ATTENTION TO DETAIL
Candidates of the MTA Bus Operator are given a passage containing state laws or policies of the MTA and they will be required to read and analyze how these rules apply to a particular situation or question following the passage.
This is included in the exam because it allows the MTA to know if the test-taker has sufficient problem solving skills needed to become an effective MTA bus operator.
After all, they will need to make good decisions or judgement calls in the field on their own when a problem appears and a senior operator or coworker isn’t there to help them know which is the best course of action to take.
Similar to the deductive reasoning subject, here, the candidate has to come to a logical conclusion by looking at a set of pictures, numbers, scenarios, objects, or even just words or letters.
Sometimes, the questions will come in the form of sentences, tables, or charts, and it will be up to the test-taker to find the common element, concept, rule, or sequence that all of the figures share with each other.
The subject is included in the test because the MTA needs its bus operators to have an inquisitive mind when it comes to problem solving. An example of this is realizing that a number of mechanical problems in multiple MTA vehicles stemming from the same source or nature, allowing them to immediately know which mechanical part is causing the problem.
In this section, the test-taker will be given five to six statements in a random order. From here, they will have to re-arrange them in a way that follows a logical sequence or follows the intended chronological order of the passage.
This is, after all, a means for the MTA to know how well the candidate can process information and come to a logical conclusion even if it wasn’t presented or discovered in the correct order or if certain details are missing.
On the other hand, this is also used to make sure that the applicant can write a report chronologically so that they can be easily understood by their coworkers or superiors when an incident occurs.
Sometimes known as the MTA situational judgement test, the questions contained in this section of the MTA bus operator multiple choice exam revolve around you having to solve a conflict of some sort that a bus operator of the MTA may encounter while on the job.
The responses will range from highly pacifistic/tolerant to being firm or aggressive and it will be up to you to decide what is the best course of action to take to solve that problem.
Fortunately, however, you do not need to know of the policies or procedures of the MTA and most of the situations only follow a ‘common sense’ solving style as the company wants to know just what sort of operator you will be when presented with such situations.
Short Term Memorization
As a MTA bus operator, you will need to learn and remember a lot of routes, landmarks, street names, speed limits, one-way lanes, special traffic rules, MTA procedures, and so much more as you go through your day bringing in passengers and dropping them off at their specific stops.
This means that you will need to have a sufficient enough level of memorization skills so that you can still navigate and bring passengers to their destinations even if the GPS device of your bus is down or malfunctioning.
In case you do not know what route to take, this means that you must remember directions given to you by dispatch, police officers, or fellow bus operators the first or second time they relay the information to you.
The questions will come in the form of you having to find a complicated line of letters, numbers, symbols, or a mixture of everything according to a list or table.
This part of the MTA Bus Operator Multiple Choice Exam aims to know if the test-taker has the ability to determine their location at any time through the use of maps or layouts.
After all, as a MTA bus operator, you will need to be familiar with your surroundings as you drive your assigned vehicle through your assigned routes, and know how to utilize different ways to get to a location if an obstacle or problem prevents you from taking the normal route all the while paying close attention to the laws and rules of the city.
In the test, questions will come in the form of which is the fastest route without breaking traffic laws and other requirements provided in the question.
This subject is similar to that of reading comprehension but the contents will be more focused on passages or word choices utilized by the MTA itself such as those of bulletins, messages, policies, and regulations.
In short, the MTA wants to know that the candidate has the ability to understand such subjects, even instructions for a particular inspection, trip, or even repairs if a mechanic isn’t nearby and the problem is something that can be fixed personally by the operator.
Once again, this subject is meant to gauge if the test-taker has the capability to understand instructions, statements, or even just mere directions given to them so that they can work effectively.
Given the nature of their work, a MTA bus operator must be able to communicate information and ideas effectively, both through oral and written methods as this would be vital with helping passengers take the correct stop if they are not familiar with the route as well as them having to write a report when needed if an incident occurs during their trip.
To summarize, this section is included in the MTA Bus Operator Multiple Choice Exam to test the candidate’s bility to express themselves verbally.
Generally, the questions encountered under this subject will come in the form of incomplete sentences and the test-taker will need to select the answer that completes it while adhering to vocabulary, grammar, spelling, and word order rules.
In this part of the MTA Bus Operator Test, the test-taker will be tasked with proving their mental imagery skills.
This is done by giving them questions to which they have to identify the original object, pattern, figure, or personfollowing a number of changes in terms of its position or appearance.
Generally, the questions will come in the form of a unique geometric pattern/portrait and the test-taker has to choose amongst the choices on which matches the original image.
In this subject, the MTA seeks to assess the candidate’s ability to understand and apply mechanical concepts and principles to solve problems such as understanding that the bus needs fuel when the fuel gauge is near empty.
As someone in charge of a vehicle, operators of the MTA must have some mechanical knowledge so that they can fix or prevent a mechanical problem, especially when a mechanic is not nearby and the problem is easily fixable.
This means the test-taker will encounter questions revolving around speed, wheels, belts, pulleys, levers, mechanical concepts, etc.
This is similar to the problem sensitivity section but is more geared towards being helpful towards the passengers and customers of the MTA.
In this section, the test-taker will be provided with a short passage that contains a conflict or problem that they have to resolve through a number of given choices of varying intensity, friendliness, approachability, etc.
However, unlike the problem sensitivity section, this focuses more on trying to give more favor towards the customer as long as it is within the boundaries of MTA policies and reason.