Transport Conductors collect fares and issue tickets on transport vehicles.
Collects tickets and change from depot clerks.
Signals drivers to stop and proceed.
Oversees passengers' safety in emergency circumstances, and opens and closes vehicle doors.
Assists passengers to board and disembark from vehicles and assists passengers with baggage.
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Ticket Salespersons, under the outlook section.
Earnings and hours
Around 87% of people employed as Transport Conductors work full-time hours, in all their jobs combined. This is 21 percentage points above the all jobs average (66%).
Full-time workers work an average of 43 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Most Transport Conductors work in the Transport, postal and warehousing industry.
Source: Based on ABS Census 2016, Customised Report.
Employment across Australia
Employment by State and Territory (% Share)
|State||Transport Conductors||All Jobs Average|
Around 54% of Transport Conductors live outside of capital cities, compared with the all jobs average of 38%.
Victoria has a large share of employment relative to its population size.
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Transport Conductors is 46 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 45 to 54 years.
Females make up 31% of the workforce. This is 17 percentage points below the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Transport Conductors||All Jobs Average|
|65 and Over||4.6||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
Formal qualifications are not usually required to work as a Transport Conductor. Some workers have Vocational Education and Training (VET) qualifications in areas such as tourism, hospitality or customer service.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Retail Services VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Transport Conductors||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||2.3||10.1|
|Year 10 and below||14.5||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Ticket Salespersons that provide good customer service, are reliable and well presented.
Skills can be improved through training or experience.
Looking for ways to help people.
Understanding why people react the way they do.
Listening to others, not interrupting, and asking good questions.
Thinking about the pros and cons of different ways to solve a problem.
Keeping track of how well work is progressing so you can make changes or improvements.
Talking to others.
Talking people into changing their minds or their behaviour.
34%Coordination with others
Being adaptable and coordinating work with other people.
Bringing people together and trying to sort out their differences.
Reading work related information.
Being able to use what you have learnt to solve problems now and again in the future.
30%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
30%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Writing things for co-workers or customers.
29%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Managing your own and other peoples' time to get work done.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
23%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Measuring how well a system is working and how to improve it.
These are important topics, subjects or knowledge areas.
62%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
41%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
English language including the meaning and spelling of words, rules of composition, and grammar.
40%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
36%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
32%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
30%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Arithmetic, algebra, geometry, calculus, or statistics.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
26%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
26%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
24%History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
24%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
Planting, growing, and harvesting food (both plant and animal), including storage and handling.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
Moving people or goods by air, rail, sea, or road.
16%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Workers use these physical and mental abilities..
Communicate by speaking.
See details that are up-close (within a few feet).
Identify and understand the speech of another person.
Listen to and understand what people say.
Speak clearly so others can understand you.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
See details that are far away.
Read and understand written information.
Use general rules to find answers or solve problems logically.
Use your abdominal and lower back muscles a number of times without 'giving out' or fatiguing.
Use lots of detailed information to come up with answers or make general rules.
32%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Pay attention to something without being distracted.
Come up with different ways of grouping things.
30%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
Notice differences between colours, including shades of colour and brightness.
Do two or more things at the same time.
Put together small parts with your fingers.
Quickly move your hand to grasp, manipulate, or assemble objects.
These are kinds of activities workers regularly do in this job.
55%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
51%Building good relationships
Building good working relationships and keeping them over time.
43%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
42%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
40%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
39%Researching and investigating
Looking for, getting and understanding different kinds of information.
Convincing people to buy something or to change their minds or actions.
38%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
36%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
36%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
35%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
35%Making decisions and solving problems
Using information to work out the best solution and solve problems.
35%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
33%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
32%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
30%Controlling equipment or machines
Operating machines or processes either directly or using controls (not including computers or vehicles).
30%Coordinating the work of a team
Getting members of a group to work together to finish a task.
30%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
30%Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
27%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Working with people. Helping or providing service to others.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
97%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
96%Indoors, heat controlled
Work indoors with access to heating or cooling.
Talk with people face-to-face.
91%Contact with the public
Work with customers or the public.
85%Physically close to people
Work physically close to other people.
82%Spend time standing
Spend time standing at work.
Work with people in a group or team.
79%Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
78%Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
75%Being exact or accurate
Be very exact or highly accurate.
Talk on the telephone.
74%Freedom to make decisions
Have freedom to make decision on your own.
Deal with conflict or disagreements.
66%Making repetitive motions
Spend time making repetitive motions.
66%Frequent decision making
Frequently make decisions that impact other people.
64%Walking and running
Spend time walking and running.
63%Lead or coordinate a team
Lead others to do work activities.
62%Impact of decisions
Make decisions that have a large impact on other people.
59%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
58%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 39-3031.00 - Ushers, Lobby Attendants, and Ticket Takers.