Module 2: AI-Assisted Social Media Marketing

Introduction

You will learn how AI can help you write marketing content while keeping you in control of the facts and your customers’ privacy.

Learning Objectives

·        Explain AI and its limitations.

·        Write a simple prompt and check a draft.

·        Protect privacy and obtain consent.

Topic 1: Understanding AI without the jargon

Artificial intelligence (AI) is software that can produce text, images or suggestions from instructions. An AI writing assistant can suggest a caption, organise ideas or help simplify a message. It does not know your business unless you tell it; it may confidently give wrong information.

Think of AI as a first-draft helper, not a manager or a source of guaranteed facts. You remain responsible for prices, claims, spelling, cultural accuracy, product safety and the final message.

Microtask: Spot the difference

Write one task AI could help with and one decision that must stay with the business owner.

Topic 2: Asking for a useful draft

An instruction to AI is called a prompt. A useful prompt includes the product, audience, tone, length and facts that must be included. Example: “Write a friendly 40-word Facebook caption for a small Grenadian business selling locally made cocoa tea. Mention Saturday market collection. Do not invent prices or health claims.”

Start with a simple instruction and then ask for changes: shorter wording, clearer language, or three options. If you cannot access an AI tool, write the prompt on paper and practise with a facilitator demonstration.

Microtask: Build a prompt

Fill in: “Help me write a ____ for ____. My customers are ____. The true facts are ____. Use a ____ tone. Do not invent ____.”

Topic 3: Checking AI content before posting

AI may invent ingredients, prices, opening hours, testimonials, health benefits or customer quotes. Check each factual statement against what you know. Remove stereotypes, exaggerated claims and photographs that misrepresent your actual product. Never copy a competitor’s words or claim another person’s work as your own.

For an agro-processing business, do not let AI invent shelf life, nutritional information or food-safety assurances. Ask a qualified source about technical requirements and use only verified information.

Microtask: Be the editor

An AI draft says “Our nutmeg drink cures headaches and is available every day.” Identify two claims to verify or remove and rewrite the sentence safely.

Topic 4: Privacy, consent and a manageable posting routine

Do not paste customer names, telephone numbers, payment information, passwords, private business records or confidential supplier details into an AI service. Use fictional examples when learning. If you share a customer photograph or story, obtain permission first.

A simple workflow is: choose a goal → draft the message → check facts → ask permission for images → post → answer enquiries → note results. You can do this with a notebook even before using an app.

Microtask: Draft and review

Write a short caption and use this checklist: true details? clear action? respectful language? no private data? permission for images?

Module Summary

·        AI suggests drafts; people verify facts and make decisions.

·        Useful prompts give clear context and limits.

·        Never share private customer or account information.

Recommended Stopping Point

Pause here until the next in-person class. Bring your paper microtasks, questions and one example from a business you know. You do not need to create a real account, share a real password or process a payment.

Classroom Period 2: Facilitator-Guided Practice

The facilitator shows an imaginary AI prompt and draft. Together, check the draft for invented facts and private information. Participants practise writing and revising prompts on paper, then present a safe caption.

Classroom Reflection

Complete these sentences: “One thing I understand now is …”; “One thing I would like to practise again is …”; “One safe action I can take in my business is …”. The facilitator should check understanding and offer individual support.

Classroom Period 3 Preparation

Complete Module 3 before Classroom Period 3. If reading on a phone is difficult, use a printed copy, a desktop or laptop or ask someone to read the text with you. You may complete every microtask on paper.

Cybersecurity

Introduction

You will learn to recognise common risks and build habits that protect your business, customers and money.

Learning Objectives

·        Identify information and accounts worth protecting.

·        Recognise phishing and use safer sign-in practices.

·        Describe what to do after a suspected problem.

Topic 1: What needs protecting

Cybersecurity means protecting devices, accounts and information from misuse. For a small business, this includes a phone, email, social media page, customer contacts, sales records and payment details. A scammer may try to steal money, impersonate the business or lock an owner out of an account.

Security does not require expensive software to begin. Small, consistent habits reduce common risks: lock the phone, update apps, check messages carefully and limit who can access business accounts.

Microtask: Name your assets

List three things your business would need to protect and what could happen if each were lost.

Topic 2: Passwords and account access

Use a long, unique password for each important account. A passphrase made of several unrelated words can be easier to remember and harder to guess than a short familiar word. Do not share passwords in group chats or reuse the same password for email and business pages.

Multi-factor authentication (MFA) adds another check when someone signs in, such as a code or authenticator app. A code sent to you is not for a caller or stranger, even if they claim to be support staff. Store recovery information safely and identify a trusted backup contact for business continuity.

Microtask: Protect an imaginary account

Create an example passphrase on paper using made-up words; do NOT write a real password. Explain what you would do if someone asked for your sign-in code.

Topic 3: Recognising scams and suspicious messages

Phishing is a message that tries to trick you into opening a harmful link, sharing a code or sending money. Warning signs include urgency, threats to close an account, unusual payment requests, misspelled addresses and unexpected attachments. Scams can arrive by text, WhatsApp, email, social media or telephone.

If a message claims to be from your bank or platform, stop and contact the organisation through a number or app you already trust. Do not use the contact link inside the suspicious message. A legitimate customer may also have an unusual request; verify payment before handing over goods.

Microtask: Pause, check, decide

A message says: “Your business page closes in 10 minutes. Send us the code we just texted you.” Write three safe steps you would take.

Topic 4: Safe daily habits and responding to a problem

Keep devices updated, use a screen lock, back up important records, avoid entering payment details on shared devices and use trusted Wi-Fi or mobile data for sensitive work. Give helpers only the account permissions they need. Ask customers only for information required to complete the sale and store it securely.

If you suspect an account is compromised: stop using suspicious links, change the password from a trusted device, review account access, contact the platform or bank through official channels, and inform affected customers when appropriate. Seek facilitator or trusted technical support rather than trying random online “fixes.”

Microtask: Create a safety card

Write five everyday safety habits and two people or official services you could contact if something went wrong.

Module Summary

·        Protect accounts with unique passwords and additional sign-in checks.

·        Pause before opening urgent links or sharing codes.

·        Have a simple plan for suspected scams or lost access.

Recommended Stopping Point

Pause here until the next in-person class. Bring your paper microtasks, questions and one example from a business you know. You do not need to create a real account, share a real password or process a payment.

Classroom Period 3: Facilitator-Guided Practice

The facilitator displays examples of genuine and suspicious messages. Participants identify warning signs, practise a safe response, and rehearse how to ask for help without disclosing passwords or codes.

Classroom Reflection

Complete these sentences: “One thing I understand now is …”; “One thing I would like to practise again is …”; “One safe action I can take in my business is …”. The facilitator should check understanding and offer individual support.

Classroom Period 4 Preparation

Complete Module 4 before Classroom Period 4. If reading on a phone is difficult, use a printed copy, a desktop or laptop, or ask someone to read the text with you. You may complete every microtask on paper.

Point of Sale (POS) Systems

Introduction

You will learn how payments and sales records work so you can make an informed choice about POS tools.

Learning Objectives

·        Describe the steps in a sale.

·        Compare POS options and costs.

·        Explain how to use basic sales records.

Topic 1: What a POS system does

Point of sale (POS) is the place or process where a customer pays. It may be a cash box and notebook, a card terminal, a phone-based payment tool or a tablet with sales software. A POS system can record an item, calculate the total, accept an approved payment method and provide a receipt.

POS does not automatically mean “card only.” A business may accept cash and still record the transaction digitally. Different systems require different devices, electricity, connectivity, fees and support.

Microtask: Follow a sale

Draw arrows showing: choose product → confirm price → choose payment → confirm payment → give receipt → record sale.

Topic 2: Understanding the transaction

Imagine a customer buys two jars of jam at EC$15 each. The total is EC$30. The seller confirms the amount, the customer chooses an accepted payment method, and the seller waits for confirmed payment before handing over the goods. A receipt records what was sold and the amount.

A transaction can fail because of connectivity, insufficient funds or an error. Do not assume a screenshot proves payment. Follow the payment provider’s approved confirmation process, and avoid charging twice if the first attempt is uncertain.

Microtask: Paper POS practice

Use an imaginary order: 3 cocoa bars at EC$8 each and 1 spice packet at EC$12. Calculate the total, list what a receipt should show, and explain how you would confirm payment.

Topic 3: Comparing costs and choosing a system

Before adopting a system, ask about equipment cost, transaction fees, monthly fees, settlement time, supported payment methods, offline operation, receipts, customer support and the ability to export sales records. Ask what happens if the internet or electricity fails.

The cheapest advertised device may not be the lowest-cost option. Compare the total cost against expected sales and choose a provider available to your business. Do not sign up for a paid service during this course; collect information first.

Microtask: Compare two options

Draw two columns: cash-and-notebook and card-enabled POS. Compare cost, speed, records, connectivity and customer convenience.

Topic 4: Using records to improve a business

A basic sales record includes date, item, quantity, price, payment method and total. Compare sales with expenses to understand whether the business is earning enough; sales are not the same as profit. Keep personal and business money separate where possible.

At the end of the day, check the recorded sales against cash and confirmed electronic payments. Investigate differences carefully and keep customer payment information private. Simple records help identify popular products, busy days and stock needs.

Microtask: Read a small sales record

On paper, record three imaginary sales. Identify the best-selling item, total sales and one question you would ask before ordering more stock.

Module Summary

·        A POS system supports a sale and a record of payment.

·        Compare fees, connectivity and support before choosing.

·        Accurate records help you understand sales and stock.

Recommended Stopping Point

Pause here until the next in-person class. Bring your paper microtasks, questions and one example from a business you know. You do not need to create a real account, share a real password or process a payment.

Classroom Period 4: Facilitator-Guided Practice

The facilitator demonstrates an imaginary sale and receipt, then uses paper slips or a demonstration POS (without live payments). Participants calculate totals, discuss payment confirmation and compare record-keeping options.

Classroom Reflection

Complete these sentences: “One thing I understand now is …”; “One thing I would like to practice again is …”; “One safe action I can take in my business is …”. The facilitator should check understanding and offer individual support.