Risk Management of Student-Run Small Satellite Programs

Abstract

This paper proposes a risk management approach for university-affiliated, small satellite programs. These small programs have a unique set of risks because of a typically inexperienced workforce, limited corporate knowledge, occasional distributed tasking among universities, and a high student turnover rate. Only those risks unique to small, student-run satellite programs are presented. Additionally, several risk management strategies are explored, and the advantages and disadvantages of these risk-related tools and techniques are examined. To aid the process of risk identification in these particular programs, a Master Logic Diagram (MLD) for small satellites was created to help identify potential initiating events that could lead to failures during the mission. To validate the MLD, a case study is presented and analyzed. This Master Logic Diagram approach is shown to provide an effective method that can be easily adapted for risk identification in small, student-run satellite programs. OVERVIEW OF RISK MANAGEMENT A risk is “a factor, thing, element, or course involving uncertain danger; a hazard.” Risk management is the process of identifying issues that may be potential pitfalls to the success of a program and then creating and implementing a plan to mitigate those risks. A risk management plan first requires understanding and identifying risks. Then, it is necessary to analyze the probability, impact, severity, and urgency of the failure modes. Next, a mitigation strategy is developed to reduce risks, and decision points are identified to test whether failures have been eradicated. All risks, including ones that have been mitigated, are then monitored and updated throughout a project’s lifecycle. Why Use Risk Management? Risk management procedures are used to help programs focus on mission success and safety. Keeping the program’s objectives in mind, this process can help identify what might affect the outcome of the project in a negative manner. By identifying potential problems early, design changes can be made to prevent them, or resources can be allocated to them. Without keeping track of and mitigating the effects of risks that threaten the mission, there is little hope of maintaining both a schedule and a budget; a management plan helps allocate both in the risk reduction process. To reduce the negative effects of risks, the risk management plan should be started at the beginning of the design. A risk plan brings together all levels of engineers with the project management team. Making all personnel aware of failure modes throughout the program (and not just the dangers within their own work) can help to ensure the success of the mission as a whole. In addition, continually monitoring risks and updating the team members on the status of the risks can help to keep the project on track. Student projects are mainly tools for teaching various types of engineering, and risk management is an important aspect of all engineering jobs. Since these projects are valuable learning experiences that help prepare students to work in the industry, the team members should learn risk management practices. In addition, the students can also learn to resolve technical and managerial problems that they may face while working on a project. PROGRAMMATIC DIFFERENCES In general, the fundamental elements of commercial businesses or government programs are similar to those found at universities. The biggest differences lie in the fact that universities normally have “less” of all major resources, which leads to many risks for small satellite programs. In student-run programs, the monetary consequences of failure are lower; therefore, risk is perceived differently. While the student engineers working on a project are motivated by a desire to see the program succeed, the loss of the satellite is not as large of a financial burden as it would be for a satellite produced in industry. However, losing a satellite could be detrimental to the long-term success of a school’s