Difficulties associated with the DACUM (Developing a Curriculum) process of the British Columbia Ministry of Education were identified in this study. Using a task analysis of a hunter's job, a set of procedures was developed that can improve the curriculum development process and, to some extent, overcome the difficulties associated with it. The study used a collection of task statements generated in a workshop setting, distributed them to the field for responses, and then clustered these task statements on the basis of field responses. The clusters were then examined according to a behavioral taxonomy. This process allows for the identification of the physical and psychological requirements associated with a cluster. In addition, the process provided information on the relative importance of tasks associated with the job situation. Finally, the process allowed for the field validation of existing DACUM charts and the identification of core competencies and modules for multi-level occupations. Using hunter training task statements, the study identified those tasks that cluster together by using a factor analytic approach. The clusters identified on the basis of field responses were the following: (1) identification and knowledge of species and their habitats; (2) survival; (3) knowledge and activities required in preparation for a hunting trip; (4) legal aspects of hunting; (5) safety; and (6) hunting ethics. In addition, information on the relative importance of all task items was extrapolated and interpreted with respect to implications for curriculum design and instruction as well as for the identification of core competencies and modules for complex work environments. (Author/KC)