Table 3 Humanitarian service design... | Emerald Publishing

Table 3

Humanitarian service design

Humanitarian service design	Illustrative quotations from the interviews
Assessing the needs of beneficiaries and employers	“The most important thing is identifying the employment requirements. We aim to take into consideration the skills demanded by employers while considering the beneficiary profiles” (NGO-1)
	“We have analysed the textile sector employment requirements and found that there is a need in certain areas, such as machine operating. In that regard, we've planned to conduct a training course” (SP-2)
	“At the beginning of the refugee crisis, we conducted visits to the areas where refugee population is high, and asked them to fill needs analysis forms to understand their needs, including employment, education etc.” (SP-3)
Segmenting and targeting beneficiaries	“We begin to analyse the sensitive issues at the very beginning e.g. ‘When did the beneficiary arrive in this country? What is his origin? What is his education level? From which border did he enter to the country? Why did he choose migration?’” (NGO-2)
Segmenting and targeting beneficiaries	“We get information regarding beneficiaries' characteristics through pre-interviews or by distributing forms. We adapt the content of the trainings based on the profiles of beneficiaries” (SP-4)
Enhancing training quality	“We try to offer suitable trainings to improve beneficiaries' skills (NGO-6)
	“Our close connection with NGOs allows us to pre-determine the criterion for service quality and meet relevant requirements. We combine our knowledge and expertise with that of NGOs” (SP-2)
	“We arrange class size for more effective training. When the classes were up to 50 people, two beneficiaries were using the same machine, and others had to wait, often spending time on their mobile phones. Therefore, we limited the classes to 30 people” (SP-1)
Arranging the training	“If we offer language trainings, we must consider the schedule of beneficiaries who are employed, e.g. offer evening or afternoon classes. Or, if there is high demand for a training, we ask service providers to run session in the morning and afternoon” (NGO-2)
Arranging the training	“In the textile sector, the demand for labour tends to increase in the summer-time. So, we consider our participants' availability due to seasonality in the sector” (SP-2)

Humanitarian service design	Illustrative quotations from the interviews
Assessing the needs of beneficiaries and employers	“The most important thing is identifying the employment requirements. We aim to take into consideration the skills demanded by employers while considering the beneficiary profiles” (NGO-1)
	“We have analysed the textile sector employment requirements and found that there is a need in certain areas, such as machine operating. In that regard, we've planned to conduct a training course” (SP-2)
	“At the beginning of the refugee crisis, we conducted visits to the areas where refugee population is high, and asked them to fill needs analysis forms to understand their needs, including employment, education etc.” (SP-3)
Segmenting and targeting beneficiaries	“We begin to analyse the sensitive issues at the very beginning e.g. ‘When did the beneficiary arrive in this country? What is his origin? What is his education level? From which border did he enter to the country? Why did he choose migration?’” (NGO-2)
Segmenting and targeting beneficiaries	“We get information regarding beneficiaries' characteristics through pre-interviews or by distributing forms. We adapt the content of the trainings based on the profiles of beneficiaries” (SP-4)
Enhancing training quality	“We try to offer suitable trainings to improve beneficiaries' skills (NGO-6)
	“Our close connection with NGOs allows us to pre-determine the criterion for service quality and meet relevant requirements. We combine our knowledge and expertise with that of NGOs” (SP-2)
	“We arrange class size for more effective training. When the classes were up to 50 people, two beneficiaries were using the same machine, and others had to wait, often spending time on their mobile phones. Therefore, we limited the classes to 30 people” (SP-1)
Arranging the training	“If we offer language trainings, we must consider the schedule of beneficiaries who are employed, e.g. offer evening or afternoon classes. Or, if there is high demand for a training, we ask service providers to run session in the morning and afternoon” (NGO-2)
Arranging the training	“In the textile sector, the demand for labour tends to increase in the summer-time. So, we consider our participants' availability due to seasonality in the sector” (SP-2)