The shortage of qualified personnel is among the most critical challenges facing the industry, and in the repair sector, the issue is even more pronounced—knowledge is built through practice, time, and hands-on problem-solving. We spoke with Eng. Kolev, Head of the VEM Department at CERB, about how CERB VEM attracts young people, trains them, and creates conditions for their professional development. According to him, a good specialist isn’t necessarily the person who arrives with the most degrees, but the one who has the drive to work, learn, and grow.

The talent shortage is an industry-wide issue. How does the problem look from CERB VEM’s perspective?

We get a lot of young people for whom this is their first contact with this type of work. We have several young men who started without any prior industry experience. One of them, for example, previously worked in a liquor and tobacco shop.

When someone enters a production environment for the first time, the initial reaction is sometimes: yes, it’s dirty here, it’s tough, it’s not always pleasant. But gradually, they realize that this is a golden profession. You acquire skills that cannot be learned in just a few months and hold genuine value.

There aren’t many young people like that, but they exist. Our task is to reach them, introduce them to the trade, and show them the long-term prospects it offers.

At a time when automation and artificial intelligence are increasingly discussed, is there a risk that these professions might disappear?

In my opinion, repair and maintenance is one of the fields where artificial intelligence will enter last.

The reason is that you rarely encounter two identical cases. First, you have to analyze the problem, then perform a diagnosis, and only then decide on the course of action. A single fault can have many potential root causes, as well as multiple options for its resolution.

Technology will certainly assist us more and more, but practical knowledge, accumulated experience, and the ability to make the right decision on-site can hardly be replaced.

One way for young people to enter the real workforce earlier is dual education. What is your experience with it?

Dual education is extremely beneficial. In the 11th grade, students spend two days a week at the facility, and in the 12th grade—three days. This allows them not just to observe, but to gradually understand the work itself and build real practical skills.

We had a young man who stayed with us for two years. During that time, he completed certified courses to become an overhead crane operator, welder, and forklift driver. So, at the very start of his career, he earned qualifications in three different areas.

After completing his dual education, he stayed on as a full-time employee. To me, this is one of the best examples of why this model makes sense.

How do you approach students who join you for internships?

We strive to make the internship real rather than a formality. We don’t want students to just be present and watch from the sidelines. The idea is for them to gain a comprehensive understanding of how CERB operates and how the company’s various divisions interconnect right from the start.

We organize an educational program featuring lectures across CERB’s different business lines. Colleagues from the respective units introduce them to the fundamentals and specifics of their work—what the division does, the equipment and technologies used, the main processes, and how this work applies in practice.

This way, students aren’t confined to a single department. They get the opportunity to rotate through different activities and discover what truly interests them.

For instance, Eng. Vladi Stiptsov, Chief Designer, conducted a two-day technical training, detailing the core processes, equipment, and operational specifics.

Our consultant, Andreas Katsiardis, who oversees CERB’s participation in international tenders, held a separate training on the administrative side—how tenders work, how documentation is prepared, how procedures unfold, and why each stage is critical.

After these lectures, students have the chance to observe the actual work on-site. The goal is to connect the theory presented in lectures with the plant’s live operations.

Do they have the opportunity to rotate through different departments within the company?

Yes. We give them the chance to explore various divisions within CERB. Some choose VEM, while others find another department more appealing.

For us, the priority is that the young person stays and develops, even if they ultimately choose a different area within the company. What matters most is that they find the field they are genuinely passionate about and can build a career path in.

We don’t try to force everyone into our specific department. We focus on helping them find the right fit for themselves.

Students often find it challenging to balance lectures with work. Do you offer flexible options?

Yes, we allow them to combine their studies with work.

They can work on days that suit their schedule. For us, that is not an issue. Naturally, when someone is here every week, the learning curve is steeper because they are constantly in the working environment, observing different scenarios and gradually taking part in real tasks.

That is precisely one of the great advantages of dual education. Unfortunately, we haven’t had students in this format recently. The reasons are complex and primarily need to be addressed at the state or municipal level.

What level of preparation do young people have when they join you?

To be honest, I wouldn’t start the conversation with what they know or don’t know when they arrive.

What matters far more is whether they have the willingness to learn.

When a new person starts, we assign a dedicated team member to mentor them. We start from the basics of electrical engineering—including fundamental concepts like Ohm’s Law—and gradually move on to the specifics of our work.

From there, we progress to rotating electrical machines, transformers, substations, electrical equipment, and specific repair procedures.

We don’t expect a young person to walk through the door as a fully formed specialist. That’s unrealistic. It is our responsibility to invest the necessary time and knowledge into them.

How do you manage to retain talent in an environment with such fierce competition for manpower?

You have to connect with the individual.

We aren’t perfect, and there is certainly room for improvement, but we try to understand everyone’s situation and mindset. This is especially vital with younger workers.

You can’t expect everyone to be identical or to adapt at the same pace. Someone might pick things up quickly, while another might need more time. The key is seeing if the desire is there.

When a person shows initiative, you have to outline a practical path forward and give them a chance.

Your team is quite diverse. Does a candidate’s background or previous career path matter?

No.

We employ people from different countries, with diverse life and professional backgrounds.

Recently, a 25-year-old Ukrainian engineer who graduated from a naval academy joined our team. We have high expectations for him.

We have another Ukrainian colleague who has been with us for several years. We send him to professional development courses; he is growing and stands as an equal among all team members.

We also have four colleagues from Uzbekistan.

In addition, our team includes individuals with special needs, including hearing-impaired colleagues.

We don’t differentiate. For us, what counts is whether a person is hardworking, eager to grow, and capable of becoming a reliable team player.

What do you look for in a candidate then? Is education the decisive factor?

For many positions, a degree isn’t the first thing we look at.

We look for hardworking individuals. We seek people who are hands-on, skillful, and not afraid to operate machinery and get to work.

That is crucial in our line of work.

If we see that a person has the drive, puts in the effort, and demonstrates potential, we invest in them. We provide courses, qualifications, and growth opportunities.

When an employee shows they want to advance, it’s up to us to help them achieve it.

Does this also apply to experienced professionals?

Of course. Training doesn’t end once someone becomes an engineer or a specialist.

For our engineering and technical staff, external training is a continuous part of our program. As EASA members, we have access to specialized training programs, including multi-day video courses directly related to the repair and maintenance of rotating electrical machinery.

I recently completed a team management course myself. I found it exceptionally useful because technical knowledge is only one side of the coin. When leading people, you must develop soft skills as well.

How do you maintain the team’s technical expertise amid such rapidly evolving technologies?

Our team continuously builds upon their knowledge.

Eng. Martin Chervenkov (Deputy Manager and Head of VEM Production), Eng. Vladi Stiptsov (Chief Designer), Eng. Petar Tolev (Head of Field Installation), Eng. Sasho Ivanov, and other specialists regularly participate in training covering new machinery, technologies, and industry best practices.

Eng. Martin Chervenkov’s role is also tied to numerous off-site operations, making business trips a natural part of his professional routine.

We attend international trade fairs, conferences, and specialized events. We monitor new equipment and technologies to foresee where the sector is heading.

We cannot rely solely on the knowledge we acquired ten or twenty years ago. Machines change, materials evolve, and technology modernizes.

If we want to continue providing high-quality repairs for modern equipment, we must continuously evolve ourselves.

To sum up—what is most essential to ensure the next generation of specialists in this industry?

We need to give them the opportunity to see the trade from the inside.

We cannot expect an 18- or 20-year-old to inherently know what it takes to repair an electrical machine, what the interior of a generator looks like, or how to diagnose a fault.

That is learned through work.

It is up to us to show them, explain it to them, and give them the chance to try. Some will leave. Others will realize it’s not for them. But there will be those who stay.

And in time, those are the ones who will become the true experts.