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OSP Occupational Profile

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NOC Code: NOC Code: 7512 Occupation: Bus drivers, subway operators and other transit operators
Occupation Description: Occupation Description:
This unit group includes workers who drive buses and operate streetcars, subway trains and light rail transit vehicles to transport passengers on established routes. Bus drivers are employed by urban transit systems, school boards or transportation authorities and private transportation companies. Streetcar, subway and light rail transit operators are employed by urban transit systems. This unit group includes workers who drive buses and operate streetcars, subway trains and light rail transit vehicles to transport passengers on established routes. Bus drivers are employed by urban transit systems, school boards or transportation authorities and private transportation companies. Streetcar, subway and light rail transit operators are employed by urban transit systems.

  • Click on any of the Essential Skills to view sample workplace tasks for this occupation.
  • Scroll down the page to get information on career planning, education and training, and employment and volunteer opportunities.

Table will display the Skill Level for the Noc specified
Essential Skills Essential Skills Levels
Reading Reading 1 2 3 4
Writing Writing 1 2 3
Document Use Document Use 1 2 3
Digital Technology Digital Technology 1 2
Oral Communication Oral Communication 1 2 3
Money Math Money Math 1 2
Scheduling or Budgeting and Accounting Scheduling or Budgeting and Accounting 1 2
Measurement and Calculation Measurement and Calculation 1
Numerical Estimation Numerical Estimation 1 2
Job Task Planning and Organizing Job Task Planning and Organizing 1 2
Decision Making Decision Making 1 2 3
Problem Solving Problem Solving 1 2 3
Finding Information Finding Information 1 2
Critical Thinking Critical Thinking 1 2 3

  • The skill levels represented in the above chart illustrate the full range of sample tasks performed by experienced workers and not individuals preparing for or entering this occupation for the first time.
  • Note that some occupational profiles do not include all Numeracy and Thinking Essential Skills.

If you would like to print a copy of the chart and sample tasks, click on the "Print Occupational Profile" button at the top of the page.

  • Read short text entries on forms and log books, e.g. read about equipment malfunctions on inspection reports and vehicle maintenance logs. (1)
  • Read notes, e.g. school bus operators read notes from teachers and parents to learn about drop off locations. (1)
  • Read bulletins, notices and memos, e.g. read bulletins to learn about changes to routes and company policies. (2)
  • Read a variety of manuals, e.g. read manuals to learn defensive driving techniques and the procedures that govern the operation of vehicles used for public transportation. (3)
  • Read policies and protocols, e.g. read company policies to learn about work procedures and protocols to learn how to respond to emergencies and passengers with contagious diseases. (3)
  • Read online and print promotional material, e.g. tour bus operators read promotional material to learn about tourist attractions and historical events. (3)
  • Read regulations and agreements, e.g. may read regulations, such as the Highway Traffic Act, that govern the operation of buses, subway trains and light-rail transit vehicles, and read collective bargaining agreements to learn about workers' rights. (4)
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  • Write reminders and notes to co-workers, e.g. write notes to warn co-workers about equipment malfunctions. (1)
  • Write comments in the remarks sections of forms, e.g. write notes about the condition of bus trim and finish on vehicle inspection reports. (2)
  • Write short reports, e.g. write short reports to describe incidents, such as minor acts of vandalism. (2)
  • Write detailed reports, e.g. write detailed reports for supervisors, claims investigators and police to describe incidents, such as accidents and thefts. (3)
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Document Use
  • Locate data from signal lights, dashboard displays and gauges, e.g. locate speed, pressure, temperature and electrical energy readings from dashboard displays. (1)
  • Locate data, such as speeds, grades and heights, on road signs, e.g. scan road signs that specify minimum and maximum speeds (1)
  • Locate data from tags and tickets, e.g. scan dates and times on bus passes and transfers to ensure they are valid. (1)
  • Locate travel routes using road maps and digital displays, e.g. use maps and global positioning system (GPS) displays to locate travel routes and distances. (2)
  • Complete a variety of forms, e.g. complete shift summary reports by entering data, such as hours worked, passenger counts, identification numbers, times, dates and monetary values. (2)
  • Locate data, such as gross vehicles weights, speeds, times, locations and axel counts in a variety of lists and tables, e.g. scan schedules listing vehicle and route numbers, routing instructions and departure and arrival times. (3)
  • Complete drivers' daily log books by entering data, such as odometer readings, dates, distances, cycles, load numbers, weights, locations, driving times, rest periods and hours of service. (3)
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Digital Technology
  • Exchange text messages with dispatchers to share information and provide updates. (1)
  • Use databases to access vehicle information and job assignments and to input information about trips. (1)
  • Use computer-controlled equipment to enter fares. (1)
  • Use global positioning systems (GPS) to locate travel routes and estimate travel times. (1)
  • Use calculators and electronic data processing devices to calculate conversions, e.g. convert kilometres to miles, litres to gallons and speeds in kilometres per hour to miles per hour. (1)
  • Use browsers and search engines to access weather reports. (2)
  • Exchange email and attachments with co-workers, such as dispatchers and supervisors. (2)
  • Use fleet tracking software to generate printouts of load information and send and record data, such as speeds, locations, routes and the status of equipment, such as auxiliary motors. (2)
  • Operate audio and visual surveillance equipment to observe passengers and equipment. (2)
  • Use the Internet to access training courses and seminars offered by trainers, suppliers, employers and associations. (2)
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Oral Communication
  • Listen to announcements made by dispatchers and other drivers over two-way and citizen-band radios. (1)
  • Talk to teachers, principals and parents regarding students' behaviour. (2)
  • Communicate with other drivers and dispatchers by radio, e.g. report the progress of the trip, discuss traffic, accidents, delays or road conditions. (2)
  • Speak with suppliers, e.g. speak with mechanics about equipment faults. (2)
  • Participate in meetings, e.g. discuss road hazards, routes and vehicle operations in meetings with co-workers. (2)
  • Greet customers, make announcements and provide them with information about fares, routes, stop times, transfers and delays in schedules. (2)
  • Talk to supervisors about topics, such as hours of work, routes, job tasks and expectations. (2)
  • Defuse and de-escalate confrontations between hostile and uncooperative passengers, e.g. use appropriate language, gestures and tone of voice to de-escalate potentially violent conflicts between passengers. (3)
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Money Math
  • Collect cash fares and give change. (1)
  • Calculate fares. Determine fares according to factors, such as group size, time of day, number of zones travelled and ages of passengers. (2)
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Scheduling or Budgeting and Accounting
  • Total receipt records to balance shift reports. (2)
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Measurement and Calculation
  • Count and figure out totals, e.g. count passengers, pieces of luggage and the number of hours worked. (1)
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Numerical Estimation
  • Estimate distances to travel against the level of fuel in the tank to determine when to refuel. (1)
  • Estimate how long it will take to cover a certain distance, based on speed, number of stops, weather and road conditions. (2)
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Job Task Planning and Organizing
  • Bus Drivers and Subway and Other Transit Operators plan tasks to ensure they meet the schedule. For example, city bus drivers may plan to be at certain points at the right time to pick up or drop off transfer passengers and may pre-punch transfers to save time. Sightseeing-tour drivers plan when to refuel and which restaurants to use to stay on schedule. Bus drivers and subway and other transit operators may encounter unexpected problems, such as bad weather conditions, construction or passenger emergencies. Such circumstances may cause the operators to reorganize their routes or activities. (2)
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Decision Making
  • Make driving decisions, such as when to pass, whether to proceed through an intersection and whether there is enough space to pull over by a sidewalk. (1)
  • Make decisions about the most practical route to a destination. (1)
  • Decide to deny transportation to passengers who are disruptive or who board without sufficient money for fares. (2)
  • Decide if vehicles are safe to operate. Consider the pre-trip, en-route and post-trip inspections. (2)
  • Decide how to deal with emergency situations, e.g. decide how to contend with medical emergencies and accidents in manners that minimize further complications. (3)
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Problem Solving
  • Encounter delays due to construction, heavy traffic, bad weather and closed roads. Inform dispatchers about the delays and find alternate routes around affected areas. (2)
  • Encounter mechanical problems. Assess the situation, make adjustments and arrange for mechanical help and alternative transportation for passengers if necessary. (2)
  • Encounter medical emergencies, such as a passenger having a heart attack. Stop the vehicle, call dispatchers for emergency help, provide basic first aid and calm other passengers. (3)
  • Encounter accidents. Use flares and cones to warn other drivers and prevent additional accidents. Deal with the injured and maintain control of the situation until emergency workers arrive on the scene. (3)
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Finding Information
  • Refer to route and schedule information and speak with dispatchers to learn about route changes. (1)
  • Refer to databases and operator's manuals to find information about the operation of vehicles and special procedures. (2)
  • Use travel books to find information about tour sites, the location of restaurants and which stations sell diesel fuel. (2)
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Critical Thinking
  • Evaluate the mechanical condition of buses. Consider the results of inspections and how well the vehicle operates. (2)
  • Evaluate the safety of road conditions. Consider weather and road conditions, spaces between vehicles, speeds and the behaviours of other drivers. (2)
  • Evaluate the severity of vehicle faults. Consider pressure, temperature and energy gauge readings, unusual vibrations, noises and odours and the outcomes of inspections. (3)
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