Bridging the Gap: How Early Career Guidance Empowers the Next Generation

As part of youth-oriented initiatives, Eva had the opportunity to meet with students from various schools in Plovdiv and talk to them about the challenges of job hunting, how to successfully prepare for the start of their careers, the realities of the work environment, development opportunities, and the values that drive modern business forward. In this interview, she shares her impressions from meeting the younger generation – what inspired her, what surprised her, and why she believes early interaction between business and education is so important.

Tell us more about the purpose and organization of your meetings in technical high schools in the area of Plovdiv?

The purpose of our meetings was to introduce 12th-grade students to the challenges of job searching and how to successfully prepare for their career start. We reached out to several high schools to present this opportunity. Among those who showed interest were the Prof. Tsvetan Lazarov High School of Mechanical Engineering in Plovdiv, the High School of Household Technology in Plovdiv, and Tsar Ivan Asen II High School in Asenovgrad.

What was your first impression of the students in these schools? How did they receive the initiative and the meeting itself, in your opinion?

Some students were happy it wasn’t going to be a typical class. Others claimed they already knew how to prepare and had already worked or were working. In the end, it turned out most students were unfamiliar with the job search tools and platforms we introduced them to. A great added value came from the conversations about employment rights – what a labor contract guarantees, what a benefits package means, when they need to pay their own health insurance contributions, etc.

Did you notice any differences in attitude between the various schools or classes?

Yes, there were differences in attitudes, mainly driven by the students' specializations. Naturally, we tried to tailor the conversations to their technical background – for the computer-oriented programs, we focused on our DevOps team and the systems we develop; for mechatronics and CNC machinery programs, we talked about our production lines. We wanted to highlight the added value of each technical specialization – not just for us as a company, but for the entire industrial region we are part of. Our goal was to show students how important and valuable their specialties are, and what their future careers in a manufacturing company might look like.

How did the students respond to the topics you presented – both about the company and the practical advice?

Some of the students showed great engagement. They were clearly more interested in the practical advice on job preparation than in the company’s products. A good discussion emerged around the topic of wages – what base salary, gross salary, and net salary mean.

Were there any questions that stood out or showed strong interest in the real work environment?

In all three schools, there were students with specific interests in job opportunities. We even conducted job interviews with some of them. Together with my colleagues, we tried to give a very clear picture of our factories. We also had visual materials to satisfy their curiosity.

Which topics do you think were the most useful for the students?

Definitely the topics related to working conditions, such as employment contracts, salaries, and employee benefits. It turned out that students are not well-prepared in these areas – they don’t know their rights and responsibilities as future employees. Some said they had discussed the topic with their parents.

Do you believe the advice presented will help them approach job searching more confidently?

Absolutely. I believe the guidance we shared will make a real difference. Many young people today act out of habit without fully realizing how their behavior may be perceived in a professional setting—something as simple as wearing a hood or sunglasses indoors feels normal to them. During our discussion on interview etiquette, I mentioned this, and three students immediately removed their hoods. It was a small but powerful sign that they were starting to reflect and internalize the advice. They also gained a better understanding of how early impressions—especially during the commonly applied six-month probationary period—can significantly impact their future in the workplace.

What did you enjoy most about interacting with the students?

The energy. Stepping back into a classroom and trying to inspire a young and inexperienced audience with practical advice is incredibly energizing. If you manage to positively influence even three students, that’s enough. Of course, we hope we reached many more :)

Are you planning to develop an internship program for students?

The student internship program is already a reality. After our meetings two 12th-grade students are currently interning at our company. As a next step, we’ve initiated a summer manufacturing internship for 11th-grade students. We can’t wait for the activities to take place so we can gather feedback from both the participating colleagues and the students themselves.