provisions mightberequired forexternal candidates. Finally, theCommission had notedthereluctance oforganizations otherthantheunitedNations toconsider examinations asarecruitment toolandthatsuchexaminations wouldnotbefeasible forthecommonsystemasawhole. Recommendation oftheCommission 263.Initsconsideration ofthequestion atthetwenty-second session, the Commission wasoftheopinion thatthepositive experience oftheUnitedNations withcompetitive examinations deserved moreattention andthatanextension ofsuch arecruitment methodtootherorganizations ofthecommonsystemshouldcertainly beconsidered. TheCommission agreedtoupholdtheprinciple ofcompetitive -65-, I !, ~I "1,.._._._._.-._._----­ -~_ .._-~---~.- --._._~ _.~~ examinations asauseful andobjective toolforrecruitment, especially forthe juniorlevels. Whilerecognizing theconstraints imposed bythepaucity of candidates incertain givenfieldsandthesmallnumberofjuniorpostsavailable, theCommission alsoagreedtorecommend thatorganizations consider theuseof competitive examinations asmuchaspossible, andespecially forpromotion fromthe General Service category totheProfessional category. C.Training: assessment oftraining needs 264.TheCommission considered adocument prepared bythesecretariat anda document prepared byCCAQ. TheICSCdocument wasaprogress report onactivities undertaken intheareaoftraining sincethetwentieth session. Itreferred specifically toapaperprepared byaninter-agency taskforceontraining evaluation thathadbeenestablished atthetenthsession oftheCCAQSub-Committee onStaffTraining, andpresented someconsiderations onthecontent oftraining evaluation. TheCCAQpaperreported ontheacceptance bytheorganizations ofthe needsassessment modeldeveloped bytheICSCsecretariat andapproved bythe Commission atitstwentieth session. Viewsoftheorganizations andstaffrepresentatives 265.TheChairman ofCCAQreferred tothecloseconnection thatmustexistbetween theassessment oftraining needsandthesubsequent evaluation oftheeffectiveness oftraining. TheCCAQSub-Committee onStaffTraining hadstarted toconsider a studyontheevaluation oftraining atitsrecentsession andCCAQhopedtobeina position tofinalize suchastudyintimefortheCommission's twenty-fourth session. 266.TheVice-President ofFICSAnotedthattraining wasanimportant element in humanresources planning andontheassessment oftraining needs, waspleased that thestaffoftheorganizations hadbeeninvolved andhopedthatstaffwouldbe equally involved inthequestion oftraining evaluation. 267.TheConvenor ofCCISUAendorsed theneedsassessment modelasanimportant stepinrealizing theintegration oftraining inhumanresources planning. He referred totheneedtodevotefinancial resources tothatareaandsuggested comparing commonsystemresources allocated totraining tothoseallocated bythe comparator civilservice. HespOkeoftheimportance ofviewing training notasa luxury, butasanecessity, bothatthemanagerial level, whereneedsassessment wasanimportant tool,andattheworking level. Discussion andrecommendation oftheCommission 268.TheCommission notedwithsatisfaction theCCAQpaperreporting onits examination oftheneedsassessment modelproposed bytheCommission. TheCCAQ findings endorsed theapproach bytheCommission: (a)advocating thedirect involvement oftopmanagement atthepolicylevelaswelldSoflinemanagers, supervisors andstaffrepresentatives; and(b)stressing theimportance of conducting needsassessment linkedtooverall organizational objectives andwithin thecontext ofhumanresources planning.' TheCommission decided therefore to recommend thatthemodelbeadopted byallorganizations asageneral framework for determining training needs. TheCommission expressed thehopethatacorresponding trainirg evaluu~~on modelcouldnowbedeveloped, basedonthepreliminary work already carried outattheinter-agency level.Ittherefore requested theCCAQto submit ~etailed -commendations tothetwenty-fourth session. -66-:lIe, nthe ies ittee ::j the ween eness a ina in that t the asa nt Q thin kfor nding k .QtoCHAPTER IX ACTION TAKENBYTHECOMMISSION UNDERARTICLE 17OFITSSTATUTE
**Analysis**
The text appears to be discussing the human resources management and training practices within international organizations, specifically the United Nations. The language used is formal and technical, indicating a focus on organizational development and personnel management.

**Category**
Education, Employment