Workplace Bullying: Application of Novak’s (1998) Learning Theory and Implications for Training

Abstract

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.

An Ecological Model of Workplace Bullying: A Guide for Intervention and Research

“…Employee assistance programs and employee health programs can be the source of this assistance; however, as many targets of workplace bullying have diminished levels of trust for their organization, actual care should be provided by practitioners who are external to the organization. At the mesosystem and exosystem levels, to address outcomes of bullying such as deterioration of teamwork and normalization of bullying behaviors, training which allows employees to develop new ways of interacting should be offered (Altman, 2009).…”

Are Rational Self-Interested Leadership Behaviors Contributing to the Workplace Bullying Phenomenon in Canada and the United States?

“…Bullying behaviors are learned behaviors indicating that rational self-interested leaders may need to learn how to incorporate more positive behaviors in their interactions with employees. In choosing positive choices of action, rational self-interested leaders will need to explore their pre-existing knowledge of workplace bullying and engage in meaningful learning that occurs at the conceptual level [27]. Addressing workplace bullying in a proactive manner will set the foundation for rational self-interested leaders to adopt behaviors that are prosocial and other-oriented.…”

The Spiraling and Spillover of Misconduct: Perceived Workplace Bullying, Subclinical Psychopathy, and Businesspersons’ Recognition of an Ethical Issue

“…For instance, perceptions that bullying proliferates at work can negatively impact job satisfaction (Valentine et al 2015). These connections imply that bullying might be learned experientially though negative work encounters and interactions (Altman 2010). As social learning theory suggests, modeling and imitating workplace bullying can help reinforce and spread negative effects (Salin 2003).…”

“…As social learning theory suggests, modeling and imitating workplace bullying can help reinforce and spread negative effects (Salin 2003). Novak's (1998) learning theory implies that experiences aid in the development of differing perceptions of workplace bullying, which can result in greatly varied reactions to it (Altman 2010). There may be significant motivations for witnesses of bullying to follow suit if they perceive that bullying yields positive rewards in the workplace (Boddy 2014).…”

“…By exploring these key relationships, this study also has the potential to fill important theoretical and empirical gaps at the crossroads of the business ethics and management literatures. A number of perspectives such as social exchange theory (i.e., perceived psychological contract breach, injustice, low organizational support) (Parzefall and Salin 2010), social learning theory (Harvey et al 2009;Salin 2003), and Novak's (1998) learning theory (Altman 2010) have been used to explore the proliferation of workplace bullying, and testing the study's proposed relationships provides additional evidence that these theoretical lenses are useful tools for understanding why such aggression occurs in organizations. Additionally, providing evidence that perceived workplace bullying and reinforcement of subclinical psychopathy function in concert to harm ethical reasoning provides further understanding of how bullying can negatively spiral into other dysfunctional tendencies in the workplace.…”