資訊系統開發，是透過系統開發人員，利用其專業知識創造出可支援企業活動的系統。然而，現今還是有很多系統開發專案是以失敗收場，其原因不外乎是系統無法符合使用者需求，或是沒辦法在既定的時程與預算內完成系統。資訊系統的開發普遍被視為一種知識密集的開發過程，所以相關知識的缺乏已經被認定是一種重大的風險，而這個風險將會讓整個開發團隊無法對專案進行有效的規劃與控制。
我們將資訊系統開發專案視為一連串解決問題的過程，在這過程中，整個專案團隊的成員利用團隊中的潛在知識，產生可用於解決問題的可用知識。本研究將探討對於團隊領導人來說，如何有效的增加團隊的潛在知識，以及如何幫助團隊將潛在知識轉換為可用知識。
本研究採實證研究的方法，並利用PLS來檢驗研究模型。研究的結果發現，團隊的問題解決能力，對於專案績效有顯著的影響；而目前要增加團隊知識常採用的人才篩選、教育訓練、外部資源等方法，對於降低潛在知識不足的風險也都有顯著效果；此外，本研究也證明了吸收能力、關係資產、團隊心智模型、團隊記憶系統，扮演著調節團隊轉換可用知識的重要角色。
本研究以知識風險的角度，探討團隊如何增加潛在知識，並利用現有的潛在知識產生可用知識來因應資訊系統開發專案的挑戰。

Information system development (ISD) has long been treated as the process that system developers craft an artifact to support business operation based on their special expertise. However, a significant portion of projects still have failed because the developed outcome cannot fit users’ needs or meet predefined project schedule. Given that ISD is a knowledge intensive process, a lack of sufficient knowledge has been identified as one critical risk which may harms the effectiveness of planning and control. By viewing ISD projects as a series of problem solving process in which ISD team members generate usable knowledge, based on available potential knowledge, to counter problem, this study aims at understanding how managers can adopt approaches to increase the availability of potential knowledge and build a team which can effectively transform available knowledge into usable form. Through incorporating those concepts into research design, this study proposed a model to examine the impacts of those proposed approaches.
An empirical survey methodology was adopted to collect required data. PLS was then used to test the proposed research model. The results showed that problem solving competence can benefit project performance, and the organization practices, including member selection, training, knowledge management system and external resources, reduce the insufficient potential knowledge, and indicate the important moderating role of the knowledge transfer facilitators. The implications toward academic and practitioner are also provided.

1. Introduction 1
2. Literature Review 3
2.1 Team Knowledge 3
2.1.1 Potential Knowledge 4
2.1.2 Usable Knowledge 6
2.2 Knowledge Risk 13
2.3 Coping Knowledge Risk 15
2.3.1 Increasing Potential Knowledge 16
2.3.2 Increasing Usable Knowledge to Solve Problem 21
3. Research Model and Hypotheses 29
3.1 Research Model 29
3.2 Research Hypothesis 30
3.2.1 Project Performance 30
3.2.2 Insufficient Potential Knowledge and Problem Solving Competence 31
3.2.3 Organization Practices 32
3.2.4 Knowledge Transformation Facilitators 36
3.3 Data Collection 39
3.3.1 Demographic Analysis 39
3.4 Constructs and Measurements 41
4. Data Analysis 46
4.1 Reliability and Validity 46
4.2 Second-Order of Insufficient Potential Knowledge 54
4.3 Common Method Variance 54
4.4 Hypothesis Test: The Structural Model 55
4.5 Analysis of Moderating Effect 56
5. Discussions and Implications 58
5.1 Influence of Organization Practices on Insufficient Potential Knowledge 58
5.2 Moderators of Insufficient Potential Knowledge and Team Competence 59
5.3 Influence of Problem Solving Competence on Project Performance 62
5.4 Academic Implications 63
5.5 Practical Implications 64
6. Conclusions and Limitations 66
6.1 Conclusion 66
6.2 Limitations and Suggestions for Future Study 67
Reference 69
Appendix 77

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