Efficiently delivering expected performance from information technology projects remains a critical challenge for many organizations. Improving our understanding of how various factors influence project performance is therefore an important research objective. This study proposes and tests a temporal model of information technology project performance (TMPP). It shows that performance can be better understood by separating risk factors into earlier (a priori) risk factors and later (emergent) risk factors, and modeling the influence of the former on the latter. Project performance, the dependent variable, is measured by considering both process (budget and schedule) and product (outcome) components. The model includes interactions between risk factors, project management practices, and project performance components. The model is tested using partial least squares analysis with data from a survey of 194 project managers. Our results indicate that the TMPP increases explanatory power when compared with models that link risk factors directly to project performance. The results show the importance for active risk management of recognizing, planning for, and managing a priori and emergent risk factors. The finding of a strong relationship between structural risk factors and subsequent volatility shows the need for risk management practice to recognize the interaction of a priori and emergent risk factors. The results confirm the importance of knowledge resources, organizational support, and project management practices, and demonstrate the ways in which they reinforce each other.
This paper presents an experiment investigating the impact of context-relevant graphics on a knowledge sharing task in a technology-mediated collaborative (TMC) environment. The Cognitive Theory of Multimedia Learning (CTML) is introduced as the theoretical base for the hypotheses. The principles of multimedia and coherence from the CTML are used to hypothesize about the effectiveness of graphics embedded in TMC environments. Comprehension and transfer are used as dependent measures. Three TMC interface treatments were considered (no graphic, irrelevant graphic, relevant graphic). Hierarchical analysis of covariance (HANCOVA) comparing TMC treatments indicated no significant differences in comprehension; however, transfer scores for the TMC teams with context-relevant graphics were significantly higher than the other TMC teams. Although adding graphics to the collaborative interface improves the level of understanding developed within a group, the graphics need to be context relevant to be effective. These findings support the coherence and multimedia principles and provide guidance for designers of TMC environments.