In the article, Using “shocks and rumors” to teach adaptive thinking, Holtem et. al explains how adaptive thinking is crucial in the negotiation process. Authors began to talk about what adaptive thinking entails. Adaptive thinking occurs when new ideas are heard, understood, and integrated into a person's usual thought patterns and routines, and then retrieve the new things learned. The idea is not to get individuals to engage in static thinking, but rather to constantly evaluate and revise plans and strategies, making adaptations and accommodations along the way. A negotiator's initial plans and strategies, while perfectly reasonable at the time they were formulated, may need to be updated throughout the negotiation. By providing students with dynamic negotiation simulations, educators can create a safe environment in which to develop adaptive thinking skills in complex situations. . Their goal is to take key lessons learned from one situation and apply them to the next. Through such exercises, students learn to evaluate and reevaluate each stakeholder's best alternative to a negotiated agreement (BATNA), outcomes, objectives, issues, interests, priorities and constraints. Along the way, students increase their situational awareness and self-awareness. There are a multitude of reasons why adaptive thinking skills will need to be used during the negotiation process, the most obvious reason being that as new information becomes available the longer the negotiation is underway. . No one can predict all the variables and perspectives presented. The environment could also change. This leads to changing the interests and constraints of the participants. Holtem et al use the example of the formation of a coal...... middle of document...... Revisions should also include notes on relationships and opportunities that surfaced during the negotiation. This article has done an excellent job of presenting the issue and providing the support and need for such teaching in order for positive and effective negotiations to take place. Providing students with instruction and practice in adaptive thinking skills is key to effective, quality negotiations. Although some structure and suggestions were offered, the article provided few examples of how to structure adaptive thinking exercises such as dynamic negotiation simulation activities in the classroom. It would also be interesting to hear more research on how these practices have influenced negotiation practices. Negotiation history and context, adaptive thinking in negotiation, and dynamic negotiation simulations would have been helpful..