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A Level · Cambridge (CIE) · 9609

Relate human needs to work

Use a simple needs lens to explain why working conditions and rewards may motivate employees differently.

Cambridge International AS & A Level Business 9609 · Human resource management · 2.2

Cambridge International AS & A Level Business 9609, 2026–2028 syllabus and 2029 syllabus, section 2.2.2. Cambridge states that the 2029 syllabus has no significant changes affecting teaching. This lesson maps only its named section; other sections and full paper practice remain separate. Written practice is self-checked

Before you begin

  • No previous business course is assumed. Use the lesson's definitions before applying them to the business context.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Which could be a work-related human need?

What you will learn

  • Explain human needs in a work context
  • Identify ways work may satisfy or frustrate needs
  • Apply needs sensitively rather than assuming identical priorities

Needs can influence what employees value

A human need is something a person requires or values for wellbeing or purpose. At work, needs may include income, security, belonging, respect, achievement or opportunities to develop.

Work can satisfy needs through fair pay, safe conditions, supportive teams, recognition, responsibility and development. One job feature can support several needs, such as a stable team providing belonging and help with learning.

Needs differ among people and over time

A worker's priorities depend on circumstances, responsibilities and experience. A bonus may matter to one employee; predictable hours or skill development may matter more to another.

Managers should not assume a single hierarchy describes every worker. Ask, observe and evaluate responses while maintaining fair and lawful conditions for all employees.

Pause and explain

Why ask employees what they value instead of using one reward for everyone?

Put the idea to work

Worked example

A new parent asks for predictable shifts while a colleague asks for more responsibility. Explain why a single reward may not motivate both equally.

Show the worked solution
  1. The employees express different needs.
  2. Scheduling supports work-life planning; responsibility can support achievement or development.
  3. A manager can discuss options while applying fair standards.

Answer Predictable shifts may help one employee manage family responsibilities, while greater responsibility may meet the colleague's need for achievement or development. Their preferences differ, so one reward may not motivate both equally.

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

A factory offers a bonus, but some workers prefer safer equipment and predictable breaks. Explain what this reveals about motivation.

Give me a hint

Identify needs that pay does not address.

Compare my reasoning
  1. A bonus provides financial reward.
  2. Safety and rest relate to wellbeing and working conditions.
  3. Different needs can affect willingness to respond to the bonus.

The bonus meets a financial need but does not address safety or predictable rest. Employees may value these conditions more, so the firm should review working conditions rather than assume payment solves every motivation issue.

Look for these in your work

  • Reward identified
  • Other needs explained
  • Response contextualised
2 · Independent

A graduate values development, while an experienced technician wants stable hours. Suggest one relevant response to each without assuming the same response fits both.

Give me a hint

Match each request to a distinct work need and preserve fair rules.

Compare my reasoning
  1. Offer a development plan or challenging assignment to the graduate.
  2. Review predictable scheduling options for the technician.
  3. Check service requirements and apply transparent criteria.

A development opportunity may suit the graduate, while stable scheduling may suit the technician. The manager should check operational needs and use fair, transparent criteria rather than treating either preference as universal.

Look for these in your work

  • Two needs matched
  • Distinct responses
  • Fairness and feasibility considered
3 · Transfer

A team requests more input into decisions after a policy change. Explain the need it may reflect and one way to assess the request.

Give me a hint

Consider belonging, respect or autonomy, then invite evidence and feedback.

Compare my reasoning
  1. Participation can support respect, autonomy and belonging.
  2. Hold a structured consultation or pilot a team meeting.
  3. Review decision quality, implementation and worker feedback.

The request may reflect a need for respect, voice or autonomy. Management could pilot structured team consultation and review the quality of decisions, implementation and worker feedback.

Look for these in your work

  • Need interpreted conditionally
  • Response proposed
  • Outcome assessed

Common mistakes

  • Assuming all workers value money above other needs
  • Treating needs as fixed or identical
  • Ignoring fairness when responding to individual preferences
Recall without your notes

What can you explain now?

Which could be a work-related human need?

Compare with the explanation

A sense of belonging in a team

Social connection can matter to employees.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Give three different needs that work can satisfy and explain why employees may prioritise them differently.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Business

Course scope and assessment

One hundred and eighteen original lessons map every numbered section in all ten topics of Cambridge International AS & A Level Business 9609 (2026–2028 Version 2 and 2029 Version 1; Cambridge states the 2029 syllabus has no significant changes affecting teaching). Topic 1, Business and its environment, has 12 lessons; Topic 2, Human resource management, 12; Topic 3, Marketing, 17; Topic 4, Operations management, eight; Topic 5, Finance and accounting, 13; A Level Topic 6, Business and its environment, ten lessons across nine sections; Topic 7, Human resource management, 15; Topic 8, Marketing, six; Topic 9, Operations management, ten lessons across nine sections; and Topic 10, Finance and accounting, 15. Two lessons split broad strategic-framework and lean-production sections into smaller steps. Across the 116 official numbered sections, each lesson includes a guided example, readiness and checkpoint feedback, and guided, independent and transfer practice with worked steps and explained answers. The course map now links all 34 grouped syllabus areas. Three earlier starter lessons are retained but are not counted as mapped coverage. Cambridge does not expect candidates to draw up a full set of accounts; this pathway teaches interpretation, specified amendments and ratio use. Full Paper 1–4 timed practice, paper-specific grade evidence and human subject-teacher review remain outstanding. Written practice is self-checked, not an official Cambridge grade.

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