With such a significant profile, it is not surprising to see educators interested in exploring and enhancing creativity (Amabile, 1983; Bailin, 1994; Sternberg & Lubart, 1995; Sternberg & Williams, 1996; Torrance, 1970; 1995) and even offering creativity workshops in the regular classroom (Mildrum, 2000). It is also encouraging that many researchers promote the idea that creative ability is not carved in stone or set at birth (Amabile, 1989; Rogers, 1976; Sternberg & Lubart; Torrance, 1962; 1995).
Creativity is the production of novel and useful ideas ( Amabile, 1988). Researchers distinguished creativity, that is idea generation from innovation, that is the implementation of these ideas ( Amabile, 1988;  West, 2002). Ideas are novel when "they are unique relative to other ideas currently available in the organization" ( Shalley et al. , 2004), and they are useful when "they have potential for direct or indirect value to the organization, either in the short or long-term" ( Shalley et al. , 2004).
Similar beliefs that accountants lack creativity are found in other sources; for example, the humanistic psychologist Abraham Maslow (Maslow et al. 1998, 244-245) argues that accountants have the smallest vocabulary of any profession, lack creativity, fear change, and are "the most obsessive" of the professions.
Aspects of creativity have long been known as the P' s of creativity: person (or personality), process, product, and place. More recent conceptualisations have added persuasion, because creative people change the way other people think, and potential, which is the actualization of personality and place in combination with attitudes and values.
The Amusement Park Theoretical (APT) model of creativity is the first creativity theory to successfully bridge the gap between these contrasting views of creativity. The APT model uses the metaphor of an amusement park to explore creativity. There are four stages: Initial requirements, general thematic areas, domains, and micro-domains.
Basadur et al. (2002) found that creativity can be developed, increased, and managed by organisations. Specific results from increasing organisational creativity can be identified, including new products and methods, increased efficiency, greater motivation, job satisfaction, teamwork, a focus on customer satisfaction, and more strategic thinking at all levels.
All of this implies that creativity is more important now than ever before. This is because creativity is a useful and effective response to evolutionary changes. In addition to what may be its most obvious function, namely as part of the problem solving process (Mumford et al. 1991, Runco 1994, Torrance 1971, Wallas 1926), creative ideation allows the individual to remain flexible (Flach 1990; Runco 1986, 1994).
Creativity depends on goal-driven approach motivation from midbrain dopaminergic systems. Fear-driven avoidance motivation is of less aid to creativity. When serotonin and norepinephrine lower motivation and flexible behaviour, they can inhibit creativity.
Creativity is a sought-after commodity among employers and those seeking personal or professional fulfillment. It comes in handy not only while concocting works of art and literature but also in planning a corporate event or devising a new business strategy.
The irony is that as a society, we’re constantly talking about how much we value creativity. And yet, the study implies that our minds are biased against it because of the very nature of its novelty. The authors point out that we often view novelty and practicality as inversely related.