The Power of Taking Time to Start: Mihaly Csikszentmihalyi on Creativity

Creativity is often seen as a burst of inspiration, a lightning strike of brilliance. However, according to Mihaly Csikszentmihalyi, one of the leading researchers in the field of creativity and flow, the process is far more complex and requires patience, exploration, and the ability to embrace uncertainty. In his work Creativity: Flow and the Psychology of Discovery and Invention, Csikszentmihalyi reveals how some of the most creative people approach their work, offering insights that challenge common assumptions about the creative process.

One of his most fascinating findings is how students of art, who took longer to get started on their projects, often produced better results compared to their peers who jumped in right away. This suggests that there is immense value in taking time before committing to a course of action — in embracing a slower, more reflective start to the creative process.

The Study: Slow Starters vs. Fast Finishers

In Csikszentmihalyi’s study on art students, he observed two different types of students: those who began their work immediately after receiving a brief and those who hesitated, taking longer to start their creative process. At first glance, one might assume that those who got going quickly would be more productive and effective, but the results told a different story.

The students who took longer to get started tended to experiment more, explore different materials and techniques, and rework their initial ideas. This exploratory phase allowed them to push past the obvious, surface-level ideas and engage more deeply with their work. By contrast, the students who jumped straight in often stuck to their initial concepts, failing to explore alternative possibilities that could have led to more innovative outcomes.

Creativity Takes Time

Csikszentmihalyi’s findings point to a critical aspect of creativity: it cannot be rushed. The students who delayed starting their projects weren’t procrastinating. Instead, they were using that time to incubate ideas, reflect on their intentions, and experiment with different approaches. This stage of reflection and experimentation is vital for deeper creativity. It allows ideas to evolve organically rather than being forced into completion too quickly.

This ties in with Csikszentmihalyi’s larger theory of flow, the state in which we are fully immersed in an activity, losing all sense of time and self. To enter this flow state, especially in creative tasks, we often need time to overcome the initial anxiety or uncertainty that comes with starting a new project. The slow starters were essentially preparing themselves to enter flow by taking their time to explore possibilities, rather than rushing toward a final product.

The Fear of Uncertainty and the Need for Exploration

One reason why many creatives — whether in art, education, or business — are tempted to jump straight into action is the discomfort of uncertainty. It feels safer to begin with a concrete plan or idea, but this desire for certainty can limit creative potential. Csikszentmihalyi observed that those who delayed starting often did so because they were willing to sit with the uncertainty and resist the urge to take the first easy solution.

By allowing themselves to explore without a clear outcome in mind, these students tapped into a deeper well of creativity. They embraced ambiguity and the unknown, allowing their ideas to gestate and evolve. In many ways, their reluctance to settle for a quick start mirrored the broader principle that creativity often requires us to move through discomfort, uncertainty, and doubt before breakthroughs happen.

Practical Implications for Leaders and Educators

For leaders and educators, Csikszentmihalyi’s findings offer valuable lessons. In both education and professional settings, there is often pressure to produce results quickly, whether it’s completing a project or solving a problem. However, this rush toward completion can hinder the creative potential of students, teams, and individuals.

Encouraging time for exploration and reflection at the start of any project can lead to richer, more innovative results. Here are some strategies to consider:

1. Create space for exploration: Build time into your project timelines for students or team members to experiment, play with different ideas, and even fail. This phase of exploration is crucial for pushing past the obvious and generating unique solutions.
2. Embrace uncertainty: Foster a culture that encourages risk-taking and exploration, rather than rushing toward immediate results. It’s important to make people feel comfortable with not having all the answers upfront.
3. Delay final judgement: Instead of evaluating work based on how quickly it progresses, focus on the depth and thoughtfulness of the process. By delaying final judgement and encouraging revision, leaders can help cultivate an environment that prioritises quality over speed.
4. Recognise the value of incubation: Whether in artistic, academic, or business contexts, periods of incubation — where ideas are allowed to sit and evolve — are crucial for creativity. Support team members or students in taking breaks from their work and returning to it with fresh perspectives.

Conclusion: Creativity is a Process, Not a Race

Csikszentmihalyi’s research shows that creativity is not about immediate action or quick wins. Instead, it is a process that often involves periods of reflection, uncertainty, and exploration. The art students who took longer to get started ultimately produced better results because they allowed themselves the time to experiment and engage deeply with their work.

As leaders and educators, we must remember that creativity cannot be forced. By creating environments that encourage slow starts, embrace uncertainty, and value exploration, we can help students and team members unlock their full creative potential — and ultimately produce work that is both innovative and meaningful.