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Table 5 Factors hindering guidance

From: Guiding workplace learning in vocational education and training: a literature review

Factors Hindering factors Number of articles References
Learner factors Tiresome behavior 2 Gurtner et al. (2011), Nielsen (2008)
Introvert behavior 1 Tanggaard (2005)
Poor work ethic 1 Evanciew and Rojewski (1999)
Direct guidance Dependency and power relationship 2 Savoie-Zajc and Dolbec (2003), Tanggaard (2005)
Redundant guidance 1 Nielsen (2008)
Trainer’s unpredictable reaction to requests for help 1 Smith (2000)
Lack of personal engagement from the trainer 1 Chan (2014)
Difficulties to interpret abstract learning objectives 1 Wegener (2014)
Indirect guidance/learning context Lack of resources and focus on productivity 5 Gurtner et al. (2011), Nielsen (2008), Onnismaa (2008), Savoie-Zajc and Dolbec (2003), Smith (2000)
Power struggles, competition 4 Filliettaz (2011), Fuller and Unwin (2004), Nielsen (2008), Onnismaa (2008)
Learner’s marginal role 4 Filliettaz (2011), Nielsen (2008), Savoie-Zajc and Dolbec (2003), Winters et al. (2009)
Poor workplace support 3 Chan (2014), Reegård (2015), Smith (2000)
Too much responsibility and independence 2 Gurtner et al. (2011), Reegård (2015)
Polarized or unevenly distributed skills at the workplace 1 Fuller and Unwin (2004)
Connectivity Discrepancies between learning environments 3 Evanciew and Rojewski (1999), Savoie-Zajc and Dolbec (2003), Wegener (2014)
Unstructured training at the workplace 2 Chan (2014), Fuller and Unwin (2004)
Teachers having limited available time 2 Evanciew and Rojewski (1999), Tanggaard (2005)
Guidance taking place only at the workplace, teachers uninvolved 1 Virtanen et al. (2014)