In the article Using “Shocks and Voices” to Teach Adaptive Thinking, Holtem et. al talks about how crucial adaptive thinking is in the negotiation process. The authors began by talking about what is involved in adaptive thinking. Adaptive thinking occurs when new ideas are heard, understood, and integrated into a person's regular thinking patterns and routines, and then the new things learned are retrieved. The idea is to not engage individuals in static thinking, but rather constantly evaluate and review plans and strategies, making adjustments and adjustments along the way. A negotiator's initial plans and strategies, while perfectly reasonable at the time they were formulated, may need to be updated during 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 aim is to take key lessons learned from one situation and apply them to the next. Through such exercises, students learn how to evaluate and reevaluate each party's best alternative to a negotiated agreement (BATNA), payoffs, goals, 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 when new information becomes available while the negotiation is ongoing. No one can predict all the variables and perspectives put into play. The environment may also change. This leads to changes in the interests and constraints of the participants. Holtem and others use the example of coal formation… middle of paper… Notes on relationships and opportunities that arose during the negotiation should also be included in the reviews. This article has done a great job of presenting the issue and providing support and the need for such teaching so that positive and effective negotiations can occur. Providing students with instruction and practice in adaptive thinking skills is the key to good and effective negotiations. While some frameworks and suggestions were offered, the article was weak in providing examples of how to structure adaptive thinking exercises such as dynamic negotiation simulation activities in the classroom. It would also be interesting to hear further research on how such practices have influenced negotiation practices. Negotiation history and background, adaptive thinking in negotiation, and dynamic negotiation simulations would have been helpful.