Virtual Reality Full Immersion Techniques for Enhancing Workers Performance, 20 years Later: A Review and a Reformulation <s> C. The Perspective of Knowledge Management and Intellectual Capital <s> What is Smart? Acknowledgements Introduction: A Smart History of the Modern Enterprise Fuel for Innovation Cornerstones of Knowledge Knoware: The Technology of Knowledge Management The Softer Side of Knowledge Management Leading the Knowledge-based Organization What We Don't Know Glossary Index. <s> BIB001 </s> Virtual Reality Full Immersion Techniques for Enhancing Workers Performance, 20 years Later: A Review and a Reformulation <s> C. The Perspective of Knowledge Management and Intellectual Capital <s> Abstract In this article we address the question of what kind of social engagements provide the proper project work context for tacit knowledge acquisition and sharing to take place. In pursuit of this objective two epistemological assumptions are presented, and the analytical tool for understanding the behaviour of project team members, the Holistic Concept of Man, is illustrated and discussed. Project as a context of tacit knowledge utilisation is discussed, and different factors and situations that affect acquisition and sharing of tacit knowledge in project work, are analysed. The results of the study suggest that the situations, where the members of a project team can interact face-to-face with each other, reinforces tacit knowledge sharing. Also used language, mutual trust and proximity are factors which affect the grade of tacit knowledge utilisation in project work. <s> BIB002
Knowledge is interpreted as the fact of knowing, mastering certain activity, situation, task, etc., based on the information, experience, and beliefs that the individual possesses, within a given environment  . Many authors claim that the only source of competitive advantage is knowledge, and knowledge is the only significant resource, being more than a simple resource in the equation of the factors of production, land, labor and capital  . The industries that have managed to grow in the last 40 years have grown because they were structured around knowledge and information. In this scenario, the center of gravity in employment is rapidly moving from manual and administrative work to the knowledgeable employee  . There is another way of understanding knowledge, associated with the ability to respond quickly to customers, create new markets, develop new products and master new technologies  . The company that creates knowledge as a place where "inventing new knowledge is not a specialized activity (...) but a way of acting; a way of being where everyone can be considered as a knowledge worker. There is a relationship between organizational learning and continuous improvement. On the other hand, tacit knowledge is knowledge hidden from the consciousness of the knower. Tacit knowledge resides in the human brain and cannot be easily captured or codified  . All our knowledge rests in a tacit dimension. Tacit knowledge expresses itself in human actions in form of evaluations, attitudes, points of view, competences, experiences and skills stored so deep in the worldview of an individual that it is often taken for granted BIB001 . It can be observed through action. On the other side, the Explicit Knowledge can be articulated in formal language and transmitted amongst individuals. Explicit Knowledge implies factual statements about such matters as material properties, technical information and tool characteristics BIB002 . Thus, explicit knowledge can be compressed into a few summary symbols that can be encoded by language in written words and / or machine. By its very nature, explicit knowledge is capable of being captured and widely distributed throughout the organization. In the organizational field, the following types of learning are established  : • Individual learning can be understood as a cycle in which people assimilate new data, information, reflect with past experiences, reach a conclusion or a conception of new knowledge which is used to achieve a new objective. Thus, learning is based on research and problem solving. The processes in which learning happens have a predominant role, so the central point of teaching consists of process and not learning products. • Team learning  , is defined as the process of alignment and development of a team's ability to create the results that its members really want through the development of coordinated actions, establishing the open flow of knowledge, conversations and active participation in the elaboration of the logic to be followed, where teams are the largest unit of learning. The skills developed by a group can establish a pattern for organizational learning, so they have three critical dimensions  . 1) Teams need to learn to use the potential of many minds, in order to have greater intelligence than a single mind. 2) Each team member acts in a way that complements the actions of the others. 3) A team that learns, stimulates other teams through the dissemination of team learning practices and skills more widely. In this case, the introduction of immersive technologies allow incorporating apprentices and team members, whether human or virtual, who are able to use avatars that assume the role of apprentices, masters, team members, or even specialists who have a broad repertoire of explicit and tacit knowledge. The existence of the relationship between Organizational Knowledge Management and the competitive advantage goes through various aspects, but mainly through people and their knowledge. Other aspects are: Knowledge Engineering, and the technology integration between knowledge management and the organizational learning process areas. Each of these three dimensions can be worked on, from the perspective of the generation, preservation and dissemination of knowledge, in order to create a competitive advantage for the company.