Abstract
Based on a sample of 382 employee–supervisor pairs in 106 teams, multilevel analyses revealed that team learning orientation played a moderating role: when team learning orientation increased, the relationship between cognitive diversity and intrinsic motivation, and the indirect positive relationship between cognitive diversity and (individual and team) creativity via intrinsic motivation became stronger. However, job requirement for creativity exerted a substitution effect: the effect of cognitive diversity on intrinsic motivation and the indirect effect of cognitive diversity on individual creativity via individual intrinsic motivation were significant only when job requirement for creativity was low.
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