Integrating Three-Dimensional Mentoring with Workforce Development Training: A Collaborative Autoethnographic Examination of Skill Transfer

International Journal on Integrating Technology in Education (IJITE) Vol.14, No.1, March 2025
DOI:10.5121/ijite.2025.14105 57
INTEGRATING THREE-DIMENSIONAL MENTORING
WITH WORKFORCE DEVELOPMENT TRAINING:
ACOLLABORATIVE AUTOETHNOGRAPHIC
EXAMINATION OF SKILL TRANSFER
Danny L Darden 1, 2
and Ramiro Pesina 1
1 Soules College of Business, The University of Texas at Tyler, Texas USA
2 Kilgore College, Kilgore, Texas USA
ABSTRACT
The increasing demand for skilled professionals in technical fields necessitates innovative educational
approaches that integrate skill development with effective mentoring frameworks. This paper presents an
autoethnographic analysis of skill transfer within workforce development environments, emphasizing a
three-dimensional mentoring model encompassing cognitive, emotional, and behavioral mentoring
dimensions. The study examines applications in command-line learning, gamified instruction, and safety
training within virtual environments. The research highlights best practices in mentoring sustainability, the
role of technology in reinforcing skill acquisition, and the ways in which learning-community engagement
enhances workforce readiness. Additionally, this study integrates research on student engagement,
community experiences, and retention strategies, demonstrating how mentoring supports long-term learner
success.
KEYWORDS
Mentoring, Online lab environment, Psychological safety, Cybersecurity skills gap, Workplace safety
1. INTRODUCTION
Workforce development programs are designed to enhance the employability of participants by
equipping them with technical competencies and industry-relevant skills. Traditional instructional
approaches often lack structured mentoring models necessary to sustain skill development and
long-term skill retention. In adult education, teachers often take on the role of mentors, providing
guidance and support that goes beyond traditional classroom instruction [1]. This mentorship
approach is particularly effective for adult learners, as it addresses their unique needs. Research
suggests that mentoring significantly impacts student retention and satisfaction, particularly in
technical education environments[2], [3]. This study shares researchers experiences and
successful classroom techniques applied to skill transfer within workforce development
environments. The research explores how the three-dimensional mentoring framework—
cognitive, emotional, and behavioral mentoring—contributes to effective skill acquisition, using
case studies from command-line training, safety instruction, and gamified learning models,
highlighting the commonalities found between domains.
We present two researcher’s rich narratives regarding their lived classroom experiences.
Darden’s application focuses on introducing command-line interface (CLI) learning in a remote
lab environment that incorporates gamified elements. This approach is a direct response to
industry representatives who have identified CLI proficiency as a critical skill for cybersecurity

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and IT professionals. Pesina’s contribution examines safety training in the classroom,
emphasizing behavior-based feedback and software applications used to reinforce safety
protocols. This study evaluates the effectiveness of mentoring frameworks in these learning
environments, highlighting sustainable practices that enhance community engagement and
workforce readiness[4].
2. LITERATURE REVIEW
Mentoring plays a crucial role in skill transfer and professional development[5]. Research by
Hudson [6] and Korte [7] underscores the significance of structured mentoring in workforce
development, emphasizing its impact on learner retention and long-term competency. The three-
dimensional mentoring model, which integrates cognitive[8], emotional[9], and behavioral
[10]mentoring, serves as a foundational framework for this study.
Safety training in workforce development environments often incorporates virtualization and
digital assessment tools. Environmental and engineering safety researchers are increasingly
turning to augmented reality systems and incorporating various forms of technology in the
physical space in order to aid in programmatic engineering and industrial safety applications (e.g.
[11], [12], [13], [14], [15], [16], [17]). Pesina’sexperiences examines how software applications,
such asprogrammatic learning modules, facilitate mentoring-driven safety instruction in
workplace settings.
While there is a wide array of research that has been completed on the cybersecurity workforce
pipeline and skills gap (e.g. [18], [19], [20], [21], [22]), little has been done to address the idea of
basic skills synthetization required to adequately build complex skillsets. The cybersecurity
workforce frameworkaddresses skillsacquisition and transfer but does not discuss micro-skills
required to be successful within the framework[18], [20], [23]. Organizations are expressing
concerns about the skills that their employees are able to attain using traditional educational
resources [21], [22]. Daniel, et. al [24] has called for an integration between practitioners who
hold skilled knowledge and educators who design training solutions and also recognize that the
skilled workforce is in continual need of upskilling as its demand outpaces supply, particularly
considering advances in artificial intelligence [25].
Gamified learning has been shown to improve engagement and retention by reinforcing practical
application through interactive experiences [26]. Carmi [27]highlights the role of mentoring in
technical education, indicating that iterative and reflective mentoring models further enhance the
sustainability of skill transfer with evidenced benefits in a variety of classical education domains
(e.g. reading education [28], mathematics education [29], [30], [31], critical thinking,
programming) and many other disciplines. With gamification, people learn intrinsically, as they
solve some goal or generate some points. Capture-the-flag (CTF) gamification is routinely done
in cybersecurity and information technology education to identify talent[32]. Therealso renewed
emphasis on text-based games in the education space [29], [33], [34], [35]. The text-based
environment is very close to simulating CLI operation of underlying technical systems in the
information technology (IT) and computing systems space, including telecommunications and
AI.Hardware and software often require mastery of a number of languages, interface
programming systems, networking components, remote access and the troubleshooting and
management of equipment and services require the almost constant use of a CLI environment.

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3. THEORETICAL FRAMEWORK
The theoretical framework for this study is grounded in a three-dimensional mentoring model,
which aligns technical skill development in a psychologically safe environment with cognitive,
emotional, and behavioral feedback and mentoring support structures. Mentoring is a
multifaceted process that can significantly impact personal and professional development [36].
Among the various approaches, cognitive, emotional, and behavioral mentoring models stand out
for their distinct focus and methodologies, giving employees needed support in their skilling [1].
Cognitive mentoring ensures that instruction is tailored to the learner’s background and industry
requirements. Emotional mentoring fosters psychological safety, enabling learners to engage with
complex technical concepts without fear of failure. Behavioral mentoring emphasizes the
application of acquired skills in real-world scenarios, reinforcing retention through practical
experience.
Cognitive, emotional, and behavioral mentoring models offer valuable frameworks for guiding
mentees towards personal and professional growth while psychological safety is maintained. By
understanding and applying these models, mentors can tailor their approach to meet the unique
needs of each mentee, fostering growth and development across multiple dimensions.Feedback
assessments and accountability loops can significantly improve mentoring experiences[1], [5].
Cognitive mentoring emphasizes the enhancement of cognitive skills such as critical thinking,
problem-solving, and decision-making. This model is particularly effective in academic settings
where the development of intellectual capabilities is paramount. For instance, the cognitive
apprenticeship model, as discussed by Collins[8], involves teaching students the thought
processes experts use to tackle complex tasks. This approach encourages mentees to reflect on
their thought processes, challenge assumptions, and engage in activities like brainstorming and
scenario analysis to stimulate cognitive growth.
Emotional mentoring focuses on the emotional development and well-being of the mentee. It
aims to enhance emotional intelligence, self-awareness, and empathy. Emotional support in
mentoring relationships has been shown to contribute significantly to mentee satisfaction and
learning outcomes, as highlighted by Allen and Eby[9]. Mentors in this model provide guidance
in managing emotions and developing resilience, often through reflective journaling and
emotional regulation exercises.
Behavioral mentoring is centered on changing or reinforcing behaviors to achieve specific goals.
This model is effective in environments where behavior change is necessary for success, such as
leadership development or performance improvement. Behavioral coaching techniquescan
improve goal attainment and mental health by using methods like goal setting, feedback, and
reinforcement[10]. Role-playing and behavior modeling are commonly employed to practice new
skills and reinforce positive habits.
These mentoring models can be integrated to provide a holistic mentoring experience, addressing
cognitive, emotional, and behavioral aspects simultaneously. For example, a mentor might use
cognitive strategies to enhance problem-solving, emotional techniques to build resilience, and
behavioral methods to reinforce positive habits, creating a comprehensive development plan for
the mentee.
Gamification serves as an auxiliary framework, supporting skill transfer through interactive
engagement. Research by Venkatesh [37] demonstrates that gamified learning environments
enhance motivation and reduce technology anxiety. This study applies gamification to command-
line instruction and safety training, evaluating its impact on learner engagement and knowledge

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retention. Research-based teaching methodologies, including applying mentoring through
feedback, create iterative learning opportunities that align well with mentoring frameworks,
enhancing student competency over time [1].
Psychological safety is a crucial element in technical learning environments, significantly
impacting skill development, knowledge transfer, feedback affectivity, and mentoring
effectiveness with a particular significance in technical education contexts, enabling learners to
engage more fully in complex tasks, ask questions without fear, and learn constructively from
failures [38]. This is especially relevant in technology-focused settings, where rapid changes and
system complexities can cause anxiety. Recent research by [39] and others has shown that
psychological safety encourages experimental learning, idea sharing, and collaborative problem-
solving in work teams. This research aligns with previous work demonstrating strong correlations
between psychological safety and positive learning outcomes, especially in challenging, high-
stakes environments [40].
The skills transfer process is an implicit part of the three-dimensional mentoring process.
Mentees adapt their cogitates, emotes, and finally behaviors integrating new knowledge across
skills application domains (e.g. Figure 1). Below we list the practical application specifics and
how the skills transfer during the mentorship process.
Figure 1. A psychologically safe environmental space is partitioned into a mentoring space and application
domains. Learning, upon successful affectations of feedback, translate into sustainable skills through
behavioral, cognitive and emotive integration in the liminal space between knowledge and skill domains.
4. METHODOLOGY
This work integrates data from two researchers' distinct expertise in technology education and
mentorship. Their twelve-month collaboration, documented through weekly reflective sessions
discussing technology use as educators,yielded rich narrative data on mentoring techniques in
traditional and technology-enhanced learning environments. This data was analyzed to
understand how diverse mentoring philosophies (cognitive, emotional, and behavioral) coalesced
into a unified framework for technology education. The researchers' combined experiences in

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simulation-based learning and one-on-one mentorship provided a synergistic approach to
understanding skill transfer and sustainable mentoring practices.
4.1. Research Design
Autoethnography, an empirical method blending self-analysis with systematic documentation,
serves as the foundation for this study [41]. Through iterative dialogues and data collection, the
researchers examined mentoring processes, refining their insights over time. The analysis
followed Ngunjiri et al.’s[42]three-step approach—data collection, analysis, and reporting—
alongside memoing techniques used by Lester et al.[43]that were used to note developing themes.
This collaborative autoethnography explores the intersection of technology education and
mentorship through the lived experiences of two participant-researchers. Over twelve months,
weekly reflective sessions documented their approaches to mentoring in both traditional and
technology-enhanced learning environments. The study employs narrative inquiry to examine
how cognitive, emotional, and behavioral mentoring philosophies integrate into a unified
framework for skill transfer and sustainable learning[44], [45], [46].
4.2. Participants
Darden, the first participant-researcher, brings extensive experience in cybersecurity education
and simulation-based training, implementing scalable online learning environments in the
classroom. He has taught cybersecurity and networking for the past six years, following 23 years
in the telecommunications industry. Darden routinely encounters students who have a great desire
to enter the cybersecurity workforce but are lacking skills or experience in direct technology use.
Increasingly, students have mainly mobile device experience on social media sites—many not
having any industry experience. It is common that students also lack experience in the process of
interfacing with any type of programmatic environment.
Pesina, the second participant-researcher, brings extensive experience in education,
environmental health and safety (EHS), and employee development. With over 20 years of
expertise in workplace safety, compliance, and sustainability within Fortune 200 companies, he
has led large-scale training initiatives, overseeing program administration for large organizations.
Currently serving as an EHSS Global Director for a global manufacturer, he specializes in data-
driven safety strategies and workforce development. As a doctoral student at The University of
Texas at Tyler, his research focuses on teacher retention, mentoring programs, and career growth
frameworks in human resource development. A published researcher, presenter, and mentor,
Pesina is dedicated to advancing both organizational and personal development.
4.3. Group Dynamics of Research Team
The research collaboration emerged from the intersection of cybersecurity education and
industrial safety training, revealing shared challenges in mentoring learners through complex
technical concepts. This cross-disciplinary approach allowed the researchers to explore
mentorship beyond domain-specific expertise, emphasizing relational feedback and the cognitive
processes involved in skill acquisition.
By intentionally blending their perspectives, the researchers identified universal principles of
technical mentorship applicable across fields. Their collaborative methodology created a space
for shared reflection, highlighting how structured mentorship fosters both technical competency
and psychological safety in learning environments.

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4.4. Data Collection
Our research process centered on understanding how educators implement behavioral and
cognitive mentoring techniques in technology-enhanced learning environments. Through routine
and consistent interviews lasting roughly thirty to forty-five minutes each, we gathered rich
narratives ofour significant experience bridging traditional and online learning spaces. The
primary interview question prompted us to reflect deeply on our mentoring experiences:
"Describe your experiences using technology and behavioral and cognitive mentoring techniques,
whether in or out of a classroom environment, including establishing sustainability in the
mentorship process."
The collaboration spanned roughly twelve months, during which we engaged in
biweeklyreflective sessions discussing our approaches to technical skills development,
mentorship methodologies, learning environment design, and student engagement strategies. We
did not meet each week but were relatively consistent, meeting approximately 22 times between
November 2023 and December 2024. Each interview was conducted via either video
conferencing platforms or overthe telephone.Often,the virtual environment allowed for
observation of non-verbal cues and immediate documentation of researcher impressions through
detailed field notes using memoing techniques [43]. The interview process consisted mainly of
discussing classroom behavior observed and techniques used and included reflective thoughts on
how to bestadapt to challenges in the mentoring environment.
4.5. Analysis
Our interview sessions provided rich data for understanding how different mentoring
philosophies could merge into a cohesive framework for technology education.This collaborative
dynamic proved particularly valuable in identifying common patterns in how mentees and
mentors develop and apply technical competency across domains, leading to insights about the
universal aspects of technical mentorship.The collected narratives revealed compelling patterns in
how mentors naturally integrate behavioral and cognitive approaches. Participants frequently
described implementing graduated approaches, where they would begin with direct
demonstration of technical skills before systematically reducing their intervention level as
students developed competence. This progression was particularly evident in descriptions of
simulation environments; mentors carefully balanced immediate technical guidance with broader
strategic development.
4.6. Data Quality and Verification
To ensure the trustworthiness of our findings, we implemented a rigorous member-checking
process.While we did not check after every interaction, there were several meetings dedicated to
reviewing our notes collaboratively. This process added depth to our understanding of their
mentoring experiences and ensured accurate representation of their practices, thereby enhancing
the transparency and reliability of our research process.
4.7. Researcher’s Role
As participant-researchers in this study, our engagement transcended traditional boundaries of
objective research, immersing us deeply in the mentoring environment we sought to understand.
Our role evolved organically from observers to active participants in the creation and
manipulation of mentoring spaces, both physical and virtual. Through this immersion, we

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experienced firsthand the complex dynamics of behavioral and cognitive mentoring while
simultaneously analyzing and documenting these experiences.
The creation and management of mentoring spaces required constant attention to structure and
flexibility. We found ourselves crafting and utilizing activities and environments where
simulation and reality merged, designing scenarios that challenged traditional mentoring
paradigms. In these spaces, we observed how learners navigated technical challenges while
developing metacognitive strategies. Our presence as researcher-mentors influenced these
interactions, shaping the learning experience while simultaneously studying its effects. Through
this process, we discovered that effective mentoring environments require a balance between
structured guidance and autonomous exploration. Our role as managers involved maintaining this
balance while documenting its effects on learning and skill development. The complexity of our
role as researcher-participants highlighted the interconnected nature of mentoring, feedback, and
learning. Through our active engagement in the mentoring process, we gained a more profound
understanding of how behavioral and cognitive approaches combine to create effective learning
environments. This understanding emerged as we actually created and sustained these
educational spaces: meaningful insights often arise from active participation in the phenomena
being studied.
4.8. Validity and Reliability
The question of validity in qualitative research, particularly in autoethnographic collaboration,
requires careful consideration of how researcher involvement shapes both data collection and
interpretation. In our research process, we addressed validity through multiple layers of
verification and reflection. The primary concern centered on ensuring that our personal
experiences and interpretations accurately represented the broader phenomena of behavioral and
cognitive mentoring. We demonstrated interpretive sufficiency and representational
adequacy[47], attention to depth and breadth of mentoring relationships[45],and establishing an
empirical foundation [48] of the technical aspects of skills transfer that our narratives captured.
Our research process incorporated these principles through structured reflection sessions, detailed
documentation of mentoring interactions, and systematic analysis of emerging patterns in our
practice.
The collaborative nature of our work provided an additional layer of reliability, as each
researcher's observations and interpretations were subject to examination and discussion by the
other. The reliability of autoethnographic collaboration as an empirical method depends heavily
on the researchers' ability to maintain systematic documentation while acknowledging and
examining their own positionality within the research context[48]. Our approach to this challenge
involved maintaining clear boundaries between observation and interpretation while also
recognizing that these boundaries are necessarily permeable in autoethnographic work. This
tension between objective documentation and subjective experience became a productive space
for generating insights into the mentoring process. We considered it incumbent upon ourselves to
correct each other during the interpretive process and assess whether we were narrating events or
skippingto interpretive mode too soon. This was a beneficial practice as we grew familiar with
each other as research instruments, including enhancing our ability to anticipate one another's
interpretive nature.
4.9. Ethical Considerations
In our autoethnographic collaboration, ethical considerations centered primarily on protecting the
integrity of the mentoring relationships we documented while maintaining transparency about our
dual roles as researchers and participants. Although our research focused on our experiences as

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mentors and educators, we remained mindful that our narratives inevitably included interactions
with learners and colleagues. To address this, we carefully anonymized all references to specific
individuals or institutions in our field notes and final research documentation. Our reflection
process focused on the broader patterns and principles of mentoring rather than specific incidents
that might compromise the privacy of those we worked with during our professional practice.
The confidentiality of our data collection process was maintained through secure digital storage
of all research materials.As researchers documenting our own lived experiences, we made
conscious decisions about which aspects of our practice to share, ensuring that our disclosures
served the research purpose while respecting professional boundaries. We regularly discussed
and documented our ethical decision-making process, particularly regarding how to represent our
experiences in ways that would contribute to the field's understanding of mentoring practices
while protecting the trust inherent in mentoring relationships. This careful balance between
transparency and confidentiality strengthened both the ethical foundation and the scholarly value
of our research.
5. FINDINGS
This section presents the key insights derived from the study, focusing on the role of mentorship
space in learning environments, the impact of simulation-based learning environments, and the
effectiveness of skill transfer methods. These findings highlight how structured learning
experiences, coupled with interactive engagement, contribute to the development of technical
competencies and problem-solving abilities of adult learners.
5.1. Online Laboratory Integration for Cybersecurity Skills
Telehack [49], [50], accessed via web browser or over secure shell protocol, is an example of a
fully immersive learning environment operating as both a sandbox and a user simulation in a
remote lab environment. While other tools are scriptable for programmatic integration and
designed to simulate specific command-line environments [35], the Telehack environment is
gamified and designed to mimic a computer system from the early 1990s, connected to an early
version of the internet. Darden stated, “It’s like going over to your friend Bobby’s house in 1992
and sitting down at his Commodore 64 computer. Even the Motorola 6502 processor is
emulated.” With no graphical user interface, learners must navigate the system using simple
commands. The simple commands translate into hands-on learning experience. This setting
provides a forgiving space that encourages exploration and skill-building. Darden stated,
“Nothing looks familiar. That’s part of the beauty of this environment. Initially it’s an austere
space, a disorienting space, but it becomes a comforting space.”
As Darden stated, “My students need to know how to create a command. How to search for help
on a system. We actually live in a world that is documentation-poor and information-rich. Where
do you find help when you need it? They use simple commands on the system.”The simple
commands are part of the interface itself, as commands were simpler in the past, but they also
seem to reduce the cognitive load on the learner. Darden stated, “I let them play, they can’t screw
anything up.”
The system's emphasis on command-line operations establishes a strong foundation for broader
cybersecurity competencies. Mastering these fundamental tools in a structured environment
enables learners to gain the confidence and capability to tackle real-world cybersecurity
challenges. “It’s a world that doesn’t exist anywhere today. Everything in real life is so complex
and the gamified system is complex enough but there is a goal to achieve, something to drive for,

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a system that needs understanding applied to it.” This seamless transfer of learning from
simulation to application helps address the cybersecurity skills gap by producing practitioners
with both theoretical understanding and practical experience.
“There is one program they run called porthack. It directly applies to a
cybersecurity program we would use in real life, called Nmap, to scan for open
ports. When students learn nmap they are surprised because it looks exactly like
the porthack command in Telehack.”
Through this structured approach to skills development, Telehack demonstrates how simulation-
based learning environments effectively combine mentorship, practice, and community
engagement to support the development of lasting cybersecurity skills. The environment has been
employed by students both inside and outside the classroom. As learners navigate the text-based
system in a dungeon-crawl-like manner, they gain hands-on experience with tools applicable to
system administration and IT-related tasks. Darden stated,
“The use of Telehack was borne out of frustration that I sensed from mentees as
students—they needed something extra. What they needed was a safe place to
play. Telehack was this place. I could be a coach and mentor in the background
while the simulation led the participant to a simple goal of gamified
achievement.”
Mentoring within the Telehack system occurs as cybersecurity instructors guide students through
command-line operations, scripting, and basic programming tasks. The system allows instructors
to introduce gamification elements to a learner’s pathway. While mentors oversee engagement
with the environment, learners quickly discover an entire online community within the system.
This real-time interaction with anonymous yet experienced users further support the social
learning aspects of cybersecurity education.
5.2. Integration of Workplace Safety Training using VR and Emotional Support
Pesina’s framework for workplace safety training emphasizes mentorship as a bridge between
theoretical knowledge and hands-on skills, particularly through the use of Virtual Reality (VR)
simulations in forklift safety training. He highlights the importance of structured learning
combined with exploratory experiences, allowing trainees to develop problem-solving skills in
real-world contexts. VR plays a key role in building confidence among trainees. Pesina noted,
“Trainees were told not to be nervous. If they could operate the forklift in VR, they could do it in
real life. It seemed to calm them once I offered this guidance and encouragement.”
His model integrates emotional support into VR training, ensuring that failure is gamified rather
than punitive. This approach reduces embarrassment associated with mistakes and fosters a
mindset of learning and resilience. Pesina emphasizes that:
“workplace safety training benefits from both structured mentorship and hands-
on, community-driven learning. VR serves as a bridge between theoretical
instruction and real-world practice, allowing trainees to develop their skills in a
safe, controlled environment.”
The immersive nature of VR-based forklift training helps trainees experience errors without real-
life consequences, reinforcing skill retention and enhancing procedural safety awareness.

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Dynamic mentorship is central to workplace safety training programs utilizing VR. Trainers act
as mentors, offering emotional support, encouragement, and reassurance that VR training
effectively prepares trainees for real-world scenarios. Pesina observed that
“when trainees realized that what they learned in VR directly translated to real-
world operation, their uncertainty faded. They approached the training with
more confidence, knowing mistakes were part of the learning process.”
The gamification of failure fosters a growth mindset, ensuring that mentees not only acquire
technical competencies but also gain the confidence to apply their skills effectively in real-world
settings.
6. DISCUSSION
The findings of this study highlight the critical role of structured mentorship in enhancing skill
acquisition and learner retention. The integration of cognitive, behavioral, and emotive principles
with technological simulation and spatial knowledge management has demonstrated a holistic
approach to mentorship that integrates technical competency in a psychologically safe simulation
environment. Structured mentoring provides not only technical guidance but also the emotional
support necessary for learners to develop confidence and problem-solving skills.
Most skills programs look at the applications necessary to be successful [18] but these programs
often fail to recognize methods to teach formative skillsets that prepare the learner for
advancement in the learning space. Mentoring through the use of varied forms of feedback is
utilized as skills are transferred from goals, thoughts, and then translated into repeated actions
and finally conceptualized as learned experiences through integrative feedback [1].
Understanding cognition, and particularly situated cognition [51]provides a framework with
which to view the lens of skills acquisition. Using this framework, thebehavioral change that is
involved and made resilient through cogitative modeling is reinforced. Mentee-participants are
not constrained to knowledge acquisition only but are able to focus on skill transfer as the
number and quality of their action choices are increased in their learning environment. Their
feedback-enforced skill set is developed because the action, action plane, and action system set
are expanded for the participant-mentee. Situated cognition is present in the systems we describe
as skill transfer is an actualization of expanded availability of new activities which can be
planned, performed, and evaluated [51].
A particularly noteworthy finding is the function of social learning within the Telehack
cybersecurity environment. By engaging with real-time, anonymous mentors embedded within
the system, learners are guided through exploratory problem-solving experiences that enhance
their cognitive and technical abilities. This informal yet structured peer mentorship model fosters
resilienceby allowing participants to engage in a safe space where failure is gamified rather than
penalized. This approach not only reinforces technical skills but also nurtures a growth mindset
essential for continuous learning in rapidly evolving fields.
By utilizing a low-stakes environment built on the notion of a safe, or sandboxed, space, mentees
engage in an enriching experience. The effectiveness of this approach lies in its integration of
behavioral modeling with practical application. As learners observe experienced users, attempt
commands themselves, and receive immediate feedback in a social environment, they develop
both technical proficiency and problem-solving strategies. This process mirrors Bandura's social
learning theory, where observation, imitation, and modeling play crucial roles in skill acquisition
and development of self-efficacy [52].

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Additionally, the psychological safety provided by anonymous mentoring networks has proven to
be a critical element in fostering learner engagement. The ability to seek guidance without fear of
embarrassment encourages participants to take risks and engage deeply with the learning
material. As noted in existing literature, psychological safety plays a crucial role in learner
motivation and persistence, particularly in complex skill acquisition scenarios[39]. By leveraging
anonymity, mentorship communities create an inclusive learning environment where participants
can build competencies without the constraints of traditional hierarchical learning structures.
These insights contribute to the broader discourse on mentorship by demonstrating that effective
mentoring must be dynamic, adaptive, and inclusive to incorporate and create sustainability in the
three-dimensional mentoring space (emotive, cognitive, and behavioral). The synthesis of
traditional pedagogy with modern technological simulations presents a viable framework for
scaling mentorship models across different domains. Moving forward, future research should
explore the longitudinal impacts of mentorship-driven training programs, examining how
sustained mentoring relationships influence long-term skill retention and professional growth.
7. IMPLICATIONS & FURTHER RESEARCH
This study demonstrates that structured mentoring, particularly through a three-dimensional
approach, is a critical component of workforce development training. By integrating cognitive,
emotional, and behavioral mentoring with gamified instruction and behavior-based mentoring
feedback, skill transfer can be effectively reinforced in technical education settings. The findings
contribute to the growing body of research on mentoring best practices, offering a replicable
model for sustainable workforce development. The study highlights the importance of
technology, training, and mentoring in fostering a competent, safety-conscious workforce
prepared for industry challenges. Future research should examine the longitudinal impact of
mentoring on career persistence, implications of AI in training environments, and continued
sustainability of mentorship activities and community mentoring.
7.1. Limitations
While this study provides valuable insights into the role of mentoring in technical education and
workforce development, several limitations must be acknowledged. This study is limited by the
number of participants interviewed. While a qualitative study has no direct number of
participants required [53] there is an underlying assumption that more participants would have
provided more diverse reports ofmentoring experiences and skills transfer across a range of
domains.
The study's reliance on qualitative data may limit its generalizability across different industries
and educational settings. Although the collaborative autoethnographic approach offers deep
insights into the mentoring process, the findings may not be universally applicable. The research
primarily focused on simulated learning environments, which, while effective, may not fully
capture the complexities of on-the-job mentoring in high-stakes situations. It should be noted that
participantengagement was varied, and differences in prior technical knowledge may have
influenced individual learning outcomes.
7.2. Future Research
Further research should incorporate larger sample sizes,including reviewer suggestions such as
incorporating specific voices of mentee participants. Researchshould be conducted using
quantitative methodologies to measure the long-term effects of mentoring interventions on skill

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retention, workplace engagement, performance, and career advancement. Additionally, future
studies should explore the intersection of mentoring and emerging technologies such as artificial
intelligence-driven training systems, virtual reality simulations, and immersive environments to
enhance engagement and skill development in workforce training systems.
8. CONCLUSION
The integration of three-dimensional mentoring with CLI training offers a comprehensive
approach to cybersecurity education. By addressing both technical and human aspects of
learning, this framework enhances skill development, supports diverse learners, and contributes
to closing the gender gap in STEM fields.
The findings of this study underscore the importance of structured mentoring in fostering skill
acquisition, retention, and long-term career persistence. Through a combination of cognitive,
emotional, and behavioral support, learners develop not only technical proficiency but also
confidence and problem-solving skills essential for success in cybersecurity and other STEM
disciplines. Additionally, the use of gamified instruction and behavior-based mentoring feedback
demonstrates how interactive and immersive learning environments can drive engagement and
reinforce skill transfer.
The implications of this study extend beyond cybersecurity education, offering valuable insights
for workforce development across various technical fields. The mentoring framework presented
here provides a replicable model that can be adapted to different learning contexts, ensuring that
training programs remain dynamic, inclusive, and effective. By incorporating emerging
technologies such as virtual reality simulations and AI-driven training systems, future educational
approaches can further enhance engagement and personalized learning experiences.
As industries continue to evolve in response to technological advancements, the demand for
highly skilled professionals will increase. This study highlights the role of mentorship in
preparing a competent workforce capable of addressing complex industry challenges. Moving
forward, continued research should explore the long-term impact of mentoring interventions on
career progression, job performance, and knowledge retention. Furthermore, expanding
mentorship programs to underserved communities can play a vital role in promoting diversity and
inclusion within technical professions.
By fostering a culture of mentorship, collaboration, and continuous learning, educational
institutions and organizations can create sustainable pathways for skill development and
professional growth. The integration of structured mentoring with innovative training
methodologies presents a powerful solution for equipping learners with the tools they need to
excel in cybersecurity and beyond.
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AUTHORS
Mr. Danny Darden teaches cybersecurity and networking students at Kilgore College and is actively
involved in NSF STEM education initiatives, holding a Graduate Fellowship of the Community College
President’s Initiative on Science Technology Engineering and Math (CCPI-STEM) (DUE #2132510) from
Prince George’s Community College, Largo, Maryland. He has served as associate professor of Computer
& Information Technology since 2018 and is the co-principal investigator of the National Science
Foundation (NSF)-funded Advanced Technical Education Project “Reducing Barriers to IT Technician
Education (RBITTE)” (DUE #2350276). Currently pursuing his doctorate at The University of Texas at
Tyler, Danny’s research focuses on organizational change and building strong and effective business and
industry partnerships that promote, establish, and enhance community workforce development.
Mr. Ramiro Pesina is a seasoned executive and doctoral student with over 20 years of expertise in
Education, Environmental, Health, and Safety (EHS), specializing in employee development, workplace
safety, compliance, and sustainability for Fortune 200 companies. Currently pursuing his doctorate at The
University of Texas at Tyler, Ramiro's research focuses on teacher retention, mentoring programs, and
frameworks for career growth in HRD. He is a published researcher, presenter, and mentor committed to
fostering organizational and personal development.

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