Table 4 Factors supporting guidance

Learner factors

Initiativeness, responsibility

6

Gurtner et al. (2011), Reegård (2015), Savoie-Zajc and Dolbec (2003), Smith (2000), Tanggaard (2005), Wegener (2014)

Self-regulation

3

Reegård (2015), Virtanen and Tynjälä (2008), Virtanen et al. (2014)

Strong social skills

2

Evanciew and Rojewski (1999), Savoie-Zajc and Dolbec (2003)

Prior experience, deliberate career choice

1

Chan (2014)

Direct guidance

Supportive relationship with a trainer

4

Chan (2014), Evanciew and Rojewski (1999), Tanggaard (2005), Virtanen et al. (2014)

Time and resources provided for guidance

2

Nielsen (2008), Smith (2000)

Various guidance methods

2

Evanciew and Rojewski (1999), Koskela and Palukka (2011)

Trainer’s ability to share knowledge, stimulate questions

2

Fuller and Unwin (2004), Gurtner et al. (2011)

Trainer’s ability to produce critical reflection

1

Onnismaa (2008)

Pedagogical qualification, formal training

2

Filliettaz (2011), Smith (2000)

Trainer’s self-reflection

1

Koskela and Palukka (2011)

Learner’s tendency to select trainer(s)

1

Tanggaard (2005)

Indirect guidance/learning context

Learner’s participation, legitimate, active role, agency

9

Chan (2014), Collin and Valleala (2005), Evanciew and Rojewski (1999), Filliettaz (2011), Gurtner et al. (2011), Koskela and Palukka (2011), Nielsen (2008), Savoie-Zajc and Dolbec (2003), Virtanen et al. (2014)

Learner’s independent work, increasing responsibility

6

Evanciew and Rojewski (1999), Filliettaz (2011), Gurtner et al. (2011), Nielsen (2008), Reegård (2015), Smith (2000)

Supportive relationships with various workers

6

Chan (2014), Corney and du Plessis (2010), Filliettaz (2011), Savoie-Zajc and Dolbec (2003), Smith (2000), Virtanen et al. (2014)

Sense of equality and community

3

Collin and Valleala (2005), Fuller and Unwin (2004), Reegård (2015)

Reciprocal relationships

3

Fuller and Unwin (2004), Nielsen (2008), Onnismaa (2008)

Support from significant others

2

Chan (2014), Corney and du Plessis (2010)

Learner’s opinions and participation taken into account

3

Onnismaa (2008), Reegård (2015), Virtanen et al. (2014)

Task or team rotation

3

Fuller and Unwin (2004), Savoie-Zajc and Dolbec (2003), Virtanen et al. (2014)

Peer relationships and support

3

Chan (2014), Gurtner et al. (2011), Tanggaard (2005)

Connectivity

Connectivity, integration of theory and practice

5

Onnismaa (2008), Savoie-Zajc and Dolbec (2003), Winters et al. (2009), Virtanen and Tynjälä (2008), Virtanen et al. (2014)

Personalization, individual learning and guidance needs

4

Fuller and Unwin (2004), Onnismaa (2008), Smith (2000), Virtanen et al. (2014)

Explicit framework, clear rules and roles

3

Fuller and Unwin (2004), Onnismaa (2008), Smith (2000)

Identified goals

2

Evanciew and Rojewski (1999), Smith (2000)