Reviews the historical origins of behavioral style and overviews the most commonly used behavioral style assessment instruments. The perceived benefits of behavioral style assessments and their similarities to and differences from personality instruments are discussed. Suggests that research is needed to validate the perceived organizational benefits of using style assessments in the workplace. Research is also needed to validate the perceived impact of work style diversity among members of an organization on the organization’s performance. Also recommends additional research to examine the relationships among behavioral style, job fit, and work environment, as well as the impact these variables have on individual, team and organizational effectiveness.

Organizations benefit from workforce diversity and also benefit from cultural cohesion. Individuals benefit from job/person fit. However, not only do individuals with diverse behavioral styles often have differing values and interests, they also tend to prefer different types of job assignments and work cultures. Thus, the simultaneous optimization of behavioral style diversity, job/person fit and cultural cohesion would seem to be impossible. This article explores this leadership dilemma and suggests that the skill of quantum thinking can be used to create quantum organizations where seemingly opposite conditions co‐exist. Contemporary organizational development practices such as Future Search, Appreciative Inquiry and Dialogue provide concrete methodologies for embracing paradox and, thus, creating quantum organizations.

Several of the world's accreditation systems for continuing professional development (CPD) are evolving to encourage continuous improvement in the competence and performance of health care providers and in the organizations in which they provide patient care. Clinicians learn best when they can to choose from a diverse array of activities and formats that are relevant and meet their needs. Since choice and diversity are key to meeting clinicians' needs, several CPD accreditors have been engaging in deliberate, concerted efforts to identify a core set of principles that can serve as the basis for determining substantive equivalency between CPD accreditation systems. Substantive equivalency is intended to support the mobility of learners, allowing them to access accredited learning activities that are recognized by various CPD accreditation systems in a manner that maximizes the value of those accreditation systems, while minimizing the burden of adhering to their requirements. In this article, we propose a set of core principles that all CPD accreditation systems must express as the basis for determining substantive equivalency between CPD accreditation systems. The article will illustrate how five CPD accreditation systems (two in the USA, two in Canada, and one in Qatar), differing in focus (activity-based versus provider-based), context, and culture, express these values and metrics, and concludes by identifying the value of substantive equivalency for learners, medical regulators, and CPD accreditation systems.