Does education improve managers’ use of thinking skills during creative problem-solving? A moderation analysis

Without effective problem-solving (EPS), along with divergent thinking (DT) and convergent thinking (CT) skills, managers’ creative problem-solving process (CPS) may be rendered deficient. Their efforts will not equip them to exploit opportunities or address issues. Since CPS relies on the effective integration of these cognitive strategies, understanding how education shapes their use is vital. By surveying managers in South Africa's agricultural industry, the findings reveal that individuals leverage DT in ways that significantly enhance CT in the pursuit of effective problem solving (EPS). Education is traditionally seen as enhancing thinking and problem-solving. However, this study finds that as education levels rise, the positive interplay between DT and CT diminishes, suggesting that advanced education, while enhancing structured analytical reasoning, may inadvertently suppress flexible, creative thinking. These findings underscore the importance of designing educational and professional development programs that nurture both analytical rigor and cognitive adaptability, ensuring that increased education enhances rather than limits innovative inclination in complex managerial contexts.