This paper applies Novak’s (1998) theory of learning to the problem of workplace bullying. Novak’s theory offers an understanding of how actions of bullying and responses to bullying can be seen as deriving from individualized conceptualizations of workplace bullying by those involved. Further, Novak’s theory suggests that training involving Ausubel’s concept of meaningful learning (Ausubel Educational Theory 11(1): 15–25, 1961; Ausubel et al. 1978) which attends to learners’ pre-existing knowledge and allows for new meaning to be constructed regarding workplace bullying can lead to new actions related to workplace bullying. Ideally, these new actions can involve both a reduction in workplace bullying prevalence, and responses to workplace bullying which recognize and are informed by the negative consequences of this workplace dynamic.
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机译：本文将Novak（1998）的学习理论应用于工作场所欺凌问题。诺瓦克的理论提供了一种理解，即欺凌行为和对欺凌的反应如何被视为源于相关人员对工作场所欺凌的个性化概念。此外，诺瓦克的理论认为，培训涉及奥苏贝尔有意义学习的概念（Ausubel Educational Theory 11（1）：15–25，1961； Ausubel等人，1978），它着重于学习者的既有知识，并为他们提供了新的含义。关于工作场所欺凌的构建可能导致与工作场所欺凌有关的新行为。理想情况下，这些新措施既可以减少工作场所欺凌的发生率，也可以包括对工作场所欺凌的回应，这些回应认识到这种工作场所动态的负面后果并从中获悉。
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