Leading Peers (or anyone else)
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Leading Peers (or anyone else)

Because ordering people to do something seldom works (long term).
4.0 (1 rating)
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
3 students enrolled
Created by Bruce D. Reeves
Last updated 1/2016
Current price: $10 Original price: $20 Discount: 50% off
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  • 1 hour on-demand video
  • 6 Articles
  • Full lifetime access
  • Access on mobile and TV
  • Certificate of Completion
What Will I Learn?
  • 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.
View Curriculum
  • 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.

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.

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.
Compare to Other Leadership Courses
Curriculum For This Course
Introduction to Leading Peers (or anyone else)
1 Lecture 01:17

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

Preview 01:17
The ABCs of People
5 Lectures 03:20

The ABCs are:

  • Affective
  • Behavioral
  • Cognitive

and they all make up each and everyone of us.

Preview 00:24

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

Preview 00:55

Quickly test yourself.

3 questions

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

Preview 00:50

Quickly test yourself.

3 questions

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

Preview 00:33

Quickly test yourself.

3 questions

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

Preview 00:38

Check what you have learned about the ABCs of People.

The ABCs of People
6 questions
Leading and Ordering
5 Lectures 05:58

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

Preview 01:39

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.

Preview 00:28

Quick check of some key points.

Why Lead Someone?
1 question

There are situations where ordering is important.

Preview 00:38

Check if you got the key points to ordering someone.

Why Order Someone?
1 question

Lead first. Order as a last resort.

Preview 02:43

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

[Activity] What percentage of your day was leading rather than ordering?
Identifying Blockers
4 Lectures 04:22

Who is blocking us? Why are they blocking us?

Preview 00:12

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

Preview 01:54

Quick test as a review of the lecture.

Find the Blockers
5 questions

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

Preview 01:57

Quick review test of the lecture.

When Are We the Blockers?
3 questions

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

[Activity] Examples of blockers and their motivations.
Concrete (Real) and Abstract (Theoretical) Arguments
4 Lectures 04:55

Real (concrete) life examples only, please.

Preview 01:10

Brief check of some key points.

Concrete Means Real
2 questions

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

Situated Means "In Their Reality"

Brief check of some key points.

Situated Means "In Their Reality"
3 questions

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

Abstract Is Intangible

Brief check of some key points.

Abstract Is Intangible
3 questions

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?

[Activity] Creating a concrete, situated example.
Order of the Argument
1 Lecture 00:52

Making sure you have these differences cemented.

Affective and Cognitive Revisited
2 questions
Constructing Affective Arguments (Arguments That Speak to the Gut)
4 Lectures 14:59

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

Preview 00:44

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

Why Are Others Blocking?

Here we will build some arguments aimed for the gut.

Affective, Concrete, Situated Arguments

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.

[Activity] Create a concrete argument aimed for the gut.
Constructing Cognitive Arguments (Arguments That Speak to the Mind)
4 Lectures 04:19

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

Preview 00:18

Here we will build some arguments aimed for the mind.

What Concrete Argument Can Speak to the Mind?

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

You Know Me Revisited

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.

[Activity] Create a concrete argument aimed for the mind.
The Point Is to Do
2 Lectures 11:06

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.

The Point Is to Do

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!

[Activity] The Point Is to Do
1 Lecture 02:20

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

Pulling It All Together
About the Instructor
Bruce D. Reeves
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3 Students
1 Course
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.