View occupational profile

Search the OaSIS

Brakemen

OaSIS code 73311.02

Brakemen check train brakes and other systems and equipment prior to train run, and assist railway conductors in activities en route.

Overview

Also known as

  • Brakeman/woman
  • Tail-end brakeman/woman

Main duties

This group performs some or all of the following duties:

  • Check train systems and equipment such as air conditioning and heating systems, brakes and brake hoses prior to train run
  • Communicate with train crew members by radio, signals or by other means to aid in the movement and operation of train
  • Receive orders from traffic controllers, observe signals and track conditions and open and close track switches
  • Set and release hand brakes and connect air brake hoses to couple and switch passenger or freight cars, making minor repairs to couplings, air hoses and wheel-bearing boxes as required
  • Assist in collecting fares and helping passengers on and off train.

Additional information

  • With experience, brakemen/women may progress to railway conductors.

Similar occupations classified elsewhere

Exclusions:

  • Supervisors, railway transport operations (72023)

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

7 – Trades, transport and equipment operators and related occupations

TEER

3 – Occupations usually require a college diploma or apprenticeship training of less than two years; or more than six months of on-the-job training

Major group

73 – General trades

Sub-major group

733 – Transportation occupations

Minor group

7331 – Train crew operating occupations

Unit group

73311 – Railway conductors and brakemen/women

Occupational profile

73311.02 – Brakemen

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
Performing General Physical Activities
4 - High Level
Controlling Machines and Processes
3 - Moderate Level
Evaluating Information to Determine Compliance
3 - Moderate Level
Getting Information
3 - Moderate Level
Handling and Moving Objects
3 - Moderate Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
2 - Low 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
3 - Somewhat close (e.g. share office)

Physical Demands

Sitting
Duration
2 - Less than half the time
Standing
Duration
3 - About half the time
Bending or Twisting the Body
Duration
2 - Less than half the time

Interpersonal Relations

Contact with Others
Frequency
4 - Every day, a few times per day
Duration
4 - More than half the time
Work with Work Group or Team
Importance
3 - Important
Frequency
4 - Every day, a few times per day

Workplaces/employers

  • Railway transport companies

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
Far Vision
4 - High Level
Rate Control
4 - High Level
Auditory Attention
3 - Moderate Level
Colour Perception
3 - Moderate Level
Control of Settings
3 - Moderate Level

Skills

Proficiency or complexity level
Operation and Control
3 - Moderate Level
Operation Monitoring of Machinery and Equipment
3 - Moderate Level
Troubleshooting
3 - Moderate Level
Coordinating
2 - Low Level
Critical Thinking
2 - Low Level

Personal Attributes

Importance
Adaptability
4 - Highly important
Attention to Detail
4 - Highly important
Collaboration
4 - Highly important
Independence
4 - Highly important
Stress Tolerance
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 is usually required.
  • Experience as a railway worker is usually required for brakemen/women.
  • Brakemen require a Canadian Rail Operating Rules certificate.

Knowledge

Knowledge level
Public Safety and Security
2 - Intermediate Level
Vehicle, Machinery and Equipment Operations
2 - Intermediate Level
Languages
1 - Basic Level
Mathematics
1 - Basic Level
Mechanics and Machinery
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.

Date modified: