The purpose of this qualitative descriptive study was to explore how HR professionals describe the summative and formative evaluation process experience during a higher education-based noncredit training program(s) that provided manufacturing employees with the skills needed today and in the future in the United States. The theoretical foundation for this study was the theory of evaluation which includes two models of evaluation, formative and summative, as a method of determining the value, merit, or worth of an entity being evaluated. The study method was qualitative, and the design descriptive. The overarching research question was, how HR professionals describe the effectiveness of noncredit training programs in the context of summative and formative models of evaluations. Purposive sampling was used to identify participants. The data were collected using a questionnaire followed by 15 individual semi-structured interviews. Data were then coded and thematically analyzed to answer the research questions. Findings revealed organizations generally identify a skills gap and develop a training program without considering the criteria needed to produce effective outcomes. Practical implications from the findings support a collaboration between HR professionals with external training providers. Finally, recommendations for further research applying how training partners can develop and implement program evaluations with a focus specifically on defining the tasks and activities and how training evaluations are addressed as a resource for other HR professionals to build upon. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]