The mentoring process (often referred to as “coaching”) is a role played by a mentor in relation to an individual learner (often referred to as the protégé). In the mentoring relationship, the mentor possesses some knowledge, skill, or disposition that the protégé wishes to learn, and the mentor structures a series of experiences and discussions, provides feedback and access to other resources, and generally provides support of many kinds during the learning process.

An important assumption in mentoring is that the expertise of the mentor is categorical – that is, applicable in the specific area defined by the mentoring relationship; the mentor may be less skilled/knowledgeable that the protégé in other areas. Contemporary research has found that among most adults, the process of co-mentoring is possible and enriching, with each seeking to learn from the expertise of the other.

COR’s Basic Certification in Mentoring and Coaching Adults (MC) assumes that basic content knowledge, skills and dispositions define such guiding helping relationships. These competencies are:

• All Foundational Competencies plus


• These Mentoring/Coaching content competencies (MCC):
  MCC1: Sufficient expertise in area of mentoring/coaching to be helpful
  MCC2: Clarity on the specific mentoring/coaching goals
  MCC3: Knowledge of adult learning principles


• These Mentoring/Coaching skill competencies (MCS):
  MCS1: Demonstrated ability to set clear performance goals with protégés
  MCS2: Demonstrated ability to tailor goals to individual needs and differences
  MCS3: Demonstrated ability to provide constructive feedback
  MCS4: Demonstrated ability to provide appropriate psychological support
  MCS5: Demonstrated ability to facilitate growing independence of protégé
  MCS6: Demonstrated ability to assist protégé to reach goals in a reasonable amount of time


• These Mentoring/Coaching dispositional competencies (MCD):
  MCD1: Consistent patience with the needs and pace of diverse learners

COR will provide at least one workshop per year which addresses the competencies in each area of certification, although individuals are not required to participate in order to apply for Basic Certification in any area. Demonstration of the competencies required for this basic certification can be achieved through the portfolio process