The phrase "a difficult task needing" is correct and usable in written English.
It can be used when describing a challenging assignment or job that requires specific attention or resources.
Example: "Completing the project on time is a difficult task needing careful planning and coordination among team members."
Alternatives: "a challenging task requiring" or "a tough job demanding".
Blackburn knew reaching the play-offs was going to be a difficult task, needing and to lose, while beating Wigan and then turning around a seven-goal swing on the Royals.
Blackburn knew reaching the play-offs was going to be a difficult task, needing Reading and Brighton to lose, while beating Wigan and then turning around a seven-goal swing on the Royals.
However, building a simulation model of a manufacturing system is a difficult task and needs great resource expenditures.
In mountainous regions, a gravimetric geoid determination is a difficult task which needs special attention to obtain reliable results satisfying the demands, e.g. of the engineering infrastructure.
The development of an efficient MCMC strategy for sampling from complex distributions is a difficult task that needs to be solved for calculating the small failure probabilities encountered in the high-dimensional reliability analysis of engineering systems.
Accurately determining the cost of a construction project is a difficult task that needs experience, engineering judgment and scientific principles [30].
One letter read: Congress faces a difficult task to balance needs and resources and allocate burdens and sacrifices.
However, the exact determination of analytical solutions of our system (and even of those simpler versions of our model) corresponding to physically meaningful initial conditions, may be a difficult task, whence the need to design computational methods to approximate the solutions of our mathematical model is pragmatically justified.
I know it's a difficult task, but we desperately need to specifically look at the effects of the content of apps and games that children play, and how these interact with the effects of the social context in which they play them.
However, this seamless approach has been a difficult task for teachers who need support (English, 2016; Herschbach, 2011; Kelley & Knowles, 2016; Rinke et al., 2016), and the question of what STEM integration looks like in classroom practice remains largely unanswered.
However, regardless of the method used, the large scope of potentially relevant broader outcomes [ 12, 14] is likely to create a difficult task for researchers who need to decide what outcomes should be considered.
