Abstract:
The team-building educational training system includes a mat and a plurality of reflective surfaces, such as mirrors. The mat has a top surface, a bottom surface, and a plurality of openings defined therein. The top and bottom surfaces each have a plurality of uniquely identifiable indicia displayed thereon. The reflective surfaces are placed on the floor or ground under the mat. The team cooperatively lifts and manipulates the mat to align the openings with the reflective surfaces so that at least one team member can view reflections of the indicia on the reflective surfaces. The team cooperatively interprets the indicia and completes a variety of planned exercises to learn skills for working as a team.

Description:
BACKGROUND OF THE INVENTION 
     1. Field of the Invention 
     The present invention relates to educational devices and methods for providing instruction and training in skills need to work as a member of a team, and more particularly to an interactive team-building educational training system. 
     2. Description of the Related Art 
     Team-building educational training systems are considered one of the most effective ways in which students and employees are taught to work together to achieve a common goal, as well as developing communication skills. Such systems typically can be used to introduce an unknown individual to a group of people, as well as to encourage people to work together to improve productivity. For example, through the use of such systems, people (typically those who work in the same company or organization) learn to communicate with one another to achieve a common goal, instead of working individually to achieve the same goal. Encouraging employees to work in an interdependent environment instead of a competitive, individualistic environment when dealing with the development of new products or services, for example, can not only increase a company&#39;s productivity, but can also lead to a happier work force and a more relaxing work environment. 
     Unfortunately, while these team-building systems focus on the collaborative aspect when encouraging team building, they do not help people to develop their skills of perception. 
     Thus, a team-building educational training system addressing the aforementioned problem is desired. 
     SUMMARY OF THE INVENTION 
     The team-building educational training system generally includes a mat having a plurality of openings defined therein, a top surface, and a bottom surface, each surface including uniquely identifiable indicia, the system further including a plurality of reflective surfaces positioned under the mat and arranged to reflect the uniquely identifiable indicia on the bottom surface of the mat. The reflective surfaces can be arranged randomly or can be arranged according to a pre-set pattern on the floor or ground under the bottom portion of the mat. The mat can include at least one light source to illuminate reflections of the uniquely identifiable indicia on the bottom surface of the mat. The uniquely identifiable indicia can be selected from the group consisting of colors, numbers, symbols, signs (such as zodiac signs), words, or any combination thereof. 
     The mat can be configured to be manipulated by a plurality of users to align an opening with a reflective surface in order to see reflections of the uniquely identifiable indicia imprinted on the bottom surface of the mat. Once a reflection of the uniquely identifiable indicia has been discovered, the mat is further manipulated to discover additional reflections of additional uniquely identifiable indicia imprinted on the bottom surface of the mat. After the users have discovered all of the uniquely identifiable indicia imprinted on the bottom surface of the mat necessary to complete a given objective, the users have completed a team-building educational exercise. 
     These and other features of the present invention will become readily apparent upon further review of the following specification and drawings. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         FIG. 1  is a perspective view of a team-building educational training system according to the present invention. 
         FIG. 2  is a top view of a mat in a team-building educational training system according to the present invention. 
         FIG. 3  is a perspective view showing the bottom surface of a mat according to the present invention. 
         FIG. 4  is an environmental perspective view of participants utilizing the team building educational training system according to the present invention. 
         FIG. 5  is a schematic perspective view of the team building educational training system of  FIG. 1 , showing a ball suspended from the bottom surface of the mat being reflected by a mirror on the floor. 
         FIG. 6  is a perspective view of a kit of reflective surfaces in a team-building educational training system according to the present invention. 
         FIG. 7  is a top view of a set of sample instructions for an exercise using a team-building educational training system according to the present invention. 
         FIG. 8  is a top view of an alternative set of sample instructions for an exercise using a team-building educational training system according to the present invention. 
         FIG. 9  is a top view of another alternative set of sample instructions for an exercise using a team-building educational training system according to the present invention. 
     
    
    
     Similar reference characters denote corresponding features consistently throughout the attached drawings. 
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS 
     Referring to  FIGS. 1-6 , a team-building educational training system  10  generally includes a mat  15  having a plurality of openings  40  defined therein, a top surface  20 , and a bottom surface  30  (shown in  FIG. 3 ), each surface  20 ,  30  including uniquely identifiable indicia  35 , the system  10  further including a plurality of reflective surfaces  130  ( FIG. 4 ), such as mirrors, that are positioned in relation to the mat  15 , such as on the floor or ground underneath the mat  15 , and that are arranged to reflect the uniquely identifiable indicia  35  imprinted on the bottom surface  30  of the mat  15 , wherein users manipulate the mat  15  to align at least one of the plurality of openings  40  with at least one of the plurality of reflective surfaces  130  to be able to see the reflection  140  of the uniquely identifiable indicia  35  imprinted on the bottom surface  30  of the mat  15 . It is to be noted that the plurality of reflective surfaces  130  can include a variety of shapes and designs, such as reflective surfaces  130   a ,  130   b ,  130   c    130   d ,  130   e , and  130   f , as illustrated in  FIG. 6 . 
     Each of the plurality of openings  40  can include a corresponding cover  70  (shown in  FIG. 3 ). The mat  15  can also be adapted to include at least one transparent section  50  or window (preferably a plurality of transparent sections  50 ) and at least one flexible member  60  (preferably a plurality of flexible members  60 ), such as a tether or strap, attached to the mat  15  so that users can manipulate the mat  15 . The flexible material  60  can be positioned in the corners of the mat  15 , as illustrated in  FIG. 1 , or can be positioned towards the center of the mat  15 , as illustrated in  FIG. 2 . The flexible member(s)  60  can be formed from any suitable flexible material, such as plastic. The at least one opening  40  can be formed in various shapes, such as a circle, triangle, square, a zigzag, or a combination thereof. 
     The mat  15  may have a pocket  80  holding cards, such as playing cards, and at least one crescent-shaped flexible member  90  (preferably a plurality of crescent-shaped flexible members  90 ) for hanging objects  120  (such as balls, signs, and other objects) from the bottom surface  30  of the mat  15  when the mat  15  is elevated so that the reflection  140  can be shown by the plurality of reflective surfaces  130 , as illustrated in  FIG. 5 . The mat  15  can further be configured to include at least one light source  100  (preferably a plurality of light sources  100 ), such as a flashlight or a glow stick, which can be configured to illuminate the uniquely identifiable indicia  35  on the bottom surface  30  of the mat  15 . The light source  100 , such as a flashlight, can be adapted to include a power source, such a battery, to illuminate the uniquely identifiable indicia  35  on the bottom surface  30  of the mat  15 . 
     It is to be understood that the mat  15  can be of any suitable size, such as eight feet wide and nine feet long. Further, the corners of the mat  15  can be of various shapes, such as square corners or corners of a generally square shape, as illustrated in  FIGS. 1-4 . The mat  15  can be formed of any suitable material, such as plastic, rubber, natural or synthetic fibers, a nonwoven polymer mat or film sheet, or other flexible material. 
     The uniquely identifiable indicia  35  on the mat  15  can include educational puzzles, such as a word search puzzle in which a set of two words is hidden within a variety of other words and the object of the game is to discover the set of two words. The uniquely identifiable indicia  35  can also include misspelled words, illustrations, anagrams, ciphers, crossword puzzles, as well as different colors, different numbers, different symbols, different signs (such as zodiac signs), different words, or any combination thereof. It is to be noted that the words can be presented backwards, or can be distorted. Additionally, the font of the uniquely identifiable indicia  35  on the mat  15  can be of one or more different types, of one or more different styles, of one or more different sizes, or a combination thereof. 
     By way of operation, a group of individuals can be divided into separate teams, typically including two, four, or six people. Before using the system  10 , the plurality of reflective surfaces  130  can be positioned in relation to the mat  15 , such as on the floor or ground underneath the bottom surface  30  of the mat  15 . The plurality of reflective surfaces  130  can be arranged on a floor with the plurality of reflective surfaces  130  facing upward, as illustrated in  FIGS. 1 and 4 . It must be noted that the plurality of reflective surfaces  130  can be randomly arranged, or can be arranged in a pre-set pattern beneath the bottom portion  30  of the mat  15 . The participants on each team can then take hold of the mat  15  by either taking grasping the mat  15  directly, or by taking hold of the at least one flexible member  60  attached to the mat  15 . Once the participants have control of the mat  15  or the flexible member(s)  60 , the mat  15  can be lifted from the floor and held above of the plurality of reflective surfaces  130  so that the plurality of reflective surfaces  130  can reflect the uniquely identifiable indicia  35  on the bottom surface  30  of the mat  15 , as illustrated in  FIG. 4 . 
     Continuing with reference to  FIG. 4 , once the participants have lifted the mat  15  and are holding the mat  15  above the plurality of reflective surfaces  130  the mat  15  can be manipulated so that the participants can look through the opening(s)  40  or through the transparent section(s)  50  to view the image of the uniquely identifiable indicia  35  being reflected on the plurality of reflective surfaces  130 , as illustrated by the reflection  140  in  FIG. 5 . For example, the participants can communicate with one another to lift the mat  15  upwards, lower the mat  15  downwards, or even twist the mat  15  so that at least one team member can look though the opening(s)  40  or through the transparent section(s)  50  to see the reflection  140  of the uniquely identifiable indicia on at least one of the plurality of reflective surfaces  130 . 
     As illustrated in  FIG. 7 , an example of an exercise  150  incorporating the system  10  includes as its objectives to gain a common shared set of communication experiences  155 , to discover underlying issues inhibiting clear communication  160 , and to experience new communication behaviors and skill sets  165 . As such, the desired results include increasing work productivity  170 , enhancing ability to discover and resolve issues  175 , and improving communication effectiveness  180 . To complete this exercise  150 , the participants need approximately between one to two hours  190 . The participants can be separated into teams of two, four, or six participants engaged in conjointly holding and perceiving the uniquely identifiable indicia  35  and other characteristics by holding the mat  15  above the plurality of reflective surfaces  130  and then working together to manipulate the mat  15  in order to be able to see reflections of the uniquely identifiable indicia  35  on the bottom surface  30  of the mat  15  to assemble perceptions, interpretations, and conclusions  200 . 
     As illustrated in  FIG. 8 , an alternative exercise  210  of an application incorporating the system  10  includes as its objectives to discover and overcome the challenges to collaboration  200 , to learn how to overcome the natural tendency to compete  225 , and to enable and practice skill sets that will be employed across any teamwork environment  230 . As such the desired results include increasing team bonding and awareness  235 , enhancing ability to discover and resolve issues  240 , and improving the effectiveness of any group activity  245 . To complete this alternative exercise  210 , the participants need approximately between one to two and one-half hours  250 . The participants can be separated into teams of two, four, or six participants engaged in conjointly holding and perceiving the uniquely identifiable indicia  35  and other characteristics by holding the mat  15  above the plurality of reflective surfaces  130  and then working together to manipulate the mat  15  in order to be able to see the uniquely identifiable indicia  35  on the bottom surface  30  of the mat  15  to assemble perceptions, interpretations, and conclusions  260 . 
     As illustrated in  FIG. 9 , an alternative exercise  270  of an application incorporating the system  10  includes as its objectives to discover insights into solving problems  275  and to learn new methods for problem solving  280 . As such, the desired results include expanding the range of options available  285 , finding and implementing better solutions  290 , and increasing solution acceptance  295 . To complete this alternative exercise  270 , the participants need approximately between one to two hours  305 . The participants can be separated into teams of two, four, or six participants engaged in conjointly holding and perceiving the uniquely identifiable indicia  35  and other characteristics by holding the mat  15  above the plurality of reflective surfaces  130  and then working together to manipulate the mat  15  in order to be able to see the uniquely identifiable indicia  35  on the bottom surface  30  of the mat  15  to assemble perceptions, interpretations, and conclusions  310 . 
     The system  10  is not limited to exercises described above. The system  10  can also be used to develop brainstorming analysis among co-workers. For example, if a uniquely identifiable indicia  35  imprinted on the bottom portion  30  of the mat  15  is unclear, the participants can discuss different ways to correct the situation, including cleaning the plurality of reflective surfaces  130 , changing the plurality of reflective surfaces  130 , lowering the mat  15  closer to the plurality of reflective surfaces  130 , or utilizing visualization aides, such as eyeglasses. The system  10  can also be utilized to develop and/or improve the ability to analyze. For example, an application can encourage the participants to describe the various uniquely identifiable indicia  35  appearing on the top portion  20  and the bottom portion  30  of the mat  15 , as well as encouraged to describe the correlation between the uniquely identifiable indicia  35  seen on the plurality of reflective surfaces  130  and the uniquely identifiable indicia  35  seen on the top portion  20  of the mat  15 . The number of participants can vary, as well as the number and the shape of the plurality of reflective surfaces  130 , such as mirrors, the length and number of tethers  60 , as well as the tasks to be completed. 
     It is to be understood that the present invention is not limited to the embodiments described above, but encompasses any and all embodiments within the scope of the following claims.