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Flight engineers

OaSIS code 72600.02

Flight engineers assist air pilots with monitoring, troubleshooting and maintenance of aircraft systems and with pre- and post-flight inspections.

Overview

Also known as

  • Co-pilot
  • Flight engineer

Main duties

This group performs some or all of the following duties:

  • Inspect aircraft prior to takeoff according to pre-flight checklist and verify passenger and cargo distribution to ensure that weight and balance specifications are met
  • Assist air pilots in monitoring aircraft systems, equipment and functions during flight
  • Make in-flight repairs, such as replacing fuses and adjusting instruments, and follow emergency procedures to compensate for equipment malfunction or failure
  • Perform post-flight inspections, record equipment malfunctions and corrective actions taken during flight and report required repairs to ground maintenance personnel.

Additional information

  • Flight engineers may progress to co-pilot and pilot positions with required hours of flying experience and completion of licensing and endorsement requirements.

Similar occupations classified elsewhere

Exclusions:

  • Air traffic controllers and related occupations (72601)

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

7 – Trades, transport and equipment operators and related occupations

TEER

2 – Occupations usually require a college diploma or apprenticeship training of two or more years; or supervisory occupations

Major group

72 – Technical trades and transportation officers and controllers

Sub-major group

726 – Transportation officers and controllers

Minor group

7260 – Transportation officers and controllers

Unit group

72600 – Air pilots, flight engineers and flying instructors

Occupational profile

72600.02 – Flight engineers

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Controlling Machines and Processes
5 - Highest Level
Evaluating Information to Determine Compliance
5 - Highest Level
Identifying Objects, Actions, and Events
5 - Highest Level
Inspecting Equipment, Structures, or Material
5 - Highest Level
Monitoring Processes, Materials, or Surroundings
5 - Highest Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
3 - Moderate amount of freedom
Work Week Duration
Worked hours in a typical week
3 - More than 40 hours

Physical Work Environment

Physical Proximity
Physical distance from others
4 - Close (at arm’s length)

Physical Demands

Sitting
Duration
4 - More than half the time
Standing
Duration
2 - Less than half the time
Bending or Twisting the Body
Duration
2 - Less than half the time

Interpersonal Relations

Contact with Others
Frequency
5 - Every day, almost continuously
Duration
5 - All the time, or almost all the time
Work with Work Group or Team
Importance
5 - Extremely important
Frequency
5 - Every day, almost continuously

Workplaces/employers

  • Airline and air freight companies
  • Flying schools
  • Private and public sector aircraft operators

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Arm-Hand Steadiness
5 - Highest Level
Auditory Attention
5 - Highest Level
Control of Settings
5 - Highest Level
Depth Perception
5 - Highest Level
Far Vision
5 - Highest Level

Skills

Proficiency or complexity level
Digital Literacy
5 - Highest Level
Operation and Control
5 - Highest Level
Operation Monitoring of Machinery and Equipment
5 - Highest Level
Monitoring
4 - High Level
Numeracy
4 - High Level

Personal Attributes

Importance
Attention to Detail
5 - Extremely important
Stress Tolerance
5 - Extremely important
Active Learning
4 - Highly important
Adaptability
4 - Highly important
Analytical Thinking
4 - Highly important

Interests

The OaSIS uses the Holland Codes to describe the work-related interests. According to the Holland model, people work best in work environments that match their preferences, which means that people and work environments can be matched for a best fit. Occupational environments in Holland’s theory are described according to a combination of main interests and the activities they represent. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising and Conventional. All occupations in OaSIS have up to three interests assigned to them.

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.

Conventional (C)

Conventional occupations are characterized by the dominance of activities that entail following sets of procedures and routines. These activities may include 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. They often require following a clear line of authority and usually involve working with data and details more than with ideas.

Investigative (I)

Investigative occupations are characterized by the dominance of activities that entail the observation and systematic or 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.

Employment requirements

Employment requirements includes the education, training, certifications and the knowledge required to work in each occupation. The Knowledge category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency, and secondly, in alphabetical order. The whole list of Knowledge descriptors and their ratings can be expanded at the bottom of each page.

Education, certification and licensing

  • Completion of secondary school and graduation from a certified flying or aviation school are required.
  • A university degree or college diploma may be required.
  • A commercial pilot's or an air transport pilot's licence is required.
  • Additional licences or endorsements to fly different types of aircraft are required.
  • Flight engineers require a flight engineer licence issued by Transport Canada.
  • Structured training is provided by employers.

Knowledge

Knowledge level
Public Safety and Security
3 - Advanced Level
Mathematics
2 - Intermediate Level
Vehicle, Machinery and Equipment Operations
2 - Intermediate Level
Clerical
1 - Basic Level
Computer, Technology and Information Systems
1 - Basic Level

Skills for success

 
Skills for Success Model
 
Skills for Success are skills that help you in a quickly changing world. Everyone benefits from having these skills. They can help you to get a job, progress at your current job or even change jobs. The skills also help you become an active member of your community and succeed in learning.
 
 
Linkages Between ESDC Skills Models and Frameworks
 
ESDC makes available a dictionary of over 300 terms (or descriptors) and definitions, known as the Skills and Competencies Taxonomy (SCT). Descriptor information from the Taxonomy is used in the Occupational and Skills Information System (OaSIS).
 
While there is general commonality of meaning between the descriptors in the SCT and the Skills for Success model, there are some differences in their definitions due to their distinct purposes. The Skills for Success Model [9 broadly defined skills] identifies the skills that are universally applicable. The SCT displays specific skills and competency requirements for 900 occupations. Users of the Skills for Success Model and Essential Skills content may find competency information from the Taxonomy and the OaSIS to be complementary.
 
Stay tuned to this section for more information and updates regarding linkages between the Skills for Success model and the OaSIS.

O*NET in-it

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.

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