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The question of relevance of constructive critical conversations to professional development emerged from a dual method autoethnographic and hermeneutic phenomenological enquiry into the essence of effective constructive critical conversations in the workplace from the perspective of tertiary education quality. For the purposes of the enquiry, constructive critical conversations (CCCs) were defined as those conversations which exist in a constructive environment which utilise criticality within an empathetic interaction to build upon existing knowledge or understanding. Discourse analysis through a transdisciplinary lens revealed CCCs play a crucial part in professional development in the workplace.These findings fit within a concept of He aha te kai ö te rangatira? He Körero, he körero, he körero! (What is the food of the leader? It is knowing, it is sharing, it is communicating!) Constructive critical conversations allow for individuals' voices to harmonise in a communal chorus toward a socially constructed overture. While every individual voice is different, it is the sum of the voices which gives depth to the chorus. Further, each individual will have their own unique internal connectedness regarding the experience and what they have gleaned from hearing others' vocal parts within the harmony. The overture result of the CCC is professional development of the engaged participants.

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