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Summary Report for:
53-4011.00 - Locomotive Engineers

Drive electric, diesel-electric, steam, or gas-turbine-electric locomotives to transport passengers or freight. Interpret train orders, electronic or manual signals, and railroad rules and regulations.

Sample of reported job titles: Conductor, Conductor/Engineer, Engineer/Conductor, Locomotive Engineer, Passenger Locomotive Engineer, Railroad Engineer, Through Freight Engineer, Train Engineer, Trainmaster, Transportation Specialist

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Tasks  |  Tools & Technology  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Detailed Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings  |  Additional Information

Tasks

  • Interpret train orders, signals, or railroad rules and regulations that govern the operation of locomotives.
  • Confer with conductors or traffic control center personnel via radiophones to issue or receive information concerning stops, delays, or oncoming trains.
  • Receive starting signals from conductors and use controls such as throttles or air brakes to drive electric, diesel-electric, steam, or gas turbine-electric locomotives.
  • Monitor gauges or meters that measure speed, amperage, battery charge, or air pressure in brakelines or in main reservoirs.
  • Observe tracks to detect obstructions.
  • Call out train signals to assistants to verify meanings.
  • Operate locomotives to transport freight or passengers between stations or to assemble or disassemble trains within rail yards.
  • Check to ensure that brake examination tests are conducted at shunting stations.
  • Respond to emergency conditions or breakdowns, following applicable safety procedures and rules.
  • Inspect locomotives to verify adequate fuel, sand, water, or other supplies before each run or to check for mechanical problems.
  • Inspect locomotives after runs to detect damaged or defective equipment.
  • Prepare reports regarding any problems encountered, such as accidents, signaling problems, unscheduled stops, or delays.
  • Check to ensure that documentation, such as procedure manuals or logbooks, are in the driver's cab and available for staff use.
  • Monitor train loading procedures to ensure that freight or rolling stock are loaded or unloaded without damage.
  • Drive diesel-electric rail-detector cars to transport rail-flaw-detecting machines over tracks.

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Tools & Technology

Tools used in this occupation:

  • Adjustable widemouth pliers
  • Adjustable wrenches — Adjustable hand wrenches
  • Claw hammer — Claw hammers
  • Desktop computers
  • Diesel freight locomotives — Diesel freight engines
  • Diesel passenger locomotives — Diesel passenger engines
  • Electric freight locomotives — Electric freight engines; Gas-turbine-electric engines
  • Electric passenger locomotives — Electric passenger engines
  • Personal computers
  • Radio frequency transmitters or receivers — Two-way end of train devices
  • Rail couplers — Car coupling devices
  • Rail switching systems — Automatic track switching systems; Manual rail switches
  • Screwdrivers — Phillips head screwdrivers; Straight screwdrivers
  • Socket sets — Socket wrench sets
  • Steam engines
  • Tape measures
  • Thin client computers — On-board computers
  • Train braking systems — Freight car air brakes; Locomotive air brakes
  • Two way radios
  • Vehicle horns — Warning horns

Technology used in this occupation:

  • Data base user interface and query software — Data entry software Hot technology
  • Expert system software — Electronic train management systems ETMS
  • Route navigation software — Route mapping software
  • Spreadsheet software — Microsoft Excel Hot technology
  • Time accounting software — Time tracking software
  • Word processing software — Microsoft Word

Hot technology Hot Technology — a technology requirement frequently included in employer job postings.

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Knowledge

  • Transportation — Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits.
  • Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
  • Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
  • Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance.

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Skills

  • Operation and Control — Controlling operations of equipment or systems.
  • Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly.
  • Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Speaking — Talking to others to convey information effectively.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Time Management — Managing one's own time and the time of others.
  • Coordination — Adjusting actions in relation to others' actions.
  • Writing — Communicating effectively in writing as appropriate for the needs of the audience.

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Abilities

  • Far Vision — The ability to see details at a distance.
  • Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
  • Response Orientation — The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
  • Depth Perception — The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
  • Reaction Time — The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
  • Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Perceptual Speed — The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
  • Auditory Attention — The ability to focus on a single source of sound in the presence of other distracting sounds.
  • Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
  • Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Rate Control — The ability to time your movements or the movement of a piece of equipment in anticipation of changes in the speed and/or direction of a moving object or scene.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness.
  • Manual Dexterity — The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
  • Spatial Orientation — The ability to know your location in relation to the environment or to know where other objects are in relation to you.
  • Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
  • Glare Sensitivity — The ability to see objects in the presence of glare or bright lighting.
  • Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness.
  • Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
  • Written Expression — The ability to communicate information and ideas in writing so others will understand.

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Work Activities

  • Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
  • Operating Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
  • Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
  • Estimating the Quantifiable Characteristics of Products, Events, or Information — Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
  • Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
  • Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
  • Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.

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Detailed Work Activities

  • Receive information or instructions for performing work assignments.
  • Communicate with others to coordinate vehicle movement.
  • Operate locomotives or other rail vehicles.
  • Monitor equipment gauges or displays to ensure proper operation.
  • Monitor surroundings to detect potential hazards.
  • Signal others to coordinate vehicle movement.
  • Monitor availability of equipment or supplies.
  • Respond to transportation emergencies.
  • Inspect locomotives or other railroad equipment.
  • Prepare accident or incident reports.
  • Monitor loading processes to ensure they are performed properly.

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Work Context

  • Sounds, Noise Levels Are Distracting or Uncomfortable — 89% responded “Every day.”
  • Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets — 92% responded “Every day.”
  • Face-to-Face Discussions — 93% responded “Every day.”
  • Responsible for Others' Health and Safety — 78% responded “Very high responsibility.”
  • In an Enclosed Vehicle or Equipment — 86% responded “Every day.”
  • Work With Work Group or Team — 79% responded “Extremely important.”
  • Contact With Others — 69% responded “Constant contact with others.”
  • Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 89% responded “Continually or almost continually.”
  • Importance of Being Exact or Accurate — 67% responded “Extremely important.”
  • Telephone — 67% responded “Every day.”
  • Outdoors, Exposed to Weather — 79% responded “Every day.”
  • Very Hot or Cold Temperatures — 60% responded “Every day.”
  • Time Pressure — 61% responded “Every day.”
  • Coordinate or Lead Others — 57% responded “Extremely important.”
  • Exposed to Contaminants — 76% responded “Every day.”
  • Freedom to Make Decisions — 48% responded “A lot of freedom.”
  • Frequency of Decision Making — 76% responded “Every day.”
  • Spend Time Sitting — 59% responded “Continually or almost continually.”
  • Duration of Typical Work Week — 62% responded “More than 40 hours.”
  • Consequence of Error — 63% responded “Extremely serious.”
  • Exposed to Hazardous Equipment — 73% responded “Every day.”
  • Exposed to Whole Body Vibration — 70% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 49% responded “Very important results.”
  • Spend Time Making Repetitive Motions — 46% responded “Continually or almost continually.”
  • Structured versus Unstructured Work — 37% responded “Limited freedom.”
  • Responsibility for Outcomes and Results — 37% responded “High responsibility.”
  • Extremely Bright or Inadequate Lighting — 50% responded “Every day.”
  • Importance of Repeating Same Tasks — 40% responded “Extremely important.”
  • Cramped Work Space, Awkward Positions — 51% responded “Every day.”
  • Indoors, Not Environmentally Controlled — 53% responded “Every day.”
  • Letters and Memos — 38% responded “Every day.”
  • Exposed to Hazardous Conditions — 46% responded “Every day.”
  • Deal With External Customers — 44% responded “Important.”
  • Frequency of Conflict Situations — 39% responded “Once a week or more but not every day.”
  • Deal With Unpleasant or Angry People — 44% responded “Once a month or more but not every week.”
  • Physical Proximity — 37% responded “Moderately close (at arm's length).”

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Job Zone

Title Job Zone Two: Some Preparation Needed
Education These occupations usually require a high school diploma.
Related Experience Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public.
Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations.
Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include orderlies, forest firefighters, customer service representatives, security guards, upholsterers, and tellers.
SVP Range (4.0 to < 6.0)

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Education


Percentage of Respondents
Education Level Required
68   High school diploma or equivalent Help
23   Post-secondary certificate Help
7   Some college, no degree

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Credentials

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Interests

Interest code: RC

  • Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
  • Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.

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Work Styles

  • Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Integrity — Job requires being honest and ethical.
  • Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
  • Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
  • Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
  • Persistence — Job requires persistence in the face of obstacles.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.

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Work Values

  • Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.
  • Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
  • Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.

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Related Occupations

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Wages & Employment Trends

Median wages (2015) $27.04 hourly, $56,240 annual
State wages Local Salary Info
 
Employment (2014) 40,000 employees
Projected growth (2014-2024) Decline (-2% or lower) Decline (-2% or lower)
Projected job openings (2014-2024) 16,000
State trends Employment Trends
 
Top industries (2014)

Source: Bureau of Labor Statistics 2015 wage data external site and 2014-2024 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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Sources of Additional Information

Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

  • Railroad workers external site. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.

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