HUMAN-CENTERED DESIGN BASED ON DISASTER RISK

REDUCTION AS CAPACITY BUILDING METHOD FOR

DISASTER MANAGEMENT PROFESSIONAL WORKFORCE IN
INDONESIA

by:
Noorma M.Syamsiah, SKM, M.Si(han)
e-mail: nurmams@yahoo.com

Abstract

The majority of Indonesia's population is dominated by Generation Z (born in the period

1997-2012) and the millennial generation (born in the period 1981-1996). The proportion of
Generation Z is 27.94% of the total population and the millennial generation is 25.87%. The
percentage of the productive age population (15–64 years) of the total population in 2020 is
70.72%. Meanwhile, the percentage of the non-productive age population (0–14 years and 65
years and over) was recorded at 29.28% in 2020. The percentage of the productive age population
seems so large. This productive age population is the labor force that is often the first victim and
is most affected when environmental, technological or biological hazards strike. Disasters can
have an impact on their physical and mental health. The impact of disasters on climate change is
increasingly widespread, can threaten the lives of adolescents who live in poverty and
vulnerability. To promote their rights to safety, protection and community participation, we must
commit to inclusive and effective Disaster Risk Reduction practices. By ensuring that their needs
and contributions are integrated into Disaster Risk Reduction efforts. We can build the capacity
of the workforce generation through a Human-Centered Design approach based on Disaster Risk
Reduction which consists of 3 phases: Hear, Create, Deliver. And it can be combined with the
Adolescent Kit from UNICEF which has 10 Approaches and 10 Competencies. The implementation
of this capacity building uses the mix method, which uses qualitative and quantitative methods.
Capacity building for this workforce, especially Disaster Management professionals, is very
important considering the role of millennials and generation Z as agents of change, successors of
national sovereignity and future leaders, towards a Disaster-Resilient Indonesia.

Keywords: Human-Centered Design, Disaster Risk Reduction, Capacity Building

 1. INTRODUCTION

From the results of the 2020 Population Census, BPS noted, the majority of Indonesia's
population is dominated by Generation Z (born in the period 1997-2012) and the millennial
generation (born in the period 1981-1996). The proportion of Generation Z is 27.94% of the total
population and the millennial generation is 25.87%. Most of these two generations fall into the
category of productive age which can be an opportunity to accelerate economic growth.

The percentage of the productive age population (15–64 years) of the total population in
2020 is 70.72%. Meanwhile, the percentage of the non-productive age population (0–14 years and
65 years and over) was recorded at 29.28% in 2020. The percentage of the productive age
population seems so large. Therefore, it shows that Indonesia is still in the era of the demographic
bonus.

The percentage of the productive age population seems so large. This productive age
population is the labor force that is often the first victim and is most affected when environmental,
technological or biological hazards strike. Disasters can have an impact on their physical and
mental health. The impact of disasters on climate change is increasingly widespread, can threaten
the lives of the working age group who live in poverty and vulnerability. To promote their rights
to safety, protection and community participation, we must commit to inclusive and effective
Disaster Risk Reduction practices. By ensuring that their needs and contributions are integrated
into Disaster Risk Reduction efforts.
 The Pie Diagram shows a demographic bonus. Demographic bonus is a phenomenon when
the population of productive age is very large. Indonesia is known to be a country that now has a
demographic bonus or population explosion. This is because the number of productive age
population is higher than non-productive age.
With this demographic bonus phenomenon, we must immediately arrange a capacity
building program to increase and to develop the capacity of the workforce. Not only a common
regular training, but also a human-centered design based on disaster risk reduction as capacity
building method for disaster management professional workforce in Indonesia

2. METHODOLOGY
The method used is a mix-method, in the qualitative research phase, designers use
ethnographic techniques such as qualitative interviewing and observation. They not only interview
potential users but also may talk to others, such as program administrators and front-line staff
involved in delivering a program. In create/ideate phase, we use quantitive method, by doing
survey questionnares.

3. FRAMEWORK
 Processed by the Author, 2022

We provide facilitation as input by giving 10 moduls of DRM, then we organize capacity building
as a process and output. where the implementation of the capacity building consists of: DRR based
HCD, 10 approaches, 10 competencies and here we can see there is a red star in the middle. That's
what we mean by an outstanding capacity building. And the outcome is: DRM workforce will be
agent of change, resilient and DRR oriented human resources, and future leaders.

4. RESULTS AND DISCUSSION

Governance is a process carried out by an organization or community to overcome
problems that occur. Governance can also be defined as the use of institutions, authority structures
and collaboration to allocate data sources and coordinate or control activities in society or the
economy (Jogiyanto H.M. and Willy A., 2011)
Human-centered design is a creative approach to problem solving. It's a process that starts
with the people you design with and ends with a new solution tailor-made to meet their needs.
Human-centered design is about cultivating deep empathy with the people you design; generate
ideas; build multiple prototypes; share what you have created together; and finally, put your
innovative new solution into the world.
 Tim Brown (2008, 2009) defines it as knowledge that creates value for customers and
market opportunities as a whole, not only based on appearance or function. The whole system is
based on a match between desire with technological feasibility and continuity of business strategy.
Human-Centered Design is an effort to invite all of us to think like a designer. Design thinking
activities are translating observations into inspiration and inspiration into the creation of products,
services, processes and even strategies for a better quality of life. All of that is a methodology that
inspires individuals to have innovative nature with a human-based design spirit (Brown, T., 2008,
2009)
In its implementation, Human-Centered Design has undergone development which
consists of 3 (three) phases, namely Hear, Create, and Deliver. The meaning of these three phases
is how we are able to hear the desires or needs of the workforce, create them, and distribute ideas
or innovation solutions to the workforce with a role that is still passive participation.
To be able to create a different capacity building, we can combine and integrate DRR-
based HCD with 10 approaches and 10 competencies for youth from UNICEF.
These approaches have been tried and tested with adolescent girls and boys in the context
of protracted humanitarian and emergency situations. This approach has been found to be the most
effective approach for working with youth and making positive changes in their lives.
These 10 approaches bring together good practices and standards of life skills education;
basic education; psychosocial support and mental health; child protection and peer support
programs; participation of children, youth and youth; conflict sensitivity and peace building;
gender sensitivity, resilience and equality initiatives; and the Convention on the Rights of the
Child.
1) Reach out to all adolescents
Identify the adolescent girls and boys who are most in need of support and work actively
to include them.

2) Provide structure and support

Create a welcoming space for adolescents, with clear routines and structured activities,
and provide them with ongoing support.

3) Listen to adolescents
Take time to learn about adolescents’ lives, explore their ideas for working together, and
give them space to express themselves.

4) Let adolescents take the lead

in your work together and encourage them to try new roles and take on new
responsibilities.

5) Include all adolescents

from all types of backgrounds, and adapt your activities so that everyone has a chance to
participate equally.
 6) Make space for expression and creativity
Allow adolescents to express themselves, explore their creativity and let their
imaginations run free.

7) Challenge and encourage adolescents

during your work together, while also providing them with support.

8) Improvise and adapt

your work in response to adolescents’ needs, interests and circumstances.

9) Build connections
Support adolescents to connect with their families, communities and each other, and help
them access information and services.

10) Build on the positive

Help adolescents recognise their strengths and create a fun and positive atmosphere for
working together.
.

All of the activities and approaches in the Adolescent Kit are designed to help youth develop
key competencies – knowledge, skills, and attitudes that are essential for well-being and healthy
development. These competencies include the skills young girls and boys need to cope with crises,
build healthy relationships and engage positively with their communities.

1) Communication and expression

Learning new ways of communicating and expressing themselves can help adolescents engage
positively with others, build relationships and gain self-awareness and confidence.
2) Identity and self-esteem
Adolescents can gain a stronger sense of identity and self-esteem by learning more about
themselves, recognising their strengths and abilities and understanding how they fit into groups
and society.
3) Leadership and influence
Empowering adolescents to understand that they can influence things that happen in their lives can
motivate them to work for positive change with their families, friends and communities.
4) Problem-solving and managing conflict
The ability to resolve conflicts and problems in a nonviolent way can help adolescents maintain
positive relationships with others and manage disruptions within their families, among friends and
in their communities.
 5) Coping with stress and managing emotions
Learning ways to manage their emotions and cope with stress can help adolescents to improve
their well-being and to deal with difficult circumstances.
6) Cooperation and teamwork
Practising cooperation and teamwork can help adolescents form healthy and respectful
relationships with others and prepare them for active participation in their community.
7) Empathy and respect
As adolescents develop empathy and respect, they become more able to build relationships with
different types of people, respond positively to others and promote peace
8) Hope for the future and goal-setting
Feeling hope for the future can decrease adolescents’ stress, increase their resilience and empower
them to set goals and make positive changes in their lives.
9) Critical thinking and decision-making
Learning how to think critically can help adolescents break down harmful stereotypes, understand
the consequences of their actions, and make decisions that contribute to peace.
10) Creativity and innovation
Encouraging adolescents to think creatively and find innovative solutions to problems can help
them work with others toward shared goals and find ways to cope with difficulties.

5. CONCLUSION

We need to immediately plan for capacity building activities for the generation of the
workforce through a Human-Centered Design approach based on Disaster Risk Reduction. And it
can be combined with the Adolescent Kit from UNICEF which has 10 Approaches and 10
Competencies. Capacity building for this workforce, especially Disaster Management
professionals, is very important considering the role of millennials and generation Z as agents of
change, successors of national sovereignty and future leaders, towards a Disaster-Resilient
Indonesia.
Furthermore, by looking at the existing conditions, we invite all government
administrators, philanthropists and the community to jointly create a conducive environment to
build healthy, intelligent and productive human resources and be able to master science and
technology through education, science, health and culture. Investment in today's workforce is also
a preparedness for the aging population explosion in the next 30 years. With a strong workforce
that is oriented towards Disaster Risk Reduction, they will become agents of change and even
become future leaders who prioritize Disaster Risk Reduction in sustainable development.

BIBLIOGRAPHY

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3. Brown, T. & Wyatt, J. (2010) Design Thinking for Social Innovation, Stanford Social
Innovation Review, Leland Stanford Jr. University.
4. Bristol University Press.(2020). Children and Young People’s participation in DRR,
5. F. Priyo Suprobo. (2012). Application of Human-Centered Design in Community
Empowerment Model Development
6. IDEO. (2010). Human Centered Design
7. Jogiyanto H.M. dan Willy A. (2011). Information Technology Governance System
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2030
10. UNICEF. (2013). Actions for Children anda Youth Resilience. Guide for Government
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