PERCEIVED CAREER OPPORTUNITIES AND LEVEL OF READINESS AMONG TOURISM

STUDENTS IN A POST-PANDEMIC WORKING ENVIRONMENT

A Research Paper

Presented to the

College of Hospitality and Tourism Management

University of the Assumption

In Partial Fulfillment

of the Requirements for the Degree of

Bachelor of Science in Tourism Management

by

Aquino, Jennard James Carl M.

Dizon, William Gian Neil P.

Bautista, Millen Paula S.

Hernandez, Khaila Shimei M.

Simon, Aina Joy T.

December 2022
APPROVAL SHEET

ii
 ACKNOWLEDGEMENT

The following people gave their time, support, and help to this study in order for
it to be completed:

First and foremost, praises and gratitude to God, the Almighty, for showering us
His blessings throughout this journey to successfully conclude the research.

For Ms. Grace C. Sadac who made this research paper possible. Her invaluable
guidance and advice carried us through all the stages of writing the paper. We also want
to express our appreciation to our panelists, Mr. Ruben Q. Lingat and Ms. Alia Amor D.
Uy, for their feedbacks and recommendations on how to make the study paper better.

Thank you to Mr. Roilingel P. Calilung, our advisor. We have been greatly
inspired by his vision, sincerity, and determination, especially at the times when we
doubted our ability to succeed. We also want to express our gratitude to him for his
friendship and understanding. We are really appreciative of what he has provided for us.

Also, we are extremely grateful to our parents for their love, prayers, support,
and sacrifices for educating and preparing us for our future.

Lastly, thanks to our friends and classmates who have helped us stay focused
and resolve to get through. For cheering up each other whenever we felt worn out and
for encouraging one another to finish and submit the research within the submission
date.

iii
ABSTRACT

iv
 TABLE OF CONTENTS

Pages

Approval Sheet………………………………………………………………………. ii

Acknowledgement………………………………………………………………….. iii

Abstract………………………………………………………………………………... iv

List of Tables………………………………………………………………………….. vi

List of Figures………………………………………………………………………… vii

CHAPTER

I. INTRODUCTION
Background of the Study……………………………………………... 1

Review of Related Literature………………………………………… 2

Research Framework………………………………………………….. 3

Statement of the Problem……………………………………………. 4

Scope and Limitation………………………………………………….. 4

Significance of the Study…………………………………………….. 5

Definition of Terms…………………………………………………….. 5

II. METHOD
Research Design………………………………………………………...

Respondents……………………………………………………………...

Instrumentation…………………………………………………………

Data Gathering Procedure…………………………………………….

Data Analysis……………………………………………………………..

Results……………………………………………………………………..

III. RESULTS

v
IV. DISCUSSION

vi
 LIST OF TABLES

TABLES

1. Respondents’ demographic profile in terms of

Sex……………………………………………………………………………… 7

2. Respondents’ demographic profile in terms of Socio-economic

Status………………………………………………………………………….. 7

3. Respondents’ demographic profile in terms of Sibling

Position……………………………………………………………………….. 8

4. Tourism Career Opportunities Perceived by the Students in a Post-

Pandemic Working
Environment…………………………………………………………………. 10

5. Readiness Level of Students in terms of the Soft

Skills……………………………………………………………………………. 10

6. Readiness Level of Students in terms of the Hard

Skills……………………………………………………………………………. 11

vii
 LIST OF FIGURES

FIGURES

1. Conceptual Framework of the

Study………………………………………………………………………….. 3

2. Research Paradigm………………………………………………………... 3

viii
 INTRODUCTION

Background of the Study

People go to countries or locations outside of their typical surroundings for either personal or
business or professional reasons. Tourism is a social, cultural, and economic phenomena that involves
the movement of people to these destinations. These individuals are referred to as visitors, and tourism
refers to the activities that they engage in, some of which entail expenditures related to tourism. Visitors
might be tourists or excursionists, and they can be residents or non-residents. (United Nations World
Tourism Organization, 2008).

COVID-19 has damaged many lives and has made difficult for many, particularly students, to
achieve their goals, making them doubt their job choices, such as whether it is still a wise idea to follow
the course they have selected. According to Matthews (2020), the global pandemic has caused
widespread disruption, notably in the aviation sector. While comparable crises have impacted the
aviation sector in the past, the pandemic's worldwide reach and long recovery time are unparalleled.

Continuously, the global pandemic has created barriers and challenges for undergraduate
students now studying for a profession in the aviation sector. According to the UNWTO (World Tourism
Organization), the tourism industry is a significant driver of economic development and a job creator. It
has expanded and diversified over the last several decades to become one of the world's biggest and
fastest-growing economic sectors. As the world suffers unprecedented global health, social, and
economic problems as a result of the pandemic, travel and tourism are among the most hit businesses,
with planes grounded, hotels closed, and travel restrictions enforced in almost every nation.

Discussing the impact of the pandemic on the tourism sector indicates that whatever happens in
the tourism industry also affects the educational system of a country. Kunwar (2018) said that education
about tourism is a key part of supporting the industry and a sign of current activity. 

According to the UNESCO (2020), over eighty percent of the total student population is affected
by these worldwide restrictions. Also, several countries have implemented localized closures affecting
millions of other learners and students. While the world transformed caused by the pandemic outbreak,
many changes such as a transition in teaching styles, industry expectations, and skill requirements are
anticipated in the present time (Seraphin et al., 2020).

Meanwhile, educational institutions also play a vital role in preparing the students for their career
in their chosen field. This is something beneficial not only to the department but to those students who
are currently taking their course in Tourism Management Program. They are impacted in this
adjustments and alteration of study set up. It shows that it is the new normal yet it rationally defines this
1
as a challenging movement in their learning scheme. Amidst the effect of the COVID-19 pandemic in the
tourism sector, the policies, strategies and good practices should be highlighted that will work towards
safe and recovery. This aims also to preparedness and to advance decent and sustainable work in the
industry. The COVID-19 pandemic has had a wide-ranging influence on people's lives throughout the
world. Most of the activities people used to do before the pandemic changed in the Philippines and
throughout the globe. As a consequence, the pandemic has wreaked havoc on tourism and other related
industries both domestically and worldwide (Jamal & Budke, 2020).

The study was carried out by the researcher in order to learn about the perceived career
opportunities and level of readiness among tourism students in a post-pandemic working environment.
The research will be valuable in determining Tourism Students' projected career options and degree of
preparedness in terms of customer service skills, interpersonal skills, leadership skills, data analysis,
direct marketing, use of collaborative tools.

Review of Related Literature

Tourism and hospitality education is one of the Philippines' fastest expanding disciplines of study.
The expansion of hospitality and tourism programs may be attributed to two factors. The first was the
strong, stable economy, which raised the need for excellent hospitality businesses to serve local and
foreign consumers. It organizes and delivers programs that prepare and equip students with information
about the notion of quality service and product innovation. The workforce from the Philippines working in
the hotel and tourist business and encountering many hurdles to acquire the necessary skills (Barquilla,
Bico, Villamor, Maliksi, Gonzales, & Maravilla, 2016).

According to Ince & Kendir (2016), in the tourism industry, individuals with professional
credentials based on tourism education play a crucial role in enhancing service quality and, consequently,
driving company volume development. And due to its effect on the business sector, the industry is one of
the most promising sectors for career advancement. On the other side, the Tourism Industry must
guarantee that its personnel are committed to their professions and have selected the correct career
path. Given these factors, the importance of orientation and application in developing a career and
enhancing employment in the business for every individual cannot be overstated (Benaraba et al., 2022).

Depending on the participation or contribution of the tourist supply side, tourism and hospitality
industries might provide direct or indirect career opportunities. Direct employment opportunities
represent the total number of jobs supported directly by the travel and tourist industry like hotels,
restaurants, travel agencies, tourism information offices, protected areas such as national parks,
aircrafts, cruise lines, resorts, souvenirs, sightseeing tours, bed and breakfast, etc. Moreover, tourism

2
and hospitality also support indirect employment in activities such as restaurant suppliers, construction
companies that build and maintain tourist facilities as well as necessary infrastructure, aircraft
manufacturers, etc. (Aynalem et al., 2016)

Research Framework

Flight Attendant
Front Desk Agent
TOURISM Ground Airline Crew
CAREERS Hotel Staff
Tour Guide
Travel Agent
Perceived Career Opportunities
in a Post-Pandemic Working
Environment

Customer Service
TOURISM Representative
RELATED
Cruise Cabin Crew
CAREERS
Seaman

Figure 1. Conceptual Framework of the Study

The diagram above indicates the Perceived Career Opportunities of Tourism Students in a Post-
Pandemic Working Environment. It is shown that Tourism Students see themselves in the following fields
mentioned in the table presented. Furthermore, this study incorporated the used of survey questionnaire
to acknowledge the Career Opportunities and Level of Readiness of Tourism Students. This Evaluation
can succor a strategic basis for a training program.

Figure 2. Research Paradigm

3
 The paradigm for the study is presented in the figure above. The research will act in accordance
to the study’s procedure – input, process and output. The use of the research paradigm will
systematicalyy illustrate the research concept. The contents will be observed in the following flow: Input,
includes the perceived career opportunities and the level of readiness. While process covers data
collection, data analysis and interpretation; and the output part constitute fundamentals for the study
entitled “Perceived Career Opportunities and Level of Readiness of Tourism Students in a Post-Pandemic
Working Environment”

Statement of the Problem

The aim of the study is to describe the tourism-related career opportunities among tourism
students in a post-pandemic environment. Specifically, the study aims to answer the following questions:

1. What are the career opportunities considered by the respondents in the post pandemic
working environment?
2. How do the respondents-students assess their own level of readiness for work in the
Tourism Industry terms of the following:
A. Soft skills Acquired in College
a) Customer Service Skills
b) Interpersonal Skills
c) Leadership Skills
B. Hard skills Acquired in College
a) Data Analysis
b) Direct Marketing
c) Use of Collaborative Tools
3. Which soft skill has the highest level of readiness among students?
4. Which hard skill has the highest level of readiness among students?
Scope and Limitation

This study focuses on the perceived career opportunities and level of readiness among tourism
students in a post-pandemic working environment. The data will be collected from 90% of the total
population of fourth-year tourism students at the University of the Assumption-College of Hospitality and
Tourism Management Department, who will serve as the population's representatives.

This study will not cover other problems that are not considered on the topic given. The other
students, who do not fall into the category of fourth-year students, are not within the scope of this
research. The study would be done through the utilization of a questionnaire for the students as a survey

4
and reference. Through their strategy, the researchers will be able to know the perceived career
opportunities and level of readiness among tourism students in a post-pandemic working environment.

Significance of the Study

According to Leong & Kavanagh, 2013; Mason, Williams, & Cranmer (2009), Business
organizations and the environments in which they operate are experiencing substantial transformation at
the moment. With this advancement, the concept of employability has grown in importance.
Furthermore, the higher education industry is changing, due to increasing demands, increased
competitiveness, and increased student diversity. These factors indicate growing problems for colleges in
producing marketable, work-ready graduates. Career Development is a final-year course aimed to help
students consolidate their knowledge and understanding of professional practice and employability.

The study's findings will be beneficial to the following:

a. Students – they will benefit from this study since it will aid them in identifying their
career opportunities and level of readiness in a working environment that has been
affected by a pandemic.

b. Teachers, Administrators, and Policymakers – it may serve as a reference for how

they can react to the students' perceptions of the environment.

c. Future Researchers – they would benefit from this study in a number of ways, one of
which is that they would be able to get some information that would be required for their
research, and another is that this research might answer some of the questions that they
have.
Definition of Terms

a. Post-Pandemic Working Environment - As a result, COVID-19 has had an immediate impact on

our daily lives, enterprises, and global trade and movement. Because the virus spreads so quickly
from person to person, early detection of the sickness is critical for controlling its spread. The
majority of nations have halted their goods manufacture (Jin Y.H., Cai L., Cheng Z.S, 2020).
b. Perceived Career Opportunities - The tourism business is one of the world's fastest expanding
sectors. However, there are still significant challenges in recruiting and keeping a trained
workforce. As a result, two persisting trends in the sector have been observed: excessive
employee turnover, which impairs the capacity to give a consistent brand experience, affecting
company, and a lack of individuals who perceive the burgeoning profession as a chance to further
their careers (Krautzel, 2017; Cos et al., 2018; Gunay et al., 2019; Felicen & Borbon, 2017).

5
 c. Level of Readiness - According to Sheldon, Fesenmaier, Woeber, Cooper, & Antonioli, (2007)
Tourism activity is always changing, and professionals in the industry must adapt to this change
and its possible effects by being ready to act, think, and plan differently. Preliminary adjustments
for reentering the workforce have indicated shifts in both the physical infrastructure and social
dynamics of service and industrial sector workplaces. Even in jobs that need direct interaction
with customers, businesses are redesigning their interiors to create a sense of social distance
between employees and customers.
d. Hard Skills – According to Sudira (2019),The skills needed by industry may be obtained via formal
training or education, particularly vocational education. Vocational education prepares graduates
for employment. The primary goal of Vocational Education is job preparation. The curriculum
must also include the soft and hard skills required by the sector.

METHOD
Research Design
This study utilized a quantitative research design particularly descriptive survey research for
quantitative data. Descriptive survey research, as said by Calderon (2006), is a purposeful method that
involves gathering, assessing, categorizing, and tabulating data about current situations, procedures,
trends, and cause-and-effect relationships and afterwards providing an adequate and precise analysis of
the data, sometimes with little or no help from statistical methods.

Using descriptive survey research, the study described the readiness level of students on their
perceived career opportunities in terms of customer service skills, interpersonal skills, leadership skills,
data analysis, direct marketing, use of collaborative tools.

Respondents

Tourism majors in their fourth year at the University of the Assumption was selected to take part
in the study since they are the most suitable respondents. According to the University of the
Assumption's Tourism Department, there are a total of sixty-three (63) fourth-year tourism students.

To achieve a high degree of precision, the study surveyed the total population of sixty-three (63)
4th year tourism students to contribute to the survey in order to obtain relevant data for the study.

The study used purposive sampling for it is easy to gather data since the respondents that is
chosen is based on the criteria. According to Jordan (2021), Purposive sampling, also known as
judgmental, selective, or subjective sampling, is a kind of non-probability sampling in which researchers
depend on their own discretion when selecting survey respondents from the population.

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 Sex FREQUENC PERCENTAG
Y E
MALE 9 14.3
FEMALE 54 85.7
TOTAL 63 100
Table A. Respondents’ demographic profile in terms of Sex

Shown in table 1, the sex by birth of the research respondents of the study "Perceived Career
Opportunities and Level of Readiness among Tourism Students in a Post-Pandemic Working
Environment". A total of 63 respondents, wherein 14.3% were male while 85.7% were female.

Socio-economic status FREQUENC PERCENTAG

Y E
Upper Class 1 1.6
Middle Class 60 95.2
Lower Class 2 3.2
TOTAL 63 100
Table B. Respondents’ demographic profile in terms of Socio-economic Status

Table 2 shows the result in the demographic profile of the respondents in terms of socio-economic
status. Wherein the upper-class frequency is 1 and the percentage is 1.6% while in the middle-class
frequency is 60 and the percentage is 95.2% and lastly, the frequency of the lower class is 2 and the
percentage is 3.2% with the total of 63 respondents.

Sibling Position FREQUENC PERCENTAG

Y E
Firstborn 18 28.6
Second 7 11.1
Middle 12 19
Youngest 23 36.5
Only Child 3 4.8
TOTAL 63 100
Table C. Respondents’ demographic profile in terms of Sibling Position

Table 3 displays the respondents' demographic profile in terms of sibling position. The majority of
responses (36.5%) were the youngest of their siblings, followed by firstborns (28.1%) and middles
(19%).

7
Instrumentation
The study used of a researcher-made survey questionnaire. The questionnaire was divided into
parts. In Part I, demographic information about the respondents such as sex, socio-economic status, and
sibling position will be collected. Part II will collect data about the career opportunities considered by the
respondents in the post pandemic working environment. Part III will be the data about respondents’
assessment of their own level of readiness for work in the tourism industry in terms of soft skills and
hard skills acquired in college using a 4-point Likert scale with a verbal interpretation of: 4 = High,
3 = Moderate, 2 = Low, and 1 = Very low.

Validation of the Research Instrument

Face validation was used to check the accuracy of the survey questionnaire. The researchers had
two experts to evaluate the validity of the questions in each section of the survey. The experts assessed
if the questions effectively capture the research topic and determined whether the questions correspond
to the respondents' comprehension and interpretation of the questionnaire. After reviewing the feedback
from the experts, the researchers adjusted the questionnaire for distribution.

Data Gathering Procedure

A Google form was used to get the needed data. After modifying the reliable research instrument
into an online survey, the researcher disseminated the link through Facebook Messenger to all the
selected fourth-year tourism students at the University of the Assumption. The Google form used to
collect relevant data will also contain a consent letter detailing the study's purpose and procedures.

The study utilized the mentioned instrument since it is the most suited for figuring out how
prepared tourism students are for a post-pandemic workplace and how they see their career
opportunities. With this approach, respondents had plenty of time to think about the questions and
provide their best responses.

The researchers are committed to maintaining the strictest levels of privacy and confidentiality
with the data they collect. Any and all information that provide will be treated as confidential. The
researchers, advisors, and respondents will be the only ones with access to the data.

Data Analysis
Using descriptive survey research, the results will be presented, analyzed, and translated.
Specifically, frequency distribution, ranking, mean, standard deviation, and the chi-square test will be
utilized.

8
 Frequency and Percentage Distribution. These will be used to determine the responses for the
demographic profile and the perceived career opportunities in a post-pandemic working environment.

Weighted mean. This will be used to determine the Perceived Career Opportunities and Level of
Readiness among Tourism Students in a post-Pandemic Working Environment in terms of soft skills and
hard skills level of promptness and to answer research questions 4 and 5.

Standard deviation. This will be used to determine the numbers variance from the soft skills and
hard skills based on their level of readiness and categorize their answers according to the research
questions 4 and 5.

Norms of Interpretation. In order to properly evaluate the computation's results, the following
norms of interpretation was used.

1. The Likert Scale. This was used to examine the alternatives presented to students, which
were explained using a four-point scale value for measuring students' level of readiness for
work in the tourism industry in terms of customer service skills, interpersonal skills, leadership
skills, data analysis, direct marketing, and use collaborative tool.
Interpretation Scale
Not at all ready 1.00-1.74
Slightly 1.75-2.49
Moderate 2.50-3.24
Extremely 3.25-4.00
Table 1. Arbitrary scale used to interpret the means for the readiness level

Ethical Considerations. During the process of carrying out the research, the following factors will
be taken into consideration: informed consent, privacy, and confidentiality. In order to guarantee
compliance with the Data Privacy Act of 2012, the researchers secured the informed consent of each and
every respondent in the study, emphasizing that their participation is completely voluntary and free of
charge.

9
 RESULTS

This section provides the results based on the sequence of the problem statement.

1. Career opportunities considered by the tourism students in the post pandemic

working environment
Table 1 shows the results of the students' perceptions of career options in a post-pandemic
working environment are shown in Table 4. The majority of participants (88.9%) selected Flight
Attendant, followed by Ground Airline workers (66.7%) and Hotel Staff (52.4%).

CAREERS FREQUENC PERCENTAG

Y E
Flight Attendant 56 88.9
Front Desk Agent 25 39.7
Ground Airline Crew 42 66.7
Hotel Staff 33 52.4
Tour Guide 7 11.1
Travel Agent 12 19
Customer Service Representative 15 23.8
Cruise Cabin Crew 32 50.8
Seaman 8 12.7
Table 2. Career opportunities considered by the tourism students in the post-pandemic environment

2. Tourism student’s assessment on their level of readiness for work in the Tourism
Industry in terms of the following:
2.1. Soft Skills Acquired in College
a. Customer Service Skills
CUSTOMER Mean Mean Ranking Std. Deviation Verbal
SERVICE SKILLS Interpretation
of the Mean
(Perceived
Readiness)
Listening 3.62 1 .49 Extremely Ready
Writing 3.35 3 .57 Extremely Ready
Speaking 3.27 5 .61 Extremely Ready
Presentation 3.28 4 .61 Extremely Ready
Overall Perceived 3.38 2 .45 Extremely Ready
Customer Service
Skills
Table 3. Summary Descriptive Statistics on the Perceived Readiness of the respondents-tourism
students on Soft-skills: Customer Service Skills
b. Interpersonal Skills
INTERPERSONAL SKILLS Mean Mean Std. Verbal
Ranking Deviation Interpretation
of the Mean
(Perceived
Readiness)
Self-Management 3.52 5 .56 Extremely Ready
Adaptability & Learning 3.65 2 .51 Extremely Ready
10
 Ethical Behavior 3.59 4 .53 Extremely Ready
Passion for service in the industry 3.68 1 .47 Extremely Ready
Overall Perceived Interpersonal skills 3.61 3 .43 Extremely Ready
Table 4. Summary Descriptive Statistics on the Perceived Readiness of the respondents-tourism
students on Soft-skills: Interpersonal Skills
c. Leadership Skills
LEADERSHIP SKILLS Mean Mean Std. Verbal
Ranking Deviation Interpretation
of the Mean
(Perceived
Readiness)
Managerial skills 3.35 3 .54 Extremely Ready
Planning skills 3.44 1 .53 Extremely Ready
Staffing 3.33 4 .57 Extremely Ready
Overall Perceived Leadership Skills 3.37 2 .49 Extremely Ready
Table 5. Summary Descriptive Statistics on the Perceived Readiness of the respondents-tourism
students on Soft-skills: Leadership Skills
Descriptive Statistics

SOFT SKILLS Mean Std. Deviation

CUSTOMER SERVICE SKILLS 3.38 .45
INTERPERSONAL SKILLS 3.61 .43
LEADERSHIP SKILLS 3.37 .49
Table 6. Summary Descriptive Statistics on the Perceived Overall Readiness of tourism students in terms
of Soft skills.
2.2 Hard Skills Acquired in College
a. Data Analysis
Mean Mean Std. Verbal
Ranking Deviation Interpretation
of the Mean
(Perceived
DATA ANALYSIS Readiness)
Using numerical ideas & techniques 3.23 4 .64 Moderately
Forecasting & Budgeting 3.17 5 .66 Moderately
Problem Solving 3.27 2 .57 Extremely Ready
Critical Reflective Thinking 3.35 1 .65 Extremely Ready
Overall Perceived Data Analysis 3.26 3 .54 Extremely Ready
Table 7. Summary Descriptive Statistics on the Perceived Readiness of the respondents-tourism
students on Hard-skills: Data Analysis
b. Direct Marketing
Mean Mean Std. Verbal
Ranking Deviation Interpretation
of the Mean
(Perceived
DIRECT MARKETING Readiness)
Email Marketing 3.30 4 .61 Extremely Ready
Social Media Marketing 3.49 1 .54 Extremely Ready
11
Direct Selling 3.36 2 .66 Extremely Ready
Catalogue Marketing 3.20 5 .63 Moderately
Overall Perceived Direct Marketing 3.34 3 .51 Extremely Ready
Table 8. Summary Descriptive Statistics on the Perceived Readiness of the respondents-tourism
students on Hard-skills: Direct Marketing
c. Use of Collaborative Tools
Mean Mean Std. Verbal
Ranking Deviation Interpretation
of the Mean
(Perceived
USE OF COLLABORATIVE TOOLS Readiness)
Utilizing learning and application tools 3.40 2.5 .58 Extremely Ready
Using tools for virtual meetings: 3.44 1 .59 Extremely Ready
webinars
Use of management programs (CRM) 3.35 4 .65 Extremely Ready
Overall Perceived Use of Collaborative 3.40 2.5 .55 Extremely Ready
Tools
Table 9. Summary Descriptive Statistics on the Perceived Readiness of the respondents-tourism
students on Hard-skills: Use of Collaborative Tools
Descriptive Statistics

HARD SKILLS Mean Std. Deviation

DATA ANALYSIS 3.26 .54
DIRECT MARKETING 3.34 .51
USE OF COLLABORATIVE TOOLS 3.40 .55
Table 10. Summary Descriptive Statistics on the Perceived Overall Readiness of tourism students in
terms of Hard skills.

Mean Std. Deviation

SOFT SKILLS 3.46 .41
HARD SKILLS 3.33 .49
Table 11. Comparison on the Perceived Overall Readiness between Soft Skills and Hard Skills

3. Soft skill that has the highest level of readiness among students
SOFT SKILLS Mean Std. Deviation
Customer Service Skills 3.38 .45
Interpersonal Skills 3.61 .43
Leadership Skills 3.37 .49
Table 12. The Highest Soft Skill base on the Overall Readiness

4. Hard skill that has the highest level of readiness among students
HARD SKILLS Mean Std. Deviation
Data Analysis 3.26 .54
Direct Marketing 3.34 .51
Use of Collaborative Tools 3.40 .55
Table 13. The Highest Hard Skill base on the Overall Readiness

12
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