Explore occupational profile
- Version:
- OaSIS 2022 Version 1.0
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Overview
Example job titles
- Engine room crew member - ship
- Marine engine oiler
- Marine engineering mechanic
- Marine engineering technician
Main duties
This group performs some or all of the following duties:
- Assist ship engineer officers in performing routine maintenance work and repair to ship's engine, machinery and auxiliary equipment
- Monitor engine, machinery and equipment indicators, record variables and report abnormalities to ship engineer officer on watch
- Lubricate moving parts of engines, machinery and auxiliary equipment
- Operate and maintain off-loading liquid pumps and valves
- Maintain engine parts and keep engine room clean.
Additional information
- Training and testing for various endorsements and certification, including the Marine Emergency Duty (MED) certificate, occur following employment as a deck crew member.
- Senior positions in this unit group, such as able seaman/woman, require experience.
- Progression to deck or ship engineer officer positions is possible with experience, additional training and deck officer certification by Transport Canada.
Similar occupations classified elsewhere
Exclusions:
- Engineer officers, water transport (72603)
NOC hierarchy breakdown
NOC version
NOC 2021 Version 1.0Broad occupational category
7 – Trades, transport and equipment operators and related occupationsTEER
4 – Occupations usually require a secondary school diploma; or several weeks of on-the-job trainingMajor group
74 – Mail and message distribution, other transport equipment operators and related maintenance workersSub-major group
742 – Transport equipment operators, utility maintenance and related workersMinor group
7420 – Transport equipment operators, utility maintenance and related maintenance workersUnit group
74201 – Water transport deck and engine room crewOccupational profile
74201.01 – Engine room crew - water transportWork characteristics
This section outlines the key elements of each occupation’s work environment, including the type of work done, its location, and the setting. There are three categories included in this section:
- Work Activities: describes common tasks undertaken by occupations, grouped into physical, mental, people-oriented, or information gathering activities
- Work Context: highlights key descriptors of the occupation’s setting, such as the physical work environment, physical demands, and the types of interactions with others
- Workplaces/employers: lists common industries or types of companies where the occupation is typically found
The most important descriptors are displayed, in descending order based first on complexity (for Work Activities) or other measurement dimensions (for Work Context) and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Work Activities
General types of work-related activities.
Workplaces/employers
- Federal government departments
- Marine transportation companies
Work Context
Structural Job Characteristics
Physical Work Environment
Physical Demands
Interpersonal Relations
Skills and abilities
This section outlines the competencies required for an occupation in the categories of:
- Abilities: innate or developed aptitudes that enable a person to be able to perform expected tasks in this occupation, grouped into cognitive, psychomotor, sensory, and physical abilities
- Skills: developed capabilities that an individual must have to be effective in this occupation, grouped into foundational, analytical, technical, resource management, or interpersonal skills
- Personal Attributes: personal characteristics that are innate or developed through social context and personal experiences
Each category displays up to five descriptors, in descending order based first on proficiency level (for Skills and Abilities) or importance (for Personal Attributes) and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Abilities
Innate and developed aptitudes that facilitate the acquisition of knowledge and skills to carry out expected work.
Skills
Developed capabilities that an individual must have to be effective in a job, role, function, task or duty.
Personal Attributes
Personal characteristics that are innate and developed through the social context and personal experiences to which the individual is exposed. These qualities influence the way one is and does things and are considered to be valuable assets for work performance.
Employment requirements
Employment requirements include the education, training, certifications, and knowledge needed for each occupation. The Knowledge category displays up to five descriptors, in descending order based first on the knowledge level and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Education, certification and licensing
- Some secondary school education is required.
- On-the-job training is provided.
Skills for Success
The Skills for Success (SFS) is a model that outlines the fundamental and transferable skills needed to learn, work, and fully participate in daily life. It includes skills descriptions and proficiency levels for nine key skills: adaptability, collaboration, communication, creativity and innovation, digital, numeracy, problem solving, reading and writing.
This section is intended to help users navigate between the SFS model and the occupational competency requirements in the OaSIS.
For each occupational profile, the nine SFS are aligned with corresponding competencies in the OaSIS. The OaSIS provides valuable insights into the level of proficiency or importance required for over 240 competencies across 900 occupations.
To find out how the OaSIS ratings were developed, please consult the methodology here: Occupational and Skills Information System (OaSIS) methodology - Canada.ca
For questions or comments, feel free to contact us.
Interests
The OaSIS uses the Holland Codes to describe work-related interests. According to the Holland model, people perform best in work environments that match their preferences, meaning individuals and occupations can be matched for an optimal fit. In this model, occupational environments are categorized based on a combination of primary interests and related activities. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Each occupation in the OaSIS is assigned up to three of these interest types.
Interests
Preferences for work environments and outcomes.
Interests profile: RCI
Realistic (R)
Realistic occupations are characterized by the dominance of activities that entail the explicit, ordered, or systematic manipulation of objects, tools, machines, and animals. Many of these occupations do not involve a lot of paperwork or working closely with others. They foster technical competencies and achievements. Workers in these occupations have mechanical abilities, and see the world in simple, tangible, and traditional terms. They are rewarded in their work environment with the display of conventional values and goods: money, power, and possessions.
Conventional (C)
Conventional occupations are characterized by the dominance of activities that entail the explicit, ordered, and systematic manipulation of data, such as keeping records, filing materials, reproducing materials, organizing written and numerical data according to a prescribed plan, and operating business and data processing machines. They often require following a clear line of authority or set procedures and routines, and usually involve working with data and details more than with ideas. They foster clerical competencies and achievements. Workers in those occupations are conforming, orderly, and methodical. They see the world in conventional, stereotypical, constricted, simple, and dependent terms. They are rewarded in their work environment for the display of conventional values: money, dependability, conformity.
Investigative (I)
Investigative occupations are characterized by the dominance of activities that entail the observation and symbolic, systematic, and creative investigation of physical, biological, or cultural phenomena. These occupations require an extensive amount of thinking and frequently involve working with ideas, searching for facts, and figuring out problems mentally. They encourage scientific competencies and achievements. Workers in those occupations are erudite, have mathematical and scientific abilities, and see the world in complex, abstract, independent, and original terms. They are rewarded in their work environment for the display of scientific values.
This page includes information from the O*NET 27.2 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. Employment and Social Development Canada has modified all or some of this information. USDOL/ETA has not approved, endorsed, or tested these modifications.