Company logo
Open in your browser

Desirable candidates for foreign universities and international companies

hyphensa CEO

Recently, a large international corporation posted a job advert. The recruitment task for the final two candidates was for each to talk in favour of the other. In other words, they were asked to sell the skills of their rival, convincing the prospective employer that their rival was more suited to the role than themselves. This clearly illustrates that the job market is changing and becoming more complex in terms of communication. What is now required is the development of soft skills.

The soft skills that future job market candidates need to develop include:

  • Critical thinking
    The ability to discern underlying meaning and significance in everything expressed in writing or verbally in a meeting.
  • Social intelligence
    The ability to connect with others in a meaningful and direct way so as to produce desired reactions, interactions and collaborations.
  • Innovative and adaptive thinking
    The ability to think and suggest solutions that go beyond the established approach in a particular field.
  • Interculturalism
    The ability to work closely with any person, no matter their origin.
  • Computational thinking
    The ability to translate abstract ideas into data and useful information and the ability to understand databases and algorithms independently of academic background.
  • Training in new media
    The ability to use technological tools and to keep knowledge of them up-to-date.
  • Ιnterdisciplinarity
    The ability to understand the use of certain concepts in different scientific disciplines and professional fields.
  • Design skills
    The ability to create what is not readily available.
  • Cognitive load management
    The ability to identify and filter information based on prioritization, thereby maximising the value of cognitive load.
  • Virtual collaboration
    Familiarity with the conditions, software and necessary tools for virtual collaboration, as we will be seeking work wherever it exists in the future.

Furthermore, there are three fundamental technical skills that the candidate needs to acquire for the international job market and the international academic community:

  1. Cost centre intelligence
    The employee needs to understand that they themselves are a cost centre for the business, generating expenses and profits. Thus, the employee should familiarise themselves with the definition of productivity, which is usually incorrectly defined based on emotion. True productivity is a technical term, a fraction, a division that refers to the cost of an employee against his performance in the business. If they can show a prospective employer that they are familiar with this concept, then they are well on the way to making a great first impression.
  2. The employer as a client
    The second technical skill that the candidate needs to develop, mainly in terms of communication and conduct, is to learn to think of the employer as their client. The relationship between the supplier and client does not differ from the relationship between the employer and employee, because in both cases, someone provides a service for a fee. Unfortunately, employees are not accustomed to perceiving the employer as a client, something that would allow the creation of a new culture in this relationship and would work productively in favour of both.
  3. What’s In Me For You
    Every employee needs to decode, list and successfully sell their competitive advantages to their employer/client.

These three technical skills have been developed, taught and enriched through ROIEDU Global Skills, the introductory course of the αriston Pioneers’ League. This community is comprised of young candidates looking to enter the global job market and executives striving to acquire an international career profile.

In order to be deemed desirable by foreign universities and international corporations, it is no longer sufficient just to hold a university degree or to have excellent knowledge of a foreign language. Further qualifications are needed that cannot be demonstrated with degrees and certificates, but rather with work experience or in practice during a probationary period in a company. Based on this concept, the Common European Framework of Reference for Education has been conceived, as well as the establishment of the Europass CV template. Today, most companies recruiting international candidates work exclusively with Europass, they do not accept certificates at face value, and they expect a candidate to demonstrate the skills that have been stated in their CV, during a probationary period.

It is becoming clear, therefore, that the accreditation of knowledge is necessary through a comprehensive academic and educational system. However, the system itself must also direct the student and candidate to use their cognitive load, with a view to acquiring skills that are relevant to the reality of the business world.

Focus on Publishing

Self-assessment for primary learners

by George Theodoropoulos, Production Editor, hyphen SA

Placing the learner at the centre of the teaching process, self-assessment has emerged as a useful tool that enables students to become more aware of their own learning progress. A significant number of teaching methodologies advise that the most effective path to language proficiency is learner autonomy. Autonomy can be described, in part, as placing the main responsibility for development in the hands of the learner, while the teacher acts as a facilitator and counsellor in the process.

Being able to assess your own learning, identifying milestones and modifying your path to language acquisition is a demanding skillset to master, even for experienced learners. Developing consciousness of your own learning processes can begin by identifying a few key aspects that describe basic language functions you are comfortable performing often, with ease and independently.

These language functions can be identified as ‘can do’ statements. These statements, written in simple language, iterate the functions a learner has been exposed to during a lesson or another key stage in the course of an academic year. As an example, ‘I can count to 10’ is a simple descriptive statement that helps the learner assess what they have learned, think about their learning and achievement and in due course, make decisions on how to proceed.

Even very young learners can begin using such metalanguage to assess their progress and aim for better results. Thinking about your learning path is part of the process and one of the most effective techniques employed by successful language learners.


Customer Spotlight

A relationship of trust

STANDARD Batteries has enjoyed nearly 45 years of activity, experience and expertise in the energy sector. With a wide variety of products and choices, STANDARD Batteries offers the most comprehensive array of energy solutions in Northern Greece, providing its customers with quality products and specialist solutions.

TThe third-generation owners and managers of STANDARD Batteries, Foteini and Giannis Giantiridis, have established the company’s position at the top of consumer preference. They were initially trained by the αriston project in 2013, and have recently renewed their relationship with hyphen SA, now that they are in a position to plan the future of their company with ambition and aspirations for stable and viable growth.

Their second collaboration with hyphen SA began in September 2016, and is focused on the consolidation of organisational structures and the future development of the company according to the αriston criteria and instruction from the αriston project. The creation of a 7-year development plan reaffirms the company’s trust in the philosophy and practices of the αriston project.

New cycle of ROIEDU Business

The first face-to-face seminar of the ROIEDU Business educational programme was led with great success on Tuesday, 6 December by the President of hyphen SA and creator of ROIEDU Business, Mr Yannis Stergis, CRMDr. The professionals and entrepreneurs participating in this first seminar familiarised themselves with the concepts of productivity, productivity measurements and cost centre planning and management.

The ROIEDU Business educational programme introduces a comprehensive code of correct business practices for small and medium-sized businesses and entrepreneurs, enabling them to perform with assured viability, foresight and high productivity in the constantly changing new economic environment.

“I had a completely different idea of what it is to be in business”, “I was fascinated by the way Mr Stergis delivered his presentation”, “I was intrigued by the ratio comparisons made between the characteristics of a company and those of nature.” These are just some of the responses expressed by participants on the evaluation forms at the end of the session. Participants said they were excited about the new light Mr Stergis is shedding on entrepreneurship, commenting enthusiastically on the practical application of the seminar’s theory. The second ROIEDU Business seminar on productivity measurements will take place in hyphen SA’s Elaeon at the beginning of January.

Mr Stergis explained, “By the end of the programme, participants will be ready to redesign their business plan and ensure the viability of their business’’.

You can find more detailed information about the ROIEDU Business educational programme at:

Company News

hyphen SA 2016 review

Steadily building on its success, the hyphen SA group bids farewell to 2016 with a 15% growth rate and clear aspirations for the future, setting as its primary goal a 7-year investment plan to expand its pioneering educational network of Elaeons across 20 countries.

Today, hyphen SA has Elaeons in Greece (15 centres), Cyprus, FYROM, Switzerland and Great Britain. The goal for the next 7 years is the development of the network across 20 countries, including Turkey, other Mediterranean countries, Russia, China and Argentina. The company’s 7-year business plan comprises investments in the region of 4 million euros for the creation of new educational content and educational electronic applications, the training of personnel and suppliers, as well as research in and development of educational methodology that addresses technological unemployment. In 2016, the company has seen a 15% growth rate, compared to 2.3 million euros of extended contractual turnover in 2015 and 1.7 million euros in 2014.

Year review

More than 100 professionals attended the first hyphen SA Open Day on 27 June 2016 to meet hyphen SA’s personnel and gain insight into the company’s activities, philosophy, services and products. Earlier in the day, school owners attended an Educational Open Day, also held at the company’s premises.

The skills for the future of work and the threat of technological unemployment were the focus of protifora αriston project LIVE and the launch of the αriston codex, the latest book by President of hyphen SA, Mr Yannis Stergis, CRMDr. At the launch event on 14 November 2016, at the Pavlos Zannas Theatre, Olympion, Mr Stergis highlighted the prospect of entrepreneurial autonomy, which lies at the heart of the αriston codex. The presentation of the book was prefaced by Mr Dimitris Nikolaidis, Senior Lecturer in Marketing at City College, Mr Miltiadis Sarigiannidis, Assistant Professor of Law at Aristotle University and Mr Athanasios Savvakis, President of the Federation of Industries of Northern Greece. The event attracted 250 people, the majority of whom attended both the presentation of the αriston codex and the seminars that followed for entrepreneurs, young people, parents and teachers.

22016 has been a milestone for hyphen SA, due in part to the development of protifora αriston project, the pioneering radio course that provides its audience with the possibility of certification from the educational institution, the αriston project. During the hyphen SA Open Day in June, scholarships and certificates for the successful completion of the protifora αriston project were awarded to five participants who not only followed the full duration of the radio course, but successfully completed the quiz after the radio course had finished in May.

In order of achievement, the awardees were Ms Sapfo Sakki, Ms Petroula Avramidou, Ms Eleni Triantafyllidou, Mr Harilaos Mintsoudis and Mr Georgios Tsiyannis. The second cycle of the radio show commenced on Friday, 4 November and is broadcast live every Friday morning at 10:00, via Radio Focus 103.6 FM and online at Based on Mr Stergis’ book, ‘The αriston project CODEX: A guide to personal and entrepreneurial empowerment’, the second cycle focuses on how to assure the viability of businesses, offering useful advice and valuable tools to entrepreneurs striving to achieve sustainable growth for their businesses.

For hyphen SA, 2016 came to a close in the most festive way. The company’s Christmas karaoke competition, now an established event, was held on Thursday, 15 December at the Met Hotel. The team bid farewell to 2016 with singing and dancing, ready to welcome in 2017 as an even more creative and challenging year.

the αriston project

The virtual workplace

How do we define the virtual workplace and why is it important for us to familiarise ourselves with it?

What we consider to be a virtual workplace is usually hosted on the internet using specific platforms and software. A virtual workplace is “built” by a company that employs personnel from all over the world and trains them in the way that they should use it.

A virtual workplace can also be informal. For example, a workgroup – whether we talk about students who are working on a thesis or about employees based in different parts of the world – can use tools such as Skype and other visual and audio communication or data transfer platforms.

With this in mind, the “cloud” has been developed in recent years. Most organisations today have their own “cloud”, a virtual online space where they can place all the data concerning different members of a workgroup and from where they can draw the information they need and return their own contribution.

Familiarisation with the virtual workplace is vital; in the post-crisis era and in the context of a globalised society and economy, we will be working wherever we find work. This work, according to our abilities, skills and fees, could be in Argentina, China or indeed anywhere, and within the same job, employees around the world could be working on the same project as us.

This is how we work at the αriston project, with collaborators and employees in many professional and scientific fields, across many different parts of the world.

This is why one of the αriston project’s primary educational approaches is to help children become familiar with virtual collaboration and the virtual workplace.

Excerpt from the protifora αriston project radio course, presented by Mr Yannis Stergis, President and CEO, hyphen SA.


Holiday STEAM

by Dora Papapanagiotou, Senior Educational Consultant, hyphen SA

The holiday season is here and… what could be better than to spend some creative time with our young pioneers? We are not only making Christmas crafts and ornaments in the classroom though, we are also applying STEAM elements to the process. In this way, our young learners discover their artistic side, learning about colours and shapes, as well as the Science, Maths and Technology behind their creations (STEAM).

We can ask ourselves how wide the base of the Christmas tree should be to prevent it from leaning, how tall it should be so it can support its own weight, which materials we should use, how long it will take to finish and who will be the fastest to finish.

Whilst creating the crafts, students can also practise vocabulary (materials and colours), as well as grammar (adjective comparatives, conditionals, tenses, imperatives).

Here are some suggested craft ideas that children of all ages will enjoy:

  • STEAM Christmas tree
    You will need thick cardboard (either from a stationery shop or from a box that isn’t needed) and scissors. Cut out two equal triangles, then cut the first triangle from the top to the centre and the second triangle from the middle of the base up to the centre. Slide one triangle inside the other. With the remaining cardboard, cut out some smaller triangles. Once again, cut the small triangles from the base to the centre. These are the branches. Colour the branches with markers or water colours before sliding them onto the tree. Children can compare the sizes of the triangles and the different colours.
  • Drinking straw tree
    You will need drinking straws and plasticine. Cut the straws into different lengths and let the children create the most original tree in teams. Talk about angles, how to make a steady base and how tall the tree should be. Ask questions like: What is a 3D shape? Can we make a triangle inside another triangle? Which team has made the tallest tree? In this way, the children will explore and discover together.
  • Plastic cup tower
    You will need colourful plastic cups. The children place one cup on top of another to build a tree. How wide should the base be so that the tower can be made taller? Who will be the fastest to finish? Children can also record their results on a graph.

With the YP STEAM programme, our young pioneers experiment, have fun and learn English in the most creative way.


Skills and the job market: An indispensable marriage

by Dimitris Diamantidis, New Media & Marketing Director, hyphen SA

The lack of employability skills creates distortions in the job market.

Whilst a large number of highly educated Europeans are employed in positions that do not correspond to their abilities and ambitions, 40% of European employers state that they cannot find employees with the right skills to promote development and innovation in their company. Concurrently, 70 million Europeans do not possess sufficient reading and writing skills and a greater number have inadequate numeracy and digital literacy skills. The result is that these people face the risk of unemployment, poverty and social exclusion.

These facts demonstrate that the acquisition of any type of degree is not a sufficient and necessary condition for success in finding employment within the current job market. You have to be able to connect your skills to the conditions in the job market and the needs of employers. Training in Skills 2020 and the specific demands of the globalised job market is essential. Furthermore, it is crucial that you are willing to learn, unlearn and relearn.

What we learnt ten or twenty years ago doesn’t apply anymore. It is no longer feasible to work in the same position for 30 or 40 years and wait for retirement without being re-trained or even changing professions if necessary. In Greece, it is estimated that 640,000 Greeks will have to change vocational field. According to data from the European Centre for the Development of Vocational Training (CEDEFOP), the way to achieve viable development in Greece is dependent on focusing on specific fields in which the country possesses a strategic advantage, such as agricultural entrepreneurship, the food industry, tourism, logistics and information and communication technology.

In this context, approximately 3,000 rapidly developing businesses in Greece (0.5% of existing companies) have the prerequisites to grow substantially and absorb up to 200,000 unemployed, half of whom will be young people. Eight in ten of these new jobs will be created by small-medium businesses and not by large enterprises. The remaining positions, from the 1,000,000 already ‘‘missing’’ from Greece, could be filled with the creation of 10,000 new rapid-growth enterprises which will each have the capacity to employ 50 personnel. Since degrees and diplomas will not be enough, training in Skills 2020 is necessary.

The educational programmes of the αriston project fulfil this demand and address all ages, from the early age of 9 to the grand age of 99.

hyphen SA
Vas. Olgas 24b, GR-54641, Thessaloniki, Greece
T: +30 2310 888 125
F: +30 2310 887 208

This email has been sent to [[EMAIL_TO]], click here to unsubscribe.
hyphen SA ©