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.”

As the amount of negotiation taking place electronically increases, the responsibility of negotiation instructors to prepare students to successfully operate in electronic environments grows. We believe that skills related to electronic negotiation — like many other negotiation skills — are best taught by providing students opportunities to gain firsthand experience followed by self‐reflection. For the past five years, we have used an electronic negotiation exercise to allow students to personally experience the complexities associated with negotiations completed exclusively over the Internet. Further, with the use of e‐mail and instant messaging, a powerful record emerges: a complete transcript of the negotiation encounter. After describing the preparation and structure of this exercise, we explain how to harness the power of this vehicle to lead students to significant insights through self‐reflective activities.