Patent Document

BACKGROUND OF THE INVENTION 
     1. Field of the Invention 
     The present invention relates to training devices and methods, and particularly to a cooperative training tool and method for teaching cooperation, teamwork and communication between users. 
     2. Description of the Related Art 
     Any great organization knows that the foundation of any successful team is trust, communication, cooperation and leadership. In any group, whether for business, sports or leisure, teamwork is the key. Teamwork leads a football team to victory. Also, teamwork helps a business attain success over competitors. Bottom-line results of companies today are increasingly connected to how well employees communicate, collaborate and work together to achieve shared goals. Teamwork is the collective work done by a group towards a certain goal. It is important in attaining all the aims of an organization or a group. No matter what kind of a group you belong to, working together is vital in order to get an efficient output. Moreover, for business organizations, it also helps employees finish tasks at a faster rate. The upward trend is that employees of all types are increasingly working in teams. Therefore, in order to accomplish the goal of building better workplace teams of employees, team-building exercises that teach cooperation, teamwork and communication are vital and necessary to building this strong foundation. 
     In making and improving teamwork within an organization, corporate training, such as team-building exercises, is important. This will not only promote the culture of teamwork, but it will also help in teaching every member of your group about the value of working together, communicating effectively and cooperating together to benefit each and every employee as well as the entire organization. Team-building exercises build trust among participants and develop listening skills. Team-building exercises improve the ways employees coordinate, collaborate and communicate. Team-building exercises can directly impact overall productivity and profitability. Lasting improvements in areas connected to listening, communicating clearly (and non-defensively), collaborating effectively and managing moods and emotions can be achieved through this type of corporate training. The exercises can range from simple, moderate or difficult. The difficulty level is determined based on the number of tasks assigned to the participants, as well as how much participants partake in the exercises. These group exercises demonstrate the necessity for other teammates to complete the activity together as a whole, thereby instilling unity and growth-development amongst the group. In many exercises, certified facilitators are trained to execute exercises, insuring that participants are learning as they work through the assigned tasks. 
     Thus, a cooperative training device solving the aforementioned problems is desired. 
     SUMMARY OF THE INVENTION 
     The cooperative training device is used for teaching cooperation, teamwork and communication to a group of participants. The training device is a round, flexible mat having a hole in the middle and a multitude of tethers extending from the top surface of the mat for participants to grasp as they stand on top of the mat during the training exercises. Participants place their feet in foot straps that are secured on the top surface of the mat. This enables the participants to stay more securely attached to the mat as they complete the aforementioned training exercises. The mat has indicia defining four distinct quadrants on the flexible mat, in addition to reference markers, in order to provide communication means for the participants to point out to one another and reference during the training exercise. During training, participants are expected, in one unified motion, to move the flexible mat forward with themselves securely attached to the top surface of the mat through the use of the tethers and foot straps at the noted reference markers. 
     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 an environmental perspective view of a cooperative training device according to the present invention. 
         FIG. 2  is a perspective view of a cooperative training device according to the present invention. 
         FIG. 3A  is an enlarged partial perspective view of the training device of  FIG. 2 , showing a first quadrant of the mat. 
         FIG. 3B  is an enlarged partial perspective view of the training device of  FIG. 2 , showing a second quadrant of the mat. 
         FIG. 3C  is an enlarged partial perspective view of the training device of  FIG. 2 , showing a third quadrant of the mat. 
         FIG. 3D  is an enlarged partial perspective view of the training device of  FIG. 2 , showing a fourth quadrant of the mat. 
     
    
    
     Similar reference characters denote corresponding features consistently throughout the attached drawings. 
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS 
     As best shown in  FIG. 1 , the cooperative training device  10  is an annular, flexible mat  12  having a central hole defining an outside edge  14  and an inside edge  16 . The upper surface  17  of the mat  12  extends between the outside and inside edges  14 ,  16 . A multitude of cords extend from the upper surface  17  of the mat  12  for users to grasp as they stand on top of the mat  12  during the training exercises. There are two different types of cords, or tethers  30 ,  40 . Each of the tethers  30 ,  40  have a fixed end and a free end. The fixed ends are securely attached to the upper surface  17  of the mat  12 , whereas the free ends are capable of being held by the users as they stand upright on the mat  12 . For the single leader L of the group, there are two leader tethers  30  having wrist loops  32  and foot straps  31 . The leader tethers  30  are denoted by the colors black and gray. For the participants P, using the colors blue and gray, there are eight participant tethers  40  having corresponding wrist loops  42  and foot straps  41 . Some of the tethers  30 ,  40  are detachable by quick disconnect buckles  36 . Additionally, users may place their opposite feet in the plethora of foot straps  34 ,  44 , for the leader L and participants P, respectively, which are affixed on both ends to the upper surface  17  of the mat  12 . This enables the users to stay more securely attached to the mat  12  as they complete the aforementioned training exercises. 
     The mat  12  is made from a layer of material that is waterproof and durable, so that the mat  12  does not tear or become damaged when placed on the ground. The layer is composed of latex, rubber (e.g. nitrile or silicone rubber), styrenic elastomers, polyurethane, PVC, Gore-Tex®, Elvaloy®, Hypalon®, Dartex®, Permalon®, or any combination thereof. In order to strengthen the mat  12  for use during the team-building exercises, a plurality of strengthening ribs  20  are integrated into the mat  12  during manufacture and are equally spaced apart such that the ribs  20  create four distinct quadrants A, B, C, D on the upper surface  17 , as diagrammatically illustrated in  FIG. 2 . The ribs  20  may be color-coded, forming indicia clearly dividing the mat  12  into quadrants. There may be connecting straps  46  between quadrants C, D to enhance the strength of the mat  12 , as shown in  FIG. 3C . 
     A variety of different communication tools are provided to the users, such as lights  62  and horns  38 . These tools attach to the tethers  30 ,  40  by clips and come in a rainbow of colors. A positive way for the leader L to communicate to participants P that they are working well together on the team-building exercises is to award reward stars  64 , which represent crowns. 
     The mat  12  has different reference point markers with distinct colors and characters permanently affixed to the surface  17 . Each of quadrants A, B, C, D is shown in  FIGS. 3A-3D , each having their corresponding reference point markers in each of their specific locations. Orange numeric characters  48  are used to reflect a clock system of the type that Air Force pilots use to scan the envelope around an aircraft (12 o&#39;clock is straight ahead and 6 o&#39;clock is directly astern). Blue numeric characters  50  are randomly placed on the mat  12  to be used as locations that users can refer to during the team-building exercises. The mat  12  has some alpha characters  52  that are placed to show true compass locations of north (N), south (S), east (E), and west (W), and other alpha characters  53 , such as north-south (NS), that are either directions that do not exist, or that are marked incorrectly, thereby comprising “deception points” in order to provide conflict for team members to work through together. Single white alpha characters  54  are letters placed on the surface  17  with no clear meaning, unless otherwise defined by team members. White numeric characters  56  are used for marking each location of the foot straps  34 ,  44 , as well as other random locations on the mat  12  with no clear order. Additionally, white markers  58  and directional arrows  60  are interspersed randomly throughout the device  10  with no clear meaning and utility. As mentioned above, while the team members are working through the team-building exercises, they may allocate these reference point markers for specific purposes during the exercises. 
     There are varieties of different training exercises that the device  10  may be used for. It has been designed for use with three to ten users, as well as one facilitator who does not participate directly in the exercises. While nine team members are ideal, at least two users are expected to be participants P, while the third is elected by the team to be the leader L. In some exercises, the facilitator may feel the need to select the team leader L. For all exercises, all users grasp the wrist loops  32 ,  42  of the tethers  30 ,  40  and stand on the surface  17 . The leader L will slip his feet into the foot straps  31 ,  34 , while the participants P do the same with foot straps  41 ,  44 . 
     It is vitally important that each and every team member participate during the team-building exercises. When a leader L feels that a team member has done an outstanding job communicating or cooperating with the team members, the leader L may allow the participant P to enter the open gallery  18  take a break. The leader L may also reward the participant P with a reward star  64 . 
     However, in the case where one or more team members chose not to participate or improperly follow the instructions of the facilitator, the leader L and/or the participants P may choose to punish the participant not following directions. Should punishment be necessary, the team member shall be banished to “jail.” The mat  12  has two punishment areas, including a punishment gallery  24  marked off by a blue border  22  in quadrant A, and a punishment circle  28  marked off by a blue border  26  in quadrants B, C. When team members are sent to “jail,” they are required to stand in the gallery  24  without holding onto any tethers  40  or utilizing any foot straps  41 ,  44 . When in the circle  28 , team members must sit without holding onto anything. The team-building exercises must go on as planned, proving how difficult it is when all team members are present, but not cooperating. 
     There are different team-building exercises for teams to complete with the device  10 . During any or all of these exercises, the facilitator may impose a rule of non-verbal communication only, wherein no talking is permitted by any team members. 
     The first Team Building Exercise is entitled The Walking Exercise and has nine Team Members with no Leader. The task is to move the device  10  from one point (represents Today) to another point (represents the Future), wherein the distance between the two points is 4 meters. There a few questions that are to be asked after the task is completed. The questions may include the following. Did the participants negotiate the task amongst themselves and with the facilitator? To what extent did the team examine the device  10  before starting the task? How did the team members place themselves on the device  10 ? Did the team appoint a leader and in what way? What were the criteria for selecting the leader for this task? What was the method for moving? Was the method organized, by coincidence or by trial or error? There are a few expectations of what should have occurred. The team started by moving those in front and then in the back. There was an accident, such as falling down of some participants, especially when those in front tried to move forward while those in the back kept standing still. Some members participated without being convinced of the efficacy of the device  10 , either in general or in the task. However, they did not express their feeling or opinions. Why? Is it because they are afraid or hesitant? Did the facilitator or the leader offer a safe environment for the participant? Had the participant any similar experience? To what extent did the participant understand the objective of this exercise and was it the same between all the members? 
     The second Team Building Exercise is entitled The Exchange Exercise and has nine Team Members that include a Leader appointed by Facilitator. The task is to move device  10  from one point (represents Today) to another point (represents Future), wherein the distance between the points is 4 meters. There are a few special instructions. The members select their places on the device  10 . Then the members in quadrant A exchange positions with the members in quadrant C, while the members in quadrant B exchange positions with the members in quadrant D. There is a time limit to be set. There a few questions that are to be asked after the task is completed. For example, to what extent did the participants refuse or challenge exchanging positions? Did any team member ask the facilitator to cancel the exchange? What would you expect the team performance to be without the exchange? Did the team ask for a longer period to achieve the task because of the exchange? Is there any link between the exchange and the safety of the team members? Would the exchange (as an obstacle, difficulty or challenge) lead to more innovation? What was the impact of the exchange on the team communication during this exercise? There are a few expectations of what should have occurred. Most participants would accept this exercise condition, while a few of them would refuse. Those participants in quadrant C may be willing to exchange positions with those in quadrant A, but participants in quadrant A may avoid the exchange because of their lack of understanding of the task. You may expect some strange or silly suggestions, although it is very tactical. The exchange could lead to more closeness and enthusiasm. 
     The third Team Building Exercise is entitled The Environmental Exercise, and has nine Team Members with no Leader. The task is to move the device  10  from one point (represents Today) to another point (represents the Future), wherein the distance between the two points is 4 meters. There are a few special instructions: The facilitator asks the team to move from different locations by using different methods of movement, and then to determine which one is the most suitable for the exercise. The team may start on (1) a stage; (2) grass; (3) snow (or a skating area); (4) sand (or desert-like area); and (5) end on carpet. The facilitator may ask the team to move without using the device  10  (walking, running, etc.) or by other tools. There is a time limit to be set. A question is to be asked after the task is completed, namely, what was the most suitable environment for the exercise? 
     The fourth Team Building Exercise is entitled The Thinking-Outside-The-Box Exercise and has 20 Team Members with a Leader. The task is to move the device  10  from one point (represents Today) to another point (represents the Future), wherein the distance between the points is 4 meters. There are a few special instructions: There are too many people (20) on one device  12  that can only carry 9 members. The difficulty is the limited places on the surface  17 . There is a time limit to be set. There a few questions that are to be asked after the task is completed. It is not necessary, nor is it a condition, for the team to move in one time. A leader should act as a bus driver who helps the team to transfer in 3 trips. The challenge here is the time, not the capacity. 
     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.

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