Table Of ContentCOACHING THE COACHES: A FRAMEWORK FOR COACHING EXPERIENCED
PASTOR-COACHES IN FRENCH EVANGELICAL BAPTIST CHURCHES IN
QUEBEC
A THESIS-PROJECT
SUBMITTED TO THE FACULTY OF
GORDON-CONWELL THEOLOGICAL SEMINARY
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
DOCTOR OF MINISTRY
BY
LOUIS BOURQUE
MAY 2017
Copyright © 2017 by Louis Bourque. All Rights Reserved.
CONTENTS
LIST OF FIGURES AND TABLES vi
ACKNOWLEDGEMENTS vii
LIST OF ABBREVIATIONS ix
ABSTRACT x
Chapter
1. INTRODUCTION AND RATIONALE FOR THE PROJECT .................... 1
Introduction .............................................................................................................. 2
Statement of the Research Topic ........................................................................ 10
Research Methods ................................................................................................. 13
Summary ................................................................................................................ 15
2. LITERATURE REVIEW: THE INTERPRETIVE TASK .......................... 18
Etymology and the Development of Coaching ................................................. 18
Towards a Definition of Coaching ..................................................................... 24
Toward a Consensus ............................................................................................. 26
Coaching and Supervision ................................................................................... 28
Coaching Supervision Models............................................................................. 32
Why is the Coaching Discipline So Important? ................................................ 45
Why Is It So Important for a Pastor-Coach To Have a Peer-Coach? ............ 49
Coaching Obstacles............................................................................................... 49
Summary ................................................................................................................ 52
3. THEOLOGICAL FRAMEWORK; THE NORMATIVE TASK ................ 53
Human Relational Needs ..................................................................................... 54
iii
Discipleship throughout the Bible ...................................................................... 65
Relationships in the Body of Christ .................................................................... 73
Examples of Discipleship throughout the Bible ............................................... 75
Theological Assumptions ..................................................................................... 90
Summary ................................................................................................................ 92
4. THE DESIGN OF THE PROJECT ............................................................. 93
Practical Theology ................................................................................................ 93
Qualitative Research ............................................................................................. 97
The Research Process ........................................................................................... 98
The Ethical and Legal Context .......................................................................... 106
Summary .............................................................................................................. 108
5. THE RESEARCH AND SYNTHESIS ...................................................... 109
Interview with Pierre Bergeron ......................................................................... 111
Interview with Gilles Farley .............................................................................. 120
Interview with Jean-Pierre Gagné ..................................................................... 127
Interview with Matthieu Giguère ...................................................................... 138
Interview with Tim Kerr .................................................................................... 146
Interview with Gilles Lapierre .......................................................................... 155
Interview with Jacob Mathieu ........................................................................... 164
Interview with Scott Thomas............................................................................. 172
Synthesis ............................................................................................................... 184
Summary .............................................................................................................. 240
iv
6. PRAGMATIC TASK: THE SOLUTION .................................................. 241
A Clear Notion of Coaching .............................................................................. 252
The Specific Qualities of a Peer-Coach ........................................................... 252
The Relationship Between the Pastor-Coach and the Peer-Coach ............... 256
The Foundation for the Relationship ................................................................ 259
Summary .............................................................................................................. 262
Appendices
A. INTERVIEW QUESTIONS .............................................................. 264
B. CONSENT FORM ............................................................................ 265
C. DISCIPLESHIP OF LEADERS AND CHURCH HISTORY ............ 267
D. PROPOSED MODELS FOR PASTOR-COACHING...................... 283
BIBLIOGRAPHY ........................................................................................................... 299
VITA ............................................................................................................................... 307
v
LIST OF FIGURES AND TABLES
Figures
1. Systemic Model of Coaching Supervision 34
2. Seven-Eyed Model 40
3. Trinity’s Dimensions 55
4. Man’s Dimensions 61
5. Coaching’s Dimensions 64
Tables
1. Candidates for Interviews 14
2. Interview Questions Charted Out according to the Seven-Eyed Model 100
3. Candidates for Interviews 102
4. Seven-Eyed Model Viewpoints Adapted 105
5. Differences Between Mentoring and Coaching 244
6. Obstacles to Coaching Experienced Coaches 248
vi
ACKNOWLEDGEMENTS
A project such as this, writing a thesis, is not accomplished without collective
effort. First of all, I wish to thank Dr. Roger Ball, the first person to present me the
challenge of pursuing a doctorate and who encouraged me. I would like to highlight in a
special way the supervision and encouragement of Dr. Patrice Murphy, who saw in me
what I could not see in myself, who edified me through his daily prayers, his supervision,
and his fitting words of reassurance. I cannot go without mentioning Dr. Marie France
Dion, who taught me the art of writing and whose many corrections to my writing made
me appear far more intelligent. I want to express my gratitude for the precious and
judicious council of Dr. Wesley Peach, which came about at an important crossroads in
my studies. I wish to thank my professors and lecturers, Dr. Steven Klipowicz and Dr.
Timothy Laniak, for their support, their direction, and their competencies. What can I say
of all the “angels”—Claudia Tobar, Anne-Marie Marcoux, Nathalie Omnes, and Karina
Moisan—whom God has provided for the correction and the translation of this project? I
send a special “thank you” to the beautiful church, the Evangelical Baptist Church of
Terrebonne-Mascouche, whom I have had the privilege of taking care of for over thirty
years and who have taken such good care of me during the three years of this project. I
desire to fervently thank all those who have supported me financially. Without their
support, it would have been impossible to complete this project in three years. Moreover,
I cannot emphasize enough the constant support of my beloved wife of my youth, Denise,
who has endured all the tears, the discouragements, and a deluge of questions. I conclude
by thanking, with all my heart, my Lord and Savior, Jesus Christ, who has given me His
grace as a child of God and established me as one of the shepherds of His Church.
vii
ABBREVIATIONS
AEBEQ: Association des Églises Baptistes Évangéliques au Québec.
ALS: Action Learning Supervision
BIlD: Biblical Institute of Leadership Development
C2C: Canadian Church Planting Network
CCE: Continuing Coach Education.
CEGEP: Collège d'Enseignement Général et Professionnel.
EBETM: Église Baptiste Évangélique de Terrebonne-Mascouche.
GROW: GROWing Human Potential and Purpose.
ICF: International Coach Federation
SEMBEQ: Séminaire Baptiste Évangélique au Québec.
viii
ABSTRACT
Although there are many coaching books, literary resources on coaching
addressed to those who want to learn to how to coach, very few resources are designed to
lead, equip, train and coach experienced coaches. This also applies to church leaders.
Without a doubt, in the 21st century, church leaders have to guide and coach current
leaders to become future ones. It is their responsibility to equip the body of Christ, so that
it is trained for the common edification that leads towards the unity of faith, the
knowledge of Christ, and spiritual maturity. But who trains those
pastors/shepherds/coaches? As members of God’s family, pastors have to involve
themselves in an ongoing process of development. Experience has shown that
experienced pastors-coaches do not always have the will to continue their development;
furthermore, human resources (trainer/peer-coaches) are not always available to meet
their needs. The goal of this study is to explore the best possible framework for coaching
these seasoned pastors-coaches into pursuing personal development and coaching
training. Through a qualitative case study involving eight seasoned pastor-coaches, I
analyzed eight specific dimensions of their experiences. The goal was to uncover the
human resources needed to fulfill their needs, and to present a practical coaching model
for seasoned pastor-coaches working with French-speakers in North America.
ix
CHAPTER 1
INTRODUCTION AND RATIONALE FOR THE PROJECT1
This dissertation is entitled “Coaching the Coaches: A Framework for Coaching
experienced2 pastor-coaches in French Evangelical Baptist Churches in Quebec.”
Coaching pastor-coaches3 who are themselves training their protégés4 is very rarely
addressed in research or in practice.5 This research focuses particularly on the “peer-
coach” role in particular.6 First, it explains coaching’s common and undisputed use as a
development tool in all aspects of society. The concept of coaching—that is, a structured
relationship in which a more experienced individual works with a less experienced one—
is not a new phenomenon. The goal is to build upon, or develop what already exists in the
Bible and throughout church history. From the birth of Evangelical Baptist churches in
Quebec, coaching has been taken on as necessary practice to train future pastors,
although providing ongoing training for current pastor-coaches seems to be problematic.
Despite the fact that the practice of coaching is present in the Bible and throughout the
history of the Church in Quebec, this does not mean that it is being used to its full
potential. This is especially true for experienced coaches. The current study sought to
1 To promote a better understanding of the reading, you are encouraged to read the definitions of
certain words at the end of this chapter.
2 The expression “experienced” refers to a person who has been accompanied by a coach who in
turn became a coach.
3 In the context of this research, the term “pastor-coach” refers to a person in a leadership position
working to train future leaders, particularly in the French-speaking evangelical church. See lexicon.
4 The term “Protégé” is a title given to an individual who is in professional and spiritual training,
and who aspires to leadership within French-speaking evangelical churches. The Webster Dictionary
defines this term as “a young person who is taught and helped by someone with knowledge and
experience.” - protégé. See lexicon.
5 To ensure a better comprehension of the research, it is recommended that you read the list of
definitions at the end of this chapter as a preface to the entire work.
6 In the context of this research, “peer-coach” is an experienced pastor-coach who coaches another
pastor-coach. See lexicon.
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