| The advent of the era of knowledge economy and the dramatic advances in technology, enable the rapid development of knowledge innovation. How to critically evaluate talented individuals is essential in building an excellent work team. An important task in human resource management now is to build an evaluation system that bases its foundation on individuals' performance, and includes elements of persons' characteristics, knowledge, working capabilities, etc. Educational administration is the core of the university administration; it controls the whole teaching process, rational organization, command and scheduling. It guarantees the implementation of educational programs, training objectives, and personnel training standards. Educational administrators are critical to the management process, and they are charged with important duties and tasks in implementation of the administration work.As a special population, the investigation of the evaluation system for this population has a late start. The current evaluation system for individuals working in educational administration remains to be simple and subject, assessment indicators are partial (one-sidedness) or lack of the scientific nature. Thus, to establish a scientific, objective, comprehensive, educational administrative personnel evaluation model and dictionary with a combination of quantitative and qualitative indicators of high operability, which meets the present stage of China's basic national needs, is critically important in educational administrators' recruitment, selection, training, and performance appraisal. Also, it is of utmost significance in strengthening management of personnel training educational reform at university level.Competence is defined as the quality of the individual's ability (a particular kind of knowledge, skill and capability), competency model refers to the quality of to assume a particular position should have a collection of elements of competency. Building a competency model is an important foundation for human resource management and development of management techniques. 1. Research procedures and methods:We based our thoughts on the current work of competency model. First of all, we analyzed all sectors of the current working process in educational administration to determine a variety of required skills and qualities, that is, the necessary competency quality. After a thorough examination of the literature, employing behavioral event interviews, theoretical analysis, and a comprehensive analysis of the various versions of competency dictionary, we used Hay / McBer dictionaries on company classification as the basis, referenced the relevant research findings both in China and abroad, and employed Delphi Method, we conducted two rounds of questionnaire consultation among 30 relevant professionals in educational administration from educational administrative department, different schools, affiliated hospitals, governing office, and teaching and research sections at the Southern Medical University.To establish scientific rigor, completeness, feasibility, and other principles, after a thorough analysis, selection, and supplementation of the indicators; we ultimately summarized all necessary competency quality indicators for educational administration evaluation at university level to be six primary indicators, and 21 secondary indicators. We organized them to be the "dictionary for evaluating educational administrators' competency levels", thus, from a theoretical and systematic perspective; we have refined all quality indicators for evaluating educational administrators' competency level. We used Analytic Hierarchy process (AHP) to weight different-level competency quality indicators, and finally build a "educational administrators' competency model"2. Results:2.1 "Dictionary for evaluating educational administrators' competency levels"The dictionary for evaluating educational administrators' competency levels includes the definition and scores of the 21 competency quality indicators, that is, their behavioral characteristics. The 21 behavioral characteristics in the dictionary include: action, achievement orientation, dedication, self-discipline, integrity, aggressiveness, accountability, capacity of public relations, organization, ability to think as a whole , communication and coordination, planning, implementation, analysis, system building, teamwork, learning development, innovation, and knowledge on management, education management, and education. In order to distinguish between excellent and ordinary performances, four grades were derived. They are grade A: excellent competency level; B: good competency level; C: qualified competency level; D: disqualified competency level.2.2 " educational administrators' competency model "Utilizing the principles proposed by an American researcher Richard Boyatzis in his "quality onion model", the educational administrators' competency model have three layers from outside to inside "capacity", "knowledge" and "motivation and values". We then put the six primary competency indicators and 21 secondary competency indicators in the corresponding position in the model, and mark the corresponding weights.3. Discussion:3.1 Analysis of the competency model indicatorsAccording to their weight coefficients, we sorted the six primary competency indicators as follows: personality traits, management capability, achievement orientation, capability of public relations, capability of career development, and knowledge. We analyzed the composition and its effects for each indicator, especially the influence of dominant factors from personality traits and achievement orientation on educational administrators' performance. In accordance with performance conditions, we have provided thoughtful views on the application of each indicator in management, such as personnel selection, training of core team members, enhancement of the professional capacity, personnel performance appraisal.3.2 Application of the educational administrator's competency model in management areaAccording to the requirements of the educational administrators' behavioral competency quality, professional competency quality, psychological competency quality, and professional conduct quality, we have explored the application of the this competency model in management area. We have provided thoughtful insights and strategies for human resource management: In personnel management, selection, training, performance appraisal and other aspects, we should build a high function team, pay attention to the selection of employees with high motives and good quality, deliberately select backing personnel and keep core members, emphasize training on behavioral quality, and provide training in accordance with organization values and strategies. Especially, we should pay special attention to improve the intrinsic quality of the employees, and evaluate their performance based on their comprehensive ability.3.3 Relationship between intrinsic quality and explicit qualityThrough interviews and literature review, we summarized that educational administrators' behavioral competency quality, professional competency quality, psychological competency quality, and professional conduct quality should be the basic elements of constructing the competency dictionary. From the "educational administrators' competency model" that we built, we can see that there are intrinsic and explicit qualities in the model.3.3.1 Explicit qualityExplicit quality includes the behavioral competency quality and professional competency quality. It reflects the eligibility of individuals in taking the positions, and its levels also determine the level of individuals' job performance. As one of the core quality indicators in the model, the behavioral quality indicator reflects a person's capability to communicate, share information and strategic thoughts and action. Through use of the behavioral quality indicator, we could build a high function work team, establish one's sense of ownership, develop sensitivity in professional performance, and make reasonable, high-impact decisions. The professional competency quality indicator refers to the level of professional skills, professional knowledge, professional experience, etc. It could be used as the standard for the selection and evaluation of the administrators.As explicit quality, the behavioral and professional competency qualities should be taught and learned. We could use various ways to guide, train, and motivate change in individuals' behavioral competency to cultivate and improve these competencies among educational administrators, in order to enhance the organizational performance.3.3.2 Intrinsic qualityIntrinsic quality includes psychological competency quality and the competency of professional conduct. Psychological competency could not directly reflect one's level of job performance, but it is the most important factor that determines one's potential in his career development. Psychological competency is an inherent competency; it could be reflected in everything performed by an individual with this competency. However, it is inherent, and can not be changed by acquired characteristics. Competency of professional conduct reflects the ethical tendency in performing the required work in the job. It includes self-discipline, integrity, accountability and so on. The establishment of the competency in professional conduct could refine the educational administrators' professional performance, strengthen the work team, and prevent risks of ethical misconduct.3.3.3 Correlation between the intrinsic quality and the explicit qualityIntrinsic quality is the driving force of explicit quality, the type and level of psychological competency quality could determine one's role in the organization, it could help individuals better assume the roles in the organization, and achieve better performance. Behavioral competency determines the level of job performance, however, it is based on a combination of various psychological competency indicators. Only when one have a good psychological competency, could he have better behavioral performance.In summary, using the dictionary and model in evaluating educational administrators' competency, we could accomplish evaluation and cultivation of educational administrators' inherent competencies, and help them achieve both their own career development goals and career objectives of organizations. Additionally, for explicit competency qualities, we could use various ways to guide, motivate, and train individuals to change their behavioral competency quality.3.4 Application of the modelFrom the dictionary and model in evaluating educational administrators' competency levels, we could see that educational administrators should have good performance in each aspect including knowledge, management capability, public relations and personal traits, in order to be qualified or excellent. This integrated evaluation criteria is much more thorough and comprehensive in appraising their job performance than the old-fashion way, only relying on the knowledge level test or academic qualification assessment. Through use of the elements from the dictionary and model in evaluating educational administrators' competency levels in personnel selection, training, and job performance appraisal, we will be able to select a high function management team and improve job performance in the organization.
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