Leading Peers (or anyone else)

Because ordering people to do something seldom works (long term).
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  • Lectures 31
  • Length 1 hour
  • Skill Level All Levels
  • Languages English, captions
  • Includes Lifetime access
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    Available on iOS and Android
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About This Course

Published 1/2016 English Closed captions available

Course Description

This course will help you develop arguments that get through the barriers people often put in the way. You will increase your success at getting others to follow your lead.

Create arguments that have a greater rate of success by applying the principles in this course.

  • Learn how people react to arguments (it is not what you may think).
  • Learn the elements of a more successful argument.
  • Deconstruct arguments you have used to figure out what worked, what did not, and why.
  • Create arguments that cut through people's barriers.

Leading Others Gets Results

Leading others (instead of ordering) produces long term, positive results. The key to leading others requires understanding how people react to the arguments we use. Once we understand how people react, we can create arguments that are often successful.

This course you will learn the principles behind how people react to arguments, and you will apply these principles to arguments you have used in the past—both successful and unsuccessful. Finally, you use what you have learned to create new, more powerful arguments to lead others.

Content and Overview

Useful for adults of any age or experience, this course contains 25 lectures, 14 quizzes, and 6 activities to help you learn, understand, and apply the parts of a successful argument. You will learn by doing including reviewing arguments you have used to identify if they had the parts that make an argument more successful.

First, you will learn the ABCs of people. The A(ffective)B(ehavioral)C(ognitive)s form the basis for building our arguments. Second, you will learn when to lead and when to order (spoiler alert: this course will focus on leading). Third, you will identify who may be a blocker to your argument and why. Sometimes, you may be the blocker! Fourth, you will learn about the power behind a concrete (real) argument that is situated (placed in their reality) versus the weakness of an abstract (theoretical) argument. Fifth, you will place the elements of the argument in the most effective order. Sixth, you will construct an affective, concrete, and situated argument that also addresses the cognitive part of the argument. Seventh, you will put what you have learned into practice.

This course is about learning, doing, and then getting positive results leading people with effective arguments.

The course videos are captioned in English.

What are the requirements?

  • You will be asked to bring real life experiences of situations where you had to convince others to follow your lead or idea. These experiences can be both good and bad.

What am I going to get from this course?

  • Lead peers (or anyone else) to adopt your ideas.
  • Identify what is causing a person to be a blocker.
  • Develop effective arguments that speak to the heart (gut) and mind.
  • Create and put into practice effective arguments.

Who is the target audience?

  • This course is for people wanting to lead others regardless of positional authority or relationship.
  • This course is not for people who prefer to order people what to do.

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.


Section 1: Introduction to Leading Peers (or anyone else)

Welcome to making your arguments more effective so you may lead peers (or anyone else)!

Section 2: The ABCs of People

The ABCs are:

  • Affective
  • Behavioral
  • Cognitive

and they all make up each and everyone of us.


Affective is an emotion based response. This is something we feel.

3 questions

Quickly test yourself.


Behavioral is about our actions. Actions speak louder than words!

3 questions

Quickly test yourself.


Cognitive is the part we often think we are using when we react to something someone else said. These are our thoughts.

3 questions

Quickly test yourself.


Appeal to the affective first followed by the cognitive to get the desired behavioral action.

6 questions

Check what you have learned about the ABCs of People.

Section 3: Leading and Ordering

What is the difference between leading and ordering people? When should you choose one over the other?


People often wish for positional authority (e.g., I'm the boss, and I said so!), but the long term costs are not always worth the short term gain.

1 question

Quick check of some key points.


There are situations where ordering is important.

1 question

Check if you got the key points to ordering someone.


Lead first. Order as a last resort.


You will be creating a written reflection based on how much of your day was leading and how much of your day was ordering.

Section 4: Identifying Blockers

Who is blocking us? Why are they blocking us?


How do we identify the blockers to an idea or initiative we have?

5 questions

Quick test as a review of the lecture.


Someone is probably listing us as a blocker right now. Empathy can be helpful here.

3 questions

Quick review test of the lecture.


This activity is designed for you to identify examples of blockers and their motivations.

Section 5: Concrete (Real) and Abstract (Theoretical) Arguments

Real (concrete) life examples only, please.

2 questions

Brief check of some key points.


Real life examples drawn directly from each person's life you are talking to is best.

3 questions

Brief check of some key points.


Unless we are trying to develop a person's capability to do abstract thought, throw it out.

3 questions

Brief check of some key points.


Using an example from your life, review it to see if you made it concrete and situated or not. If no, how could you make it concrete and situated?

Section 6: Order of the Argument

Revisit the gut (heart).

2 questions

Making sure you have these differences cemented.

Section 7: Constructing Affective Arguments (Arguments That Speak to the Gut)

We figure out why people are blocking. Then, we create the argument that speaks to their gut or heart.


Until we know why other people are blocking, we cannot make any kind of argument that is likely to win them over.


Here we will build some arguments aimed for the gut.

Constructing Affective Arguments (Arguments That Speak to the Gut)
3 questions

This activity will require you to do some serious work. You will be creating an affective, concrete and situated argument.

Section 8: Constructing Cognitive Arguments (Arguments That Speak to the Mind)

If we were successful in reaching the gut, we now turn out attention to the mind. This will complete the one-two punch!


Here we will build some arguments aimed for the mind.


Here we pull apart the "you know me" argument. Affective, concrete, situated, and cognitive all in 3 words. Powerful!

Constructing Cognitive Arguments (Arguments That Speak to the Mind)
1 question

In this activity, you will create a concrete, situated argument aimed at the mind (cognitive). Ideally, we can wrap our cognitive argument into our affective argument, but it is okay to keep them separate.

Section 9: The Point Is to Do

None of what you have learned here matters if you do not put it into practice. We will look at ways to work this into your life.


This activity pulls the entire course together. You will review arguments you have made to see if they had the 4 components we have been studying: affective, concrete, situated, and cognitive. Then, you will create an affective, concrete, situated, and cognitive argument. Go use it!

Section 10: Closing

A review of what we learned in this course. Be sure to go use what you have learned!

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Instructor Biography

Bruce D. Reeves, Learning Consultant

Bruce D. Reeves is the founder of BDR International Group LLC which helps organizations with ongoing learning and strategic planning. Bruce also serves as the Manager of Academic Support for Information Technology Systems and Services at the University of Minnesota Duluth. Academic Support is responsible for educational technology, classroom technology, physical labs and virtual software delivery, telepresence and web conferencing, multimedia development and support and technology training.

Bruce has taught courses for Finance and Management Information Sciences, the Master of Advocacy and Political Leadership and Writing Studies. He has taught face-to-face, hybrid and entirely online courses.

Prior to joining the University of Minnesota Duluth, Bruce taught for nine years in the Audio Recording and Production program at The Art Institute of Atlanta. He was also a Recording Producer/Engineer in the Atlanta area, and a member of the Atlanta Society of Audio Professionals, the Audio Engineering Society and the National Academy of Recording Arts and Sciences.

Bruce has an M.Ed. in Critical Pedagogy and Reflective Practice from the University of Minnesota Duluth. His undergraduate degree is a B.S. in Commercial Music/Recording from Georgia State University.

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