Using “Shocks and Rumors” to Teach Adaptive Thinking

Abstract

The business landscape is constantly changing. Moreover, because of globalization, increased competition, and instant communication, the rate of change is accelerating. A student who has practiced only static scenarios is ill prepared to recognize, process, or adapt to changing negotiation issues and interests. Thus, negotiation instructors must change our practices to prepare students to succeed in the increasingly dynamic negotiation situations they will face by utilizing simulations that are also dynamic. This article reviews research on adaptive thinking, applies it to negotiation training, and provides examples of dynamic simulations that require students to adapt. Finally, it offers advice on how to make existing cases dynamic by using “shocks and rumors.”

BABO Negotiating: Enhancing Students’ Perspective‐Taking Skills

“…Laurence De Carlo () has advocated using simulations that balance showing care for one's students while also frustrating and manipulating them, which, she argued, improves creativity and helps students learn to create value — she called this “teaching through paradox.” My goal in this negotiation is for them to experience the intense emotions that come from being treated poorly (Holtom, Gagné, and Tinsley ). Reflecting on their own negative emotions increases students’ perspective taking — they are better able to understand how their negotiating partners would feel if treated poorly.…”

Recognizing Distributive or Integrative Negotiation Opportunities in Marketing Channels: The Conceptualization of Adaptive Negotiations

“…While changing one's patterns of behavior can be challenging, it is especially difficult for negotiators with extensive experience (Holtom et al, 2010). The key to exceptional success as a negotiator is the ability to practice adaptive negotiations by using a manner of interaction that maximizes the potential for success given the situational factors faced.…”

Using the Braess Paradox to Teach Tacit Negotiation

“…Furthermore, it is well known that experiencing a simulation has stronger educational effects on participants than merely discussing theoretical issues (Holtom, Gagné, & Tinsley, 2010). Nevertheless, we could not find large group activities that were easy to run without a long preparation.…”