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These practices represent both direct and indirect guidance described by Billett (2002b).
What seems noteworthy is the rather high level of indirect guidance described in the literature (see Tables 4, 5).
We also utilize Billett ( 2002b) division of direct and indirect guidance to describe various guidance practices at the workplace.
With direct guidance from more skilled co-workers and indirect guidance by listening to and observing others, complex tasks can be performed satisfactorily within a reasonable timeframe.
Especially observations of the work environment and more experienced workers, and the allowing of independent work and explorations can be seen as forms of indirect guidance.
As both Adam and Ben describes it, the workplace can provide opportunities for vocational learning through indirect guidance from co-workers.
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The design of the study also does not allow distinguishing effects of indirect calorimetry guidance versus providing more nutrition [ 63].
This raises a question about whether the indirect forms of guidance become more common in case workplaces fail at allocating adequate resources for guidance.
They need to depend on indirect forms of guidance, such as using examples, gentle coaxing and encouragement, constructive criticism and, where necessary, harsh words.
Ben, on the other hand, argues that both indirect and direct guidance from more experienced co-workers is the driving force that enhances his vocational skills.
Finally, both indirect and direct guidance by co-workers, in combination with workplace activities, can be viewed as the most important aspects of a successful vocational learning outcome.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com