The impact of an evaluation design on the effective implementation of a training program for women in higher education leadership and management was assessed. The program was designed by the University of Pennsylvania's Higher Education Resource Services. The training program, entitled "The Next Move," was introduced at three pilot sites: a large, public urban institution, part of a multi-campus system; a small, private university in a suburban setting; and a senior college of an urban public university system. To increase chances for career mobility for women and to assist in the development of a positive self-image, the program utilized leadership and management training to provide women with an institutional perspective, strengthen and encourage local leadership, and foster the growth of networks. The program consisted of a one-half day case study workshop, a one-day leadership and management clinic, and brown bag seminars. To insure implementation of the model on a nationwide basis, it was necessary that the evaluative design consider the special problems of a model focusing on institutional change, while carefully appraising the potential adaptability or transportability of the program. The evaluation design selected was illuminative evaluation, which encompassed both process and product components and the collection of quantitative and qualitative data. Because the program was designed in three stages, formative evaluation was easily built into the evaluative model. Quantitative data were obtained through a questionnaire, administered after the case study workshop and qualitative data were obtained through observations and interviews. Results of the evaluation are considered. (SW)