This dissertation conducted three studies to examine the relationship between TMT cognitive diversity and TMT learning goal orientation (LGO) through the mediation of divergent thinking attitude under the moderation of TMT, CEO, and environmental characteristics. Study 1 examines the interplay between individual perceived cognitive diversity and TMT demographic diversities and their respective effect on individual divergent thinking attitude. The results show that TMT functional diversity exerts a positive moderating effect on the relationship between individual perceived cognitive diversity and individual divergent thinking attitude, while educational background and gender diversity, respectively, shows negative moderating effect. Study 2 explores the mediating role of divergent thinking attitude in the relationship between TMT cognitive diversity and TMT LGO. The results show that TMT cognitive diversity has a positive influence on TMT divergent thinking attitude, which in turn positively affects TMT LGO. Moreover, TMT divergent thinking attitude is a key mediator between TMT cognitive diversity and TMT LGO, and this mediating effect is negatively moderated by CEO’s breadth of functional diversity and environmental dynamism. Study 3 examines the bottom-up mediating effect of divergent thinking attitude. The result shows that individual divergent thinking attitude positively mediates the relationship between individual perceived TMT cognitive diversity and TMT LGO.
This research first contributes to the upper echelons theory by identifying the contextual effects of TMT demographic diversities on the influences of TMT collective cognition. Drawing on Coleman’s bathtub model, this also study extends the micro-foundation perspective within the upper echelons literature by identifying the critical bottom-up influences of divergent thinking attitude on TMT learning climate. Secondly, the study adds insights to TMT dynamics literature, with regards to how different emergent states arise in the dominant coalition of a firm. Third, this study contributes to group diversity literature by employing the attribution theory to examine how different configuration of objective and subjective diversities shapes TMT climate. Finally, by exploring the emergence of TMT LGO, this study adds value directly to organizational learning literature by revealing the positive influences of TMT diversity, a finding that is contrary to those found in prior studies.

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