Cambridge A Level Business (for first examination in 2016) 9609 — 2025 Feb/March Paper 1 · Variant 2

[Turn over Cambridge International AS & A Level DC (WW) 341766/1 © UCLES 2025 This document has 4 pages. Any blank pages are indicated. * 3 0 7 6 3 5 7 7 3 5 * BUSINESS 9609/12 Paper 1 Business Concepts 1 February/March 2025 1 hour 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer five questions in total: Section A: answer all questions. Section B: answer one question. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. INFORMATION ● The total mark for this paper is 40. ● The number of marks for each question or part question is shown in brackets [ ].

2 9609/12/F/M/25 © UCLES 2025 Section A Answer all questions. 1 (a) Define the term intrapreneur. [2] (b) Explain one disadvantage of being a small business. [3] 2 (a) Define the term psychographic market segmentation. [2] (b) Explain one factor that might influence the demand for a product. [3] 3 (a) Define the term indirect costs. [2] (b) Explain one benefit to a business of using budgets. [3] 4 Analyse one impact on employees of trade union involvement in the workplace. [5] Section B Answer one question only. EITHER 5 (a) Analyse two limitations to a business of capital intensive operations. [8] (b) ‘A soft drinks manufacturer must improve its sustainability in order to compete successfully.’ Evaluate this view. [12] OR 6 (a) Analyse two benefits to a business of using online recruitment methods. [8] (b) ‘Improving employee morale and welfare is the most important role of human resource management (HRM) in an airline business.’ Evaluate this view. [12]

3 9609/12/F/M/25 © UCLES 2025 BLANK PAGE

4 9609/12/F/M/25 © UCLES 2025 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 29 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge International AS & A Level BUSINESS 9609/12 Paper 1 Business Concepts 1 February/March 2025 MARK SCHEME Maximum Mark: 40 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the February/March 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 2 of 29 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alon gside the specific content of the mark scheme or generic level descriptions for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 3 of 29 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 4 of 29 Social Science-Specific Marking Principles (for point-based marking) 1. Components using point-based marking: • Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer shows confusion. From this it follows that we: a. DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark scheme requires a specific term) b. DO credit alternative answers/examples which are not written in the mark scheme if they are correct c. DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons …). d. DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used wrongly.) e. DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities f. DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e. polluted/not polluted). g. DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion) 2. Presentation of mark scheme: • Slashes (/) or the word ‘or’ separate alternative ways of making the same point. • Semi colons (;) bullet points () or figures in brackets (1) separate different points. • Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark (except Accounting syllabuses where they indicate negative numbers).

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 5 of 29 3. Calculation questions: • The mark scheme will show the steps in the most likely correct method(s), the mark for each step, the correct answer(s) and the mark for each answer • If working/explanation is considered essential for full credit, this will be indicated in the question paper and in the mark scheme. In all other instances, the correct answer to a calculation should be given full credit, even if no supporting working is shown. • Where the candidate uses a valid method which is not covered by the mark scheme, award equivalent marks for reaching equivale nt stages. • Where an answer makes use of a candidate’s own incorrect figure from previous working, the ‘own figure rule’ applies: full marks will be given if a correct and complete method is used. Further guidance will be included in the mark scheme where necessary an d any exceptions to this general principle will be noted. 4. Annotation: • For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks have no defined meaning for levels of response marking. • For levels of response marking, the level awarded should be annotated on the script. • Other annotations will be used by examiners as agreed during standardisation, and the meaning will be understood by all examiners who marked that paper.

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 6 of 29 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standard isation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Correct point Incorrect point Knowledge Analysis Application Evaluation Development Benefit of the doubt Not answered question Too vague

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 7 of 29 Annotation Meaning Indicates that the point has been noted, but no credit given. Repetition Level one Level two Level three Off page comment. Allows comments to be entered at the bottom of the RM marking window and then displayed when the associated question item is navigated to.

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 8 of 29 Guidance on using levels-based mark schemes Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across the whole range of marks, where appropriate. The examiner should look at the work and then make a judgement about which level statement is the best fit. In practice, work does not always match one level statement precisely so a judgement may need to be made between two or more level statements. Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark: • If the candidate’s work convincingly meets the level statement, award the highest mark. • If the candidate’s work adequately meets the level statement, award the most appropriate mark in the middle of the range. • If the candidate’s work just meets the level statement, award the lowest mark. • L1, L2 etc. must be clearly annotated on the response at the point where the level is achieved. Assessment objectives AO1 Knowledge and understanding Demonstrate knowledge and understanding of business concepts, terms and theories. AO2 Application Apply knowledge and understanding of business concepts, terms and theories to problems and issues in a variety of familiar an d unfamiliar business situations and contexts. AO3 Analysis Analyse business problems, issues and situations by: • using appropriate methods and techniques to make sense of qualitative and quantitative business information • searching for causes, impact and consequences • distinguishing between factual evidence and opinion or value judgement • drawing valid inferences and making valid generalisations. AO4 Evaluation Evaluate evidence in order to make reasoned judgements, present substantiated conclusions and, where appropriate, make recomm endations for action and implementation.

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 9 of 29 Mark Grids for Section A Used for Q1(a), Q2(a) and Q3(a) Two marks in total can be awarded for these questions. Ticks ( ) are used to show where the candidate has been given these marks. AO1 Knowledge and understanding Marks Knowledge of the term that demonstrates a clear understanding of the term. 2 Indicated by 2 where appropriate in the answer Knowledge of the term that demonstrates a partial understanding of the term. 1 Indicated by 1 where appropriate in the answer No creditable response. 0 Used for Q1(b), Q2(b) and Q3(b) Three marks in total can be awarded for these questions. Ticks ( ) are used to show where the candidate has been given these marks. AO1 Knowledge and understanding 1 mark AO2 Application 2 marks 2 marks Developed application of one relevant point to a business context. Indicated by a further where appropriate in the answer 1 mark Knowledge of one relevant point is used to answer the question. Indicated by 1 where appropriate in the answer 1 mark Limited application of one relevant point to a business context. Indicated by 1 where appropriate in the answer 0 marks No creditable response. 0 marks No creditable response.

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 10 of 29 Question Answer Marks 1(a) Define the term intrapreneur. Indicative content Responses may include: AO1 Knowledge and understanding Clear understanding • employees in a business who think and act like entrepreneurs/take risks/innovative/creative/challenge existing practices/take responsibility for new projects which improve business performance (2) Partial understanding • employees who have new ideas (1) Accept all valid responses 2

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 11 of 29 Question Answer Marks 1(b) Explain one disadvantage of being a small business. Indicative content Responses may include: AO1 Knowledge and understanding – 1 mark for identification of ONE disadvantage of being a small business. – put • uncompetitive • lack power in the market/low sales • lack experience • difficult to raise finance • financial risk is high • work long hours • income instability • uncertainty • lack of guidance • no economies of scale AO2 Application – 2 marks for developed application/explanation of one disadvantage – 1 mark for limited application/explanation of one disadvantage • economies of scale not possible – higher production costs – so prices may be high • suppliers and customers may prefer larger businesses which they trust • more established businesses have greater understanding of the market • lenders/investors may be unwilling to supply finance due to higher risk of failure • forced to take out loan – especially at start-up • limited resources especially in early stages • unreliable revenue streams – fluctuations – reliant on savings • uncertainty of survival – effect of external interruptions • lack of mentor or advice Accept all valid responses 3

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 12 of 29 Question Answer Marks 2(a) Define the term psychographic market segmentation. Indicative content Responses may include: AO1 Knowledge and understanding. Clear understanding • a form of market segmentation that divides consumers into sub-groups based on shared psychographic criteria such as lifestyles / personalities / values / social class / attitudes beliefs / interests / opinions / spending habits (2) Partial understanding • a research method/way of dividing consumers into sub-groups (1) Accept all valid responses 2

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 13 of 29 Question Answer Marks 2(b) Explain one factor that might influence the demand for a product. Indicative content Responses may include: AO1 Knowledge and understanding – 1 mark for identification of one factor that might influence the demand for a product • income of customers • price of competitors’ products • price of complementary products • marketing activities • change in customers’ tastes • the price of the product • the particular features of the product AO2 Application – 2 marks for developed application/explanation of one factor – 1 mark for limited application/explanation of one factor • income affects how much of a product the customer is willing and able to buy • if competitors’ products are cheaper the customers are more likely to buy them and vice versa • complementary products are bought together so an increase in price of one will reduce demand for the other and vice versa • effective marketing makes customers aware of a product and can increase demand • fashions and customer tastes can change which may increase or decrease demand for a product • if the price of the product becomes competitive the demand may increase • the product is given a special feature Accept all valid responses 3

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 14 of 29 Question Answer Marks 3(a) Define the term indirect costs. Indicative content Responses may include: AO1 Knowledge and understanding. Clear understanding • Costs that cannot be identified with a unit of production or allocated accurately to a cost centre / business expenses not related to making of products or delivering services / business expenses necessary for overall operation of a business / overhead expenses such as rent, utilities, depreciation, salaries (2) Partial understanding • An overhead cost (1) Accept all valid responses 2

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 15 of 29 Question Answer Marks 3(b) Explain one benefit to a business of using budgets. Indicative content Responses may include: AO1 Knowledge and understanding – 1 mark for identifying one benefit to a business of using budgets • prevents over-spending • assists in the control and appropriate allocation of resources • motivates employees • used to measure, monitor and review business/departmental/individual performance • helps to achieve objectives • improves quality of decisions • identifies problems before they occur • assists in planning for the future • easy to compare present with previous performance AO2 Application – 2 marks for developed application/explanation of one benefit to a business of using budgets – 1 mark for limited application/explanation of one benefit • each manager knows what they have available to use/spend within their department • employees are given responsibility to keep within a budget • can be used as part of an appraisal process for objectives and targets set • progress against budget can measure effectiveness of individual employees or departments • allows business to review/revise how it has performed in controlling/meeting its budgets • extra resources can be directed where they are most needed to improve business performance/efficiency • builds in financial accountability • future need to raise finance anticipated – future cash flow difficulties Accept all valid responses 3

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 16 of 29 Question Answer Marks 4 Analyse one impact on employees of trade union involvement in the workplace. Indicative content Responses may include: AO1 Knowledge and understanding – 1 mark for identifying ONE impact on employees of trade union involvement in the workplace • financial benefits • job security • participation in decision-making – collective bargaining • improved working conditions • motivation • may put employees into conflict situations with employers AO2 Application – 2 marks for developed application/explanation of one impact – 1 mark for limited application/explanation of one impact • maximising wages for every member by collective bargaining • union represents/supports employees threatened by redundancy • unions can encourage employers to include employees in job enrichment, redesign, etc • union negotiates with employers regarding health and safety needs • reference to Maslow/Herzberg • trade unions may dispute with employers AO3 Analysis – 2 marks for developed analysis of one impact – 1 mark for limited analysis of one impact • more power with trade unions than individual attempts so members can bargain for higher wages • unions will act on behalf of employees and support them during issues relating to job security 5

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 17 of 29 Question Answer Marks 4 • employees will be motivated by more involvement in their role so enjoy their work more • better working conditions will protect employees from injury when they are at work • helps achieve Maslow’s physiological needs and Herzberg’s hygiene factors • employers may victimise trade union representatives Accept all valid responses

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 18 of 29 Question Answer Marks 5(a) Analyse two limitations to a business of capital intensive operations. There are 8 marks in total for q 5(a) – 4 marks for each of the limitations analysed. 1 mark for 1 mark for 2 marks for Indicative content Responses may include: AO1 Knowledge and understanding – 1 mark for each limitation identified • expensive to set up • higher breakeven output • machinery may be designed for mass production only • can be inflexible • demotivates employees • skilled employees are needed to operate capital intensive operations AO2 Application – 1 mark for application of each limitation • new machinery must be purchased • fixed costs can be higher 8

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 19 of 29 Question Answer Marks 5(a) • large output of standardised product • may be difficult to adjust machines to produce different products • redundancies / less interest in work / stressful training / adaptation to new working style AO3 Analysis – 2 marks for developed analysis of each limitation – 1 mark for limited analysis of each limitation • in the short-term new machinery can be more expensive than employing workers to do the same job. The business may not be able to afford this without taking out a loan which is expensive to repay • more products will have to be made to reach the breakeven output and make a profit. This will increase variable costs and the supplier may not be able to supply the necessary raw materials/components • demand may not be high enough to require capital intensive production so a business might operate under capacity therefore wasting resources • difficult to customise products to individual customer needs/changes in customer demand. Niche market customers may be lost to competitors • less need for employees/less labour intensive/jobs of retained employees may be boring or require extra training. HR problems may increase and costs of changes to workforce may be too expensive to make a change to capital intensive operations Accept all valid responses

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 20 of 29 Question Answer Marks 5(b) ‘A soft drinks manufacturer must improve its sustainability in order to compete successfully.’ Evaluate this view. 2 marks for 2 marks for 2 marks for 6 marks for Indicative content Responses may include: AO1 Knowledge and understanding – 2 marks for developed knowledge and understanding – 1 mark for limited knowledge and understanding • manufacturer – secondary production, raw materials/components to finished product • sustainability – prevent waste – use the minimum of non-renewable resources so levels of production are sustained in future • compete successfully 12

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 21 of 29 Question Answer Marks 5(b) AO2 Application/context – 2 marks for developed application/context – 1 mark for limited application/context • soft drinks – non-alcoholic e.g. fruit juices, cordials, soda, lemonade • packaging – bottles (glass, plastic), cartons, recycle, refill AO3 Analysis – 2 marks for developed analysis 1 mark for limited analysis Importance/benefits of sustainability • reduces negative impact of operations on the environment – part of CSR objective • climate change pressure groups and bad media reports are reduced – these can disrupt production and/or reputation • customers increasingly interested in production methods – can influence purchasing decisions /expand customer base • may attract investors, employees and consumers who share values relating to sustainability • costs may be reduced through recycling and reusing resources or using fewer resources/less waste • governments may give support/grants to businesses to help improve sustainability Implications of sustainability – • costs of changing supply chain and/or production methods • reconsider what is produced e.g. low or no sugar soft drinks • find ways to be sustainable e.g. recyclable packaging, alternative energy • will involve change EVAL regarding HRM – planning, training

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 22 of 29 Question Answer Marks 5(b) AO4 Evaluation – up to 6 marks for Developed/Supported judgement in context 6 marks Developed/Reasonable evaluative comments in context 5 marks Developed/Supported judgement without context 4 marks Developed/Reasonable evaluative comments without context 3 marks Limited supported judgement 2 marks An attempt to balance the arguments/Weak attempt at evaluative comments 1 mark A judgement/decision is made on whether a soft drinks manufacturer must improve its sustainability if it is to compete successfully. These judgements/decisions may be made at any point in the essay but will normally be made in a concluding section. • how sustainable are the operations of the business now/is it necessary/possible to improve further? • how competitive is the market/is there a threat from other businesses being more sustainable? • what is the attitude of customers to sustainability/will it make any difference to their buying habits? • how expensive will it be to adjust operations to become more sustainable/is it worth the cost? • how important is improving sustainability compared to the marketing mix, product development, quality of employees, external environment, etc? Accept all valid responses

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 23 of 29 Question Answer Marks 6(a) Analyse two benefits to a business of using online recruitment methods. There are 8 marks in total for q 5(a) – 4 marks for each of the benefits analysed. 1 mark for 1 mark for 2 marks for Indicative content Responses may include: AO1 Knowledge and understanding – 1 mark for each benefit identified • cost effective • immediate/flexible • bigger audience • easy • more dynamic • accessible/targeted AO2 Application – 1 mark for application of each BENEFIT • pay as much or little as wanted • edit/update/remove advert in real time 8

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 24 of 29 Question Answer Marks 6(a) • advertisements can be global • process is clear, easy to understand and user friendly • creative e.g. video to show business and role • connect via internet – computer/laptop/tablet/phone • use social media e.g. LinkedIn, Facebook AO3 Analysis – 2 marks for developed analysis of each benefit – 1 mark for limited analysis of each benefit • managed properly can save money/avoids the cost of using other methods • interact with/update applicants as soon as changes to vacancy occur – speeds up recruitment process • online advertisements can be seen by potential applicants with internet connection globally • employers and potential applicants can contact each other more quickly and easily • makes business more attractive to applicants and might be more likely to apply • younger target market uses this method of research and communication more than others • one person who sees the advert can easily share with colleagues/friends/family Accept all valid responses

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 25 of 29 Question Answer Marks 6(b) ‘Improving employee morale and welfare is the most important role of human resource management (HRM) in an airline business.’ Evaluate this view. 2 marks for 2 marks for 2 marks for 6 marks for Indicative content Responses may include: AO1 Knowledge and understanding – 2 marks for developed knowledge and understanding – 1 mark for limited knowledge and understanding • employee morale – satisfaction of employees within the workplace • employee welfare – facilities that are essential for the well-being of the employees • roles of HRM – workforce planning, recruitment, training, motivation, redundancy, dismissal 12

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 26 of 29 Question Answer Marks 6(b) AO2 Application/Context – 2 marks for developed application/context – 1 mark for limited application/context • likely causes of reduced morale and welfare – flights at anti-social hours, long periods away from home, standing for long periods of time, difficulty in moving along aisles, aggressive passengers, • airline business – training cabin staff in health and safety actions, customer service, recruiting experienced pilots, planning workforce for changes in seasonal demand (holiday periods) AO3 Analysis – 2 marks for developed application/context – 1 mark for limited application/context • importance/benefits of improving morale and welfare – employees will have safety and security needs met, may be less likely to leave the business, labour turnover is reduced, cost of recruitment is reduced, motivation might be increased, passengers will receive good customer service and will return, improve reputation of airline brand, could increase prices so more profit • drawbacks/limitations of improving morale and welfare – cost of provision of facilities for employees may be expensive and difficult e.g. space to relax during a long flight, nature of the work means long periods standing, customers may reduce morale due to their behaviour/attitude towards staff AO4 Evaluation – up to 6 marks for Developed/Supported judgement in context 6 marks Developed/Reasonable evaluative comments in context 5 marks Developed/Supported judgement without context 4 marks Developed/Reasonable evaluative comments without context 3 marks Limited supported judgement 2 marks An attempt to balance the arguments/Weak attempt at evaluative comments 1 mark

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 27 of 29 Question Answer Marks 6(b) A judgement/decision may be made at any point in the essay as to the importance of employee morale and welfare but will normally be made in a final evaluation section Consider whether other roles of HRM are important – • workforce planning – vital to anticipate future staff requirements in dynamic airline market, can seasonal contracts be used, how important is using employees as resources in meeting the objectives of the business? • recruitment – very important to have the best employees available for ground crew, flight crew and pilots – different skills and experience necessary and must follow correct/legal procedures • training – must offer appropriate type of training – cabin staff need different skills to pilots – safety vital in airline industry • motivation – financial/non-financial methods, prevent/reduce labour turnover and associated benefits/costs • redundancy – changing demand for flights e.g. seasonal fluctuations – reduce need for some employees, need to save cost • dismissal – safety failures and poor customer service ruin the airline’s reputation and employees will have to leave • what is the current employee morale and welfare like/can it be improved further? • do employees feel that the business should focus on their morale and welfare or are other things more important to them? • morale and welfare probably meet safety and security needs but how important is achieving self-actualisation to workers? • is the importance of improving morale and welfare dependant on the type of employee e.g. pilots, cabin staff? Accept all valid responses

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 28 of 29 Mark Grids for Section B Used for Q5(a) and Q6(a) Level AO1 Knowledge and understanding 2 marks AO2 Application 2 marks AO3 Analysis 4 marks 2 3–4 marks Developed analysis • Developed analysis that identifies connections between causes, impacts and/or consequences of two points. • Developed analysis that identifies connections between causes, impacts and/or consequences of one point. 1 1–2 marks • Knowledge of two relevant points is used to answer the question. • Knowledge of one relevant point is used to answer the question. 1–2 marks • Application of two relevant points to a business context. • Application of one relevant point to a business context. 1–2 marks Limited analysis • Limited analysis that identifies connections between causes, impacts and/or consequences of two points. • Limited analysis that identifies connections between causes, impacts and/or consequences of one point. 0 0 marks No creditable response. 0 marks No creditable response. 0 marks No creditable response.

9609/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 29 of 29 Mark Grids for Section B Used for Q5(b) and Q6(b) Level AO1 Knowledge and understanding 2 marks AO2 Application 2 marks AO3 Analysis 2 marks AO4 Evaluation 6 marks 3 5–6 marks Developed evaluation in context • A developed judgement/conclusion is made in the business context. • Developed evaluative comments which balance some key arguments in the business context. 2 2 marks Developed knowledge of relevant key term(s) and/or factor(s) is used to answer the question. 2 marks Developed application of relevant point(s) to the business context. 2 marks Developed analysis that identifies connections between causes, impacts and/or consequences. 3–4 marks Developed evaluation • A developed judgement/conclusion is made. • Developed evaluative comments which balance some key arguments. 1 1 mark Limited knowledge of relevant key term(s) and/or factor(s) is used to answer the question. 1 mark Limited application of relevant point(s) to the business context. 1 mark Limited analysis that identifies connections between causes, impacts and/or consequences. 1–2 marks Limited evaluation • A judgement/conclusion is made with limited supporting comment/evidence. • An attempt is made to balance the arguments. 0 0 marks No creditable response. 0 marks No creditable response. 0 marks No creditable response. 0 marks No creditable response.