPMENT5721DRAFTING, LAYING OUT,
AND SPECIFYING TECHNICAL DEVICES, PARTS, AND
EQUIPMENT5722REPAIRING AND MAINTAINING
MECHANICAL EQUIPMENT3623REPAIRING AND
MAINTAINING ELECTRONIC
EQUIPMENT3424DOCUMENTING/RECORDING
INFORMATION1425INTERPRETING THE MEANING OF
INFORMATION FOR OTHERS5726COMMUNICATING WITH
SUPERVISORS, PEERS, OR
SUBORDINATES4627COMMUNICATING WITH PEOPLE
OUTSIDE THE ORGANIZATION2128ESTABLISHING AND

10. MAINTAINING INTERPERSONAL
RELATIONSHIPS5729ASSISTING AND CARING FOR
OTHERS5730SELLING OR INFLUENCING
OTHERS4631RESOLVING CONFLICTS AND NEGOTIATING
WITH OTHERS5732PERFORMING FOR OR WORKING
DIRECTLY WITH THE PUBLIC5733COORDINATING THE
WORK AND ACTIVITIES OF OTHERS4634DEVELOPING
AND BUILDING TEAMS5735TRAINING AND TEACHING
OTHERS4736GUIDING, DIRECTING, AND MOTIVATING
SUBORDINATES3437COACHING AND DEVELOPING
OTHERS4538PROVIDING CONSULTATION AND ADVICE
TO OTHERS5739PERFORMING ADMINISTRATIVE
ACTIVITIES2440STAFFING ORGANIZATIONAL
UNITS1141MONITORING AND CONTROLLING
RESOURCES57
&L© 2012 Laureate Education, Inc.
&L© 2012 Laureate Education, Inc.
&L© 2012 Laureate Education, Inc.
&L© 2012 Laureate Education, Inc.
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