Table 5 Factors hindering guidance

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)