Statement — Many organizations have switched over to online mode of examinations.\n\nAssumptions —\nI. Candidates from all parts of the country may be well-versed in using computers.\nII. Online examinations help in recruiting more capable personnel.

Introduction / Context:
When organizations change assessment formats, they typically believe the new mode improves efficiency, standardization, security, or predictive validity of results. The shift to online exams is generally motivated by the belief that such exams better identify merit, speed processing, and reduce logistical errors. The decision does not require assuming that every candidate nationwide is already computer-savvy; at most, organizations may provide instructions or tutorials to bridge that gap.

Given Data / Assumptions:

• Change: switch to online examinations.
• I: universal computer proficiency across regions.
• II: online exams improve recruitment outcomes (capability identification).

Concept / Approach:
Assumption II underlies the business case for switching—enhanced selection quality and process efficiency. Assumption I is too strong and unnecessary; adoption can proceed even if some candidates need support, and the switch is not contingent on universal proficiency.

Step-by-Step Solution:

Verification / Alternative check:
Organizations routinely offer mock tests or helpdesks; the policy still stands without I.

Why Other Options Are Wrong:

Common Pitfalls:
Assuming “all candidates” competence; policies often operate with reasonable accommodations.

Final Answer:
Only Assumption II is implicit.