Transit Coach Operator
COMPETENCY-BASED OCCUPATIONAL FRAMEWORK FORREGISTERED APPRENTICESHIPTransit Coach OperatorONET Code: 53-3031.00RAPIDS Code: 2074CBCreated: August 2017Updated: August 2017This project has been funded, either wholly or in part, with Federal funds from the Department of Labor,Employment and Training Administration under Contract Number DOL-ETA-15-C-0087. The contents of thispublication do not necessarily reflect the views or policies of the Department of Labor, nor does mention of tradenames, commercial products, or organizations imply endorsement of the same by the U.S. Government.For more information, contact:Diana Elliott, PhD, Senior Research Associate, Urban Institute: delliott@urban.orgRobert Lerman, PhD, Institute Fellow, Urban Institute: rlerman@urban.orgOr visit our website at www.innovativeapprenticeship.org
ABOUT THE URBAN INSTITUTEThe nonprofit Urban Institute is dedicated to elevating the debate on social and economic policy. For nearly fivedecades, Urban scholars have conducted research and offered evidence-based solutions that improve lives andstrengthen communities across a rapidly urbanizing world. Their objective research helps expand opportunities forall, reduce hardship among the most vulnerable, and strengthen the effectiveness of the public sector.AcknowledgmentsWe are grateful for the leadership that Tia Brown-Johnson and the Transportation Learning Center provided tothis project and the expertise of Diane Auer Jones. We also thank the many representatives of the AmalgamatedPublic Transit Association, transit agencies and transit authorities who contributed to this effort.Russell AndersonVTAMichael FlochiniACT TransitCamilla ManningDallas Area Rapid Transit (DART)Jack L. Barnett, Jr.GCRTA-ClevelandDiane HermoneATU Local 265 (VTA)Deb MoyBalance PointMaurice BeardValley Transit Authority (VTALuther JacksonNOVA WorkforcePerry B. OsbeyATU Local 268 (GCRTA)Steven BrownTARCElmer Coppage, Jr.Maryland Transit Administration(MTA)Derrick DrennonATU Local 1338 (DART)Alec JohnsonATU Local 1005 (MN)Quincy JonesATU Local 689 (WMATA)Terry L. RussellATU Local 265 (VTA)Brian SherlockATU InternationalSteve JovelValley Transit Authority (VTA)Yvonne SphaxTransportation Learning CenterLouis J. Durant IIIATU Local 1300 (MTA)Christine KeunnenMetro TransitYvonne WilliamsATU Local 192Tom FinkTLC-ATUSusan YatesBalance PointChristine KreunnenMetro Transit (MN)Latice LeeMaryland Transit Administration(MTA)Jamaine GibsonATU Local 265 (VTA)Alec JohnsonATU Local 1005 (MN)Siddiqu ShaikhATU Local 1574 (Samtrans)Mathias HamiltonATU Local 1447 (TARC)IITom WebbWashington Metropolitan AreaTransit Authority (WMATA)ACKNOWLEDGMENTS
ContentsAcknowledgmentsiiCompetency-Based Occupational FrameworksivComponents of the Competency-Based Occupational FrameworkvUsing the Competency-Based Occupational Framework to Develop a Registered ApprenticeshipProgramviTransit Coach Operator Occupational Overview1Occupational Purpose and Context1Potential Job Titles1Attitudes and Behaviors1Apprenticeship Prerequisites1Occupational Pathways2Certifications, Licensure and Other Credential Requirements2Job Functions2Stackable Programs3Options and Specializations3Work Process Schedule4Job Functions and Competencies4Specialization7Related Technical Instruction Plan9Cross-Cutting Competencies11Detailed Job Functions13JOB FUNCTION 1: Adheres to policies, laws and regulations related to operating a motor coach 13JOB FUNCTION 2: Follows standard operating procedures issued by employer16JOB FUNCTION 3: Properly and safely operates transit vehicle during the day and night in a varietyof weather situations and road conditions18JOB FUNCTION 4: Provides customer service to passengers; ensures safe transportation ofpassengers24JOB FUNCTION 5: Utilizes appropriate vehicle communication devices and techniques;communicates professionally with others to gain or convey information28JOB FUNCTION 6: Operates according to health, safety and environmental standards, bestpractices and requirementsCONTENTS30III
Competency-Based OccupationalFrameworksThe Urban Institute, under contract by the U.S. Department of Labor, has worked with employers,subject matter experts, labor unions, trade associations, credentialing organizations and academics todevelop Competency-Based Occupational Frameworks (CBOF) for Registered Apprenticeshipprograms. These frameworks defined the purpose of an occupation, the job functions that are carriedout to fulfill that purpose, the competencies that enable the apprentice to execute those job functionswell, and the performance criteria that define the specific knowledge, skills and personal attributesassociated with high performance in the workplace. This organizational hierarchy – Job Purpose – JobFunctions – Competencies – Performance Criteria – is designed to illustrate that performing work wellrequires more than just acquiring discrete knowledge elements or developing a series of manual skills.To perform a job well, the employee must be able to assimilate knowledge and skills learned in varioussettings, recall and apply that information to the present situation, and carry out work activities usingsound professional judgement, demonstrating an appropriate attitude or disposition, and achieving alevel of speed and accuracy necessary to meet the employer’s business need.The table below compares the terminology of Functional Analysis with that of traditional OccupationalTask Analysis to illustrate the important similarities and differences. While both identify the keytechnical elements of an occupation, Functional Analysis includes the identification of behaviors,attributes and characteristics of workers necessary to meet an employer’s expectations.Framework TerminologyTraditional Task Analysis TerminologyJob Function – the work activities that arecarried out to fulfill the job purposeJob Duties – roles and responsibilities associatedwith an occupationCompetency – the actions an individual takesand the attitudes he/she displays to completethose activitiesTask – a unit of work or set of activities neededto produce some resultPerformance Criteria – the specific knowledge,skills, dispositions, attributes, speed andaccuracy associated with meeting the employer’sexpectationsSub Task – the independent actions taken toperform a unit of work or a work activityIVCOMPETENCY BASED OCCUPATIONAL FRAMEWORKS
Although designed for use in competency-based apprenticeship, these Competency-BasedOccupational Frameworks also support time-based apprenticeship by defining more clearly andprecisely apprentice is expected to learn and do during the allocated time-period.CBOFs are comprehensive in order to encompass the full range of jobs that may be performed byindividuals in the same occupation. As employers or sponsors develop their individual apprenticeshipprograms, they can extract from or add to the framework to meet their unique organizational needs.Components of the Competency-Based Occupational FrameworkOccupational Overview: This section of the framework provides a description of the occupationincluding its purpose, the setting in which the job is performed and unique features of the occupation.Work Process Schedule: This section includes the job functions and competencies that would likely beincluded in an apprenticeship sponsor’s application for registration. These frameworks provide a pointof reference that has already been vetted by industry leaders so sponsors can develop new programsknowing that they will meet or exceed the consensus expectations of peers. Sponsors maintain theability to customize their programs to meet their unique needs, but omission of a significant number ofjob functions or competencies should raise questions about whether or not the program has correctlyidentified the occupation of interest.Cross-cutting Competencies: These competencies are common among all workers, and focus on theunderlying knowledge, attitudes, personal attributes and interpersonal skills that are importantregardless of the occupation. That said, while these competencies are important to all occupations, therelative importance of some versus is others may change from one occupation to the next. Theserelative differences are illustrated in this part of the CBOF and can be used to design preapprenticeship programs or design effective screening tools when recruiting apprentices to theprogram.Detailed Job Function Analysis: This portion of the framework includes considerable detail and isdesigned to support curriculum designers and trainers in developing and administering the program.There is considerable detail in this section, which may be confusing to those seeking a more succinct,higher-level view of the program. For this reason, we recommend that the Work Process Schedule bethe focus of program planning activities, leaving the detailed job function analysis sections toinstructional designers as they engage in their development work.COMPETENCY BASED OCCUPATIONAL FRAMEWORKSV
a.Related Technical Instruction: Under each job function appears a list of foundationalknowledge, skills, tools and technologies that would likely be taught in the classroom toenable the apprentice’s on-the-job training safety and success.b.Performance Criteria: Under each competency, we provide recommended performancecriteria that could be used to differentiate between minimally, moderately and highlycompetent apprentices. These performance criteria are generally skills-based rather thanknowledge-based, but may also include dispositional and behavioral competencies.Using the Competency-Based Occupational Framework to Develop a RegisteredApprenticeship ProgramWhen developing a registered apprenticeship program, the Work Process Schedule included in thisCBOF provides an overview of the job functions and competencies an expert peer group deemed to beimportant to this occupation. The Work Process Schedule in this document can be used directly, ormodified and used to describe your program content and design as part of your registration application.When designing the curriculum to support the apprenticeship program – including on the job trainingand related technical instruction – the more detailed information in Section 5 could be helpful. Thesemore detailed job function documents include recommendations for the key knowledge and skillelements that might be included in the classroom instruction designed to support a given job function,and the performance criteria provided under each competency could be helpful to trainers and mentorsin evaluating apprentice performance and insuring inter-rater reliability when multiple mentors areinvolved.VICOMPETENCY BASED OCCUPATIONAL FRAMEWORKS
Transit Coach Operator OccupationalOverviewOccupational Purpose and ContextSafe, reliable, and courteous transportation and transport of passengers. Individuals will drive a bus ormotor coach, including regular route operations, charters, and private carriage. May assist passengerswith baggage and/or ADA requirements. May collect fares or tickets.Potential Job TitlesCoach Operator, Transit Bus Operator, Bus Driver, Operator, Driver, Professional Bus Operator, MotorCoach Operator, Transit Coach OperatorAttitudes and BehaviorsDependable, conscientious, detail-oriented, critical thinkers and leaders; must be self-motivated, amulti-tasker in a high sensory impact environment, able to work independently and stay on deadline;must have quick reaction time, good hearing and vision, and be able to anticipate potential hazards inorder to avoid them. Must be able to communicate effectively with others. Must be resilient, customerservice oriented, maturity, display professional demeanor.Apprenticeship PrerequisitesSafety sensitive and ongoing random drug testing. Must be able to pass DOT physical. Backgroundtesting and clean driving record.TRANSIT COACH OPERATOR OCCUPATIONAL OVERVIEW1
Occupational PathwaysPlanning, Dispatch, Supervision, Training Instructor, Radio Control, Scheduler, OperationsManagement. Executive Management but likely require higher educational attainment. Additionaltraining may transition into maintenance. Within transit agencies, may be a career ladder into otheravailable positions within the organization.Certifications, Licensure and Other CredentialRequirementsCREDENTIALOffered ByBefore, During orAfter ApprenticeshipAbility to obtain a CDLor Permit: Class A or Bwith Passenger andAir BrakeEndorsementDepartment of Transportation/Department ofMotor VehiclesJob FunctionsCore orOptionalJOB FUNCTIONS1.Adheres to policies, laws and regulations related to operating a motor coachCore orOptional2.Follows standard operating procedures issued by employerCore orOptional3.Properly and safely operates transit vehicle during the day and night, in avariety of weather situations and road conditionsCore orOptional4.Provides customer service to passengers; ensures safe transportation ofpassengersCore orOptional5.Utilizes appropriate vehicle communication devices and techniques;communicates professionally with others to gain or convey informationCore orOptional2TRANSIT COACH OPERATOR OCCUPATIONAL OVERVIEW
6.Operates according to health, safety and environmental standards, bestpractices and requirementsCore orOptionalStackable ProgramsThis occupational framework is designed to link to the following additional framework(s) as part of acareer laddering pathway.Stackable ProgramsBase orHigherLevel1.BaseProgramStacks on top of2.3.4.Options and SpecializationsThe following options and specializations have been identified for this occupation. The Work ProcessSchedule and individual job function outlines indicate which job functions and competencies weredeemed by industry advisors to be optional. Work Process Schedules for Specializations are included atthe end of this document.Options and SpecializationsOptionSpecializationN/ATRANSIT COACH OPERATOR OCCUPATIONAL OVERVIEW3
Work Process ScheduleJob Functions and CompetenciesONET Code: 319093.00WORK PROCESS SCHEDULETransit Coach OperatorRAPIDS Code: 2074CBJOB TITLE:LEVEL:SPECIALIZATION:STACKABLE PROGRAM yesnoBASE OCCUPATION NAME:Company Contact: NameAddress:PhoneApprenticeship ybridCDL Class A or B permit or license withpassenger and air brake endorsementJOB FUNCTION 1: Adheres to policies, laws and regulations related to operating a motor coachCompetenciesCore orOptionalA. Follows agency standards for attire and appearanceCore orOptionalB. Adheres to customer service policiesCore orOptionalC. Follows agency personnel policies and practicesCore orOptionalD. Fulfills agency training and assessmentrequirementsCore orOptionalE.Core orOptional4Maintains a safe and secure environment for selfand passengersRTIOJTWORK PROCESS SCHEDULE
JOB FUNCTION 2: Follows standard operating procedures issued by employerCompetenciesCore orOptionalA. Completes a pre-trip inspection of criticalcomponents and completes Driver VehicleInspection ReportCore orOptionalB. Performs a post-trip inspection checkCore orOptionalC. Performs a proper terminal checkCore orOptionalRTIOJTJOB FUNCTION 3: Properly and safely operates transit vehicle during the day and night in a varietyof weather situations and road conditionsCompetenciesCore orOptionalA. Operates vehicle safely in the day or nightCore orOptionalB. Scans, detects, and responds properly to potentialdangers in the driving environmentCore orOptionalC. Performs proper parking/securement proceduresCore orOptionalD. Properly performs routine procedures such as farecollection, relief procedures, and end of routeproceduresCore orOptionalE.Safely performs service stopsCore orOptionalF.Safely enters and exits intersections androundaboutsCore orOptionalG. Safely shares road with bicyclists, pedestrians, andmotorists; accident avoidanceCore orOptionalH. Consistently uses proper signals to communicate toother driversCore orOptionalI.Core orOptionalManages life as an operator to minimize stress andmaintain healthRTIOJTJOB FUNCTION 4: Provides customer service to passengers; ensures safe transportation ofpassengersCompetenciesWORK PROCESS SCHEDULECore orOptionalRTIOJT5
A. Adheres to Americans with Disabilities ActrequirementsCore orOptionalB. Assists customers with special needsCore orOptionalC. Reports malfunctions, breakdowns or maintenanceneeds accurately and promptlyCore orOptionalD. Safely and effectively diffuses escalating situationsCore orOptionalE.Core orOptionalDisplays knowledge of the routes to assistpassengers with navigationJOB FUNCTION 5: Utilizes appropriate vehicle communication devices and techniques;communicates professionally with others to gain or convey informationCompetenciesCore orOptionalA. Properly uses signals to communicate with driversCore orOptionalB. Communicates appropriately with dispatchoperators and/or supervisorsCore orOptionalC. Reports malfunctions, breakdowns or maintenanceneeds accurately and promptlyCore orOptionalD. Displays knowledge of the routes to assistpassengers with navigationCore orOptionalRTIOJTJOB FUNCTION 6: Operates according to health, safety and environmental standards, best practicesand requirementsCompetenciesCore orOptionalA. Complies with hours of service requirementsCore orOptionalB. Operates in a way that minimizes negative impact oftransportation on environmental health and safetyCore orOptionalC. Responds appropriately and completes properdocumentation in the event of an accidentCore orOptional6RTIOJTWORK PROCESS SCHEDULE
SpecializationType of Specialization:JOB FUNCTION 1:CompetenciesRTIOJTRTIOJTRTIOJTJOB FUNCTION 2:CompetenciesJOB FUNCTION 3:CompetenciesWORK PROCESS SCHEDULE7
JOB FUNCTION 4:CompetenciesRTIOJTRTIOJTRTIOJTJOB FUNCTION 5:CompetenciesJOB FUNCTION 6:Competencies8WORK PROCESS SCHEDULE
Related Technical Instruction PlanCOURSE NAMECourse NumberHoursLEARNING OBJECTIVESCOURSE NAMECourse NumberHoursLEARNING OBJECTIVESCOURSE NAMECourse NumberHoursLEARNING OBJECTIVESWORK PROCESS SCHEDULE9
COURSE NAMECourse NumberHoursLEARNING OBJECTIVESCOURSE NAMECourse NumberHoursLEARNING OBJECTIVES10WORK PROCESS SCHEDULE
Cross-Cutting CompetenciesCOMPETENCY**012345678Personal EffectivenessInterpersonal ity and ReliabilityAdaptability and FlexibilityLifelong LearningReadingAcademicWritingMathematicsScience & TechnologyCommunicationCritical and Analytical ThinkingBasic Computer SkillsTeamworkCustomer FocusPlanning and OrganizationWorkplaceCreative ThinkingProblem Solving & Decision MakingWorking with Tools & TechnologyChecking, Examining & RecordingBusiness FundamentalsSustainableHealth & Safety**Cross-cutting competencies are defined in the Competency Model aspxCROSS-CUTTING COMPETENCIES11
Cross-Cutting Competencies identify transferable skills – sometimes called “soft skills” or“employability skills” – that are important for workplace success, regardless of a person’s occupation.Still, the relative importance of specific cross-cutting competencies differs from occupation tooccupation. The Cross-Cutting Competencies table, above, provides information about which of thesecompetencies is most important to be successful in a particular occupation. This information can beuseful to employers or intermediaries in screening and selecting candidates for apprenticeshipprograms, or to pre-apprenticeship providers that seek to prepare individuals for successful entry intoan apprenticeship program.The names of the cross-cutting competencies come from the U.S. Department of Labor’s CompetencyModel Clearinghouse and definitions for each can be viewed mpetency-models/building-blocks-model.aspxThe scoring system utilized to evaluate the level of competency required in each cross cutting skillaligns with the recommendations of the Lumina Foundation’s Connecting Credentials Framework. Theframework can be found at: CUTTING COMPETENCIES
Detailed Job FunctionsJOB FUNCTION 1: Adheres to policies, laws andregulations related to operating a motor coachRelated Technical InstructionKNOWLEDGESKILLSTOOLS & TECHNOLOGIES Federal and state legal and regulatoryrequirements that apply to Class B CDLholderFederal Motor Carrier Safety RegulationsLocation and function of primary controlsincluding steering, acceleration, braking,shifting and parkingEmployee policies and content of employeehandbook – employment and humanresources handbook, training, customerservice, collective bargaining agreement,shift policies, etc.Security awareness policies and practices;techniques for managing or responding to adifficult or disruptive passengerUniform policies; dress codeEmergency response policies and procedures Observational andhearing skillsPaying attention todetailsReadingFollowing directionsWorkplace etiquetteConflict managementand resolutionCustomer servicePhysical ability tomaneuver and assistpassengers Electronic manuals andhandbooksTwo-way radioAgency intranetSafety equipment suchas axes, fireextinguishers,defibrillatorsFare collectionequipment andtechnologyLifts and safety devicesfor disabled travelersCompetency A: Follows agency standards for attire andappearanceCore orOptionalPERFORMANCE CRITERIA1.Wears appropriate uniform according to local policies and proceduresCore orOptional2.Appears neat and follows good personal hygiene habitsCore orOptional3.Dresses appropriate to climate/weatherCore orOptionalCompetency B: Adheres to customer service policiesCore orOptionalPERFORMANCE CRITERIA1.Greets passengers appropriately and respectfully; provides information whenpossible.DETAILED JOB FUNCTIONSCore orOptional13
2.Enforces policies regarding food and beverages, music, and attire (shoes andshirts required, etc.)Core orOptional3.Elevates problems or concerns to supervisor, police or other first responderaccording to protocolCore orOptional4.Collects appropriate transit fare and resolves customer service issues related tofareCore orOptional5.Notifies supervisor in the event of a disruptive passenger, customer complaint orother problem that may require documentation or follow-up actionCore orOptionalCompetency C: Follows agency personnel policies andpracticesCore orOptionalPERFORMANCE CRITERIA1.Shows up for work on time and as scheduledCore orOptional2.Follows call out procedures when necessary and appropriateCore orOptional3.Explains the purpose and procedures for return to duty and light duty protocolsand follows protocols or enables colleagues to follow itCore orOptional4.Treats colleagues with respect; assists others when neededCore orOptional5.Follows protocol for disciplinary processesCore orOptional6.Adheres to violence in the workplace policiesCore orOptional7.Follows agency policies regarding breaks or relief stopsCore orOptionalCompetency D: Fulfills agency training and assessmentrequirementsCore orOptionalPERFORMANCE CRITERIA1.Participates in training programs and recertification programsCore orOptional2.Receives training from NTI, TSI and othersCore orOptional3.Completes defensive driving training and employs these practices consistentlyCore orOptional4.Responds positively to evaluations and performance assessments working toaddress areas of opportunityCore orOptional14DETAILED JOB FUNCTIONS
Competency E: Maintains a safe and secure environmentfor self and passengersCore orOptionalPERFORMANCE CRITERIA1.Uses defensive driving techniquesCore orOptional2.Effectively diffuses conflicts with colleagues and passengersCore orOptional3.Manages disruptive passengers using conflict management techniques; requestsback-up or first responder support when necessaryCore orOptional4.Checks for presence of and access to emergency response equipment beforestarting route – axe, fire extinguisher, two-way radio, cell-phone, etc.Core orOptionalDETAILED JOB FUNCTIONS15
JOB FUNCTION 2: Follows standard operatingprocedures issued by employerRelated Technical InstructionKNOWLEDGESKILLSTOOLS & TECHNOLOGIES Federal Motor Carrier SafetyRegulationsLocation and function of primarycontrols including steering,acceleration, braking, shifting andparkingLocation and function of secondarycontrols including lights, signals,windshield wipers and washers,interior climate, engine startingVehicle parts and frequency ofmaintenance or replacementAcceptable operating ranges of truckinstruments, such as speedometer,fuel gauge, oil gauge, air pressure,cooling system exhaust system andelectronic systems Observational andhearing skillsPaying attention todetailsVisual acuityTwo-way radioVehicle parts and gaugesLifts, doors, sign technologiesMechanical systemsCompetency A: Conducts pre-trip inspection of criticalvehicle components and completes Driver VehicleInspection ReportCore orOptionalPERFORMANCE CRITERIA1.Checks under vehicle for fresh oil, coolant, grease or fuel leaksCore orOptional2.Checks for vehicle damage to the chassis or frameCore orOptional3.Checks interior of bus for loose or broken seats, handrails, or any other possiblehazardsCore orOptional4.Checks bus exterior lights, tires, mirrors, wipersCore orOptional5.Checks parking brakeCore orOptional6.Checks air brakeCore orOptional7.Checks that radio communication device is properly functioningCore orOptional16DETAILED JOB FUNCTIONS
8.Checks horns, turn signals, oil and gas levelCore orOptional9.Properly fills out Vehicle Inspection Report with any mechanical and/or safetyconcerns found during inspectionCore orOptional10. Notifies appropriate supervisor or authority if a mechanical or safety concern isnotedCompetency B: Performs a post-trip inspection checkCore orOptionalCore orOptionalPERFORMANCE CRITERIA1.Checks under vehicle for fresh oil, coolant, grease or fuel leaksCore orOptional2.Checks for vehicle damage to the chassis or frameCore orOptional3.Checks interior of bus for loose or broken seats, handrails, or any other possible hazardsCore orOptional4.Properly fills out Vehicle Inspection Report with any mechanical and/or safety concernsfound during inspectionCore orOptional5.Notifies appropriate supervisor or authority if a mechanical or safety concern is notedCore orOptionalCompetency C: Perform a proper terminal checkCore orOptionalPERFORMANCE CRITERIA1.Performs vehicle inspection pre/post tripCore orOptional2.Ensures vehicle is servicedCore orOptional3.Communicates and verifies route informationCore orOptional4.Coordinates vehicle maintenance effortsCore orOptional5.Notifies appropriate supervisor or authority if a mechanical or safety concern is notedCore orOptional6.Maintains vehicle cleanlinessCore orOptional7.Ensures all terminal operations are following standard operating policy and regulationsCore orOptionalDETAILED JOB FUNCTIONS17
JOB FUNCTION 3: Properly and safely operates transitvehicle during the day and night in a variety of weathersituations and road conditionsRelated Technical InstructionKNOWLEDGESKILLSTOOLS & TECHNOLOGIES OSHA and DOT regulations regardingtransport of hazardous materialsRules of the roadSafe braking distance based on vehicle size,weight and distance to next vehicle orobjectLaws and consequences regarding movingvehicle violationsEffect of speed on center of gravity, loss ofstability, sight distance and surfaceconditionsBasic formula for determining safefollowing distanceWellness maintenance techniques- diet,exercise, personal finance, stressmanagement, sleep requirements, effectsof drugs and alcohol, signs of control offatigueGood reflexesDefensive drivingOperation of vehicleReading a map orprogramming a GPSdeviceMapsLightsMirrorsWindshield wipersWeather alert systemsCompetency A: Operates vehicle safely in the day or nightCore orOptionalPERFORMANCE CRITERIA1.Turns on headlights when necessaryCore orOptional2.Accelerates smoothlyCore orOptional3.Monitors controls, mirrors, instruments and gauges to ensure proper and safe operationCore orOptional4.Maintains vehicle in center of lane, driving in a straight lineCore orOptional5.Maintains appropriate clearance when maneuvering around obstacles or obstructionsCore orOptional6.Maintains safe following distanceCore orOptional18DETAILED JOB FUNCTIONS
7.Uses proper hand placement on steering wheel and shiftersCore orOptional8.Remains focused and avoids distractionsCore orOptional9.Does not text or use electronic devices while drivingCore orOptional10. Adjusts heater to appropriate temperatureCore orOptional11. Turns on windshield wipers when appropriateCore orOptional12. Navigates safely through closures, detours, etc.Core orOptionalCompetency B: Scans, detects, and responds properly topotential dangers in the driving environmentCore orOptionalPERFORMANCE CRITERIA1.Identifies and understands street signs, signals and pavement markingsCore orOptional2.Properly adjusts speed to the environment conditionCore orOptional3.Observes traffic flow and patternsCore orOptional4.Checks mirrors regularlyCore orOptional5.Regularly scans and monitors passenger activity in mirrors and adjusts drivingaccordingly when necessaryCore orOptional6.Performs yield for right-of-way for appropriate vehicles and pedestriansCore orOptional7.Uses appropriate communication proceduresCore orOptional8.Stays in control and alertCore orOptional9.Uses hazard lights when appropriateCore orOptional10. Focuses visually on the road aheadCore orOptionalCompetency C: Performs proper parking/securementproceduresCore orOptionalDETAILED JOB FUNCTIONS19
PERFORMANCE CRITERIA1.Checks mirrors and blind spotsCore orOptional2.Maintains a steady speedCore orOptional3.Practices cautionCore orOptional4.Properly turns off engine and sets parking brakeCore orOptional5.Properly uses vehicle doors opening operationsCore orOpti
Jul 25, 2018 · Individuals will drive a bus or motor coach, including regular route operations, charters, and private carriage. May assist passengers with baggage and/or ADA requirements. May collect fares or tickets. Potential Job Titles Coach Operator, Transit Bus Operator, Bus Driver, Operator,
16-17 Transit EZ Load Ladder Rack 18 Transit LoadsRite Ladder Rack 19 Transit Connect Grip-Lock & Utility Racks 19 Transit Utility Racks 20-21 Transit Low Roof Trade Packages 22-23 Transit Med/High Roof Trade Packages 24-25 Transit Connect Trade Packages 26-27 Index INDEX FORD TRANSIT & TRANSIT CONNECT
is a bus rapid transit system jointly funded by Community Transit and Everett Transit. Community Transit directly operates . Swift. along a 16.7-mile route on State Route SR-99, traversing the cities of Everett, Lynnwood, Edmonds, Shoreline, and unincorporated Snohomish County. The corridor includes six miles of business access/transit (BAT) lanes
TransIT Services of Frederick County, MD Brian Dean Capital Area Transit, PA Lenea England Bay Aging/Bay Transit, VA Patrick Hench Red Rose Transit, PA Dorothy Sterling Hill County of Lackawanna Transit, PA Dan Hogan Focus on Renewal, PA Dennis Howard Triangle Transit, NC Stephen Huyck River Valley Transit,
transit providers receiving Federal transit assistance to undertake certain transit asset management activities. Transit asset management leverages data to improve investment decision-making, reliability, safety, cost management, and customer service and is a cornerstone of effective performance management. Background Maintaining transit assets .
WASHINGTON, D.C. 2003 www.TRB.org TRANSIT COOPERATIVE RESEARCH PROGRAM TCRP REPORT 90 Research Sponsored by the Federal Transit Administration in Cooperation with the Transit Development Corporation SUBJECT AREAS Public Transit Bus Rapid Transit Volume 1: Case Studies in Bus Rapid Transit HERBERT LEVINSON New Haven, CT SAMUEL ZIMMERMAN DMJM .
2011-2012, Head Coach, ProStyle VBC 12U 2011, Head Coach, Niceville HS Freshman 2009-2010, Asst Coach, Pilialoha VBC 15U - Gulf Coast Regional Champions 2004, Player/Coach Kirtaland AFB Base Championship Team 2002, Player/Coach Kadena AB Base Championship Team 1988-1990, Asst Coach, California Juniors VBC 16U
An agile coach is RQ1often hired to help teams and companies adopt and take advantage of agile methods [5]-[7]. The role is also called a Scrum coach [8], kanban coach [9], lean coach [8], or devOps coach [10]. Agile coaches can be either hired consultants or a company's own employees who take up coaching roles [16].
on the work of its forty-seventh session, which was held in New York, from 7-18 July 2014, and the action thereon by the United Nations Conference on Trade and Development (UNCTAD) and by the General Assembly. In part two, most of the documents considered at the forty-seventh session of the Commission are reproduced. These documents include .
